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Testing a Holistic Framework of Early Care and Education and K–12 Leaders’ Working Conditions and Well-Being AERA Open (IF 3.427) Pub Date : 2024-03-15 Timothy G. Ford, Kyong-Ah Kwon, Alyson L. Lavigne, Tom McHugh
The importance of leadership for key educational outcomes is well documented, yet leaders’ working conditions and well-being have received considerably less attention, particularly in the early care and education (ECE) sector. Job-Demands-Resources (JD-R) theory was used to develop a holistic conceptualization of leader well-being for the purpose of examining the associations among various job demands
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Are Changes in Reported Social-Emotional Skills Just Noise? The Predictive Power of Longitudinal Differences in Self-Reports AERA Open (IF 3.427) Pub Date : 2024-03-13 Klint Kanopka, Susana Claro, Susanna Loeb, Martin West, Hans Fricke
Prior work has shown that students’ self-reported levels on social-emotional measures predict achievement levels and gains, but we have little evidence on whether within-student changes in self-reports on social-emotional surveys are predictive of changes in theoretically related academic and behavioral outcomes. We use large-scale data from the California CORE districts to examine whether changes
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How and Why Teachers Taught About the 2020 U.S. Election: An Analysis of Survey Responses From Twelve States AERA Open (IF 3.427) Pub Date : 2024-03-09 Paul G. Fitchett, Brett L. M. Levy, Jeremy D. Stoddard
This study explores social studies teachers’ self-reported instruction about teaching the 2020 election in U.S. secondary schools. We analyzed survey responses from 1,723 secondary social studies teachers from 12 states (3 left-leaning, 3 right-leaning, 6 battleground) collected in the weeks after the election, examining self-reported pedagogies, topics taught, and overall frequency of teaching about
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Bridging the Gap Between Imagined and Plausible Futures for Refugees: What Students Wish Their Teachers Knew AERA Open (IF 3.427) Pub Date : 2024-03-08 Vidur Chopra, Sarah Dryden-Peterson, Joumana Talhouk, Carmen Geha
There is a gap between the futures that refugee young people imagine will be possible through their education and the plausible futures in exile, where opportunities are truncated by social, economic, and political exclusions. Our study examines how education can narrow this gap. Through interviews with Syrian students in Lebanon, we document fixed and malleable elements of education that refugee students
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Estimates of Teach for America Effects on Student Test and Nontest Academic Outcomes Over Time AERA Open (IF 3.427) Pub Date : 2024-03-06 Ben Backes, Michael Hansen
This article examines the impact of Teach for America (TFA) on following-year student test and nontest outcomes in Miami-Dade County Public Schools. Using data from 2010 through 2021, this article measures the extent to which student exposure to TFA is followed by improved outcomes in the future, relative to students with other early-career teachers in the same school. In particular, this article measures
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Teacher Use of an Online Platform to Support Independent Practice in Middle School Mathematics During COVID-19 Disruptions AERA Open (IF 3.427) Pub Date : 2024-03-04 Eben B. Witherspoon, Max Pardo, Kirk Walters, Rachel Garrett, Matthew Hilbert, Jennifer Ford, Lisa B. Hsin, Melissa A. Rodgers, Dionisio Garcia Piriz, Lauren Burr, Leslie Thornley
Schools experienced unprecedented disruptions to instruction during the COVID-19 pandemic, largely driven by the abrupt transition to online learning in the spring of 2020. Often, this shift created a “black box” around remote learning and instruction. However, data generated by educational technology platforms can provide a window into instruction during this time. Here, we report on the amount and
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Multiplying Disadvantages in U.S. High Schools: An Intersectional Analysis of the Interactions Among Punishment and Achievement Trajectories AERA Open (IF 3.427) Pub Date : 2024-03-04 Jason Jabbari, Odis Johnson
We examined recent process models of accumulated disadvantage with an intersectional lens in order to provide a more complete picture of how disadvantages across punishment and math trajectories can accumulate over time and disparately affect marginalized race-gender groups. Using structural equation modeling (SEM) with a nationally representative longitudinal study of high school students (HSLS-09)
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Lottery-Based Evaluations of Early Education Programs: Opportunities and Challenges for Building the Next Generation of Evidence AERA Open (IF 3.427) Pub Date : 2024-03-01 Christina Weiland, Rebecca Unterman, Susan Dynarski, Rachel Abenavoli, Howard Bloom, Breno Braga, Anne-Marie Faria, Erica Greenberg, Brian A. Jacob, Jane Arnold Lincove, Karen Manship, Meghan McCormick, Luke Miratrix, Tomás E. Monarrez, Pamela Morris-Perez, Anna Shapiro, Jon Valant, Lindsay Weixler
Lottery-based identification strategies offer potential for generating the next generation of evidence on U.S. early education programs. The authors’ collaborative network of five research teams applying this design in early education settings and methods experts has identified six challenges that need to be carefully considered in this next context: (a) available baseline covariates that may not be
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Methodological Complexity: A Both/And Approach to Address Tool Validity and Reliability for Assessment of Cultural Responsiveness in Indigenous Serving Schools AERA Open (IF 3.427) Pub Date : 2024-03-01 Darold H. Joseph, Chesleigh N. Keene, Angelina E. Castagno, Pradeep M. Dass, Crystal Macias
This article presents the first psychometric validation of the Culturally Responsive Assessment of Indigenous Schooling (CRAIS) tool, alongside a call for methodological complexity when engaged in research with and in Indigenous contexts. We examined the 23 culturally responsive schooling (CRS) principles underlying the newly created CRAIS tool in independent samples of curriculum units produced by
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Discourse in Research-Practice Partnership Meetings: A Comparison of Conditions Across Contexts AERA Open (IF 3.427) Pub Date : 2024-02-29 Enikö Zala-Mezö, Amanda Datnow
Research-practice partnerships (RPPs) are gaining international attention as they promise to close the gap between research and practice in education. As RPPs bring together participants with diverse expertise, how people dialogue to collectively learn and address problems of practice is critically important. Analyzing video data from RPP meetings in Switzerland and the United States, this micro-analytic
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Consequential Intersections: Examining Equity Expressions and Experiences Within Special Education Ecosystems AERA Open (IF 3.427) Pub Date : 2024-02-29 Catherine Kramarczuk Voulgarides, Sarah L. Woulfin, Natasha Strassfeld, Isabel Meltzer
We employ the metaphor of an educational ecosystem to explain how racial inequity in special education manifests in a midsized urban school district via equity expressions and experiences. We focus on two ecosystems operating at the mesol-evel within school districts:1) special education and 2) equity ecosystems. We show how these educational ecosystems converge and diverge when a state education agency
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“Kids Have Taught Me. I Listen to Them”: Principals Legitimizing Student Voice in Their Leadership AERA Open (IF 3.427) Pub Date : 2024-02-28 Osly J. Flores, Joonkil Ahn
Few studies have shared insights on how principals invite student voice to enact equitable leadership practice. The purpose of this study was to explore the ways in which principals demonstrated their commitment to equity via advocating for student voice using in-depth interview data from six school principals in the United States. We present three findings that contribute to the field of leadership
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Exploring Patterns of Absenteeism from Prekindergarten Through Early Elementary School and Their Associations With Children’s Academic Outcomes AERA Open (IF 3.427) Pub Date : 2024-02-21 Wendy Wei
Using statewide administrative data from a sample of children enrolled in public prekindergarten (pre-K) programs in Massachusetts, I examined heterogeneity in children’s absenteeism patterns from pre-K to Grade 3 and linked these patterns to their Grade 3 academic outcomes. After latent class growth analysis, six absenteeism patterns emerged. The vast majority of children (85%) had consistently low
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A Novel Approach for Evaluating a Schoolwide Antiracist Curriculum Intervention AERA Open (IF 3.427) Pub Date : 2024-02-19 Jacqueline Cerda-Smith, Paula K.S. Yust, Molly S. Weeks, Steven R. Asher, Kelly Lynn Mulvey
This manuscript describes our effort to apply a novel approach to understanding student outcomes associated with a schoolwide antiracist intervention. We report a multimethod quantitative approach to evaluate a 10-week antiracist intervention designed and implemented by school staff by examining patterns of student intervention engagement and measures of key constructs that connect to antiracism, psychological
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Public Preschool Predicts Stronger Third-Grade Academic Skills AERA Open (IF 3.427) Pub Date : 2024-02-19 Anna D. Johnson, Anne Partika, Anne Martin, Ian Lyons, Sherri Castle, Deborah A. Phillips
Public preschool boosts academic skills in kindergarten, but little is known about whether that boost lasts to third grade because many studies stop directly assessing children after kindergarten. The current study tests for sustained associations between preschool attendance and an array of repeatedly measured, directly assessed language and math skills; we do this separately for public pre-K and
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Is It Any Better? A Comparison of PhD Students’ Experiences and Degree Completion Plans Between the Summers of 2020 and 2021 AERA Open (IF 3.427) Pub Date : 2024-02-15 Rachel A. Smith, Garrett H. Gowen, Rosemary J. Perez, Jennifer A. Tipton, Craig A. Ogilvie, Thomas R. Brooks
PhD students’ experiences in graduate school and associated outcomes vary by field of study, learning environment conditions, and support structures. In the context of the COVID-19 pandemic specifically, PhD students’ individual educational trajectories were potentially rendered more uncertain, as disruptive conditions for learning and research have continued over the past several years. We compared
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More Than One Way: Fifth-Graders’ Varied Digital Reading Behaviors and Comprehension Outcomes AERA Open (IF 3.427) Pub Date : 2024-02-12 Amanda Yoshiko Shimizu, Michael Havazelet, Amanda P. Goodwin
Digital reading is ubiquitous, yet understanding digital reading processes and links to comprehension remains underdeveloped. Guided by new literacies and active reading theories, this study explored the reading behaviors and comprehension of thirteen fifth graders who read static digital texts. We coded for the quantity and quality of digital reading behaviors and employed action path diagrams to
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Critical Quantitative Literacy: An Educational Foundation for Critical Quantitative Research AERA Open (IF 3.427) Pub Date : 2024-02-12 Michael B. Frisby
Education research has recently seen the emergence of two distinct frameworks guiding the application of quantitative methods through a more critical and equity-oriented lens. These two frameworks are critical quantitative (CritQuant) studies and quantitative critical race theory (QuantCrit). Although different in their intellectual traditions, they both acknowledge the oppressive history of quantitative
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Racialized Early Grade (Mis)Behavior: The Links Between Same-Race/Ethnicity Teachers and Discipline in Elementary School AERA Open (IF 3.427) Pub Date : 2024-02-06 NaYoung Hwang, Patrick Graff, Mark Berends
Studies persistently show disparities in exclusionary discipline across racial/ethnic groups in U.S. schools. Using administrative data from kindergarteners through fifth graders in Indiana, we examine the effects of student-teacher race/ethnicity matching on disciplinary outcomes. We find that Black students exhibit lower rates of suspension and expulsion when they study with Black teachers—driven
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Transforming Political Divides: How Student Identities and Campus Contexts Shape Interpartisan Friendships AERA Open (IF 3.427) Pub Date : 2024-01-30 Alyssa N. Rockenbach, Tara D. Hudson
Recent evidence suggests that only about 1 in 5 U.S. adults has a friend on the political “other side” (Dunn, 2020). Although these interpartisan friendships are uncommon, they play a critical role in catalyzing empathy, reducing prejudice, furthering justice, and even restoring democracy, as suggested by the theory of civic friendship (Goering, 2003; Kahane, 1999; Rawlins, 2009). In the present study
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A Dakota Cultural Intervention’s Influence on Native Students’ Sense of Belonging: A CBPR Case Study AERA Open (IF 3.427) Pub Date : 2024-01-17 Heather J. Peters, Teresa R. Peterson, The Dakota Wicoḣaƞ Community
This community-based participatory research case study demonstrates how Dakota Wicoḣaƞ utilized Indigenous and feminist epistemologies to create, implement, and evaluate a cultural intervention, the Mni Sota Makoce: Dakota Homelands Curriculum, to increase Native 6th- and 10th-grade social studies students’ peoplehood sense of belonging (Tachine et al., 2017). Findings demonstrate Native students liked
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Are Teachers Satisfied With Their Evaluations? The Importance of Teaching Context and Trends Over Time AERA Open (IF 3.427) Pub Date : 2024-01-11 Lauren Sartain, Wesley T. Morris
Nationally, teachers have experienced major changes in how their performance is evaluated. Teacher satisfaction with the evaluation system likely influences whether they will use the evaluation data to make instructional improvements, yet we know little about teachers’ perceptions of their evaluations. Using survey data from Chicago Public Schools, we explore teacher satisfaction with the evaluation
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The Geography of Principal Internships in North Carolina AERA Open (IF 3.427) Pub Date : 2024-01-08 Timothy A. Drake, Kevin C. Bastian
Principal preparation programs play an important role in developing future school leaders’ skills and practices. Internships, or structured opportunities for future leaders to engage in the work of school leadership in hands-on, authentic ways, are among the most essential components of principal preparation. Using longitudinal data from 12 programs in North Carolina, this study extends research on
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Are Law Schools Cream-Skimming to Bolster Their Bar Exam Pass Rates? A Multilevel Regression Approach to Estimate How Attrition and Transfer Rates Affect Bar Passage AERA Open (IF 3.427) Pub Date : 2024-01-03 Jason M. Scott, Joshua L. Jackson, Andrea M. Pals
Law schools are held accountable on many fronts to achieve and maintain high bar passage rates. While the course of legal education itself, along with various interventions, is a key driver of bar exam performance, Bahadur et al. (2021) suggests that obscure institutional practices might be inflating institutional bar passage performance. Such practices could include recruitment and admission of transfer
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Measuring the Interdisciplinarity and Collaboration Perceptions of U.S. Scientists, Engineers, and Educators AERA Open (IF 3.427) Pub Date : 2024-01-03 Katherine R. McCance, Margaret Blanchard
Interdisciplinarity has the potential to lead to more innovation and advances in knowledge than are possible from a single discipline. Yet, little is known about interdisciplinary collaborations and the perceptions of those involved. This quantitative study investigated the perceptions of U.S. faculty, staff, postdocs, and graduate students involved in education and science/engineering collaborations
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On the Interplay of Motivational Characteristics and Academic Achievement: The Role of Need for Cognition AERA Open (IF 3.427) Pub Date : 2024-01-03 Anja Strobel, Alexander Strobel, Franzis Preckel, Ricarda Steinmayr
While intelligence and motivational variables are well-established predictors of academic achievement, Need for Cognition (NFC), the stable intrinsic motivation to engage in and enjoy challenging intellectual activity, has not yet been considered comprehensively in this field, especially not longitudinally. By applying latent change score modeling, we examined the incremental value of NFC, considering
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Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning. AERA Open (IF 3.427) Pub Date : 2023-06-29 Teresa M Ober,Ying Cheng,Matthew F Carter,Cheng Liu
We investigated how the transition to remote instruction during the COVID-19 pandemic affected students' engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (Mage=16.7 years, SDage=.90; %female=55.4) students enrolled in the course during 2017-2018 (N=266), 2018-2019 (N=200), and the pandemic-affected 2019-2020 (N=215) school years. Students
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Designing Field Experiments to Integrate Research on Costs AERA Open (IF 3.427) Pub Date : 2023-05-15 A. Brooks Bowden
Although experimental evaluations have been labeled the “gold standard” of evidence for policy (U.S. Department of Education, 2003), evaluations without an analysis of costs are not sufficient for ...
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Going the Distance: Disparities in Pre-K Enrollment in Higher-Quality Schools by Geographic Proximity, Race/Ethnicity, Family Income, and Home Language AERA Open (IF 3.427) Pub Date : 2023-04-29 Meghan McCormick, Mirjana Pralica, JoAnn Hsueh, Christina Weiland, Amanda Ketner Weissman, Anna Shapiro, Samantha Xia, Cullen MacDowell, Samuel Maves, Anne Taylor, Jason Sachs
This study leverages six years of public prekindergarten (pre-K) and kindergarten data (N = 22,469) from the Boston Public Schools (BPS) to examine enrollment in BPS pre-K from 2012–2017 for studen...
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The Design and Characteristics of School Improvement Plan Templates AERA Open (IF 3.427) Pub Date : 2023-04-29 Bryan A. VanGronigen, Coby V. Meyers, Rachel Antwi Adjei, Latrice Marianno, Linda Charris
Resources for school improvement efforts, such as school improvement plan (SIP) templates, can espouse governmental entities’ perspectives on and requirements and recommendations for the school imp...
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Opting Out of Standardized Tests at the Secondary Level—A Geographic Analysis of Colorado AERA Open (IF 3.427) Pub Date : 2023-04-29 Lydia Ross, Kathryn P. Chapman, Sherman Dorn, Carlos R. Casanova
Although much of the national opt-out movement is parent driven, the Colorado opt-out movement involved considerable efforts from high school students. This study explores the geography of the Colo...
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(Mis)Alignment of Challenges and Strategies in Promoting Inclusive Racial Climates in STEM Graduate Departments AERA Open (IF 3.427) Pub Date : 2023-04-28 Rosemary J. Perez, Rudisang Motshubi, Sarah L. Rodriguez
This descriptive qualitative study used racialized organizations (Ray, 2019) as a lens to examine how 27 faculty, administrators, and postdoctoral fellows in STEM departments at two institutions un...
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How Well Do Students Understand “Free Community College”? Promise Programs as Informational Interventions AERA Open (IF 3.427) Pub Date : 2023-04-28 David B. Monaghan
Given the low price of community college relative to need-based aid, last-dollar “free community college” (i.e., Promise) programs often only marginally reduce students’ real costs. Given this real...
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The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19 AERA Open (IF 3.427) Pub Date : 2023-04-21 Lauren E. Decker-Woodrow, Craig A. Mason, Ji-Eun Lee, Jenny Yun-Chen Chan, Adam Sales, Allison Liu, Shihfen Tu
The current study investigated the effectiveness of three distinct educational technologies—two game-based applications (From Here to There and DragonBox 12+) and two modes of online problem sets i...
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Trends in Parents’ Time Investment at Children’s Schools During a Period of Economic Change AERA Open (IF 3.427) Pub Date : 2023-04-17 Ariel Kalil, Samantha Steimle, Rebecca M. Ryan
This paper examines changes from 1996–2019 in U.S. parents’ time investment at their children’s schools using data from the National Household Education Survey (N ≈ 116,000). The most common way pa...
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Unsettling Experiences: Factors That Discourage International Students From Desiring Research and Teaching Careers AERA Open (IF 3.427) Pub Date : 2023-04-05 Shinji Katsumoto, Nicholas R. Stroup, Cassie L. Barnhardt
It is estimated that one-third of students completing their doctoral study in the United States are international. This is notable because the higher education socialization processes for internati...
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Unintended Consequences of Expanding Teacher Preparation Pathways: Does Alternative Licensure Attenuate New Teacher Pay? AERA Open (IF 3.427) Pub Date : 2023-03-27 Sarah Guthery, Lauren P. Bailes
Texas reduced new teacher preparation requirements in 2001 to allow more alternate paths to licensure. Within 5 years, this policy change resulted in more than half of the state’s new teachers bein...
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Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways AERA Open (IF 3.427) Pub Date : 2023-01-30 Annie M. Wofford
Mentorship is vital to increasing graduate school access in computing; however, mentorship must be structured in power-conscious, developmental ways to ensure equitable access to and support within...
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Universal Pre-K and College Enrollment: Is There a Link? AERA Open (IF 3.427) Pub Date : 2023-01-27 William T. Gormley, Jr., Sara Amadon, Katherine Magnuson, Amy Claessens, Douglas Hummel-Price
In this study, we used data from a cohort of 4,033 Tulsa kindergarten students to investigate the relationship between pre-K enrollment and later college enrollment. Specifically, we tested whether...
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Principal and Teacher Shared Race and Gender Intersections: Teacher Turnover, Workplace Conditions, and Monetary Benefits AERA Open (IF 3.427) Pub Date : 2023-01-23 Samantha Viano, Luis A. Rodriguez, Seth B. Hunter
Recruiting racially minoritized principals is one suggested strategy to increase the racial diversity of teachers, who would then better match their increasingly racially diverse students. However,...
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Advancing “Intersectional Servingness” in Research, Practice, and Policy With Hispanic-Serving Institutions AERA Open (IF 3.427) Pub Date : 2023-01-20 Gina A. Garcia, Marcela G. Cuellar
There has been a surge in the number of Hispanic-serving institutions (HSIs), which are degree-granting, nonprofit, postsecondary institutions that enroll at least 25% Hispanic/Latinx/e undergradua...
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Earning to Learn: Working While Enrolled in Tennessee Colleges and Universities AERA Open (IF 3.427) Pub Date : 2023-01-07 Walter G. Ecton, Carolyn J. Heinrich, Celeste K. Carruthers
Although some students choose to work while enrolled in college, others may have no choice but to work, even if work may be detrimental to their chances of succeeding in college. Leveraging 17 year...
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A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction AERA Open (IF 3.427) Pub Date : 2023-01-07 Meghan Comstock, Erica Litke, Kirsten Lee Hill, Laura M. Desimone
Persistent social inequities in the United States demand attention to culturally responsive (CR) teaching, which requires a specific disposition toward students and teaching. Using survey data of s...
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Racial-Religious Decoupling in the University: Investigating Religious Students’ Perceptions of Institutional Commitment to Diversity AERA Open (IF 3.427) Pub Date : 2023-01-06 Saugher Nojan
Muslims face racism based on their racialized religious identities, yet few address their experiences through critical race theory or campus racial climate. This paper addresses how religious stude...
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“Everything That’s Hard Got Harder”: Preservice Teachers’ Attempts at Rigorous and Responsive Instruction During Pedagogical Rehearsals in the COVID Pandemic AERA Open (IF 3.427) Pub Date : 2023-01-03 David Stroupe, Julie Christensen
At the onset of the COVID-19 pandemic, our teacher preparation program shifted to an online setting, disrupting a key feature of practice-based teacher preparation: preservice science teachers’ (PS...
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The Politics of Belonging and Implications for School Organization: Autophotographic Perspectives on “Fitting In” at School AERA Open (IF 3.427) Pub Date : 2023-01-02 Jeff Walls, Karen Seashore Louis
The notion of belonging is an often-referenced but under-theorized concept in studies of school organization. The purpose of this study is to examine the politics of belonging in schools and accomp...
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Middle and High School Students Who Take Care of Siblings, Parents, and Grandparents: Associations With School Engagement, Belonging, and Well-Being AERA Open (IF 3.427) Pub Date : 2023-01-02 Emma Armstrong-Carter, Steve Osborn, Olivia Smith, Connie Siskowski, Elizabeth A. Olson
This partnership-based study identified how many middle and high school students take care of parents, siblings, and grandparents at home, via student surveys across Rhode Island public schools (N ...
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Is Teacher Effectiveness Stable Across School Contexts? An Examination of Teachers Who Transfer Into Turnaround Schools AERA Open (IF 3.427) Pub Date : 2022-12-10 Lam D. Pham
Turnaround interventions often require or encourage low-performing schools to replace teachers, assuming that schools will recruit high-performing teachers who remain effective after transferring. ...
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Black, Indigenous, People of Color and Feelings of Safety in School: Decomposing Variation and Ecological Assets AERA Open (IF 3.427) Pub Date : 2022-12-10 Samantha Viano, Natalie Truong
Feeling unsafe at school undermines student well-being and educational outcomes. Black, Indigenous, People of Color (BIPOC) might feel less safe at school due to attending systemically inequitable ...
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Classroom Promotion of Oral Language: Outcomes From a Randomized Controlled Trial of a Whole-of-Classroom Intervention to Improve Children’s Reading Achievement AERA Open (IF 3.427) Pub Date : 2022-11-24 Sharon Goldfeld, Pamela Snow, Patricia Eadie, John Munro, Lisa Gold, Ha N. D. Le, Francesca Orsini, Beth Shingles, Judy Connell, Amy Watts, Tony Barnett
Children need rich language learning experiences in school to build language and reading skills. Research suggests that various effective ways to support teacher provision of these experiences. The...
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Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale AERA Open (IF 3.427) Pub Date : 2022-11-21 Erik Jacobson, Dionne Cross Francis, Craig Willey, Kerrie Wilkins-Yel
Teachers’ beliefs can have powerful consequences on instructional decisions and student learning. However, little research focuses on how teachers’ beliefs about the role of race and gender in math...
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Explaining the Racial School Climate Gap: Evidence From Georgia AERA Open (IF 3.427) Pub Date : 2022-11-07 Jerome Graham
Research documents positive associations between school climate and student outcomes, and, as such, many policymakers have positioned it among their chief priorities for school improvement. Despite...
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Supporting Young Children With Disabilities During the COVID-19 Pandemic: Evidence From Caregivers in Virginia AERA Open (IF 3.427) Pub Date : 2022-11-03 Anna Shapiro, Daphna Bassok
Early care and education (ECE) experiences shape children’s developmental trajectories, particularly for children who have or may have disabilities. However, caregivers of children with disabilitie...
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Forecasting Undergraduate Majors: A Natural Language Approach AERA Open (IF 3.427) Pub Date : 2022-10-28 David Lang, Alex Wang, Nathan Dalal, Andreas Paepcke, Mitchell L. Stevens
Committing to a major is a fateful step in an undergraduate education, yet the relationship between courses taken early in an academic career and ultimate major issuance remains little studied at s...
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Who Benefited More From the Developmental Education Reform in Florida? The Role of Exemption Status AERA Open (IF 3.427) Pub Date : 2022-10-20 Kai Zhao, Christine G. Mokher, Toby J. Park-Gaghan, Shouping Hu
Under Florida’s developmental education (DE) reform since 2014, recent public high school graduates and active-duty military personnel became exempt from DE and traditional placement tests. The leg...
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Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity AERA Open (IF 3.427) Pub Date : 2022-10-18 Sarah Diem, Anjalé D. Welton, Jeffrey S. Brooks
Although antiracism activism has contributed to substantive progress under certain circumstances and in certain contexts, little research attempts to theorize how antiracism activism is manifest ac...
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“It Was Hard, and It Still Is . . .”: Women of Color Navigating HSI STEM Transfer Pathways AERA Open (IF 3.427) Pub Date : 2022-10-14 Felisha A. Herrera, Victoria C. Rodriguez-Operana, Gabriela Kovats Sánchez, Aileen Cerrillos, Briana Marquez
Women of color (WOC) continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM), where they often experience racism and sexism within disciplinary con...
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Embracing the City: Black Families’ Place Attachments and (Re)imaginings of the City and Suburb in Search of Educational Opportunity AERA Open (IF 3.427) Pub Date : 2022-10-14 Dana Nickson
Like many predominantly Black urban cities, Detroit, Michigan, has experienced significant out-migration among Black residents over the past 30 years. This situation has altered families’ relations...
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The Dynamic Financial Implications of the Community College Baccalaureate: An Institutional Exploration AERA Open (IF 3.427) Pub Date : 2022-10-14 Jeremy Wright-Kim
Using generalized difference-in-difference and synthetic control modeling, this study estimates the influence of the community-college baccalaureate (CCB) on institutional finance over time and by ...
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Learning-Mode Choice, Student Engagement, and Achievement Growth During the COVID-19 Pandemic AERA Open (IF 3.427) Pub Date : 2022-10-07 Jennifer Darling-Aduana, Henry T. Woodyard, Tim R. Sass, Sarah S. Barry
The COVID-19 pandemic resulted in an unanticipated, near-universal shift from in-person to virtual instruction in the spring of 2020. During the 2020–21 school year, schools began to reopen, and fa...