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Authors:Ann M. Ishimaru, Filiberto Barajas-López, Min Sun, Keisha Scarlett, Eric Anderson Abstract: Educational Researcher, Ahead of Print. The realities of a global pandemic coupled with economic, climate, and racial crises have exacerbated existing racial injustices in schools and society. Although many have argued for a principled refusal to return to an inequitable “normal” (Roy, 2020), dominant models of educational improvement prioritize technical-rational approaches that often result in administrative racism in school systems, with little attention to the complexities of race, power, and privilege in addressing long-standing racial injustices. The need to address settler colonialism, anti-Black, and other intersectional racisms are far from new, but we argue that the confluence of these pandemics demands new roles for research-practice partnerships (RPPs) in education that aspire to transform systems beyond their current construction. In this article, we draw on the intersections between racial equity and RPP scholarship to propose key pivots for RPPs in working to foster educational justice in school systems. We use our racial equity-focused RPP to illustrate efforts to (a) center justice in multidimensional change; (b) develop equity-centered data systems; and (c) enlist racially minoritized youth, family, and community expertise. As partners in an ongoing racial equity-focused RPP, we challenge ourselves and our colleagues to take up the work of remaking schooling to become answerable to the learning and knowledge of youth, families, and communities impacted by racial and educational injustices. Citation: Educational Researcher PubDate: 2022-05-24T10:45:57Z DOI: 10.3102/0013189X221098077
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Authors:Laura C. Chávez-Moreno Abstract: Educational Researcher, Ahead of Print. Racial literacy has contributed powerful advances in multiple disciplines about how race and racism are understood. Many education scholars use the concept to refer to antiracist practices and ideologies, a definition that casts some people as either racially literate or illiterate. In this essay the author draws on examples from education literature to argue that this interdisciplinary conceptual norm hinders scholars’ attempts to reveal the dominance of race-evasiveness, however unintentionally, for two reasons. First, describing people as racially literate or illiterate implies that those who adopt race-evasive or racist ideologies are not interpreting racial ideas, which overlooks that all people who live in a racist society engage in literacy practices that make meaning of race. Second, construing racial literacy strictly as antiracist obscures that making meaning of race can be done through hegemonic ideologies. This accepted conceptualization may stymie useful analyses of hegemonic ideologies that predominate in U.S. society and schools. The author presents a continuum of racial literacies to differentiate between hegemonic and counterhegemonic racial literacies. The continuum’s exposure of hegemonic racial literacies encourages scholars to capture the hidden ideologies in literacy practices that may not exhibit an explicit racial focus but nevertheless perpetuate racism. Furthermore, the author suggests eschewing the labels “racially illiterate” and “racially literate” and instead affirms that people become racially literate through both racist and antiracist literacy practices. Instead of racially illiterate or literate, the author submits consciousness as a more apt term and connects the continuum’s counterhegemonic end to developing critical-racial consciousness, an antiracist lens. Citation: Educational Researcher PubDate: 2022-05-04T10:40:36Z DOI: 10.3102/0013189X221093365
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Authors:Gary N. Siperstein, Staci C. Ballard, Holly E. Jacobs, Jason Rodriquez, Timothy P. Shriver Abstract: Educational Researcher, Ahead of Print. Understanding students’ perspectives on inclusive behavior is important for addressing the bullying, victimization, and exclusion that many middle school and high school students, particularly marginalized students, continue to face at school. This study explored how students give meaning to inclusive behavior at school and the conditions that support inclusive behavior. Using data from 30 focus groups conducted with students, the findings expand on three primary themes: students’ broad descriptions of inclusive behavior, their understanding of the qualities and characteristics of an inclusive person, and their beliefs about what makes a school inclusive. Findings from this study can inform organizational practices to facilitate inclusive behavior in schools in a manner consistent with how students themselves view inclusivity. Citation: Educational Researcher PubDate: 2022-05-03T05:29:29Z DOI: 10.3102/0013189X221090509
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Authors:Soledad De Gregorio, Tasminda K. Dhaliwal, Ann Owens, Gary Painter Abstract: Educational Researcher, Ahead of Print. As student homelessness grows, little is known about how the timing and duration of homeless experiences shape K–12 outcomes. Using Los Angeles Unified School District administrative data, the authors examine whether these temporal dimensions of homelessness predict students’ achievement and attendance. The authors find that homeless students scored lower on math tests and missed more school days than students who were never homeless. These associations are largest when students experience homelessness in the year the outcomes are measured. Experiencing homelessness in only 1 year and in 2 or more years both negatively predict outcomes, but associations are larger for students experiencing homelessness in only 1 year. Citation: Educational Researcher PubDate: 2022-04-29T03:14:30Z DOI: 10.3102/0013189X221091232
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Authors:Walter A. Herring, Daphna Bassok, Anita S. McGinty, Luke C. Miller, James H. Wyckoff Abstract: Educational Researcher, Ahead of Print. Federal accountability policy mandates that states administer standardized tests beginning in third grade. In turn, third-grade test scores are often viewed as a key indicator in policy and practice. Yet literacy struggles begin well before third grade, as do racial and socioeconomic disparities in children’s literacy skills. Kindergarten readiness assessments provide a unique opportunity to better understand the emergence of literacy disparities. We use unique kindergarten literacy data from nearly every school division in Virginia to document the relationship between children’s early literacy skills and their later reading proficiency. When comparing children with similar literacy skills at kindergarten entry, we find significant racial and socioeconomic differences in the likelihood that a child will be proficient on their third-grade reading assessment. Citation: Educational Researcher PubDate: 2022-04-28T01:59:48Z DOI: 10.3102/0013189X221091535
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Authors:Hillary Parkhouse, Ejana Bennett, Toshna Pandey, Kristina Lee, Jacqueline Johnson Wilson Abstract: Educational Researcher, Ahead of Print. Despite substantial evidence of the effectiveness of—and the need for—culturally relevant education (CRE), it has been treated by many schools as a professional choice or new initiative rather than a fundamental approach to teaching in a multicultural, democratic society. Moreover, efforts to implement CRE across schools and districts have recently been met by strong opposition from well-organized groups. In this essay, the authors point to scientific, legal, and ethical arguments for why CRE should be considered a noncontroversial, evidence-based approach to education. The authors then draw on insights from political psychology and critical Whiteness studies to argue that the opposition to CRE is unlikely to be overcome through the evidence they present. The arguments therefore are meant not to convince critics but rather to bolster educational leaders’ resolve to stand strong in the face of opposition. The authors conclude with specific recommendations for how districts might begin the work of institutionalizing CRE so that the approach ultimately becomes taken for granted and alternatives cease to be considered. Citation: Educational Researcher PubDate: 2022-04-22T10:41:41Z DOI: 10.3102/0013189X221092390
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Authors:Meredith P. Richards, Alexandra E. Pavlakis Abstract: Educational Researcher, Ahead of Print. Students experiencing homelessness spend their nights in various settings, including shelters, with friends/families (doubled-up), motels/hotels, and unsheltered contexts. Yet there is limited quantitative research on how educational outcomes vary by residential context. We analyze data from over 400,000 students in Houston Independent School District from 2012–2013 to 2016–2017 via fixed-effects models and coarsened exact matching techniques. We find that students who became homeless attended less school and were more likely to drop out than nonhomeless students but had comparable achievement growth and disciplinary infractions. However, outcomes varied significantly by residential context: Doubled-up students fared relatively well on most outcomes, whereas students in shelter had particularly poor attainment. Results highlight the importance of research and practice that attends to differences by residential context. Citation: Educational Researcher PubDate: 2022-04-11T11:17:49Z DOI: 10.3102/0013189X221090266
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Authors:Liliana M. Garces, Evelyn Ambriz, Jackie Pedota Abstract: Educational Researcher, Ahead of Print. Over the last 3 years, the advocacy organization Speech First has filed six lawsuits challenging the constitutionality of bias response teams on the grounds that they violate free speech. Bias response teams are university-wide committees that respond to reports of racially charged incidents on college campuses to promote institutional goals of inclusion. These lawsuits are significant because they have resulted in the dismantling of these committees. In this commentary, we bring attention to this renewed wave of legal attacks on racial diversity and inclusion policies on college campuses and its implications for race-focused policy, practice, and research. Citation: Educational Researcher PubDate: 2022-04-07T11:44:13Z DOI: 10.3102/0013189X221088307
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Authors:Maxwell Yurkofsky Abstract: Educational Researcher, Ahead of Print. School systems are increasingly working to foster more ambitious learning environments and disrupt institutionalized educational inequities. But such efforts are complicated by a number of uncertainties—about the aims of schooling and how they might be achieved or measured—that suffuse educational organizations. Although there is general agreement that uncertainty is both pervasive and consequential in educational settings, as a field we lack a more unified analytic framework for making sense of this uncertainty. In this article, I seek to advance such a project by drawing on educational and organizational scholarship to identify three forms of uncertainty that pervade school systems. While two of these forms of uncertainty—environmental and technical—are well established in organizational theory, I develop the concept of representational uncertainty as a third form of uncertainty that is particularly impactful in schools. I show how these three forms of uncertainty manifest across different contexts, aims, and levels of school systems; how they interrelate; and how they must be strategically mitigated or fostered in the service of educational improvement. Citation: Educational Researcher PubDate: 2022-03-18T03:39:05Z DOI: 10.3102/0013189X221078590
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Authors:Jeannette Mancilla-Martinez, Min Hyun Oh, Gigi Luk, Adam Rollins Abstract: Educational Researcher, Ahead of Print. Using state-level data, we report special education (SPED) trends in Tennessee from 2009 to 2019 for students in Grades 3 to 8 by language groups—native English speaker (NES), English-proficient bilingual (EPB), and current English learner (Current EL)—and income status (eligibility for free or reduced-price lunch). The sample included 812,783 students from 28 districts that met the risk ratio threshold set by the state. Results revealed that none of the language groups were disproportionally (i.e., over) represented in SPED based on Tennessee’s threshold. However, trends varied by income status, suggesting that exclusionary factors are potentially associated with rates of identification. Citation: Educational Researcher PubDate: 2022-02-03T10:44:26Z DOI: 10.3102/0013189X221077208
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Authors:Frank Perrone, Michelle D. Young, Edward J. Fuller Abstract: Educational Researcher, Ahead of Print. In this policy forum commentary, we call for improved national and state-level data collection and access relevant to the principal pipeline. We focus specifically on how access to quality data can inform, has informed, and is critical to policy and practice across three segments of the principal pipeline—principal preparation, licensure, and labor markets—as well as the essential issue of diversity itself and across each pipeline segment. We also outline and explain the types of data collection, storage, and access that would enable more informed and relevant principal pipeline research, policy, and preparation. We then call for action at the state and the federal levels, including reauthorization of the Higher Education Act to expand Title II educator data collection to include principal preparation programs as it does teacher preparation programs. Finally, we conclude with cautions against potential data misuse. Citation: Educational Researcher PubDate: 2022-02-03T10:37:11Z DOI: 10.3102/0013189X221075767
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Authors:Izhak Berkovich, Lotem Perry-Hazan Abstract: Educational Researcher, Ahead of Print. This essay coins and conceptualizes the term “publicwashing.” In educational systems and organizations, publicwashing is a symbolic communication that emphasizes organizational publicness for the purpose of a superficial repair of reputation. The essay defines publicwashing and describes its motives and manifestations. Additionally, it illustrates publicwashing by discussing the concept in the context of the U.S. charter school reform. Adopting the lens of symbolic communication in the charter school case illustrates how the discrepancy between the “public” label and private characteristics of charter schools is managed through public relations. Future studies of publicwashing in education can further apply the symbolic communication approach to various cases, contexts, and deceptive strategies. Citation: Educational Researcher PubDate: 2022-01-07T08:48:01Z DOI: 10.3102/0013189X211070810
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Authors:Kari Dalane, Dave E. Marcotte First page: 245 Abstract: Educational Researcher, Ahead of Print. Over the past three decades, children from low-income families have increasingly been attending different public schools than those from more affluent families. Though recent work has helped us understand patterns of income segregation between districts and schools within districts, we know little about segregation of students as they experience school: in the classroom. We attempt to advance knowledge of segregation of students by income at the classroom level. We use data from North Carolina that includes information on classroom assignments and students’ economically disadvantaged (ED) status. We assess whether ED students are clustered/segregated into different classrooms than other students. We find that within-school segregation rose by about 10% between 2007 and 2014 in elementary and middle schools we study. Citation: Educational Researcher PubDate: 2022-02-22T10:18:43Z DOI: 10.3102/0013189X221081853
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Authors:Dan Goldhaber, John Krieg, Roddy Theobald, Stephanie Liddle First page: 255 Abstract: Educational Researcher, Ahead of Print. We use data on over 14,000 teacher candidates in Washington state, merged with employment data from the state’s public schools and Unemployment Insurance system, to investigate the career paths of recently certified teacher candidates in the state. About two thirds of these candidates are observed as public school teachers at some point within 5 years after completing student teaching, many of whom transition from nonteaching education positions into public school teaching positions within a few years of student teaching. We also find that candidates with STEM endorsements and candidates who graduated after the Great Recession are far more likely to be employed in public K–12 teaching positions within the first several years after student teaching. Citation: Educational Researcher PubDate: 2022-02-03T10:42:06Z DOI: 10.3102/0013189X221077042
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Authors:Prashant Loyalka, Zhaolei Shi, Guirong Li, Elena Kardanova, Igor Chirikov, Ningning Yu, Shangfeng Hu, Huan Wang, Liping Ma, Fei Guo, Ou Lydia Liu, Ashutosh Bhuradia, Saurabh Khanna, Yanyan Li, Adam Murray First page: 265 Abstract: Educational Researcher, Ahead of Print. Whether faculty research affects college student learning has long been the subject of debate. Previous studies use subjective measures of student learning; focus on correlation rather than causation; and typically focus on one college, thus lacking generalizability. Using unique, large-scale survey and assessment data that we collected from nationally representative samples of STEM undergraduates in China, India, and Russia, as well as a causal identification strategy that accounts for differential sorting of students to faculty, we present generalizable estimates of the effect of faculty research on objective, standardized measures of student learning. Results show that faculty research has a negative effect on student learning, suggesting direct trade-offs between the university’s dual mission of producing research and learning. Citation: Educational Researcher PubDate: 2022-03-29T08:02:13Z DOI: 10.3102/0013189X221090229
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Authors:Matthew H. Rafalow, Cassidy Puckett First page: 274 Abstract: Educational Researcher, Ahead of Print. Existing scholarship suggests that schools do the work of social stratification by functioning as “sorting machines,” or institutions that determine which populations of students are provided educational resources needed to help them get ahead. We build on this theory of social reproduction by extending it to better understand how digital technology use is implicated in this process of unequal resource allocation in schools. We contend that educational resources, like digital technologies, are also sorted by schools. Drawing on scholarship from both education research and science and technology studies, we show how educational institutions have long played a role in constructing the value of technologies to different ends, by constructing hierarchies of technological activity, like “vocational” and “academic” computer use, even when strikingly similar. We then apply this lens to three areas of inquiry in education research: the use of digital technologies for instruction, school use of student data, and college admissions. Each illustrates how education scholars can view technologies as part of school sorting processes and with implications for inequality within and beyond the classroom. Citation: Educational Researcher PubDate: 2022-01-13T01:00:11Z DOI: 10.3102/0013189X211070812
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Authors:Elena Aydarova, Sarah Newcomer, Carla McNelly, Mariela Nuñez-Janes, Sofia A. Villenas First page: 289 Abstract: Educational Researcher, Ahead of Print. Warren and Venzant Chambers (2020) raised an important concern about the marginalization and elimination of social foundations of education in educator preparation. Yet, their focus on “an essential tripartite coalition of disciplinary perspectives” encapsulated in sociology, history, and philosophy runs counter the interdisciplinary nature of social foundations. Citation: Educational Researcher PubDate: 2022-04-01T06:01:19Z DOI: 10.3102/0013189X211024152
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Authors:Chezare A. Warren, Terah Venzant Chambers First page: 292 Abstract: Educational Researcher, Ahead of Print. Our 2020 Educational Researcher article, “The Imperative of Social Foundations to (Urban) Education Research and Practice,” emphasizes three particular social foundations of education (SFE) subdisciplines (sociology of education, history of education, and philosophy of education) to demonstrate the strength and necessity of SFE as a multi-perspectival approach to resolving persistent education justice dilemmas. In their technical comment, Aydarova et al. (2021) insist that our article potentially facilitates “erasure of SFE’s complexity and interdisciplinarity” (p. 1). They, like us, care deeply that SFE be understood as indispensable to advancing racial justice in and beyond education research, policy, and practice. These scholars foreground the invaluable contributions of anthropology of education to oppose racism and accentuate justice-oriented education alternatives. This essay responds to the technical comment by clarifying what we find to be a fundamental misinterpretation of our argument and, ultimately, its scholarly purpose. Not only do we contend with our colleagues’ concern that our work is reductionist, we demonstrate how Aydarova et al.’s urgent call to foreground SFE’s interdisciplinary nature further underscores the central argument made in our 2020 paper. Citation: Educational Researcher PubDate: 2022-04-01T06:01:28Z DOI: 10.3102/0013189X221088284
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Authors:Adrian Simpson Abstract: Educational Researcher, Ahead of Print. A recent article calculates new benchmarks from the distribution of effect sizes in a dataset, without accounting for signed values or sampling appropriately. In addition, the focus-narrowing approach it takes does little to address the issues highlighted about the value of effect size for policy. Citation: Educational Researcher PubDate: 2021-01-06T10:55:06Z DOI: 10.3102/0013189X20985448
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Authors:Huriya Jabbar, Francine Menashy First page: 279 Abstract: Educational Researcher, Ahead of Print. In this review, we explore economic imperialism, a concept that captures the phenomenon of a single discipline’s power over so many facets of social life and policy—including education. Through a systematic search, we examine how economic imperialism has been conceptualized and applied across fields. We uncovered three key, interconnected elements of economic imperialism that hold relevance for education research. First, economics has colonized other disciplines, narrowing the lens through which policymakers have designed education reforms. Second, an overreliance on economic rationales for human behavior neglects other explanations. Third, a focus on economic outcomes of education has subjugated other important aims of education. We share implications for researchers to use economic theory in ways that are interdisciplinary but not imperialist. Citation: Educational Researcher PubDate: 2021-12-20T04:46:53Z DOI: 10.3102/0013189X211066114
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