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Authors:Kaylee T. Matheny, Marissa E. Thompson, Carrie Townley-Flores, sean f. reardon Abstract: American Educational Research Journal, Ahead of Print. We use data from the Stanford Education Data Archive to describe district-level trends in average academic achievement between 2009 and 2019. Although on average school districts’ test scores improved very modestly (by about 0.001 standard deviations per year), there is significant variation among districts. Moreover, we find that average test score disparities between nonpoor and poor students and between White and Black students are growing; those between White and Hispanic students are shrinking. We find no evidence of achievement-equity synergies or trade-offs: Improvements in overall achievement are uncorrelated with trends in achievement disparities. Finally, we find that the strongest predictors of achievement disparity trends are the levels and trends in within-district racial and socioeconomic segregation and changes in differential access to certified teachers. Citation: American Educational Research Journal PubDate: 2023-01-16T11:34:40Z DOI: 10.3102/00028312221134769
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Authors:Elisheva Cohen First page: 3 Abstract: American Educational Research Journal, Ahead of Print. This article examines the complex process of teachers’ care for students in contexts of inclusive refugee education in Jordan, where Syrian refugees and Jordanian students study together. I illustrate that while teachers’ caring practices represent efforts to support refugee students, they are limited by teachers’ inability to see the social, structural, and systemic power dynamics that restrict Syrian refugees, reifying unequal relations of power between refugees and nationals. National teachers are embedded in the social fabric of the societies in which they live and not impervious to the discriminatory attitudes towards refugees, thereby limiting the extent of their care. This article illuminates the complexity of inclusive refugee education and concludes with implications for teacher education and professional development. Citation: American Educational Research Journal PubDate: 2023-01-09T08:35:13Z DOI: 10.3102/00028312221138267
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Authors:Nicholas Limerick First page: 219 Abstract: American Educational Research Journal, Ahead of Print. Indigenous education increasingly seeks to reclaim the institutions of state assimilation as spaces for the dissemination and support of localized forms of knowledge and language use and the valorization of alternative citizenship identities. In this study, I compare two schools in Ecuador to show how divergent ways of teaching Kichwa promote or reject state policies of language standardization and the kinds of citizens foregrounded by them. By comparing the schools’ approaches to teaching Kichwa, I call attention to linguistic registers as they carry out or contest predominant forms of citizenship. These examples provide a pathway to study inclusive language policies and classrooms and to understand the multiplicity of ways that citizenship manifestsin communication. Citation: American Educational Research Journal PubDate: 2023-02-25T05:04:15Z DOI: 10.3102/00028312231152584
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Authors:Ela Joshi First page: 257 Abstract: American Educational Research Journal, Ahead of Print. Reclassification is a crucial outcome for English learner (EL) students’ academic progress. Though ELs spend a large portion of their academic time with general education teachers, we know little about the role general education teachers play in developing ELs’ English language proficiency. Drawing from a longitudinal administrative dataset from Tennessee, this study uses discrete-time survival analysis to estimate the relationship between ELs’ likelihood of reclassification and characteristics of their general education English language arts (ELA) teachers in Grades 3–8. The study finds that several measures of teacher effectiveness consistently predict EL reclassification. Sensitivity and robustness checks substantiate these relationships. Findings have important policy implications for the identification and assignment of ELs to effective general education ELA teachers. Citation: American Educational Research Journal PubDate: 2023-01-20T09:09:28Z DOI: 10.3102/00028312221144755
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Authors:KerryAnn O’Meara, Lindsey L. Templeton, Damani K. White-Lewis, Dawn Culpepper, Julia Anderson First page: 330 Abstract: American Educational Research Journal, Ahead of Print. Efforts to mitigate bias in faculty hiring processes are well-documented in the literature. Yet, significant barriers to the hiring of racially minoritized and White women in many STEM fields remain. An underreported barrier to inclusive hiring is assessment of risk. Guided by theory from behavioral economics, social psychology, and decision-making, we examine the inner workings of five faculty search committees to understand how committee members identified and assessed risk with particular attention to assessments of risk that became intermingled with social biases. Committees identified and assessed five risks, including candidate interest, candidate disciplinary expertise, candidate competence, candidate collegiality, and the timing and oversight of the search process itself. We discuss implications of risk identification and assessment for effective and inclusive searches. Citation: American Educational Research Journal PubDate: 2023-02-02T06:08:50Z DOI: 10.3102/00028312221150438
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Authors:Adai A. Tefera, Alfredo J. Artiles, Catherine Kramarczuk Voulgarides, Alexandra Aylward, Sarah Alvarado First page: 367 Abstract: American Educational Research Journal, Ahead of Print. We used a situated approach to examine the aftermath of citations for racial disparities in special education and discipline. The study was conducted in one suburban school district and examined staff’s interpretations and responses to multiple disproportionality citations. We found that historical, spatial, and sociocultural contexts mediated stakeholders’ interpretations and reactions to citations and the consequences of their responses. Our findings demonstrate how a history of race relations in the district and the community as well as spatial opportunity structures shaped disability and discipline racial disparities; the consequences of a damaged imagery for multiply marginalized youth and their families in explanations of disproportionality citations; and the shortcomings of the district’s symbolic and predominately color-evasive responses as a consequence of ambiguous federal and state policy mandates. Citation: American Educational Research Journal PubDate: 2023-01-10T06:51:15Z DOI: 10.3102/00028312221147007
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Authors:Thomas S. Dee, Elizabeth Huffaker, Cheryl Phillips, Eric Sagara Abstract: American Educational Research Journal, Ahead of Print. Before the 2020–2021 school year, policymakers and parents confronted the uncertain trade-offs implied by the health, educational, and economic consequences of offering instruction remotely, in person, or through a hybrid of the two. Most public schools in the United States chose remote-only instruction, and enrollment fell dramatically (i.e., a loss 1.1 million K–12 students). We examine the impact of these choices on public-school enrollment using panel data that combine district-level information on enrollment and instructional mode. We find offering remote-only instead of in-person instruction reduced enrollment by 1.1 percentage points (i.e., 42% greater disenrollment). The disenrollment effects of remote instruction are concentrated in kindergarten and, more modestly, elementary schools. We do not find evidence that hybrid instruction had an impact. Citation: American Educational Research Journal PubDate: 2022-12-23T04:45:39Z DOI: 10.3102/00028312221140029
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Authors:Juan Del Toro, Ming-Te Wang First page: 36 Abstract: American Educational Research Journal, Ahead of Print. Police stops often perpetuate racial disparities in academic outcomes, yet few studies have examined factors that mitigate these negative consequences. Using two longitudinal studies (Study 1: n = 483, M-age = 12.88, 53% males; Study 2: n = 131, M-age = 15.11, 34% males), this article tests whether parental and school cultural socialization reduced the negative associations between police stops and youth’s school engagement. Results showed that youth with police encounters reported lower school engagement. Parental cultural socialization conferred protection in one study, while school cultural socialization was a protective factor in both studies. The implications of this work stand to benefit those working to reduce the negative links between policing and African American youth’s school engagement. Citation: American Educational Research Journal PubDate: 2022-11-02T09:20:47Z DOI: 10.3102/00028312221132533
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Authors:Joseph Krajcik, Barbara Schneider, Emily Miller, I-Chien Chen, Lydia Bradford, Quinton Baker, Kayla Bartz, Cory Miller, Tingting Li, Susan Codere, Deborah Peek-Brown First page: 70 Abstract: American Educational Research Journal, Ahead of Print. This investigation studied the effects of the Multiple Literacies in Project-Based Learning science intervention on third graders’ academic, social, and emotional learning. This intervention includes four science units and materials, professional learning, and post-unit assessments; features of project-based learning; three-dimensional learning (National Research Council, 2012); and the performance expectations from the Next Generation of Science Standards (NGSS Lead States, 2013). The intervention was evaluated with a cluster randomized control trial in 46 Michigan schools with 2,371 students. Results show that students who received the intervention had higher scores on a standardized science test (0.277 standard deviation) and reported higher levels of self-reflection and collaboration when involved in science activities. Citation: American Educational Research Journal PubDate: 2022-11-02T09:14:48Z DOI: 10.3102/00028312221129247
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Authors:Theresa Ambo, Theresa Rocha Beardall First page: 103 Abstract: American Educational Research Journal, Ahead of Print. Land acknowledgments are an evolving practice to recognize local Indigenous Peoples as traditional stewards of their homelands. Using a content and discourse analysis, we conduct the first empirical study of U.S. land acknowledgment statements focusing on the 47 land-grab universities created under the 1862 Morrill Act. We find that LGUs tend to adopt statements in urban areas, where federally recognized tribes are present, and at institutions with over 100 enrolled Native American students. Land acknowledgment statements also commonly name local Indigenous Peoples yet often fail to articulate their responsibilities to them, include superficial gestures, and center multicultural language. We offer “rhetorical removal” to describe the tendency of land-grab universities to deploy language that selectively erases Indigenous Peoples and, thus, argue that statements must directly address settler colonial legacies of violence and redistribute material support for Indigenous students and partnerships with Native nations. Citation: American Educational Research Journal PubDate: 2022-12-10T12:05:24Z DOI: 10.3102/00028312221141981
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Authors:Seth Brown, Mengli Song, Thomas D. Cook, Michael S. Garet First page: 141 Abstract: American Educational Research Journal, Ahead of Print. This study examined bias reduction in the eight nonequivalent comparison group designs (NECGDs) that result from combining (a) choice of a local versus non-local comparison group, and analytic use or not of (b) a pretest measure of the study outcome and (c) a rich set of other covariates. Bias was estimated as the difference in causal estimate between each NECGD and a carefully appraised randomized experiment with the same intervention, outcome, and estimand. Results indicated that bias generally declined with the number of design elements in an NECGD, that combining all three sufficed to eliminate bias but was not necessary for it, and that this pattern of results was largely replicated across five different replication factors. Citation: American Educational Research Journal PubDate: 2022-12-05T12:32:34Z DOI: 10.3102/00028312221136565
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Authors:Emanuele Bardelli, Matthew Ronfeldt, John P. Papay First page: 183 Abstract: American Educational Research Journal, Ahead of Print. Many prior studies have explored average differences in initial levels of teaching effectiveness among graduates from different teacher preparation programs (TPPs) and the features of preparation that predict these differences. We focus on another important dimension of effectiveness—how graduates from different TPPs improve over time. Examining all graduates from Tennessee TPPs from 2010 to 2018, we find meaningful differences between TPPs in both initial level and early-career growth in teaching effectiveness. We also find that different TPP features explain part of these differences. Yet the features that correlate with initial teaching effectiveness are not the same features that correlate with growth. This article informs policy decisions around TPP evaluation and identifies new directions for future research in TPP effectiveness. Citation: American Educational Research Journal PubDate: 2022-12-21T04:54:06Z DOI: 10.3102/00028312221137798
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Authors:Jessika H. Bottiani, Joseph M. Kush, Heather L. McDaniel, Elise T. Pas, Catherine P. Bradshaw First page: 293 Abstract: American Educational Research Journal, Ahead of Print. Challenges in the measurement of racial disparities in school discipline are a significant barrier to identifying policy and programmatic reforms that are effective at closing gaps. This article reviews key measurement issues and presents a set of empirical analyses as an illustrative case study. Specifically, we reframe the interpretation of discipline data in light of initiatives designed to reduce racial discipline disparities. We also characterize common metrics and recognize several additional ones for use in discipline disproportionality outcome evaluations. Leveraging a statewide policy reform as an example, we report findings from a quasi-experimental evaluation, which demonstrated that the various metrics can point to differing conclusions. We conclude with proposed guiding principles for the selection and use of discipline disproportionality metrics in evaluations. Citation: American Educational Research Journal PubDate: 2022-12-30T05:28:31Z DOI: 10.3102/00028312221140026
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Authors:Ming-Te Wang, Daphne Henry, Juan Del Toro First page: 405 Abstract: American Educational Research Journal, Ahead of Print. With racial inequalities plaguing the U.S. school system, educators have recognized the importance of establishing inclusive, equitable, and diverse school environments where students from different ethnic-racial backgrounds can feel respected and supported. This study examined the longitudinal links between adolescents’ experiences of school racial socialization, school climate perceptions, and academic performance and tested whether these links varied by race (n = 941; 54% boys; 63% Black, 37% White). Results revealed that adolescents’ experience of school racial socialization practices (i.e., cultural socialization and promotion of cultural competence) predicted positive changes in their perceptions of school climate and, in turn, promoted better academic performance. School racial socialization was linked to positive school experiences and achievement for both Black and White adolescents. Citation: American Educational Research Journal PubDate: 2022-11-19T05:43:09Z DOI: 10.3102/00028312221134771
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