ethanporcaro/eric-fulltext-meta huggingface dataset:
Long-Term Effects of Social-Emotional Learning on Receipt of Special Education and Grade Retention: Evidence from a Randomized Trial of &quot;INSIGHTS&quot;
Author: McCormick, Meghan P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Meta Analysis,Interpersonal Competence,Kindergarten,Grade 1,Elementary School Students,Social Differences,Low Income,Grade Repetition,Special Education,Student Records,Prevention,Intervention,Academic Achievement,Program Implementation,Comparative Analysis,Longitudinal Studies,Student Characteristics,Institutional Characteristics,Attention Control,Outcomes of Education,Correlation

Social-Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children's social-emotional skills and behavioral development. Although meta-analytic research has shown that SEL programs can improve academic and behavioral outcomes in the short term, few studies have examined program effects on receipt of special education services and grade retention in the longer term. Using an experimental design, the current study leveraged administrative data available through students' school records (N = 1,634) to examine the impacts of one SEL program implemented in kindergarten and first grade on receipt of special education and grade retention in fifth grade. The study further considered whether impacts varied for low- versus high-income students. Findings revealed no difference between treatment and control group students in grade retention. However, treatment group students were less likely to ever receive special education services by the end of fifth grade, with low-income students appearing to drive this effect. Implications are discussed.
Launching Networked PLCs: Footholds into Creating and Improving Knowledge of Ambitious and Equitable Teaching Practices in an RPP
Author: Thompson, Jessica
Date: 2019-00-00
Type: Journal Articles
Subjects: Class Activities,Communities of Practice,Research and Development,Theory Practice Relationship,Partnerships in Education,Science Teachers,Secondary School Teachers,Secondary School Science,Science Instruction,School Districts,Teaching Methods,Scaffolding (Teaching Technique),Faculty Development,Bilingual Students,Instructional Improvement,Improvement Programs,Middle Schools,High Schools,Educational Change

One of the major challenges in educational reform is supporting teachers and the profession in the continual improvement of instruction. Research-practice partnerships and particularly networked improvement communities are well-suited for such knowledge-building work. This article examines how a networked improvement community with eight school-based professional learning communities--comprised of secondary science teachers, science and emergent bilingual coaches, and researchers--launched into improvement work within schools and across the district. We used data from professional learning communities to analyze pathways into improvement work and reflective data to understand practitioners' perspectives. We describe three improvement launch patterns: (1) Local Practice Development, (2) Spread and Local Adaptation, and (3) Integrating New Practices. We raise questions about what is lost and gained in the transfer of tools and practices across schools and theorize about how research-practice partnerships find footholds into joint improvement work.
Inquiry-Based Instruction in Science and Mathematics in Middle School Classrooms: Examining Its Association with Students&apos; Attitudes by Gender and Race/Ethnicity
Author: Riegle-Crumb, Catherine
Date: 2019-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Science Instruction,Mathematics Instruction,Middle School Students,Correlation,Student Attitudes,Gender Differences,Racial Differences,Ethnicity,Self Efficacy,Achievement Tests,Mathematics Achievement,Mathematics Tests,International Assessment,Science Tests,Science Achievement,Minority Group Students,Disproportionate Representation,Youth,Grade 8,STEM Education,African American Students,White Students,Hispanic American Students

Utilizing a nationally representative sample of middle school students, this article focuses on whether students who report experiencing more inquiry-based instruction in science and mathematics classrooms have more positive attitudes toward these subjects. Results of multilevel, multivariate regression analyses revealed that, net of the inclusion of control variables for student, teacher, and school characteristics, a higher frequency of inquiry-based instruction is significantly associated with greater interest, perceptions of utility, and self-efficacy for science and mathematics. Furthermore, although there is some evidence indicating that compared with female students, male students' perceptions of science utility are higher in relation to more inquiry-based instruction, overall, the weight of evidence clearly leans toward the conclusion that the attitudes of students from different gender and racial/ethnic backgrounds are similarly associated with greater exposure to inquiry-based instruction in both their science and mathematics classrooms.
Educational Attainment and Nonwage Labor Market Returns in the United States
Author: Schudde, Lauren
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Attainment,Labor Market,Education Work Relationship,Employment,Health Insurance,Retirement Benefits,Fringe Benefits,Bachelors Degrees,Young Adults,Job Satisfaction,Unemployment,Longitudinal Studies,National Surveys,College Attendance,Individual Characteristics,Institutional Characteristics,Quality of Working Life

Although decades of research highlight the impact of schooling on earnings, less evidence exists regarding other employment outcomes. Nonwage labor market returns to education are important in the United States, where health insurance and retirement income are typically tied to employment. Using longitudinal, nationally representative data, we examine the role of educational attainment in predicting nonwage employment outcomes and control for a host of individual and institutional measures. Even after controlling for individual and institutional characteristics, results indicate that educational attainment predicts employment and markers of &quot;good&quot; jobs, like access to employer-provided health and dental insurances, retirement plans, and paid leave. Furthermore, by delineating between various subbaccalaureate levels of college attainment, our results illustrate the complex variation in returns to college for those who did not complete a 4-year degree.
A Summer Nudge Campaign to Motivate Community College STEM Students to Reenroll
Author: O'Hara, Ross E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Summer Programs,Community Colleges,Two Year College Students,Student Motivation,Enrollment,STEM Education,Academic Persistence,Intervention,Handheld Devices,Written Language,Telecommunications,School Holding Power,Student Attitudes,Sense of Community,Student College Relationship,Randomized Controlled Trials,Experimental Groups,Control Groups

Despite growing economic opportunities in &quot;middle-skills&quot; science, technology, engineering, and mathematics (STEM) professions, the majority of community college STEM students leaves the STEM pipeline or withdraws from college altogether. We tested an intervention that addressed one reason why students abandon STEM: psychosocial barriers, including identity threats, a lack of belonging, and a mismatch between students' values and those prevalent in STEM. Our intervention leveraged behavioral science (&quot;nudging&quot;) strategies as part of a 7-week summer campaign to encourage reenrollment, delivered via text message to 1,367 randomly selected first-year students at three community colleges. The intervention increased overall fall reenrollment by 7 percentage points; the effect was primarily observed among STEM students (+10 percentage points) and students taking summer courses (+10 percentage points). Our results indicate that interventions that target psychosocial barriers experienced by community college STEM students can increase retention and should be considered alongside broader reforms.
How to Create and Use State-Level Policy Data Sets in Education Research
Author: Kelchen, Robert
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Analysis,Educational Finance,Data Analysis,State Government,Educational Improvement,Policy Formation,Performance Based Assessment,Higher Education,State Policy,Accountability,Case Studies,Data Collection,Elementary Secondary Education

As state governments seek to improve the performance of institutions of K-12 and higher education, they often adopt educational policies that have similar names but different characteristics across states and with variations over time within states. Yet quantitative analyses generally examine the absence or presence of an educational policy instead of diving into details such as the dosage or percentage of funding tied to a policy or the specific groups being targeted by the implementation of the policy. The aim of this article is to provide guidance for education policy researchers in constructing and analyzing detailed data that can inform the design of state-level policies, using state performance-based funding policies in public higher education as an example. We also show how to conduct difference-in-differences analyses with continuous treatment variables in order to take advantage of more-nuanced data and better understand the context in which policies are effective (or ineffective).
Balancing Rigor, Replication, and Relevance: A Case for Multiple-Cohort, Longitudinal Experiments
Author: Blazar, David
Date: 2019-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Educational Research,Cohort Analysis,Replication (Evaluation),Research Design,Partnerships in Education,Coaching (Performance),Charter Schools

Over the past 15 years, the education research community has advocated for rigorous research designs that support causal inferences, for research that provides more generalizable results across settings, and for the value of research-practice partnerships that inform the design of local programs and policies. We propose the multi-cohort, longitudinal experiment (MCLE) as one approach to balancing these three, sometimes competing goals in a single study. We describe our application of an MCLE design to evaluate a teacher coaching program, where we find that changes in program features related to personnel, content, and duration coincided with substantial differences in effectiveness across three cohorts of the experiment. Our analyses and corresponding recommendations can help researchers weigh the benefits and trade-offs of the MCLE design.
Schooling during the Great Recession: Patterns of School Spending and Student Achievement Using Population Data
Author: Shores, Kenneth
Date: 2019-00-00
Type: Journal Articles
Subjects: Economic Climate,School District Spending,Academic Achievement,Demography,Economically Disadvantaged,Minority Group Students,Community Characteristics,Counties,Public Schools,Elementary School Students,Secondary School Students,National Competency Tests,Age Differences,Resource Allocation,Unemployment

The Great Recession was the most severe economic downturn in the United States since the Great Depression. Using data from the Stanford Education Data Archive (SEDA), we describe the patterns of math and English language arts (ELA) achievement for students attending schools in communities differentially affected by recession-induced employment shocks. Employing a difference-in-differences strategy that leverages both cross-county variation in the economic shock of the recession and within-county, cross-cohort variation in school-age years of exposure to the recession, we find that declines in student math and ELA achievement were greater for cohorts of students attending school during the Great Recession in communities most adversely affected by recession-induced employment shocks, relative to cohorts of students that entered school after the recession had officially ended. Moreover, declines in student achievement were larger in school districts serving more economically disadvantaged and minority students. We conclude by discussing potential policy responses.
Pathways to Inequality: Between-District Segregation and Racial Disparities in School District Expenditures
Author: Sosina, Victoria E.
Date: 2019-00-00
Type: Journal Articles
Subjects: School Districts,Racial Segregation,Elementary Secondary Education,Expenditures,Outcomes of Education,Socioeconomic Influences,Racial Differences,Educational Opportunities,Correlation,Educational Equity (Finance),Poverty,Ethnicity,Role,Educational Experience,Trend Analysis,White Students,Hispanic American Students,African American Students,Databases,Information Systems,School District Spending,School District Wealth

Recent causal evidence connects levels of per pupil spending and short- and long-term student outcomes. This evidence further suggests that specific types of spending may mediate the relationship between expenditures and student outcomes. Yet race remains related to funding disparities and schooling experiences in ways that raise concerns about the role of school finance in perpetuating racial opportunity gaps. We explore this potential source of educational inequality by asking how racial segregation and racial socioeconomic disparities are related to racial disparities in school district spending over time. We use 15 years of data from the School Funding Fairness Data System on school district expenditures and demographics to explore patterns of racial/ethnic segregation and racial/ethnic disparities across six categories of per pupil expenditures. We find that changes in racial/ethnic segregation within a state from 1999 through 2013 are associated with racial/ethnic disparities in spending, even after accounting for disparities in poverty.
The Role of Place, Geography, and Geographic Information Systems in Educational Research
Author: Mann, Bryan
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Policy,Geography,Policy Analysis,Educational Research,Geographic Information Systems,Political Divisions (Geographic),School Districts,Metropolitan Areas,Racial Segregation,Maps,Educational History,Disabilities,School Choice,Elementary Secondary Education,Enrollment Trends,Preschool Education,Counties

Despite the strong relationship between geography and education policy, educational research tends to draw from other fields of inquiry such as economics, political science, and history. This special topics collection centers the usefulness of geography and place in educational policy research. The introduction explains the rationale for the collection and discusses the themes and articles in the collection. We conclude with a call for researchers, policy makers, and colleges of education to enhance their capacity in incorporating geographic thinking into educational policy research.
Demystifying Tuition? A Content Analysis of the Information Quality of Public College and University Websites
Author: Davis, Laura A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Tuition,Web Sites,Public Colleges,Information Dissemination,Usability,Navigation (Information Systems),Language Usage,User Needs (Information),Online Searching,Consumer Economics,Student Costs,Communication Strategies,Marketing,Design

Colleges and universities increasingly rely on their websites to recruit students and convey information about tuition and costs of attendance. Given evidence of growing complexity in institutional tuition policies and cost-setting practices, the study examined how institutions' websites present financial information to the public. Through content analysis of website data from 50 public colleges and universities, researchers sought to characterize patterns in the scope and quality of tuition information on institutional websites and to understand how these patterns might influence individuals' conceptions of tuition and costs. The findings point to variation in informational quality across dimensions ranging from clarity of language use and terminology, to consistency and coherence of visual displays, which accompany navigational challenges stemming from information fragmentation and discontinuity across pages. Implications for research and improved institutional practice are discussed.
Computerized Electronic Features Direct Children&apos;s Attention to Print in Single- and Dual-Language e-Books
Author: Yow, W. Quin
Date: 2019-00-00
Type: Journal Articles
Subjects: Books,Printed Materials,Electronic Publishing,Cues,Second Language Learning,Native Language,Language Dominance,Bilingual Instructional Materials,Cognitive Processes,Cognitive Ability,Multimedia Materials,Audio Equipment,Eye Movements,Mandarin Chinese,English (Second Language),Attention,Visual Stimuli,Emergent Literacy,Preschool Children,Bilingual Education,Reading Tests,Reading Comprehension,Foreign Countries,Word Recognition

There has been a rapid proliferation of electronic books in recent years. Given that dual-language books may impose extra cognitive load on children's information processing capacity, we investigated whether multimedia features in e-books (i.e., audio narration and tracking animation) were effective in directing preschoolers' attention to print in the target language. Seventy-one English-and-Mandarin speaking 4- to 6-year-olds were presented with single-language and dual-language e-books (with and without enhancing features) on a computer fitted with an eye tracker to read independently. Children attended more to their dominant language text than the other when reading dual-language texts silently but comparably in single-language texts. Most importantly, enhancing electronic features with synchronized dual-channel (visual and audio) inputs and attention-guiding cues effectively directed children's attention to print in both their dominant and nondominant languages. These findings provide important implications on how computerized electronic books affect children's attention to print and in turn support the development of children's emergent literacy.
The Impact of Teachers Unions on Teachers&apos; Well-Being under Various Legal Institutions: Evidence from District-Teacher Matched Data
Author: Han, Eunice S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Unions,Well Being,School Districts,Collective Bargaining,Probability,Labor Market,Teacher Salaries,Workers Compensation,Teacher Employment Benefits

This article examines how teachers unions affect teachers' well-being under various legal institutions. Using a district-teacher matched data set, this study identifies the union effects by three approaches. First, I contrast teacher outcomes across different state laws toward unions. Second, I compare the union-nonunion differentials within the same legal environment, using multilevel models and propensity score matching. Finally, unexpected legal changes restricting the collective bargaining of teachers in four states form a natural experiment, allowing me to use the difference-in-difference estimation to identify the causal effect of weakening unionism on teacher outcomes. I find that (a) many teachers join unions even when bargaining is rarely or never available, and meet-and-confer or union membership rate affects teachers' lives in the absence of a bargaining contract; (b) how unions influence teacher outcomes vary greatly by different legal environment; and (c) the changes in public policy limiting teachers' bargaining rights significantly decrease teacher compensation.
Academic Harms of Missing High School and the Accuracy of Current Policy Thresholds: Analysis of Preregistered Administrative Data from a California School District
Author: Kirksey, J. Jacob
Date: 2019-00-00
Type: Journal Articles
Subjects: School Districts,Attendance,Accuracy,State Policy,High School Students,Outcomes of Education,Grade Point Average,Graduation,Urban Schools,Potential Dropouts,Data Analysis

Currently, the state of California has dedicated much focus to reducing absenteeism in schools through the In School + On Track initiative, which revitalizes efforts made to keep accurate and informative attendance data. Additionally, absenteeism has been integrated into California's Local Control and Accountability Plan to monitor district performance and improvement. Given the heightened policy concern surrounding absenteeism and truancy, this study seeks to improve researchers' understanding of the impacts of missing school for high school students. This study will be the first known study to use preregistered secondary data from a school district, let alone the first preregistered study that seeks to address student attendance in schools.
Community-Based Participatory Research as a Tool for Improved Understanding and Practice of Newcomer Integration
Author: Rodriguez, Darlene Xiomara
Date: 2019-00-00
Type: Journal Articles
Subjects: Participatory Research,Community Involvement,Social Integration,Immigrants,Conferences (Gatherings),Researchers,Best Practices,School Community Relationship,Universities,Municipalities,Refugees

Community-based participatory research (CBPR) is used as a community-engaged research practice because of its inclusion of community perspectives. The participatory approach enhances validity of community-engaged research, facilitates effective work with communities, and acknowledges accurate understanding of community characteristics. We sought to understand CBPR within the field of immigrant integration. For this study, we conducted three focus groups with immigration researchers and practitioners at two international conferences held in the United States in 2016. These venues were selected for their inclusion of both practitioners and researchers interested in or actively working on immigrant integration policies and practices. They also provided a sample inclusive of researchers from academic, public, nonprofit, and private institutions and practitioners from nonprofit and public sectors. The findings yielded information on challenges, opportunities, and best practices for university-community partnerships to utilize CBPR in improving immigrant integration.
Extending Our Conceptualization of Boundary-Spanning Leadership for Community Engagement
Author: Van Schyndel, Trina
Date: 2019-00-00
Type: Journal Articles
Subjects: Leadership,Community Involvement,Faculty Development,Models,College Faculty,College Students,Higher Education,Citizen Participation,Citizenship Education

In this reflective conceptual essay, we critically examine two complementary models related to leadership for community engagement--the boundary-spanning model (Weerts &amp; Sandmann, 2010) and the preliminary competency model for CEPs (Dostilio, 2017a). Both models organize and present prioritized activities necessary for individuals to advance community engagement. We believe an exploration of points of convergence and divergence between the models will lay the groundwork for continued inquiry and allow for further refinement of both models, with the aim of supporting the professional development of community engagement professionals (CEPs).