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Authors:Angela Starrett, Matthew J. Irvin, Christine Lotter, Jan A. Yow Abstract: American Educational Research Journal, Ahead of Print. One overarching goal for rural place-based education is to influence adolescents’ aspirations to stay in the community to help sustain and revitalize the local economy. The authors explore the relationship of place-based workforce development in science and mathematics classes with motivation (i.e., expectancy beliefs and science, technology, engineering, and mathematics [STEM] career interest) and rural community aspirations in a large sample of secondary students. The results confirmed that the more place-based workforce development adolescents reported, the higher their expectancy beliefs, STEM career interest, and rural community aspirations. Moreover, motivation positively predicted rural community aspirations. Our findings suggest that teachers should attend not only to content but also to the inclusion of local STEM-related assets and needs, thereby cultivating STEM career trajectories in rural communities. Citation: American Educational Research Journal PubDate: 2022-05-28T05:57:11Z DOI: 10.3102/00028312221099009
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Authors:Luis A. Leyva, R. Taylor McNeill, B R. Balmer, Brittany L. Marshall, V. Elizabeth King, Zander D. Alley Abstract: American Educational Research Journal, Ahead of Print. Black queer undergraduates experience invisibility at the juncture of anti-Black racism and cisheteropatriarchy in their campus environments. With the absence of research on queer students of color in undergraduate STEM, it has been unexplored how Black queer invisibility is reinforced and disrupted in uniquely racialized and cisheteronormative STEM spaces. Drawing on Black queer studies and a proposed framework of STEM education as a White, cisheteropatriarchal space, our study addresses this research gap by exploring four Black queer students’ experiences of oppression and agency in navigating invisibility as STEM majors. A counter-storytelling analysis reveals how curricular erasure and within-group peer tensions shaped variation in undergraduate Black queer students’ STEM experiences of invisibility. Findings inform implications for education research, practice, and policy. Citation: American Educational Research Journal PubDate: 2022-05-27T06:24:11Z DOI: 10.3102/00028312221096455
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Authors:Seanna Leath, Taina Quiles, Meron Samuel, Uche Chima, Tabbye Chavous Abstract: American Educational Research Journal, Ahead of Print. Although Black students may share race-related experiences at predominantly White institutions (PWIs), they are a heterogeneous community with diverse identity beliefs, goals, and expectations about college. In the current study, we foreground how Black students at PWIs understand their racialized identities in relation to one another and within the broader university context. Drawing from interview data with 32 Black undergraduate students, we explore intraracial academic and social norms at two PWIs, with a particular focus on how students’ intersectional identities inform their relationships and experiences with other Black students. We add to the growing literature that actively challenges the homogenization of Black student populations and discuss how intraracial norms contribute to students’ campus adjustment and sense of belonging. Citation: American Educational Research Journal PubDate: 2022-05-11T04:19:36Z DOI: 10.3102/00028312221092780
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Authors:Julia Szabo Abstract: American Educational Research Journal, Ahead of Print. Latinx students now make up the largest share of charter school students nationally. In this article, I focus on Latinx charter school choosers in Houston, Texas, and ask what motivates Latinx parents to exit district schools. Drawing on interviews with 31 families, I find that perceptions of present and future risk motivate charter school choice. Perceptions of present risk centered on children’s negative experiences with safety and academics and parents’ negative experiences when they attempted to intervene in district schools. Perceptions of future risk focused on future district schools and relied on information from networks, observations, and the educational experiences of U.S.-born parents. Parents framed charter school choice as a strategy to mitigate risk and protect their children’s educational futures. Citation: American Educational Research Journal PubDate: 2022-03-04T10:25:47Z DOI: 10.3102/00028312221078579
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Authors:Ericka S. Weathers, Victoria E. Sosina Abstract: American Educational Research Journal, Ahead of Print. Resource exposure was a key mechanism linking patterns of racial segregation and student outcomes during the Brown v. Board of Education era. Decades later, past progress on school desegregation may have stalled, raising concerns about resource equity and associated student outcomes. Are recent trends in segregation associated with racial disparities in district revenue' Drawing on national data from the School Funding Fairness Data System and the Common Core of Data, this study examines the association between contemporary patterns of segregation between districts within a state and racial disparities in school district revenue over time. We find that increases in racial segregation, net of racial socioeconomic segregation, and other racial differences between districts are associated with racial disparities in revenue. Citation: American Educational Research Journal PubDate: 2022-02-22T12:31:29Z DOI: 10.3102/00028312221079297
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Authors:Christopher Redding Abstract: American Educational Research Journal, Ahead of Print. Teachers’ preference to remain close to where they grew up is recognized as a defining feature of the teacher labor market. Using a unique data set from a large school district in the southeastern United States, I apply a series of within–school and within–student comparisons to assess the effectiveness of homegrown teachers who returned to teach in their home district. Discrete time survival analysis is then used to examine differences in when early career teachers exit the district. Study results show that homegrown teachers make small but statistically meaningful improvements in student achievement in English language arts. They are also more likely to identify as Black compared with other beginning teachers and less likely to exit the district. Citation: American Educational Research Journal PubDate: 2022-02-14T04:36:03Z DOI: 10.3102/00028312221078018
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Authors:Dan Goldhaber, Matt Ronfeldt, James Cowan, Trevor Gratz, Emanuele Bardelli, Matt Truwit Abstract: American Educational Research Journal, Ahead of Print. The clinical teaching experience is one of the most important components of teacher preparation. Prior observational research has found that more effective mentors and schools with better professional climates are associated with better preparation for teacher candidates. We test these findings using an experimental assignment of teacher candidates to placement sites in two states. Candidates who were randomly assigned to higher quality placement sites experienced larger improvements in performance over the course of the clinical experience, as evaluated by field instructors (a.k.a university instructors). The findings suggest that improving clinical placement procedures can improve the teaching quality of candidates. Citation: American Educational Research Journal PubDate: 2022-02-10T09:22:46Z DOI: 10.3102/00028312211066867
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Authors:Angela Johnson, Diana Mercado-Garcia Abstract: American Educational Research Journal, Ahead of Print. Research shows that Early College high schools have a significant impact on high school and college outcomes for students from low income and racial/ethnic minority backgrounds, but how similar opportunities extend to English learners (ELs) remains unknown. We examine a program that offers Early College opportunities in high schools serving large EL populations in California. Leveraging an exogenous policy change and rich administrative records, we look at the outcomes of pre- and postprogram cohorts of ELs (N = 15,090) in treated and untreated high schools. We find large, significant estimated effects on college credits earned in 12th grade but no effect on immediate college attendance after high school. The probability of attending a 4-year college decreased. Citation: American Educational Research Journal PubDate: 2022-02-04T05:07:53Z DOI: 10.3102/00028312221075068
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Authors:Susan Bush-Mecenas First page: 461 Abstract: American Educational Research Journal, Ahead of Print. The continuous improvement (CI) approach to systems change has rapidly spread across education policy circles in recent years and has been hailed as a promising means to achieve educational equity and social justice. CI’s highly routinized, scientific process for improving efficiency and productivity is a somewhat unexpected means to pursue equity. To understand this puzzle, I examine the use of CI to promote equity through two qualitative, multilevel case studies. I draw on institutional theory to understand how CI has integrated logics of racial equity and performance, and how local actors have improvised novel approaches. This analysis illuminates the complex institutional dynamics at play with CI implementation and identifies the challenges and promise of using CI to promote educational equity. Citation: American Educational Research Journal PubDate: 2022-02-04T04:46:12Z DOI: 10.3102/00028312221074404
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Authors:Rachel Garver First page: 574 Abstract: American Educational Research Journal, Ahead of Print. Educators in economically and racially segregated schools enact subgroup entitlement policies, such as Title III and IDEA (Individuals with Disabilities Education Act), as they negotiate the diverse and underserved needs throughout the student body. How do subgroup entitlement policies for English learners and students with disabilities shape daily opportunity provision—the day-to-day distribution of resources—in segregated schools' This ethnographic study of a public middle school reveals that the implementation of subgroup entitlement policies shaped the opportunity structure for all students through (1) creating tracks that offered distinct conditions for learning, (2) fragmenting the organizational structure and inhibiting coordination, (3) exposing the school to increased compliance pressure that hierarchized priorities, and (4) utilizing subgroup-specific resources for general education students. Citation: American Educational Research Journal PubDate: 2022-02-17T04:51:17Z DOI: 10.3102/00028312221079302
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Authors:Carrie E. Markovitz, Marc W. Hernandez, E. C. Hedberg, Heidi W. Whitmore Abstract: American Educational Research Journal, Ahead of Print. This study examines the impacts of two AmeriCorps programs, Minnesota Reading Corps and Wisconsin Reading Corps, where AmeriCorps volunteers provide literacy tutoring to at-risk kindergarten through third-grade (K–3) students utilizing a response-to-intervention framework. This evaluation replicates a prior randomized controlled trial evaluation of the program 4 years later and for the first time evaluates the program model replicated in Milwaukee, Wisconsin. The results of the two evaluations showed that kindergarten and first-grade students who received a single semester of Reading Corps tutoring achieved significantly higher literacy assessment scores, and demonstrated meaningful and significant effects after a full-school year of the intervention for second- and third-grade students. Citation: American Educational Research Journal PubDate: 2021-12-30T05:05:48Z DOI: 10.3102/00028312211066848
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Authors:Miles Davison, Andrew M. Penner, Emily K. Penner Abstract: American Educational Research Journal, Ahead of Print. A growing number of schools are adopting restorative justice (RJ) practices that de–emphasize exclusionary discipline and aim for racial equity. We examine student discipline as RJ programs matured in Meadowview Public Schools from 2008 to 2017. Our difference–in–difference estimates show that students in RJ schools experienced a profound decline in their suspension rates during the first 5 years of implementation. However, the benefits of RJ were not shared by all students, as disciplinary outcomes for Black students were largely unchanged. While the overall effects of RJ in this context are promising, racial disproportionality widened. Our results suggest that the racial equity intentions of RJ may be diluted as schools integrate RJ into their existing practices. Citation: American Educational Research Journal PubDate: 2021-12-15T08:18:57Z DOI: 10.3102/00028312211062613
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Authors:Paul T. von Hippel, Ana P. Cañedo Abstract: American Educational Research Journal, Ahead of Print. Half of kindergarten teachers split children into higher and lower ability groups for reading or math. In national data, we predicted kindergarten ability group placement using linear and ordinal logistic regression with classroom fixed effects. In fall, test scores were the best predictors of group placement, but there was bias favoring girls, high-SES (socioeconomic status) children, and Asian Americans, who received higher placements than their scores alone would predict. Net of SES, there was no bias against placing black children in higher groups. By spring, one third of kindergartners moved groups, and high-SES children moved up more than their score gains alone would predict. Teacher-reported behaviors (e.g., attentiveness, approaches to learning) helped explain girls’ higher placements, but did little to explain the higher placements of Asian American and high-SES children. Citation: American Educational Research Journal PubDate: 2021-12-14T06:50:39Z DOI: 10.3102/00028312211061410
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Authors:Beth E. Schueler, Catherine Armstrong Asher, Katherine E. Larned, Sarah Mehrotra, Cynthia Pollard Abstract: American Educational Research Journal, Ahead of Print. The public narrative surrounding efforts to improve low-performing K–12 schools in the United States has been notably gloomy. But what is known empirically about whether school improvement works, which policies are most effective, which contexts respond best to intervention, and how long it takes' We meta-analyze 141 estimates from 67 studies of post–No Child Left Behind Act turnaround policies. On average, policies had moderate positive effects on math and no effect on English Language Arts achievement on high-stakes exams. We find positive impacts on low-stakes exams and no evidence of harm on nontest outcomes. Extended learning time and teacher replacements predict greater effects. Contexts serving majority-Latina/o populations saw the largest improvements. We cannot rule out publication bias entirely but find no differences between peer-reviewed versus nonpeer-reviewed estimates. Citation: American Educational Research Journal PubDate: 2021-12-04T09:09:28Z DOI: 10.3102/00028312211060855
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Authors:Carly Tubbs Dolan, Ha Yeon Kim, Lindsay Brown, Kalina Gjicali, Serena Borsani, Samer El Houchaimi, J. Lawrence Aber First page: 419 Abstract: American Educational Research Journal, Ahead of Print. Experimental evidence on strategies to support refugee children's integration into host-country public schools is needed. We employ a three-arm, site-randomized controlled trial to test the impact of short-term access to two versions of nonformal remedial programming infused with social-emotional learning (SEL) among Syrian refugee children in Lebanese public schools. Remedial programming with classroom climate-targeted SEL practices improved children's perceptions of public schools (effect sizes [ES] = 0.48–0.66) only. The remedial program with both classroom climate-targeted SEL and skill-targeted activities had positive impacts on children's perceptions of public schools (ES = 0.43–0.50) and on certain basic academic skills (ES = 0.08–0.14), and marginally significant positive and negative impacts on some SEL outcomes (ES = 0.16–0.31). We found no impacts of either version on children's global literacy or numeracy competence. Citation: American Educational Research Journal PubDate: 2021-12-17T04:16:38Z DOI: 10.3102/00028312211062911
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Authors:Matthew A. Kraft, Alvin Christian First page: 500 Abstract: American Educational Research Journal, Ahead of Print. A core motivation for the widespread teacher evaluation reforms of the past decade was the belief that these new systems would promote teacher development through high-quality feedback. We examine this theory by studying teachers’ perceptions of evaluation feedback in Boston Public Schools and evaluating the district's efforts to improve feedback through an administrator training program. Teachers generally reported that evaluators were trustworthy, fair, and accurate but that they struggled to provide high-quality feedback. We find little evidence that the training program improved perceived feedback quality, classroom instruction, teacher self-efficacy, or student achievement. Our results illustrate the challenges of using evaluation systems as engines for professional growth when administrators lack the time and skill necessary to provide frequent, high-quality feedback. Citation: American Educational Research Journal PubDate: 2021-07-20T09:47:32Z DOI: 10.3102/00028312211024603
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Authors:Katharine O. Strunk, Joshua Cowen, Dan Goldhaber, Bradley D. Marianno, Roddy Theobald, Tara Kilbride First page: 538 Abstract: American Educational Research Journal, Ahead of Print. In many school districts, the policies that regulate teaching personnel are governed by collective bargaining agreements (CBAs). While there is significant policy attention that has affected the scope of these agreements, there is relatively little research on how CBAs vary over time, or whether they change in response to states’ legislative reforms. Using a panel data set of over 1,200 CBAs across three states, we compare CBA change before and after reforms in two states (Michigan and Washington) relative to a state with no statutory changes (California). We show that the state policy reforms lessened the restrictiveness of CBAs, as intended. The results suggest when reforms limit bargaining negotiations, unions are unable to compensate for the substantial reductions in working conditions. Citation: American Educational Research Journal PubDate: 2021-10-27T11:00:08Z DOI: 10.3102/00028312211048950
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Authors:Mengli Song, Michael S. Garet, Rui Yang, Drew Atchison First page: 610 Abstract: American Educational Research Journal, Ahead of Print. This study was designed to assess the effects of states’ adoption of more rigorous standards as part of the current wave of standards-based reform on student achievement using comparative interrupted time series analyses based on state-level NAEP data from 1990 to 2017. Results show that the effects of adopting more rigorous standards on students’ mathematics achievement were generally small and not significant. The effects on students’ reading achievement were also generally small, but negative and statistically significant for Grade 4. The study also revealed that the effects of states’ adoption of more rigorous standards varied across NAEP subscales and student subgroups. Citation: American Educational Research Journal PubDate: 2021-12-03T10:24:29Z DOI: 10.3102/00028312211058460
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