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Insufficient Accountability? Heterogeneous Effects of Charter Schools Across Authorizing Agencies Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-05-12 Joseph J. Ferrare, R. Joseph Waddington, Brian R. Fitzpatrick, Mark Berends
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...
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Do Perceptions of School Climate Improve in High School for Students with Disabilities? Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-05-11 Spenser Gwozdzik, Leanna Stiefel
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 sch...
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Defining the “Community” in Community College: A National Overview and Implications for Racial Imbalance in Texas Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-04-23 Dominique J. Baker, Bethany Edwards, Spencer F. X. Lambert, Grace Randall
At least 38 states have created service areas or “districts” for each of their community colleges. However, little is known about the geographic boundaries of community college districts and the po...
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Changing Lanes: Relational Dispositions That Fuel Community Science Learning Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-04-23 Tamara Clegg, Kenna Hernly, June Ahn, Jason Yip, Elizabeth Bonsignore, Daniel Pauw, Caroline Pitt
Supporting youths’ STEM dispositions takes an entire community of adults, yet we must understand the dispositions that adults bring to such community efforts, ways they influence youths’ learning a...
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Unexpected, but consistent and pre-registered: Experimental evidence on interview language and Latino views of COVID-19 Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-04-19 Efrén Pérez, Jessica HyunJeong Lee, Ana L Oaxaca Carrasco, Cole Matthews, Madison Ritsema
Much uncertainty remains about effective messaging to boost public support for COVID-19 mitigation efforts, especially among people of color. We investigate the relationship between interview langu...
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Antibacterial effect and biological reaction of calcium phosphate cement impregnated with iodine for use in bone defects Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-04-19 Sei Morinaga, Norio Yamamoto, Masaharu Tokoro, Katsuhiro Hayashi, Akihiko Takeuchi, Shinji Miwa, Kentaro Igarashi, Yuta Taniguchi, Yohei Asano, Takayuki Nojima, Hiroyuki Tsuchiya
Calcium phosphate cement (CPC) is often used to repair bone defects that occur after bone tumor and fracture treatment. To address bone defect cases with a high infection risk, developing CPCs with...
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Racemose Neurocysticercosis: A Rare Cause of Rapidly Progressive Dementia—A Case Report Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-04-19 Witoon Mitarnun
This report describes the case of a 68-year-old woman with episodic memory impairment for 6 months. Brain magnetic resonance imaging detected multiple extra-axial variable-sized cystic lesions in t...
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The Prevalence and Characteristics of Children With Profound Autism, 15 Sites, United States, 2000-2016 Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-04-19 Michelle M. Hughes, Kelly A. Shaw, Monica DiRienzo, Maureen S. Durkin, Amy Esler, Jennifer Hall-Lande, Lisa Wiggins, Walter Zahorodny, Alison Singer, Matthew J. Maenner
Objectives:Autism spectrum disorder (autism) is a heterogeneous condition that poses challenges in describing the needs of individuals with autism and making prognoses about future outcomes. We app...
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Emerging Adulthood: Impacts of Adult Care on Education, Work, and Well-Being Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-04-19 Somalis Chy
An increasing number of young adults are providing unpaid care to an older or dependent family member or friend. However, we know little about the relationship between adult caregiving and emerging...
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A Book Review of ‘Basics of Child Neuropsychology: A Primer for Educators and Clinicians' by Stephen R Hooper Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-04-19 Anna Moore
A Book Review of ‘Basics of Child Neuropsychology: A Primer for Educators and Clinicians' by Stephen R. Hooper.
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Serum Metabolomics Combined With 16S rRNA Gene Sequencing to Analyze the Changes of Intestinal Flora in Rats With MI and the Intervention Effect of Fuling-Guizhi Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-04-19 Yan Ye, Jianghua Liu, Dan Zheng, Xiangfa Zeng, Zhenxiang Zhou, Lintao Han, Ping Huang, Fengyun Zhang, Wusheng Wang, Xuan Cheng, Fang Huang, Bailu Duan
Objective: This research aimed to assess the relationship between intestinal flora and metabolites in rats with myocardial ischemia (MI) and to offer a new perspective to elucidate the pathological...
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“The Good Struggle” of Flexible Specificity: Districts Balancing Specific Guidance With Autonomy to Support Standards-Based Instruction Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-03-30 Amy Stornaiuolo, Laura Desimone, Morgan Polikoff
This study examines implementation of college-and-career-ready (CCR) education standards across five school districts in Ohio, Texas, California, Pennsylvania, and Massachusetts. Drawing on the pol...
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Institutional Striving and Gender Equity in Faculty Salaries and Employment Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-03-25 Junghee Choi
Climbing the ladder of institutional prestige is often promoted by leaders and policymakers in higher education, but there may be trade-offs associated with striving for status. This study examines...
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“Rise Up, Hand in Hand”: Early Childhood Teachers Writing a Liberatory Literacy Pedagogy Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-03-21 Emily Machado, Maggie R. Beneke, Jordan Taitingfong
Although writing is often used for personal reflection in teacher education, it is less commonly leveraged to imagine educational futures (Gilligan, 2020)—particularly those centered on collective ...
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Linguistic Registers and Citizenship Education: Divergent Approaches to Content, Instruction, Kichwa Use, and State Relationships in Ecuador’s Intercultural Bilingual Education Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-02-24 Nicholas Limerick
Indigenous education increasingly seeks to reclaim the institutions of state assimilation as spaces for the dissemination and support of localized forms of knowledge and language use and the valori...
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The Safest Bet: Identifying and Assessing Risk in Faculty Selection Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-02-01 KerryAnn O’Meara, Lindsey L. Templeton, Damani K. White-Lewis, Dawn Culpepper, Julia Anderson
Efforts to mitigate bias in faculty hiring processes are well-documented in the literature. Yet, significant barriers to the hiring of racially minoritized and White women in many STEM fields remai...
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Unpacking the Relationship Between Classroom Teacher Characteristics and Time to English Learner Reclassification Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-01-20 Ela Joshi
Reclassification is a crucial outcome for English learner (EL) students’ academic progress. Though ELs spend a large portion of their academic time with general education teachers, we know little a...
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Uneven Progress: Recent Trends in Academic Performance Among U.S. School Districts Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-01-16 Kaylee T. Matheny, Marissa E. Thompson, Carrie Townley-Flores, sean f. reardon
We use data from the Stanford Education Data Archive to describe district-level trends in average academic achievement between 2009 and 2019. Although on average school districts’ test scores impro...
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The Aftermath of Disproportionality Citations: Situating Disability-Race Intersections in Historical, Spatial, and Sociocultural Contexts Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-01-09 Adai A. Tefera, Alfredo J. Artiles, Catherine Kramarczuk Voulgarides, Alexandra Aylward, Sarah Alvarado
We used a situated approach to examine the aftermath of citations for racial disparities in special education and discipline. The study was conducted in one suburban school district and examined st...
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“We Aren’t Only Here to Teach”: Caring Practices of Teachers in the Context of Inclusive Refugee Education in Jordan Am. Educ. Res. J. (IF 4.503) Pub Date : 2023-01-09 Elisheva Cohen
This article examines the complex process of teachers’ care for students in contexts of inclusive refugee education in Jordan, where Syrian refugees and Jordanian students study together. I illustr...
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Are We Moving the Needle on Racial Disproportionality? Measurement Challenges in Evaluating School Discipline Reform Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-12-29 Jessika H. Bottiani, Joseph M. Kush, Heather L. McDaniel, Elise T. Pas, Catherine P. Bradshaw
Challenges in the measurement of racial disparities in school discipline are a significant barrier to identifying policy and programmatic reforms that are effective at closing gaps. This article re...
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The Revealed Preferences for School Reopening: Evidence From Public-School Disenrollment Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-12-22 Thomas S. Dee, Elizabeth Huffaker, Cheryl Phillips, Eric Sagara
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 per...
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Teacher Preparation Programs and Graduates’ Growth in Instructional Effectiveness Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-12-20 Emanuele Bardelli, Matthew Ronfeldt, John P. Papay
Many prior studies have explored average differences in initial levels of teaching effectiveness among graduates from different teacher preparation programs (TPPs) and the features of preparation t...
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Performance or Progress? The Physical and Rhetorical Removal of Indigenous Peoples in Settler Land Acknowledgments at Land-Grab Universities Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-12-10 Theresa Ambo, Theresa Rocha Beardall
Land acknowledgments are an evolving practice to recognize local Indigenous Peoples as traditional stewards of their homelands. Using a content and discourse analysis, we conduct the first empirica...
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Combining a Local Comparison Group, a Pretest Measure, and Rich Covariates: How Well Do They Collectively Reduce Bias in Nonequivalent Comparison Group Designs? Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-12-05 Seth Brown, Mengli Song, Thomas D. Cook, Michael S. Garet
This study examined bias reduction in the eight nonequivalent comparison group designs (NECGDs) that result from combining (a) choice of a local versus non-local comparison group, and analytic use ...
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Do Black and White Students Benefit From Racial Socialization? School Racial Socialization, School Climate, and Youth Academic Performance During Early Adolescence Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-11-18 Ming-Te Wang, Daphne Henry, Juan Del Toro
With racial inequalities plaguing the U.S. school system, educators have recognized the importance of establishing inclusive, equitable, and diverse school environments where students from differen...
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Principal Leadership for School-Wide Transformation of Elementary Mathematics Teaching: Why the Principal’s Conception of Teacher Learning Matters Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-11-02 Elham Kazemi, Alison Fox Resnick, Lynsey Gibbons
Supporting teacher learning for normative change in classroom learning environments creates significant demands on principal leadership. We offer an analytic framework that aims to understand princ...
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The Politics of Progressivity: Court-Ordered Reforms, Racial Difference, and School Finance Fairness Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-11-02 Zachary W. Oberfield, Bruce D. Baker
This article contributes to our understanding of American education politics by exploring when and why states redistribute K–12 education dollars to poorer schools. It does so by examining three ex...
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Police Stops and School Engagement: Examining Cultural Socialization From Parents and Schools as Protective Factors Among African American Adolescents Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-11-02 Juan Del Toro, Ming-Te Wang
Police stops often perpetuate racial disparities in academic outcomes, yet few studies have examined factors that mitigate these negative consequences. Using two longitudinal studies (Study 1: n = ...
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Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-11-02 Joseph Krajcik, Barbara Schneider, Emily Miller, I-Chien Chen, Lydia Bradford, Quinton Baker, Kayla Bartz, Cory Miller, Tingting Li, Susan Codere, Deborah Peek-Brown
This investigation studied the effects of the Multiple Literacies in Project-Based Learning science intervention on third graders’ academic, social, and emotional learning. This intervention includ...
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The Imposition of Instrumental Research Use: How School and District Practitioners Enact Their State’s Evidence Requirements Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-07-31 Lauren Yoshizawa
The Every Student Succeeds Act builds on prior efforts to bridge the gap between research and practice through the imposition of evidence requirements. This article presents findings from a small-s...
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The Efficacy of Digital Media Resources in Improving Children’s Ability to Use Informational Text: An Evaluation of Molly of Denali From PBS KIDS Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-07-26 Joy Lorenzo Kennedy, Claire G. Christensen, Tiffany Salone Maxon, Sarah Nixon Gerard, Elisa B. Garcia, Janna F. Kook, Naomi Hupert, Phil Vahey, Shelley Pasnik
Informational text—resources whose purpose is to inform—is essential to daily life and fundamental to literacy. Unfortunately, young children typically have limited exposure to informational text. ...
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Examining Human and Automated Ratings of Elementary Students’ Writing Quality: A Multivariate Generalizability Theory Application Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-07-08 Dandan Chen, Michael Hebert, Joshua Wilson
We used multivariate generalizability theory to examine the reliability of hand-scoring and automated essay scoring (AES) and to identify how these scoring methods could be used in conjunction to o...
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Understanding the Relationship of Science and Mathematics Place-Based Workforce Development on Adolescents’ Motivation and Rural Aspirations Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-05-27 Angela Starrett, Matthew J. Irvin, Christine Lotter, Jan A. Yow
One overarching goal for rural place-based education is to influence adolescents’ aspirations to stay in the community to help sustain and revitalize the local economy. The authors explore the rela...
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Black Queer Students’ Counter-Stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-05-26 Luis A. Leyva, R. Taylor McNeill, B R. Balmer, Brittany L. Marshall, V. Elizabeth King, Zander D. Alley
Black queer undergraduates experience invisibility at the juncture of anti-Black racism and cisheteropatriarchy in their campus environments. With the absence of research on queer students of color...
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“Our Community Is So Small”: Considering Intraracial Peer Networks in Black Student Adjustment and Belonging at PWIs Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-05-10 Seanna Leath, Taina Quiles, Meron Samuel, Uche Chima, Tabbye Chavous
Although Black students may share race-related experiences at predominantly White institutions (PWIs), they are a heterogeneous community with diverse identity beliefs, goals, and expectations abou...
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“I Just Didn’t Want to Risk It”: How Perceptions of Risk Motivate Charter School Choice Among Latinx Parents Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-03-04 Julia Szabo
Latinx students now make up the largest share of charter school students nationally. In this article, I focus on Latinx charter school choosers in Houston, Texas, and ask what motivates Latinx pare...
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Separate Remains Unequal: Contemporary Segregation and Racial Disparities in School District Revenue Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-02-22 Ericka S. Weathers, Victoria E. Sosina
Resource exposure was a key mechanism linking patterns of racial segregation and student outcomes during the Brown v. Board of Education era. Decades later, past progress on school desegregation ma...
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For Some and for All: Subgroup Entitlement Policies and Daily Opportunity Provision in Segregated Schools Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-02-16 Rachel Garver
Educators in economically and racially segregated schools enact subgroup entitlement policies, such as Title III and IDEA (Individuals with Disabilities Education Act), as they negotiate the divers...
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Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-02-10 Dan Goldhaber, Matt Ronfeldt, James Cowan, Trevor Gratz, Emanuele Bardelli, Matt Truwit
The clinical teaching experience is one of the most important components of teacher preparation. Prior observational research has found that more effective mentors and schools with better professional climates are associated with better preparation for teacher candidates. We test these findings using an experimental assignment of teacher candidates to placement sites in two states. Candidates who were
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Are Homegrown Teachers Who Graduate From Urban Districts More Racially Diverse, More Effective, and Less Likely to Exit Teaching? Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-02-13 Christopher Redding
Teachers’ preference to remain close to where they grew up is recognized as a defining feature of the teacher labor market. Using a unique data set from a large school district in the southeastern ...
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Guns, Schools, and Democracy: Adolescents Imagining Social Futures Through Speculative Civic Literacies Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-01-28 Nicole Mirra, Antero Garcia
This article analyzes how guns emerged as both urgent topics of dialogue and common features of everyday life for 228 students and their teachers in six communities across the United States who participated in the Digital Democratic Dialogue (3D) Project, a year long social design-based experiment aimed at foregrounding youth voice and fostering connection across lines of geographic and ideological
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“The Business of Teaching and Learning”: Institutionalizing Equity in Educational Organizations Through Continuous Improvement Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-02-03 Susan Bush-Mecenas
The continuous improvement (CI) approach to systems change has rapidly spread across education policy circles in recent years and has been hailed as a promising means to achieve educational equity and social justice. CI’s highly routinized, scientific process for improving efficiency and productivity is a somewhat unexpected means to pursue equity. To understand this puzzle, I examine the use of CI
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The Effects of Early College Opportunities on English Learners Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-02-03 Angela Johnson, Diana Mercado-Garcia
Research shows that Early College high schools have a significant impact on high school and college outcomes for students from low income and racial/ethnic minority backgrounds, but how similar opportunities extend to English learners (ELs) remains unknown. We examine a program that offers Early College opportunities in high schools serving large EL populations in California. Leveraging an exogenous
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Code Switching and Political Strategy: The Role of Racial Discourse in the Coalition-Building Efforts of Charter Management Organizations Am. Educ. Res. J. (IF 4.503) Pub Date : 2022-01-20 Laura E. Hernández
With the pervasiveness of racism, some scholars have interrogated the role of discourse in perpetuating the racial status quo. While research has denoted how prominent leaders and policies advance deficit-laden characterizations of minoritized groups that reify racial hierarchies, how racial discourse is mobilized in day-to-day politics remains less understood. This study investigates this phenomenon
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Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention: A Randomized Controlled Trial Replication Study Am. Educ. Res. J. (IF 4.503) Pub Date : 2021-12-29 Carrie E. Markovitz, Marc W. Hernandez, E. C. Hedberg, Heidi W. Whitmore
This study examines the impacts of two AmeriCorps programs, Minnesota Reading Corps and Wisconsin Reading Corps, where AmeriCorps volunteers provide literacy tutoring to at-risk kindergarten through third-grade (K–3) students utilizing a response-to-intervention framework. This evaluation replicates a prior randomized controlled trial evaluation of the program 4 years later and for the first time evaluates
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Supporting Syrian Refugee Children’s Academic and Social-Emotional Learning in National Education Systems: A Cluster Randomized Controlled Trial of Nonformal Remedial Support and Mindfulness Programs in Lebanon Am. Educ. Res. J. (IF 4.503) Pub Date : 2021-12-16 Carly Tubbs Dolan, Ha Yeon Kim, Lindsay Brown, Kalina Gjicali, Serena Borsani, Samer El Houchaimi, J. Lawrence Aber
Experimental evidence on strategies to support refugee children's integration into host-country public schools is needed. We employ a three-arm, site-randomized controlled trial to test the impact of short-term access to two versions of nonformal remedial programming infused with social-emotional learning (SEL) among Syrian refugee children in Lebanese public schools. Remedial programming with classroom
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Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice Am. Educ. Res. J. (IF 4.503) Pub Date : 2021-12-15 Miles Davison, Andrew M. Penner, Emily K. Penner
A growing number of schools are adopting restorative justice (RJ) practices that de–emphasize exclusionary discipline and aim for racial equity. We examine student discipline as RJ programs matured in Meadowview Public Schools from 2008 to 2017. Our difference–in–difference estimates show that students in RJ schools experienced a profound decline in their suspension rates during the first 5 years of
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Is Kindergarten Ability Group Placement Biased? New Data, New Methods, New Answers Am. Educ. Res. J. (IF 4.503) Pub Date : 2021-12-13 Paul T. von Hippel, Ana P. Cañedo
Half of kindergarten teachers split children into higher and lower ability groups for reading or math. In national data, we predicted kindergarten ability group placement using linear and ordinal logistic regression with classroom fixed effects. In fall, test scores were the best predictors of group placement, but there was bias favoring girls, high-SES (socioeconomic status) children, and Asian Americans
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Improving Low-Performing Schools: A Meta-Analysis of Impact Evaluation Studies Am. Educ. Res. J. (IF 4.503) Pub Date : 2021-12-04 Beth E. Schueler, Catherine Armstrong Asher, Katherine E. Larned, Sarah Mehrotra, Cynthia Pollard
The public narrative surrounding efforts to improve low-performing K–12 schools in the United States has been notably gloomy. But what is known empirically about whether school improvement works, which policies are most effective, which contexts respond best to intervention, and how long it takes? We meta-analyze 141 estimates from 67 studies of post–No Child Left Behind Act turnaround policies. On
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Did States’ Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence From a Comparative Interrupted Time Series Study of Standards-Based Reform Am. Educ. Res. J. (IF 4.503) Pub Date : 2021-12-03 Mengli Song, Michael S. Garet, Rui Yang, Drew Atchison
This study was designed to assess the effects of states’ adoption of more rigorous standards as part of the current wave of standards-based reform on student achievement using comparative interrupted time series analyses based on state-level NAEP data from 1990 to 2017. Results show that the effects of adopting more rigorous standards on students’ mathematics achievement were generally small and not
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Accountability and (In)Congruence in a No-Excuses School College-Going Culture Am. Educ. Res. J. (IF 4.503) Pub Date : 2021-11-28 Lori A. Noll
This study explores how the college-going culture at a no-excuses charter school with high college enrollment rates shaped students’ worldviews and trajectories. Drawing on 7 months of ethnographic fieldwork, I found that the school boosted college enrollment through student compliance to the college accountability policies rather than through the transmission of dominant cultural resources. Alignment
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Human Rights Violations Through Structural Violence: A Case Study of Human Rights Education in New York City Am. Educ. Res. J. (IF 4.503) Pub Date : 2021-11-25 Diana Rodríguez-Gómez, S. Garnett Russell
A major area of critical scholarship within human rights education (HRE) aims to discover HRE’s revolutionary potential by questioning its relationship to the global human rights regime. However, the very concept of “human rights violations” remains underexamined. This article analyzes the use and function of human rights violations as pedagogical devices. Drawing from qualitative data collected in
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Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity Am. Educ. Res. J. (IF 4.503) Pub Date : 2021-11-09 Laura C. Chávez-Moreno
This critical race ethnography examines a secondary-level dual-language (DL) program, a bilingual-education model thought to provide Latinxs educational equity. Drawing from a three-stage recursive analytic approach, I present evidence that a DL program’s policies and practices valued offering Latinx youth biliterate schooling only so long as DL was available and advantageous to Whites—which ultimately
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How Finance Reform May Alter Teacher and School Quality: California’s $23 Billion Initiative Am. Educ. Res. J. (IF 4.503) Pub Date : 2021-10-29 JoonHo Lee, Bruce Fuller, Sophia Rabe-Hesketh
Gains in school spending helped to lift achievement over the past half century. But California’s ambitious effort—progressively distributing $23 billion in yearly funding to poorer districts—has yet to reduce disparities in learning. We theorize how administrators in districts and schools, given organizational habits and labor constraints, may fail to move quality resources to disadvantaged students
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Public School Teacher Contracts and State-Level Reforms: Assessing Changes to Collective Bargaining Restrictiveness Across Three States Am. Educ. Res. J. (IF 4.503) Pub Date : 2021-10-27 Katharine O. Strunk, Joshua Cowen, Dan Goldhaber, Bradley D. Marianno, Roddy Theobald, Tara Kilbride
In many school districts, the policies that regulate teaching personnel are governed by collective bargaining agreements (CBAs). While there is significant policy attention that has affected the scope of these agreements, there is relatively little research on how CBAs vary over time, or whether they change in response to states’ legislative reforms. Using a panel data set of over 1,200 CBAs across
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The Special Olympics Unified Champion Schools Program and High School Completion Am. Educ. Res. J. (IF 4.503) Pub Date : 2021-09-22 Michelle Yin, Garima Siwach, Yulia Belyakova
Despite an increase in special education enrollment, a stark gap in high school completion between students with and without disabilities persists. This study examined the impact of Unified Champion Schools (UCS), a Special Olympics program designed to foster social inclusion through three components—Unified Sports, Inclusive Youth Leadership, and Whole School Engagement—on high school graduation rates
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A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale Am. Educ. Res. J. (IF 4.503) Pub Date : 2021-09-18 Geoffrey D. Borman, Jaymes Pyne, Christopher S. Rozek, Alex Schmidt
Nationally, educators suspend Black students at greater rates than any other group. This disproportionality is fueled by stereotypes casting Black students as “troublemakers”—a label students too often internalize as part of their identities. Across two independent double-blind randomized field trials involving over 2,000 seventh graders in 11 middle schools, we tested the efficacy of a brief intervention
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How Do Parents Evaluate and Select Schools? Evidence From a Survey Experiment Am. Educ. Res. J. (IF 4.503) Pub Date : 2021-09-18 Shira Alicia Korn Haderlein
As parents are increasingly given flexibility to enroll their children in a school of their choice, understanding parents’ preferences for school qualities is essential. Using a randomized survey experiment, this study adds to the existing literature by assessing parents’ preferences in a controlled environment, where they can be isolated from information asymmetries and constraints. Results suggest
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Repressive Legalism: How Postsecondary Administrators’ Responses to On-Campus Hate Speech Undermine a Focus on Inclusion Am. Educ. Res. J. (IF 4.503) Pub Date : 2021-07-27 Liliana M. Garces, Brianna Davis Johnson, Evelyn Ambriz, Dwuana Bradley
Guided by legal, sociolegal, and higher education concepts, we use an embedded case study of university administrators at a public institution to examine how they negotiate and institutionalize principles of freedom of expression and inclusion in responses to the proliferation of on-campus hate speech following the 2016 U.S. presidential election. Our findings reveal that an institution's legal context