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Authors:Subini A. Annamma, Brian Cabral, Brianna Harvey, Jennifer M. Wilmot, Annie Le, Jamelia Morgan Abstract: American Educational Research Journal, Ahead of Print. Education research increasingly conceptualizes how social interactions and contexts of public schools replicate practices found in prisons. Yet prison-schooling is often left out of education research. Concurrently, prison-schooling is where we educate a disproportionate amount of multiply marginalized youth, specifically disabled Girls of Color. The lack of attention to prison-schools has limited how teaching in youth carceral facilities can be examined for its challenges and supports of disabled Girls of Color. Centering the girls’ words from class observations, field notes, and interviews, this study describes and intervenes in dehumanizing and (de)socializing mechanisms in prison-school education. We explore attempts and impacts of countering prison-school education through a sociocritical literacy course infused with an abolitionist praxis. We end with discussion on the limits of countering prison-school through courses alone, suggesting abolition across multiple scales instead. Citation: American Educational Research Journal PubDate: 2023-09-12T07:07:09Z DOI: 10.3102/00028312231198236
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Authors:Terrance L. Green, Andrene Castro, Emily Germain, Jeremy Horne, Chloe Sikes, Joanna Sanchez Abstract: American Educational Research Journal, Ahead of Print. A number of urban U.S. cities that were traditionally Black and underinvested are now becoming enclaves to whites and upper-middle-class people. Consequently, a growing body of research on schools and gentrification is emerging. While most of this research has focused on the shifts that neighborhoods and schools undergo due to gentrification, we know less about how school leaders make meaning of these impacts. This study draws on interviews with 26 principals in two gentrifying cities to examine the impacts of gentrification on schools. We find that school leaders understand gentrification's impacts on schools materially, epistemically, and affectively, and at the same time, these shifts complicate the work of school leaders. This study concludes with implications for future research. Citation: American Educational Research Journal PubDate: 2023-09-06T05:49:17Z DOI: 10.3102/00028312231191704
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Authors:Arya Ansari, Kathryn Zimmermann, Robert C. Pianta, Jessica V. Whittaker, Virginia E. Vitiello, Qingqing Yang, Erik A. Ruzek Abstract: American Educational Research Journal, Ahead of Print. This study examined whether pre-K benefits persist through the end of first grade and the extent to which persistence differs based on outcome domains, subsequent classroom environments, and key subgroups of children. Data from 2,351 children living in a large and diverse county in Virginia revealed that the initial benefits of pre-K for academic and executive function persisted through the end of first grade but were 75% to 80% smaller than at kindergarten entry. Kindergarten and first-grade classroom environments did not sustain pre-K benefits. Although the initial benefits of pre-K were larger for dual language learners and children in poverty relative to English speakers and low-income children, there were no differential benefits by the end of first grade. Citation: American Educational Research Journal PubDate: 2023-09-02T10:07:57Z DOI: 10.3102/00028312231195559
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Authors:Matthew Shirrell, Joshua L. Glazer, Megan Duff, Dryw Freed Abstract: American Educational Research Journal, Ahead of Print. Research alliances, like other research-practice partnerships (RPPs), aim to bridge the historic divide between educational research and practice and improve education in particular local contexts. Yet, although these demands reflect multiple and contested field-level logics, little prior research has examined the ways these logics impact the work of RPPs. This longitudinal, qualitative study explores the field-level logics that dominated the local contexts of two research alliances; how these logics shifted over time; and how research alliances responded to these shifts. Results show that field-level logics of research, practice, and community contended in both local contexts, and that alliance design, resources, and local contexts shaped research alliances’ efforts to respond to and manage shifting demands. Citation: American Educational Research Journal PubDate: 2023-08-29T07:29:23Z DOI: 10.3102/00028312231193401
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Authors:James Cowan, Dan Goldhaber, Zeyu Jin, Roddy Theobald Abstract: American Educational Research Journal, Ahead of Print. We investigate the predictive validity of teacher licensure tests using data from the Massachusetts Tests for Educator Licensure (MTEL). MTEL scores predict teachers’ in-service performance ratings and contributions to student test scores (i.e., value added). We then explore whether these relationships vary for teacher candidates of color. Although candidates of color have lower first-time pass rates and are less likely to retake licensure tests, we do not find consistent evidence that MTEL scores are less predictive of student achievement gains. Finally, we find that some evidence that MTEL scores are more predictive of teacher performance ratings for teachers of color than for White teachers. Citation: American Educational Research Journal PubDate: 2023-08-23T06:51:08Z DOI: 10.3102/00028312231192365
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Authors:Faheemah N. Mustafaa Abstract: American Educational Research Journal, Ahead of Print. Historically, Black educators have played a critical role in Black youth's well-being. Consequently, they are often assumed to “naturally” engage culturally relevant pedagogy (CRP), obscuring the diverse ways Black individuals identify, think, and behave regarding race and culture. This psychological survey study examines in-service Black educators’ (N = 238) multidimensional racial identity attitudes, background sociodemographics, and education contexts (postsecondary and current/teaching) in relation to their varied enactments of three CRP domains (African American Curriculum, Culturally Relevant Teaching, Sociopolitical Commitment). Results show CRP variation across individuals according to their racial identity attitudes, backgrounds, and contexts. The resulting conceptual framework advances research and discourse on teacher race by challenging homogenizing, detrimental narratives. Findings have important implications for teacher workforce diversification, training, and retention. Citation: American Educational Research Journal PubDate: 2023-08-11T11:54:31Z DOI: 10.3102/00028312231189238
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Authors:Douglas D. Ready, Jeanne L. Reid Abstract: American Educational Research Journal, Ahead of Print. New York City’s Pre-K for All (PKA) is the nation’s largest universal early childhood initiative, serving over 64,000 four-year-olds annually. Stemming from the program’s choice architecture as well as the city’s stark residential segregation, PKA programs are extremely segregated by child race/ethnicity. Our current study explores the complex forces that influence this segregation, including the interplay between family choices, seat availability, site-level enrollment priorities, and the PKA algorithm that weighs these and other considerations. We find that a majority of PKA segregation lies within local communities, and that areas with increased options and greater racial/ethnic diversity exhibit the most extreme segregation. We also conduct a simulation that leverages family PKA choices to maximize site-level racial/ethnic diversity and reduce between-site segregation. Citation: American Educational Research Journal PubDate: 2023-08-03T08:26:59Z DOI: 10.3102/00028312231190071
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Authors:Brendan Bartanen, Andrew Kwok Abstract: American Educational Research Journal, Ahead of Print. Strengthening teacher supply is a key policy objective for K–12 public education, but understanding of the early teacher pipeline remains limited. In this descriptive analysis, we leverage the universe of applications to a large public university in Texas from 2009 to 2020 to examine the pipeline into teacher education and employment as a K–12 public school teacher. A unique feature of Texas’s centralized higher education application is that it solicits potential interest in teacher certification. We document sharply declining interest in teaching over the period. Further, we show that students of color, men, and students with higher SAT scores are substantially underrepresented in teacher education. Particularly for race/ethnicity, these disparities are only partially explained by differences in interest at application. Citation: American Educational Research Journal PubDate: 2023-07-15T07:29:57Z DOI: 10.3102/00028312231185733
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Authors:North Cooc, Grace MyHyun Kim Abstract: American Educational Research Journal, Ahead of Print. Research on the dearth of teachers of color has focused on disparities in college enrollment, completion, and academic major. The present study examines whether disparities may begin earlier. Analyses of nationally representative longitudinal data show that students of color are 2 to 4 percentage points less likely to hold teaching career expectations than White students in Grade 9—a pattern that remains stable during high school and 7 years later. Controlling for academic and socioeconomic backgrounds reduces the gap between Latinx and White students, but the gap persists for students of other racial and ethnic minority groups. Additional findings show early teaching career expectations relate to racial and ethnic disparities among college students who major in education. The study has implications for improving teacher diversity and rethinking pipeline challenges. Citation: American Educational Research Journal PubDate: 2023-07-08T09:11:26Z DOI: 10.3102/00028312231184839
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Authors:Sarah Schwartz, McKenna Parnes, Rebecca Browne, Laura Austin, Megan Carreiro, Jean Rhodes, Janis Kupersmidt, Stella Kanchewa Abstract: American Educational Research Journal, Ahead of Print. Social capital plays a key role in college students’ academic and career success. Using a random assignment design, the current study evaluated the impacts of a one-credit college course designed to increase student help-seeking and social capital within a racially diverse sample of college students. Compared to the control group, students in the treatment group reported improved attitudes towards help-seeking, increased help-seeking behavior, and higher levels of social capital and mentoring support. Academic benefits were mixed, however, with an increase in academic self-efficacy, no impact on college GPA, and a decrease in academic cognitive engagement. Additionally, differential impacts based on year in college, race, and first-generation college student status were observed. Implications for research and practice are discussed. Citation: American Educational Research Journal PubDate: 2023-07-04T08:20:33Z DOI: 10.3102/00028312231181096
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Authors:Zak Foste, Lauren N. Irwin Abstract: American Educational Research Journal, Ahead of Print. Residence halls are consequential spaces for many college students and purport to offer comfort, community, and home while facilitating meaningful learning opportunities, including interaction across difference. This qualitative case study uses theories of white space to examine campus housing at three historically white universities. Findings juxtapose staff’s and administrators’ relatively harmonious and idyllic beliefs about community with Students of Color’s experiences in campus residence halls. Across campuses, Students of Color’s sense of comfort and belonging in residence halls was ruptured by racist expression, speech, and an overwhelming presence of white people. Findings illuminate how residence halls often functioned as white spaces, where white students were disproportionately entitled to comfort, safety, and belonging. Implications for research and practice are discussed. Citation: American Educational Research Journal PubDate: 2023-06-30T06:26:50Z DOI: 10.3102/00028312231175643
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Authors:Cheryl D. Ching Abstract: American Educational Research Journal, Ahead of Print. While there is no shortage of scholarship on “equity” in higher education, researchers typically examine whether a policy or practice is (in)equitable rather than how those responsible for designing and enacting a policy or practice make meaning of equity. Using a sensemaking framework and case study approach, I explored the collective meaning-making of practitioners at one community college during a time of increased policy attention to equity. Despite lacking a formal definition after 2 years of meaning-making, practitioners labeled specific ideas and activities as equity, suggesting the development of an implicit understanding. From this case, I offer five lessons to propose the concept of “equity sense,” a practitioner-constructed, contextually bounded meaning with implications for practice, policy, and research. Citation: American Educational Research Journal PubDate: 2023-06-09T11:22:11Z DOI: 10.3102/00028312231178760
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Authors:Rowhea Elmesky, Olivia Marcucci Abstract: American Educational Research Journal, Ahead of Print. Black students face hyper-disciplining and high levels of social control when they enter American schools. The cultural mismatch hypothesis attempts to explain this hyper-disciplining by arguing that the mostly White teaching force misinterprets the attitudes and behaviors of Black students, which leads to their hyper-disciplining. Utilizing a longitudinal, deeply iterative, participatory, and critical ethnographic research process, however, this article shows that traditional scholarship around the cultural mismatch hypothesis is insufficient. The analysis indicates that teachers’ misinterpretation of mismatched capital (the traditional cultural mismatch hypothesis) is actually a racialized interpretation of both matched and mismatched capital coming from Black students, and such racialized interpretations are guided by the logic of antiblackness endemic to American institutions. Hence, this research argues for the integration of antiblackness as a theoretical tool to expand upon cultural mismatch explanations and for the creation of educational spaces where Black students are recognized, valued, and treated with dignity and humanization. Citation: American Educational Research Journal PubDate: 2023-06-06T10:43:56Z DOI: 10.3102/00028312231175858
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Authors:Joseph J. Ferrare, R. Joseph Waddington, Brian R. Fitzpatrick, Mark Berends Abstract: American Educational Research Journal, Ahead of Print. We estimate the longitudinal effects of charter schools authorized by different authorizing bodies on student achievement by using student-level data from Indiana. The results of our analysis point to substantial variation, especially between the state’s two largest authorizers: Ball State University and the Indianapolis Mayor’s Office. Some of the variation is driven by the types of operators these bodies authorize to run charter schools. However, operator effects are not consistent across authorizers, suggesting a more complex story about how authorization affects student achievement. These results point to the ways that public and private interests in charter schools may complicate the work of authorizers and suggest a need for policymakers to offer more guidance in how authorizers carry out their various accountability mandates. Citation: American Educational Research Journal PubDate: 2023-05-12T10:48:09Z DOI: 10.3102/00028312231167802
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Authors:Spenser Gwozdzik, Leanna Stiefel Abstract: American Educational Research Journal, Ahead of Print. Positive perceptions of school climate correlate with many dimensions of academic well-being and student health. Unfortunately, some existing research finds more favorable perceptions in middle school for general education students (GENs) than for students with disabilities (SWDs). Given the importance of ninth grade to student success, it is important to know if perceptions improve when students go to high school, if they improve more for GENs than SWDs, and if they are mediated by school characteristics. Our analysis of rich student-level longitudinal data suggests that students perceive improvements in school climate when they transition to high school, school characteristics do mediate perceptions, and perceptions of GENs improve more (or decline less) than those of SWDs, resulting in gaps favoring GENs. Citation: American Educational Research Journal PubDate: 2023-05-11T11:35:59Z DOI: 10.3102/00028312231169243
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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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