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Can Automated Feedback Improve Teachers’ Uptake of Student Ideas? Evidence From a Randomized Controlled Trial in a Large-Scale Online Course Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-05-08 Dorottya Demszky, Jing Liu, Heather C. Hill, Dan Jurafsky, Chris Piech
Providing consistent, individualized feedback to teachers is essential for improving instruction but can be prohibitively resource-intensive in most educational contexts. We develop M-Powering Teac...
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“One of the Weakest Budget Players in the State”: State Funding of Higher Education at the Onset of the COVID-19 Pandemic Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-05-08 Denisa Gándara, Meredith S. Billings, Paul G. Rubin, Lindsey Hammond
Prior studies have documented the pattern of decreased state funding for higher education in periods of economic contraction (i.e., the balance wheel phenomenon). This qualitative case study examin...
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Assessing the Public Availability of School Discipline and Infraction Data Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-05-08 F. Chris Curran, Lelydeyvis Boza, Katharine Harris-Walls, Tiffany S. Tan
Research using school discipline and infraction data has contributed to public policy conversations by helping elucidate the effects of and disproportionate experience of school disciplinary outcom...
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Linkage Between Fields of Focus in High School Career Technical Education and College Majors Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-04-24 Zeyu Xu, Ben Backes
This study examines the extent to which students obtain postsecondary credentials in the career technical education (CTE) fields of focus they choose in high school. Using school fixed-effects mode...
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Ties That Bind? The Teaching and Post-Teaching Trajectories of Black and Latino/a Community Insiders and Elite College Graduates Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-04-24 Andrew Brantlinger, Blake O’Neal Turner, Angela Valenzuela
Community teachers, particularly those who are Black and Latinx, are assumed to improve retention and outcomes depending on retention in schools that serve low-income Black and Latinx students. Bas...
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Testing an Explanation for Summer Learning Loss: Differential Examinee Effort Between Spring and Fall Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-04-24 Megan Kuhfeld, James Soland, Brennan Register, Andrew McEachin
Summer learning loss is a perennial concern for educators and parents alike. However, researchers have recently questioned whether summer learning loss is just a statistical artifact driven by how ...
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Compliance, Chaos, or Coherence? How Superintendents, Districts, and Schools Craft Coherence From School Turnaround Policy Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-04-11 A. Chris Torres, Sandy Frost Waldron, Jason Burns
This mixed-method study examines Michigan’s Partnership policy for school turnaround, which positions the district and superintendents as key policy implementation actors. We first interviewed 21 o...
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“Protected Teaching Spaces”: Opportunities and Constraints When Teaching for the edTPA Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-04-10 Karin Lohwasser, Caroline Long, Soo-Yean Shim, Mark Windschitl
Preservice teacher performance assessments, such as the edTPA, are one of the accountability policies from states and local authorities designed to ensure the quality of beginning teachers and stan...
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The Plight of Persistently Disciplined Students: Examining Frequent Flyers and the Conversion of Office Discipline Referrals Into Suspensions Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-03-13 Richard O. Welsh, Luis A. Rodriguez
Racial inequality in exclusionary discipline is a salient educational equity issue. The implications of educators’ discretion in administering discipline and the complexity of repeated office disci...
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Teacher Perceptions of Past Classroom Behaviors Influence Adolescents’ Receptivity and Responsiveness to a Belonging Intervention Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-03-06 Jaymes Pyne
This study shows how receptivity and responsiveness can influence the efficacy of an intervention helping adolescents reappraise worry or uncertainty following the difficult transition to middle sc...
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Resource for Self-Determination or Perpetuation of Linguistic Imposition: Effects of English Learner Classification Among Alaska Native Students* Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-02-13 Ilana M. Umansky, Manuel Vazquez Cano, Lorna M. Porter
Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared with non-Indigenous students. To be EL-eligible, non-Indigenous students are req...
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Teacher Selection Instruments and Teacher Value-Added: Evidence From Peru Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-02-13 Eleonora Bertoni, Gregory Elacqua, Carolina Mendez, Humberto Santos
In this article, we explore whether the evaluation instruments used in the teacher selection process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-add...
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Charter Schools and the Segregation of Students by Income Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-02-13 Kari Dalane, Dave E. Marcotte
The share of students attending charter schools has been rising. There is evidence that charter school growth has increased socioeconomic segregation of students between schools. In this paper, we ...
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The Impact of Performance Funding Policy Design on College Access and Selectivity Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-02-13 Kelly Rosinger, Justin Ortagus, Robert Kelchen, Junghee Choi
This study draws on a comprehensive performance-based funding (PBF) dataset and up-to-date difference-in-differences econometrics to examine the impacts of specific policy features (e.g., share of ...
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The Efficacy and Implementation of Michigan’s Partnership Model of School and District Turnaround: Mixed-Methods Evidence From the First 2 Years of Reform Implementation Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-01-30 Jason Burns, Erica Harbatkin, Katharine O. Strunk, Chris Torres, Aliyah Mcilwain, Sandy Frost Waldron
The recent Every Student Succeeds Act (ESSA) requires states to identify and turn around their lowest performing schools, but it breaks somewhat from prior policies by granting states significant a...
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What Schools Do Families Want (and Why)? Evidence on Revealed Preferences From New Orleans Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-01-20 Douglas N. Harris, Matthew F. Larsen
Prior research suggests that families prefer schools with higher test scores, shorter distances from home, and certain student demographics. We build on this using data from New Orleans, a context ...
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Underrepresented Minority Students in College: The Role of Classmates Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2023-01-16 Daniel M. Oliver
The role of racial diversity at colleges has been debated for over more than a half a century with limited quasi-experimental evidence from classrooms. To fill this void, I estimate the extent that...
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The Cost of Retention Under a Test-Based Promotion Policy for Taxpayers and Students Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-12-26 Marcus A. Winters
Prior research substantially overstates the cost of retention under test-based promotion policies to both taxpayers and students who delay labor market entry because it omits two important factors....
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What 20 Years of MDRC RCTs Suggest About Predictive Relationships Between Intervention Features and Intervention Impacts for Community College Students Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-12-19 Michael J. Weiss, Howard S. Bloom, Kriti Singh
This article provides evidence about predictive relationships between features of community college interventions and their impacts on student progress. This evidence is based on analyses of studen...
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Teacher Attrition and Mobility in the Pandemic Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-12-12 Dan Goldhaber, Roddy Theobald
We contextualize the magnitude of teacher attrition during the pandemic, including from the 2020–2021 school year to the 2021–2022 school year, using longitudinal data on teachers in Washington sin...
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Professional Development at Scale: The Causal Effect of Obtaining an SEI Endorsement Under Massachusetts’s RETELL Initiative Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-12-05 Jesse Bruhn, Nathan Jones, Yasuko Kanno, Marcus A. Winters
We apply a difference-in-difference design to measure the causal effect of a teacher obtaining an endorsement in Sheltered English Immersion under Massachusetts’s Rethinking Equity in the Teaching ...
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The Effect of School District Consolidation on Student Achievement: Evidence From Arkansas Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-11-21 Josh B. McGee, Jonathan N. Mills, Jessica S. Goldstein
School district consolidation is one of the most widespread education reforms of the last century, but surprisingly little research has directly investigated its effectiveness. To examine the impac...
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Did the American Reinvestment and Recovery Act Expand and Improve Vocational Training at Community Colleges? Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-11-14 Adela Soliz, Walter Ecton
This study explores whether the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Program, the largest federal investment in community colleges in this nation’s history, e...
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Contested Justice: Rethinking Educational Equity Through New York City’s COVID-19 School Reopening Debates Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-11-14 Alexandra Freidus, Erica O. Turner
This study examines competing justice claims that stakeholders policymakers, district leaders, families, and educators evoked during the 2020 COVID-19 New York City school reopening debates. Drawin...
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School Vouchers and College Enrollment: Experimental Evidence From Washington, DC Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-11-14 Matthew M. Chingos, Brian Kisida
Washington, DC’s Opportunity Scholarship Program (OSP), the only federally funded school voucher program in the United States, has provided private school scholarships to low-income students in DC ...
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Can a Commercial Screening Tool Help Select Better Teachers? Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-11-14 Olivia L. Chi, Matthew A. Lenard
Improving teacher selection is an important strategy for strengthening the quality of the teacher workforce. As districts adopt commercial teacher screening tools, evidence is needed to understand ...
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The Effect of the Uniform Bar Examination on Admissions, Diversity, Affordability, and Employment Across Law Schools in the United States Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-11-14 Taylor K. Odle, Ji Yeon Bae, Manuel S. González Canché
The Uniform Bar Examination (UBE) is a multijurisdictional test that law students can use to gain admission to the bar in 37 states and territories. Despite this near-universal applicability and th...
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Early Birds in Elementary School? School Start Times and Outcomes for Younger Students Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-10-12 Kevin C. Bastian, Sarah C. Fuller
While research supports later start times for secondary schools, there is little evidence regarding start times for elementary schools. We address this gap with a statewide examination of elementar...
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Preference Compromise and Parent Satisfaction With Schools in Choice Markets: Evidence From Kansas City, Missouri Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-10-10 Argun Saatcioglu, Anthony R. Snethen
Parents desire several features when choosing a school, but they often compromise on some preferences in favor of others. We develop a novel measure of aggregate preference compromise by examining ...
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Evaluating Technical and Issue Bias in Teacher Evaluation Policy Briefs and State Handbooks Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-10-03 Linda K. Mayger
Recognizing the need for scientific fidelity and balanced representation in the evidence that informs public policy, this study investigates technical and issue bias in 43 policy briefs and state h...
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Dual Identification? The Effects of English Learner (EL) Status on Subsequent Special Education (SPED) Placement in an Equity-Focused District Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-10-03 Mark Murphy, Angela Johnson
This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement. Through a research-practice partnership, we link student demographic data and initia...
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Round and Round They Go: The Relationship Between Changing Grades and Schools and Teacher Quality and Absence Rates Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-08-29 Tasminda K. Dhaliwal, Ijun Lai, Katharine O. Strunk
Research on teacher churn has produced conflicting conclusions as to its impact on students and teachers. We bring clarity to this work by combining and expanding on analytical approaches used in e...
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Spillover Effects of Recruiting Teachers for School Turnaround: Evidence From Tennessee Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-08-22 Adam Kho, Gary T. Henry, Lam D. Pham, Ron Zimmer
Many districts and states have implemented incentives to recruit teachers to low-performing schools, and previous research has found evidence that these incentives are effective at attracting teach...
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Public-Sector Leadership and Philanthropy: The Case of Broad Superintendents Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-08-22 Thomas S. Dee, Susanna Loeb, Ying Shi
Philanthropic initiatives incorporating prescriptive practices have become prominent in K–12 education. This study provides evidence on the reach, character, and impact of the Broad Superintendents...
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Misunderstanding Law: Undergraduates’ Analysis of Campus Title IX Policies Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-08-22 Kat Albrecht, Laura Beth Nielsen, Lydia Wuorinen
Colleges and universities are legally required to attempt to prevent and redress sexual violations on campus. Neo-institutional theory suggests that the implementation of law by compliance professi...
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Heterogeneity in High School Career and Technical Education Outcomes Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-08-15 Walter G. Ecton, Shaun M. Dougherty
High school Career and Technical Education (CTE) has received increased attention from policymakers and researchers in recent years. This study fills a needed gap in the growing research base by ex...
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Intraclass Correlations for Evaluating the Effects of Teacher Empowerment Programs on Student Educational Outcomes Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-08-15 Zuchao Shen, F. Chris Curran, You You, Joni Williams Splett, Huibin Zhang
Programs that improve teaching effectiveness represent a core strategy to improve student educational outcomes and close student achievement gaps. This article compiles empirical values of intracla...
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Financial Aid Nudges: A National Experiment With Informational Interventions Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-08-15 Lindsay C. Page, Bruce I. Sacerdote, Sara Goldrick-Rab, Benjamin L. Castleman
Despite high prices, many college students do not re-file the Free Application for Federal Student Aid (FAFSA) or file late, making college less affordable. Low-cost technological interventions del...
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Economic and Racial Integration Through School Choice in New York City Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-07-18 Jesse Margolis, Daniel Dench, Shirin Hashim
New York City’s school system is among the most diverse and segregated in the United States. Using difference-in-differences and placebo tests, we evaluate two desegregation policies in two geograp...
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A New Admission System in Chile and Its Foreseen Moderate Impact on Access for Low-Income Students Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-07-11 Ngaire Honey, Alejandro Carrasco
Chile is known for universal school choice policies and a high level of economic segregation. In part, segregation has been linked to selective school admission policies. Chile implemented a centra...
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Do School Suspension Reforms Work? Evidence From Rhode Island Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-07-04 Terry-Ann Craigie
In Rhode Island, out-of-school suspensions were excessively and disproportionately used to penalize low-level infractions. To address this problem, the Rhode Island General Assembly passed legislat...
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Functioning or Dysfunctioning? The Effects of Performance-Based Funding Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-06-20 Eunjong Ra, Jihyun Kim, Jiin Hong, Stephen L. DesJardins
We examined how performance-based funding (PBF) for higher education institutions in Tennessee, Ohio, and Indiana affects bachelor’s degree completion, admission practices, and the enrollment of underserved students. Utilizing data from the Integrated Postsecondary Education Data System, we employed an event study analysis, in addition to a canonical difference-in-differences and coarsened exact matching
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Does Reclassification Change How English Learners Feel About School and Themselves? Evidence From a Regression Discontinuity Design Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-06-20 Monica G. Lee, James G. Soland
Reclassification can be an important juncture in the academic experience of English Learners (ELs). Literature has explored the potential for reclassification to influence academic outcomes like achievement, yet its impact on social-emotional learning (SEL) skills, which are as malleable and important to long-term success, remains unclear. Using a regression discontinuity design, we examine the causal
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Effects of 4-Day School Weeks on Older Adolescents: Examining Impacts of the Schedule on Academic Achievement, Attendance, and Behavior in High School Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-06-20 Emily Morton
Four-day school weeks have proliferated across the United States in recent years, reaching over 650 public school districts in 24 states as of 2019, but little is known about their implementation and there is no consensus on their effects on students. This study uses district-level panel data from Oklahoma and a difference-in-differences research design to provide estimates of the causal effect of
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On the Threshold: Impacts of Barely Passing High-School Exit Exams on Post-Secondary Enrollment and Completion Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-06-13 John P. Papay, Ann Mantil, Richard J. Murnane
Many states use high-school exit examinations to assess students’ career and college readiness in core subjects. We find meaningful consequences of barely passing the mathematics examination in Massachusetts, as opposed to just failing it. However, these impacts operate at different educational attainment margins for low-income and higher-income students. As in previous work, we find that barely passing
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The Impact of Project-Based Learning on AP Exam Performance Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-06-10 Anna Rosefsky Saavedra, Kari Lock Morgan, Ying Liu, Marshall W. Garland, Amie Rapaport, Alyssa Hu, Danial Hoepfner, Shira Korn Haderlein
Harnessing a cluster randomized controlled trial, we estimated the impact on students’ advanced placement (AP) examination performance of a project-based learning (PBL) approach to AP compared with a lecture-based AP approach. Through PBL, teachers primarily play a facilitator role, while students work on complex tasks organized around central questions leading to a final product. We estimated positive
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Striving for Coherence, Struggling With Incoherence: A Comparative Study of Six Educational Systems Organizing for Instruction Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-05-23 James P. Spillane, Naomi L. Blaushild, Christine M. Neumerski, Jennifer L. Seelig, Donald J. Peurach
This article examines how leaders in public, private, and hybrid educational systems manage competing pressures in their institutional environments. Across all systems, leaders responded to system-specific puzzles by (re)building systemwide educational infrastructures to support instructional coherence and framed these efforts as rooted in concerns about pragmatic organizational legitimacy. These efforts
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Informing School-Choosing Families About Their Options: A Field Experiment From New Orleans Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-05-16 Jon Valant, Lindsay H. Weixler
We conducted a randomized controlled trial to assess the effects of providing information to families as they choose schools. Likely applicants to prekindergarten, kindergarten, and ninth grade were assigned to one of three groups. A “growth” group received lists (via U.S. mail, email, and text message) of the highest performing schools they could request. A “distance” group received lists of schools
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Accountability or Equity: Combining Topic Models and Qualitative Analysis to Examine Public Rhetoric about Performance-Based Funding Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-04-11 Denisa Gándara, Stijn Daenekindt
Examining rhetoric is important to understanding educational policymaking. This study focuses on rhetoric on one educational policy, performance-based funding (PBF) for higher education. In contrast to previous research on PBF, we analyze rhetoric in both states that implemented the policy and those that opted out. We employ a sequential mixed-methods design combining topic modeling with qualitative
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Spread Too Thin: The Effect of Specialization on Teaching Effectiveness Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-04-11 NaYoung Hwang, Brian Kisida
Although the majority of elementary school teachers cover all major subjects in self-contained classrooms, a growing number of teachers specialize in teaching fewer subjects to higher numbers of students. We use administrative data from Indiana to estimate the effect of teacher specialization on teacher and school effectiveness in elementary schools. We find that teacher specialization leads to lower
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Opportunity Seeking Across Segregated Schools: Unintended Effects of Automatic Admission Policies on High School Segregation Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-04-04 Jeremy E. Fiel
Automatic admissions policies (AAPs, “percent plans”) redistribute college-going opportunities across segregated high schools to diversify college enrollments, increasing opportunities at predominantly minority high schools. If students “game” AAPs by attending schools with increased opportunities, AAPs could alter racial sorting across high schools. Comparative interrupted time series analyses provide
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How Big Are Effect Sizes in International Education Studies? Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-04-04 David K. Evans, Fei Yuan
A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We identify a median effect size of 0.10 standard deviations
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Accountability, Alignment, and Coherence: How Educators Made Sense of Complex Policy Environments in the Common Core Era Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-04-04 Emily M. Hodge, Elizabeth Leisy Stosich
This study takes advantage of natural variation in alignment and accountability to analyze educator sensemaking of a complex policy environment. It describes how educators in two large, high-accountability districts in New York and Florida made sense of multiple policy changes, including new standards, curriculum, assessments, and teacher evaluation. Drawing on interviews with 68 individuals, observations
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Can Standardizing Applicant High School and Neighborhood Information Help to Diversify Selective Colleges? Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-03-14 Zachary Mabel, Michael D. Hurwitz, Jessica Howell, Greg Perfetto
Many selective colleges consider the backgrounds of applicants to improve equity in admissions. However, this information is usually not available for all applicants. We examine whether the chances of admission and enrollment changed after 43 colleges gained access to a new tool that standardizes information on educational disadvantage for all applicants. Applicants from the most challenging school
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The Effects of Corequisite Remediation: Evidence From a Statewide Reform in Tennessee Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-02-02 Florence Xiaotao Ran, Yuxin Lin
This article provides the first causal evidence of a system-wide corequisite reform in Tennessee, which mainstreams underprepared students into college-level courses with concurrent support. Using regression discontinuity and difference-in-regression-discontinuity designs, we find that, for those on the margin of college level, students placed into corequisite remediation were up to 18 percentage points
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Using Classroom Observations in the Evaluation of Special Education Teachers Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-01-31 Nathan D. Jones, Courtney A. Bell, Mary Brownell, Yi Qi, David Peyton, Daisy Pua, Melissa Fowler, Steven Holtzman
We examine whether one of the most popular observation systems in teacher evaluation—the Framework for Teaching (FFT)—captures the range of instructional skills teachers need to be effective. We focus on the case of special educators, who are likely to use instructional approaches that, although supported by research, are de-emphasized in common observation systems. Drawing on 206 lessons from 51 teachers
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Unfinished Business? Academic and Labor Market Profile of Adults With Substantial College Credits But No Degree Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-01-24 Kelli A. Bird, Benjamin L. Castleman, Brett Fischer, Benjamin T. Skinner
Recent state policy efforts have focused on increasing attainment among adults with some college but no degree (SCND). Yet little is actually known about the SCND population. Using data from the Virginia Community College System (VCCS), we provide the first detailed profile on the academic, employment, and earnings trajectories of the SCND population and how these compare with VCCS graduates. We show
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Critical Feedback Characteristics, Teacher Human Capital, and Early-Career Teacher Performance: A Mixed-Methods Analysis Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2022-01-17 Seth B. Hunter, Matthew G. Springer
Most education agencies have implemented new teacher evaluation systems that promise to improve teacher performance. Post-observation performance feedback is a theoretically important driver of this promise as it should ultimately develop teacher-specific weaknesses. This is the first large-scale study to use the written feedback provided to early-career teachers during formal post-observation conferences
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Increasing Success in Higher Education: The Relationships of Online Course Taking With College Completion and Time-to-Degree Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2021-11-22 Christian Fischer, Rachel Baker, Qiujie Li, Gabe Avakian Orona, Mark Warschauer
Online courses provide flexible learning opportunities, but research suggests that students may learn less and persist at lower rates compared to face-to-face settings. However, few studies have investigated more distal effects of online education. In this study, we analyzed 6 years of institutional data for three cohorts of students in 13 large majors (N = 10,572) at a public research university to
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College Comes to High School: Participation and Performance in Tennessee’s Innovative Wave of Dual-Credit Courses Educ. Eval. Policy Anal. (IF 3.704) Pub Date : 2021-11-01 Steven W. Hemelt, Tom Swiderski
We analyze the rollout of a Statewide Dual-Credit (SDC) program intended to expand access to college-level courses during high school. We find that SDC increased early postsecondary course-taking among students in the middle of the achievement distribution, especially through courses in vocational subjects, without decreasing participation in Advanced Placement (AP). However, SDC was mostly offered