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A Missed Opportunity? Instructional Content Redundancy in Pre-K and Kindergarten AERA Open (IF 1.892) Pub Date : 2021-04-10 Lora Cohen-Vogel, Michael Little, Wonkyung Jang, Margaret Burchinal, Mary Bratsch-Hines
Policy observers have expressed concern over whether misalignment between pre-K and K–12 has negative consequences for children. This study considers students’ exposure to redundant content across the pre-K and kindergarten years. Specifically, it asks, to what extent are skills and concepts taught in kindergarten redundant with skills and concepts taught in one state’s public pre-K program, and for
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Exploring an Unexamined Source of Racial Disparities in Juvenile Court Involvement: Unexcused Absenteeism Policies in U.S. Schools AERA Open (IF 1.892) Pub Date : 2021-04-07 Clea A. McNeely, Besufekad Alemu, Won Fy Lee, Isis West
This two-part study explored whether discrimination encoded into U.S. school absenteeism policies leads to racially minoritized students being overrepresented in the juvenile court system. First, we examined unexcused absenteeism policies in a nationally representative school district sample (n = 97). All districts excused absences for reasons White students often miss school but not necessarily for
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Measures Matter: A Meta-Analysis of the Effects of Educational Apps on Preschool to Grade 3 Children’s Literacy and Math Skills AERA Open (IF 1.892) Pub Date : 2021-04-05 James Kim, Joshua Gilbert, Qun Yu, Charles Gale
Thousands of educational apps are available to students, teachers, and parents, yet research on their effectiveness is limited. This meta-analysis synthesized findings from 36 intervention studies and 285 effect sizes evaluating the effectiveness of educational apps for preschool to Grade 3 children and the moderating role of methodological, participant, and intervention characteristics. Using random
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Data Sharing in Education Science AERA Open (IF 1.892) Pub Date : 2021-04-05 Jessica A. R. Logan, Sara A. Hart, Christopher Schatschneider
Many research agencies are now requiring that data collected as part of funded projects be shared. However, the practice of data sharing in education sciences has lagged these funder requirements. We assert that this is likely because researchers generally have not been made aware of these requirements and of the benefits of data sharing. Furthermore, data sharing is usually not a part of formal training
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Overcoming the “Trash Talk in Your Head”: Extending an Ethic of Care to Students Experiencing Intersectional Stigma in Community College AERA Open (IF 1.892) Pub Date : 2021-03-31 Rebecca L. Brower, Tamara Bertrand Jones, Shouping Hu
Intersectional stigma is experienced by individuals who share both a minoritized identity and a socially stigmatized identity. This study examines not only both types of intersectional stigma (e.g., homelessness, addiction, history of incarceration) that exist among students but also how campus personnel have extended an ethic of care to assist these students in changing their self-perceptions or “looking
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Inconsistencies in English Learner Identification: An Inventory of How Home Language Surveys Across U.S. States Screen Multilingual Students AERA Open (IF 1.892) Pub Date : 2021-03-18 April S. Salerno, Elena Andrei
Home Language Surveys (HLS) are widely used by states as an initial screening tool to determine whether students should receive English as a Second Language (ESL) services. Parents/guardians are asked to complete the surveys when enrolling a student into a school. We collected surveys from the 50 states and the District of Columbia. We completed them as if we were the parent/guardian of six use-case
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Keeping Up With the Joneses: District Adoption of the 4-Day School Week in Rural Missouri AERA Open (IF 1.892) Pub Date : 2021-03-18 J. Cameron Anglum, Aaron Park
In recent years, rural school district adoption of 4-day school weeks has grown markedly. Despite this rapid growth, scant empirical evidence has documented the factors associated with district adoption and subsequent effects on student, labor, and economic outcomes. We examine the spread of the 4-day school week in rural Missouri, where over 10% of the state’s districts have adopted the policy in
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Who’s Taking What? “Applied STEM” Coursetaking for High School Students With Learning Disabilities AERA Open (IF 1.892) Pub Date : 2021-03-16 Michael A. Gottfried, Jay Plasman, Jennifer A. Freeman, Shaun Dougherty
Increasing and improving the science, technology, engineering, and mathematics (STEM) educational pipeline has been a point of emphasis for decades, and federal policy in the United States has urged high schools to embed new types of STEM courses into the curriculum. As one example, applied STEM courses—one growing branch within career and technical education (CTE)—are designed to reinforce traditional
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Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being AERA Open (IF 1.892) Pub Date : 2021-03-15 Julia Holzer, Marko Lüftenegger, Selma Korlat, Elisabeth Pelikan, Katariina Salmela-Aro, Christiane Spiel, Barbara Schober
In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students’ well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic
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Corrigendum to “Do MOOCs Make You More Marketable? An Experimental Analysis of the Value of MOOCs Relative to Traditional Credentials and Experience” AERA Open (IF 1.892) Pub Date : 2021-03-12
Rivas, M. J., Baker, R. B., & Evans, B. J. (2020). Do MOOCs make you more marketable? An experimental analysis of the value of MOOCs relative to traditional credentials and experience. AERA Open, 6(4). https://doi.org/10.1177/2332858420973577
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The Rural/Nonrural Divide? K–12 District Spending and Implications of Equity-Based School Funding AERA Open (IF 1.892) Pub Date : 2021-03-10 Tasminda K. Dhaliwal, Paul Bruno
In the 2013–2014 school year, the state of California implemented a new equity-minded funding system, the Local Control Funding Formula (LCFF). LCFF increased minimum per-pupil funding for educationally underserved students and provided greater autonomy in allocating resources. We use the implementation of LCFF to enrich our understanding of rural school finance and explore the implications of equity-based
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Parents’ Online School Reviews Reflect Several Racial and Socioeconomic Disparities in K–12 Education AERA Open (IF 1.892) Pub Date : 2021-03-01 Nabeel Gillani, Eric Chu, Doug Beeferman, Rebecca Eynon, Deb Roy
Parents often select schools by relying on subjective assessments of quality made by other parents, which are increasingly becoming available through written reviews on school ratings websites. To identify relationships between review content and school quality, we apply recent advances in natural language processing to nearly half a million parent reviews posted for more than 50,000 publicly funded
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The Importance of Place: Effects of Community Job Loss on College Enrollment and Attainment Across Rural and Metropolitan Regions AERA Open (IF 1.892) Pub Date : 2021-03-01 Lucy C. Sorensen, Moontae Hwang
Youth living in remote rural communities face significant geographic barriers to college access. Even those living near to a postsecondary institution may not have the means for, or may not see the value of, pursuing a college degree within their local economy. This study uses 18 years of national county-level data to ask how local economic shocks affect the postsecondary enrollment and attainment
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“Teachers Act Like We’re Robots”: TikTok as a Window Into Youth Experiences of Online Learning During COVID-19 AERA Open (IF 1.892) Pub Date : 2021-02-25 Ioana Literat
Social media, and especially popular youth-focused platforms like TikTok, can offer a valuable window into youth experiences, including their perceptions of online learning. Building on a large-scale thematic analysis of 1,930 TikTok videos posted in March-June 2020, this study examines how young people shared their experiences of online learning during the COVID-19 pandemic. Findings indicate that
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Balancing Time in College: Examining Time-Use and Academic Outcomes of Students in a Comprehensive College Transition Program AERA Open (IF 1.892) Pub Date : 2021-02-19 Elizabeth S. Park, Elise Swanson
Using a randomized control trial design, this study examines the extent to which a comprehensive college transition program (CCTP) shapes students’ time-use during their first 3 years in college. The CCTP provides comprehensive student-centered support as well as a generous scholarship. We compare students who had access to the CCTP with those who only received the scholarship. Findings indicate that
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Race, Climate, and Turnover: An Examination of the Teacher Labor Market in Rural Georgia AERA Open (IF 1.892) Pub Date : 2021-02-17 Sheneka M. Williams, Walker A. Swain, Jerome A. Graham
Teacher turnover across the country presents a persistent and growing challenge for schools and districts, with the highest rates of turnover geographically concentrated in the American South. Research on teacher staffing and turnover problems consistently highlight two subsets of schools as struggling to attract and retain well-credentialed, effective educators—predominantly Black schools and rural
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Socioeconomic Status, Race, and Public Support for School Integration AERA Open (IF 1.892) Pub Date : 2021-02-16 Deven Carlson, Elizabeth Bell
Polling data routinely indicate broad support for the concept of diverse schools, but integration initiatives—both racial and socioeconomic—regularly encounter significant opposition. We leverage a nationally representative survey experiment to provide novel evidence on public support for integration initiatives. Specifically, we present respondents with a hypothetical referendum where we provide information
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Studying Undergraduate Course Consideration at Scale AERA Open (IF 1.892) Pub Date : 2021-02-15 Sorathan Chaturapruek, Tobias Dalberg, Marissa E. Thompson, Sonia Giebel, Monique H. Harrison, Ramesh Johari, Mitchell L. Stevens, Rene F. Kizilcec
Elective curriculums require undergraduates to choose from a large roster of courses for enrollment each term. It has proven difficult to characterize this fateful choice process because it remains largely unobserved. Using digital trace data to observe this process at scale at a private research university, together with qualitative student interviews, we provide a novel empirical study of course
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Social Studies Textbook Effects: Evidence From Texas AERA Open (IF 1.892) Pub Date : 2021-02-15 Corey Savage, Nicolas Hübner, Martin Biewen, Benjamin Nagengast, Morgan S. Polikoff
Well-informed decisions on curricular materials can be an efficient way to boost student achievement. Prior studies have employed experimental and quasi-experimental designs to investigate the effects of textbooks on mathematics achievement. This is the first study to consider textbook effects in social studies education. Within the context of a textbook adoption cycle in Texas, we use a difference-in-differences
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Improvements in Math Instruction and Student Achievement Through Professional Learning Around the Common Core State Standards in Chicago AERA Open (IF 1.892) Pub Date : 2021-02-10 Elaine Allensworth, Sarah Cashdollar, Julia Gwynne
Existing literature on the impact of Common Core State Standards in Math has shown little benefit, but it has not examined variation in outcomes based on implementation strategies, student subgroups, or outcomes other than test scores. We use a difference-in-differences approach with school fixed effects to compare outcomes in pre- and poststandards years across schools with different levels of participation
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The Effects of Homestead Exemptions for Seniors and Disabled People on School Districts AERA Open (IF 1.892) Pub Date : 2021-02-08 Alex E. Combs, John M. Foster
Homestead exemptions for senior and disabled homeowners disproportionally erode rural tax bases but may still stimulate local educational spending. This article examines one such exemption in Kentucky. Two-stage generalized method of moments is used to estimate the demand for local education spending, then spending in the absence of the exemption is simulated to estimate effects on school district
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The Additional Cost of Operating Rural Schools: Evidence From Vermont AERA Open (IF 1.892) Pub Date : 2021-02-06 Tammy Kolbe, Bruce D. Baker, Drew Atchison, Jesse Levin, Phoebe Harris
State policymakers wrestle with long-standing questions and concerns about how to best provide additional fiscal support to rural school districts to ensure their students have access to adequate educational opportunities. In this study, we describe how one state developed empirically based estimates for the additional cost of operating rural schools, typified by small enrollment and location in sparsely
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Adding “Student Voice” to the Mix: Perception Surveys and State Accountability Systems AERA Open (IF 1.892) Pub Date : 2021-02-06 Jack Schneider, James Noonan, Rachel S. White, Douglas Gagnon, Ashley Carey
For the past two decades, student perception surveys have become standard tools in data collection efforts. At the state level, however, “student voice” is still used sparingly. In this study, we examine the ways in which including student survey results might alter state accountability determinations. Reconstructing the accountability system in Massachusetts, we draw on a unique set of student survey
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The Fiscal Effects of Tax Increment Financing on Rural School Districts: The Case of Iowa AERA Open (IF 1.892) Pub Date : 2021-02-06 Phuong Nguyen-Hoang
Tax increment financing (TIF)—an economic (re)development tool originally designed for urban cities—has been available to rural communities for decades. This is the first study to focus solely on TIF in rural school districts, to examine TIF effects on school districts’ property tax base and rates, and to conduct event-study estimations of TIF effects. The study finds that TIF has mostly positive effects
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Making a Tough Choice: Teacher Target-Setting and Student Achievement in a Teacher Performance System Using Student Learning Objectives AERA Open (IF 1.892) Pub Date : 2021-02-04 Allison Atteberry, Sarah E. LaCour
The use of student learning objectives (SLOs) as part of teacher performance systems has gained traction quickly in the United States, yet little is known about how teachers select specific students’ learning goals. When teachers are evaluated—and sometimes compensated—based on whether their students meet the very objectives the teachers set at the start of the year, there may be an incentive to set
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Examining the Educational and Employment Outcomes of Reverse Credit Transfer AERA Open (IF 1.892) Pub Date : 2021-02-03 Matt S. Giani, Jason L. Taylor, Sheena Kauppila
Reverse credit transfer (RCT) is an emerging policy designed to award associate’s degrees to students who transfer from 2-year to 4-year colleges after transfer. The purpose of this study is to estimate the impact of RCT degree receipt on students’ university and labor outcomes using data from Texas, where the legislature passed RCT policy in 2011. We find that posttransfer associate’s degree recipients
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An Evaluation of the Educational Impact of College Campus Visits: A Randomized Experiment AERA Open (IF 1.892) Pub Date : 2021-02-02 Elise Swanson, Katherine Kopotic, Gema Zamarro, Jonathan N. Mills, Jay P. Greene, Gary W. Ritter
We study whether visits to a college campus during eighth grade affect students’ interest in and preparation for college. Two cohorts of eighth graders were randomized within schools to a control condition, in which they received a college informational packet, or a treatment condition, in which they received the same information and visited a flagship university three times during an academic year
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“Doing the ‘Real’ Work”: How Superintendents’ Sensemaking Shapes Principal Evaluation Policies and Practices in School Districts AERA Open (IF 1.892) Pub Date : 2021-01-27 Morgaen L. Donaldson, Madeline Mavrogordato, Peter Youngs, Shaun Dougherty, Reem Al Ghanem
Almost every state in the United States has revamped its principal evaluation policies since 2009, yet we know little about how they are implemented. Based on interviews and document analysis in 21 small- and medium-sized school districts, we found that superintendents’ sensemaking shaped their implementation of policy. Drawing on their beliefs about principals and evaluation and their understanding
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COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy AERA Open (IF 1.892) Pub Date : 2021-01-18 Rebecca J. Collie
The role of two leadership factors (autonomy-supportive and autonomy-thwarting leadership) and one personal resource (workplace buoyancy) were examined as predictors of three teacher outcomes: somatic burden, stress related to change, and emotional exhaustion. Data were collected from 325 Australian teachers in May, 2020 during the first wave of COVID-19. During this time, many Australian children
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Explore, Exploit, and Prune in the Classroom: Strategic Resource Management Behaviors Predict Performance AERA Open (IF 1.892) Pub Date : 2021-01-13 Patricia Chen, Desmond C. Ong, Jessica C. Ng, Brian P. Coppola
Self-regulated learners strategically manage physical, technological, online, and social resources for learning—by selecting resources that could be useful, reflecting on how useful these resources have been, and adjusting resource use accordingly. We propose a model that conceptualizes resource management as learners’ intentional, self-reflective decisions to explore new resources, exploit (continue
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Labor Dynamics of School Principals in Rural Contexts AERA Open (IF 1.892) Pub Date : 2021-01-13 Minseok Yang, Se Woong Lee, Peter T. Goff
Numerous studies have explored the labor market of school principals, documenting high turnover rates and voicing concerns regarding labor supply. However, little is known about the staffing challenges in rural schools and what promotes applicants to apply for and be hired for principalship in these locales. In partnership with the Wisconsin Education Career Access Network, we examine the principal
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Effective Programs in Elementary Mathematics: A Meta-Analysis AERA Open (IF 1.892) Pub Date : 2021-01-13 Marta Pellegrini, Cynthia Lake, Amanda Neitzel, Robert E. Slavin
This article reviews research on the achievement outcomes of elementary mathematics programs; 87 rigorous experimental studies evaluated 66 programs in grades K–5. Programs were organized in six categories. Particularly positive outcomes were found for tutoring programs (effect size [ES] = +0.20, k = 22). Positive outcomes were also seen in studies focused on professional development for classroom
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Schools With Test-Based Promotion: Effects on Instructional Time Allocation and Student Learning in Grade 3 AERA Open (IF 1.892) Pub Date : 2021-01-06 Yihua Hong, Guanglei Hong
This study is focused on the threat of retention associated with test-based promotion in Grade 3. Through analyzing the Early Childhood Longitudinal Study Kindergarten Class of 1998–1999 data, we found that schools having such a policy apparently increased math instructional time but not reading instructional time in Grade 3. On average, the policy did not produce significant differences in third graders’
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Lesson Study as a Faculty Development Initiative in Higher Education: A Systematic Review AERA Open (IF 1.892) Pub Date : 2021-01-06 Gabriel Hervas
Lesson study (LS) is a professional development practice that has mainly remained conducted by elementary, secondary, and preservice schoolteachers. However, in recent years, different studies have explored its practice among higher education (HE) faculty members. This article presents the first systematic review on LS among HE faculty members. Twenty-one studies published until December 2019 were
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Reviewer Acknowledgments AERA Open (IF 1.892) Pub Date : 2020-12-18
The editors of AERA Open would like to thank the following people for reviewing manuscripts from November 2, 2019 through November 1, 2020.
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The Bias-Variance Tradeoff: How Data Science Can Inform Educational Debates AERA Open (IF 1.892) Pub Date : 2020-12-17 Shayan Doroudi
In addition to providing a set of techniques to analyze educational data, I claim that data science as a field can provide broader insights to education research. In particular, I show how the bias-variance tradeoff from machine learning can be formally generalized to be applicable to several prominent educational debates, including debates around learning theories (cognitivist vs. situativist and
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From Statehood to School Desegregation: Racial Disparities in the Public Education of Mississippi, 1817–1969 AERA Open (IF 1.892) Pub Date : 2020-12-03 LaTanya L. Dixon
On this 50th-year anniversary of Alexander v. Holmes Board of Education (1969) nationally enforcing school desegregation in fall 1970, Mississippi is being sued for racial disparities in public education between Black students and White students in Williams et al. v. Bryant et al. (2017). Using quantitative and qualitative primary sources, I investigate the extent to which Mississippi administered
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Finding Rigor Within a Large-Scale Expansion of Preschool to Test Impacts of a Professional Development Program AERA Open (IF 1.892) Pub Date : 2020-12-03 Natalia M. Rojas, Pamela Morris, Amudha Balaraman
Achieving high-quality preschool at scale is challenging; to do so likely entails a combination of program standards, teacher qualifications and compensation, on-site quality monitoring, and professional development (PD). This study aims to examine the impact of investments in PD within the context of an expansion of universal preschool in one of the nation’s largest school districts. We leverage the
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In or Out of Sync: Federal Funding and Research in Early Childhood AERA Open (IF 1.892) Pub Date : 2020-12-03 Ha Nguyen, Jade Jenkins
Understanding the relation between federal investment and research has implications for promoting science production in early childhood, a rapidly expanding area in education research and policy. Federally funded research has shaped fundamental issues in early childhood, yet few studies have systematically examined the relation between federal investment and publication output. Our study applies topic
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Corrigendum to “Is a College Promise Program an Effective Use of Resources? Understanding the Implications of Program Design and Resource Investments for Equity and Efficiency” AERA Open (IF 1.892) Pub Date : 2020-12-03
Perna, L. W., Wright-Kim, J., & Leigh, E. W. (2020). Is a college promise program an effective use of resources? Understanding the implications of program design and resource investments for equity and efficiency. AERA Open 6(4), 1–15. https://doi.org/10.1177/2332858420967633
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Do MOOCs Make You More Marketable? An Experimental Analysis of the Value of MOOCs Relative to Traditional Credentials and Experience AERA Open (IF 1.892) Pub Date : 2020-11-26 Mariela J. Rivas, Rachel B. Baker, Brent J. Evans
Massive open online courses (MOOCs) are marketed as opportunities for participants to improve their labor market outcomes, and tens of thousands of students have paid for career-focused MOOC certificate programs. However, there is limited and conflicting research on MOOCs and labor market outcomes. Using two randomized control trials, we test Amazon’s Mechanical Turk respondents’ preferences for hiring
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Beyond Just the Average Effect: Variation in Head Start Treatment Effects on Parenting Behavior AERA Open (IF 1.892) Pub Date : 2020-11-24 Christina M. Padilla
Parent engagement has been a cornerstone of Head Start since its inception in 1965. Prior studies have found evidence for small to moderate impacts of Head Start on parenting behaviors but have not considered the possibility that individual Head Start programs might vary meaningfully in their effectiveness at improving parenting outcomes. The present study uses the Head Start Impact Study to examine
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Healthy, Housed, and Well-Fed: Exploring Basic Needs Support Programming in the Context of University Student Success AERA Open (IF 1.892) Pub Date : 2020-11-18 Brandon Balzer Carr, Rebecca A. London
Meeting college students’ basic needs is the goal of a new set of student success initiatives that address students’ urgent food, housing, or financial hardships in an effort to help them remain and succeed in college. Focusing on one California public university, we describe one such basic needs program, identifying the students who participate, their hardships and services received, and their retention
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Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea AERA Open (IF 1.892) Pub Date : 2020-11-18 Soobin Choi, Se Woong Lee
The modern classroom is becoming increasingly diverse, with many countries seeking to develop teacher self-efficacy in multicultural classrooms (TSMC) to effectively teach diverse students by offering professional development in multicultural education (PDME). Using the Teaching and Learning International Survey 2018, we examine whether the teachers’ experience in PDME improves TSMC, as well as whether
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Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards AERA Open (IF 1.892) Pub Date : 2020-11-16 Ellen C. Litkowski, Robert J. Duncan, Jessica A. R. Logan, David J. Purpura
The current study examined preschoolers’ (N = 801) age-related performance on one measure of verbal counting and two measures of cardinality (“how many” and “give n”) aligned with the kindergarten Common Core State Standards for Mathematics (CCSSM) and included in the majority of states’ early learning guidelines for mathematics. Children were grouped into five age categories (3, 3.5, 4, 4.5, 5, 5
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Testing Basic Assumptions Reveals When (Not) to Expect Mindset and Belonging Interventions to Succeed AERA Open (IF 1.892) Pub Date : 2020-10-19 Peter McPartlan, Sabrina Solanki, Di Xu, Brian Sato
In this case study, we investigated the effectiveness of growth mindset and social belonging interventions in a college setting with large numbers of traditionally underrepresented groups (n = 1,091). In doing so, we highlight the characteristics of the students in our study that are important for determining whether we should expect such interventions to be effective for diverse higher education populations
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Is a College Promise Program an Effective Use of Resources? Understanding the Implications of Program Design and Resource Investments for Equity and Efficiency AERA Open (IF 1.892) Pub Date : 2020-10-19 Laura W. Perna, Jeremy Wright-Kim, Elaine W. Leigh
Also known as “free tuition,” college promise programs are emerging across the United States as a potential mechanism for improving college access and affordability, Whether these initiatives are an effective use of resources depends on whether programs advance societal goals for equity and efficiency. Although some emerging research explores the role of program design, few studies have probed how
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Examining the Teacher Labor Market in Different Rural Contexts: Variations by Urbanicity and Rural States AERA Open (IF 1.892) Pub Date : 2020-10-16 Tuan D. Nguyen
Using repeated cross-sectional nationally representative data, we demonstrate how the teacher labor markets for rural contexts are different from those in urban-suburban areas. We also show that teacher attrition is not uniform across various rural settings. In particular, novice teachers in rural schools in sparsely populated states are more likely to turn over than novice teachers in urban-suburban
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“Taking Care of Your Own”: Parochialism, Pride of Place, and the Drive to Diversify Teaching AERA Open (IF 1.892) Pub Date : 2020-10-08 James Noonan, Travis J. Bristol
As the student population in U.S. public schools becomes increasingly ethnoracially diverse, many school districts and hiring personnel have taken proactive approaches to recruiting teachers of color. The drive to diversify the teaching force is supported by a range of academic and nonacademic outcomes for students of color. Yet, many districts struggle with the recruitment and retention of teachers
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Does Money Matter More in the Country? Education Funding Reductions and Achievement in Kansas, 2010–2018 AERA Open (IF 1.892) Pub Date : 2020-10-07 Emily Rauscher
The U.S. Department of Education made recent technical changes reducing eligibility for the Rural and Low-Income School Program. Given smaller budgets and lower economies of scale, rural districts may be less able to absorb short-term funding cuts and experience stronger negative achievement effects. Kansas implemented a state-level finance change (block grant funding) after 2015, which froze district
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Education Through TIME: Representations of U.S. Education on TIME Magazine Covers AERA Open (IF 1.892) Pub Date : 2020-09-25 Dani Kachorsky, Stephanie F. Reid, Kathryn Chapman
This study examined how TIME Magazine has visually represented and communicated ideas about education from TIME Magazine’s inception in 1923 through 2019. Drawing on theories of visual culture and social semiotic approaches to multimodality, the researchers conducted a qualitative multimodal content analysis of 115 covers that featured content related to education and schooling. The findings included
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Occupational Credentials for Jobs in the Subbaccalaureate Economy: The Case of the Emerging Energy Sector in Ohio AERA Open (IF 1.892) Pub Date : 2020-09-19 Robert Bozick, Christopher Doss, Gabriella Gonzalez, Kyle Siler-Evans
Using data on a mid-sized community college in northeast Ohio as a case study, we examine patterns of enrollment in petroleum technology credential programs and labor market returns to those credentials. The enrollment analysis yields mixed results. Strong industry conditions represented by an increase in oil prices is associated with a decline in program enrollment; however, higher wages for petroleum
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The Convergence of Emotionally Supportive Learning Environments and College and Career Ready Mathematical Engagement in Upper Elementary Classrooms AERA Open (IF 1.892) Pub Date : 2020-09-16 Rebekah Berlin, Julie Cohen
Research focused on emotionally supportive teaching has typically run in parallel to the study of rigorous, standards-aligned mathematics teaching. However, recent work theorizes that positive and warm classroom environments may be necessary to help students meet the ambitious goals outlined in newer mathematics standards. We analyze the relationship between facets of classroom environments and the
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Corrigendum to “Examining Design and Statistical Power for Planning Cluster Randomized Trials Aimed at Improving Student Science Achievement and Science Teacher Outcomes” AERA Open (IF 1.892) Pub Date : 2020-09-13
Zhang, Q., Spybrook, J., & Unlu, F. (2020). Examining design and statistical power for planning cluster randomized trials aimed at improving student science achievement and science teacher outcomes. AERA Open, 6(3). https://doi.org/10.1177/2332858420939526
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Teacher Staffing Challenges in California: Examining the Uniqueness of Rural School Districts AERA Open (IF 1.892) Pub Date : 2020-07-01 Dan Goldhaber, Katharine O. Strunk, Nate Brown, Natsumi Naito, Malcolm Wolff
Using unique data from California on teacher job vacancies, we investigate staffing challenges across the urbanicity spectrum, focusing on the extent to which the characteristics of rural school systems explain the differences in staffing challenges as measured by vacancy rates and emergency credentialed teachers, relative to other urbanicities. We find that rural districts have significantly and substantially
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Examining Design and Statistical Power for Planning Cluster Randomized Trials Aimed at Improving Student Science Achievement and Science Teacher Outcomes AERA Open (IF 1.892) Pub Date : 2020-07-01 Qi Zhang, Jessaca Spybrook, Fatih Unlu
With the increasing demand for evidence-based research on teacher effectiveness and improving student achievement, more impact studies are being conducted to examine the effectiveness of professional development (PD) interventions. Cluster randomized trials (CRTs) are often carried out to assess PD interventions that aim to improve both teacher and student outcomes. Due to the different design parameters
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The Design of Clustered Observational Studies in Education AERA Open (IF 1.892) Pub Date : 2020-07-01 Lindsay C. Page, Matthew A. Lenard, Luke Keele
Clustered observational studies (COSs) are a critical analytic tool for educational effectiveness research. We present a design framework for the development and critique of COSs. The framework is built on the counterfactual model for causal inference and promotes the concept of designing COSs that emulate the targeted randomized trial that would have been conducted were it feasible. We emphasize the
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What Is the Stanford Education Data Archive Teaching Us About National Educational Achievement? AERA Open (IF 1.892) Pub Date : 2020-07-01 Andrew D. Ho
The Stanford Education Data Archive (SEDA) launched in 2016 to provide nationally comparable, publicly available test score data for U.S. public school districts. I introduce a special collection of six articles that each use SEDA to lend their questions and findings a national scope. Together, these articles demonstrate a range of uses of SEDA for educational research. I review their contributions
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Measuring School Climate: Validating the Education Department School Climate Survey in a Sample of Urban Middle and High School Students AERA Open (IF 1.892) Pub Date : 2020-07-01 Renee Ryberg, Sarah Her, Deborah Temkin, Rebecca Madill, Claire Kelley, Joy Thompson, Alexander Gabriel
The U.S. Department of Education’s School Climate Survey (EDSCLS) is a free, open-source school climate survey available for any local or state education agency to use to measure three domains of school climate: engagement, safety, and environment. The present study leverages EDSCLS data from 3,416 students from 26 middle and high schools in Washington, DC to confirm the factor structure of the survey
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Gender and Racial Differences in Awareness and Consideration of Curricular Programs: Exploring a Multistage Model of Major Choice AERA Open (IF 1.892) Pub Date : 2020-07-01 Rachel Baker, Gabe Avakian Orona
One method for reducing gender and racial segregation in career fields is addressing sorting by major in college. However, previous research has not examined the full process of major sorting; few studies have explicitly explored the majors of which students are aware or the majors that students consider choosing. In this study, we use survey data from community college students to examine differences
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