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Authors:Christopher Redding; Kelley A. Taksier Abstract: American Educational Research Journal, Ahead of Print. Stagnating teacher salaries and the widening gap between public school teachers and similar workers have led to growing concerns that teachers will seek additional employment—possibly leading to teacher burnout and/or attrition in the process. Using data ... Citation: American Educational Research Journal PubDate: 2025-03-17T11:20:14Z DOI: 10.3102/00028312251316256
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Authors:Kaylyn Jackson Schiff; Zachary Peskowitz Abstract: American Educational Research Journal, Ahead of Print. Perceptions of school quality affect many aspects of education policy and politics. Using two randomized survey experiments, we studied the factors that individuals use to evaluate school quality. Our surveys included two novel components: text analysis ... Citation: American Educational Research Journal PubDate: 2025-03-13T12:27:50Z DOI: 10.3102/00028312251315740
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Authors:Yuxiao Wu, Jingjing Wang; Jingjing WangNanjing University Abstract: American Educational Research Journal, Ahead of Print. This study investigated how income inequality shapes the role of economic and cultural capital in students’ academic performance. By analyzing a multilevel dataset of 72 countries (economies), we found that (1) the associations between economic capital and academic achievements are stronger in unequal societies than in equal ones, whereas the associations between cultural capital and students’ achievements are stronger in equal societies than in unequal ones, and (2) in more equal societies, the associations between cultural capital and students’ achievements are stronger for students with lower economic capital, whereas the associations between cultural capital and students’ achievements are stronger for students with higher stocks of economic capital in unequal societies. The findings contribute to understanding how social context shapes the processes of intergenerational reproduction from a comparative perspective. Citation: American Educational Research Journal PubDate: 2025-01-06T01:24:16Z DOI: 10.3102/00028312241308548
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Authors:Maximilian Cuddy, Amanda E. Lewis, Maria Krysan; Amanda E. Lewis, Maria Krysan Abstract: American Educational Research Journal, Ahead of Print. As school choice increases, parents are expected to act like consumers choosing from a school marketplace. However, to what extent do parents understand and enact this new role' Drawing on organizational theory, we examine the mismatch between the ostensive (ideal) and performative aspects of the school choice enrollment routine. Analyzing interviews with 136 parents in Chicago, we found that only a small minority perform the enrollment routine as officially envisioned (i.e., researching and applying to multiple schools). Instead, most parents know little to nothing about the enrollment routine. Further, even “educated consumer” parents feel disempowered by the routine. We argue that in a context of deep structural educational inequality, the current enrollment routine works to deflect responsibility onto individual parents. Citation: American Educational Research Journal PubDate: 2025-01-06T01:22:36Z DOI: 10.3102/00028312241308545
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Authors:Hajime Mitani Abstract: American Educational Research Journal, Ahead of Print. The inequitable distribution of principal effectiveness raises concern among policymakers. Principal sorting likely contributes to wider achievement and opportunity gaps between low- and high-need schools. As a possible policy tool, policymakers proposed performance-based compensation systems (PBCS). Tennessee was one of the states that supported the implementation of PBCS. This study examined the relationship between PBCS and principal job performance in the state, using longitudinal administrative data, principal evaluation data, and unique PBCS data from 2012 to 2019. The study did not find consistently significant, positive relationships between PBCS and principal job performance. However, the relationships were generally more pronounced among high-need schools. The study concludes with detailed discussions about the results, the assumptions behind PBCS, limitations, and implications. Citation: American Educational Research Journal PubDate: 2025-01-04T10:55:46Z DOI: 10.3102/00028312241303760
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Authors:Lorena Ortega, Matías Montero, Catalina Canals, Alejandra Mizala; Matías Montero, Catalina Canals, Alejandra MizalaCenter for Advanced Research in Education (CIAE), Instituto de Estudios Avanzados en Educación, Universidad de Chile, Centro de Economía Aplicada, Departamento de Ingeniería Industrial, Universidad de Chile Abstract: American Educational Research Journal, Ahead of Print. Upper secondary education shapes gender segregation in higher education and the labor market. This study shows gendered elective course enrollment patterns in Chilean upper secondary education across seven subjects, examines their consistency across socioeconomic contexts, and identifies school-level moderators. Using national administrative data from 2012–2021 and multilevel models, we find that students make gender-stereotypical choices regardless of their prior achievement. Notably, in higher-socioeconomic-status schools, gender differences in enrollment are larger, suggesting that socioeconomic context amplifies gendered choices. Additionally, the gender culture of schools moderates segregation in field-of-study choices, indicating that the school environment plays an important role in shaping students’ educational trajectories. These findings highlight the need for targeted policies to address gender and socioeconomic disparities in education. Citation: American Educational Research Journal PubDate: 2025-01-02T09:49:18Z DOI: 10.3102/00028312241308537
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Authors:John Jerrim, Claudia Prieto-Latorre, Oscar David Marcenaro-Gutierrez, Nikki Shure; Claudia Prieto-Latorre, Oscar David Marcenaro-Gutierrez, Nikki Shure Abstract: American Educational Research Journal, Ahead of Print. In this paper we use novel data to test the direct and indirect paths between teacher self-efficacy and student outcomes. This includes how teacher self-efficacy is linked to student, teacher, and expert rater views of lesson quality. Our results illustrate how the link between teacher self-efficacy and instructional quality is sensitive to how lesson quality is measured, with large effects when based on teacher reported outcomes but no association when based on the ratings of expert observers. Virtually no relationship is found between teacher self-efficacy and student outcomes. We thus conclude that while there is probably some positive association between teacher self-efficacy and the quality of their instruction, the strength of this relationship is relatively weak. Citation: American Educational Research Journal PubDate: 2024-12-24T06:17:47Z DOI: 10.3102/00028312241300265
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Authors:Yihua Hong, Jeffrey A. Rosen, Stacey A. Rutledge, Marisa Cannata, Susan Rotermund; Jeffrey A. Rosen, Stacey A. Rutledge, Marisa Cannata, Susan Rotermund Abstract: American Educational Research Journal, Ahead of Print. Personalization for academic and social-emotional learning (PASL) is a systemic approach to high school reform that works to strengthen and bridge preexisting academic and social-emotional systems within schools and classrooms. Analyzing student administrative records from 12 schools in a large Florida urban district, we found that, on average, PASL was associated with fewer unexcused absences of ninth graders. Its effects were stronger for students with prior disciplinary incidents in increasing credits earned and reducing unexcused absences. PASL effects did not vary by student race/ethnicity or family income status. The findings provide evidence for the school reform model with an improvement-science approach and suggest directions for supporting students with middle to high school transition. Citation: American Educational Research Journal PubDate: 2024-12-13T11:35:22Z DOI: 10.3102/00028312241296102
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Authors:Julie J. Park, Brian Heseung Kim, Nancy Wong, Jia Zheng, Stephanie Breen, Pearl Lo, Dominique J. Baker, Kelly Rosinger, Mike Hoa Nguyen, OiYan A. Poon; Brian Heseung Kim, Nancy Wong, Jia Zheng, Stephanie Breen, Pearl Lo, Dominique J. Baker, Kelly Rosinger, Mike Hoa Nguyen, OiYan A. Poon Abstract: American Educational Research Journal, Ahead of Print. For years, discussions on inequality in college admissions have addressed standardized tests, but less is known about inequality in nonstandardized components of applications. We analyzed extracurricular activity descriptions in 6,054,104 applications submitted through the Common Application using natural language processing methods. Overall, White, Asian American, wealthier, and private-school students reported more activities, top-level leadership roles, and distinctive accomplishments (e.g., honors and awards). However, there was little to no difference in the percentage of activities with top-level leadership roles for different racial/ethnic groups. Disparities decrease when controlling for key variables, but salient differences related to race and class remain. Findings do not necessarily support a return to required standardized tests or ending consideration of activities in admissions. Implications are discussed. Citation: American Educational Research Journal PubDate: 2024-12-13T11:31:47Z DOI: 10.3102/00028312241292309
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Authors:Sara Geven Abstract: American Educational Research Journal, Ahead of Print. The allocation of students to ability tracks is often based on teacher recommendations. These recommendations tend to be biased in favor of students from higher socioeconomic status (SES) backgrounds. While tracking procedures and criteria have been proposed to play a role herein, empirical research is lacking. Using a survey experiment and information from 221 teachers in 69 Dutch schools, I find that teachers in the same school vary in their interpretation of their school’s procedure and (relatedly) their own tracking criteria. Teachers who perceive the school procedure to put more weight on students’ home environment, and/or (relatedly) put more weight on this themselves, show a stronger SES bias in track recommendations in the survey experiment. Citation: American Educational Research Journal PubDate: 2024-10-31T08:04:09Z DOI: 10.3102/00028312241288212
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