AEFP 44th Annual Conference Program

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Concurrent session

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Concurrent Session I - Thursday, March 21, 2019 - 8:00am to 9:30am

1.01 - Changing College Going in Expected and Unexpected Ways

Room: Andy Kirk A

Chair: Gary Ritter, University of Arkansas

Carolyn Heinrich, Vanderbilt University. Do Digital Instructional Programs Increase High School Completion and Open Pathways to Postsecondary Education Opportunities?. Jennifer Darling-Aduana, Vanderbilt University

Briana Ballis, University of California - Davis. How Do Peers Influence Educational Attainment Decisions?

Beth Glenn, Education Research Alliance at Tulane University. The New Orleans School Reforms and College Choice

Soobin Kim, Michigan State University. Mandatory Course-taking in High School and Remediation Placement in College

1.02 - New Insights about Much-used Methodologies

Room: Andy Kirk B

Chair: Matthew Chingos, Urban Institute

Michael J. Weiss, MDRC. A Practitioners Guide to Intent-to-treat Effects from Multisite (blocked) Individually Randomized Trials: Estimands, Estimators, and Estimates. Luke Miratrix, Harvard University

Zahide Alaca, University of Toronto. Dosage Effects in Time-varying Educational Interventions: The Case of Summer Numeracy Programs

Duncan Chaplin, Mathematica Policy Research. Statistical Power in Studies That Use the Synthetic Control Method. Dallas Dotter, Mathematica Policy Research, Nick Ingwersen, Mathematica Policy Research, Arif Mamun, Mathematica Policy Research

Tom Ahn, Naval Postgraduate School. Multi-dimensional VAM with Matching: Evidence from North Carolina. Esteban Aucejo, Arizona State University, Jon James, Cal Poly San Luis Obispo

1.03 - How Do Individuals and Institutions Respond to Shocks?

Room: Julia Lee A

Chair: Brad Hershbein, W.E. Upjohn Institute for Employment Research

Scott A. Imberman, Michigan State University. Parental Human Capital Traits and Autism Spectrum Disorder in Children. N. Meltem Daysal, University of Southern Denmark, Todd E. Elder, Michigan State University, Judith K. Hellerstein, University of Maryland, Chiara H. Orsini, University of Sheffield & LSE

Alexander Willen, Norwegian School of Economics. Oh Mother: The Neglected Impact of School Disruptions. David Jaume, Bank of Mexico

Sarah R Cannon, Gibson Consulting Group. Promising Practices When Schools Are Hit by Hurricanes. Cassandra R. Davis, University of North Carolina at Chapel Hill, Sarah C. Fuller, University of North Carolina at Chapel Hill, Rex Long, Gibson Consulting Group, Joseph Shields, Gibson Consulting Group

Rajashri Chakrabarti, Federal Reserve Bank of New York. The Effect of Postsecondary Supply on Employment Responses to Labor Demand Shocks. Michael Lovenheim, Cornell University

1.04 - Capital Expenditures: How Are They Financed? What Are Their Effects?

Room: Julia Lee B

Chair: Thomas Downes, Tufts University

Julien Lafortune, Public Policy Institute of California. Do School Facilities Matter? Measuring the Effects of Capital Expenditures on Student and Neighborhood Outcomes. David Schonholzer, Yale University

Ross Rubenstein, Georgia State University. Local Sales Taxes and the State of School Facilities in Georgia. Youngwan Song, Georgia State University, Nick Warner, Georgia State University, Emily Holden, Georgia State University

Phuong Nguyen-Hoang, University of Iowa. The Effects of Property Tax Caps on Educational Inputs: The Case of New York. Pengju Zhang, Rutgers University

J. Cameron Anglum, University of Pennsylvania. Credit Constrained? How the Cost of Capital Affects District Resources and Student Achievement

1.05 - New Evidence on Social-emotional Learning

Room: Bennie Moten A

Chair: Robert Meyer, Education Analytics

Elizabeth Steiner, RAND Corporation. Programs and Practices to Support Students’ Social and Emotional Development: Results from National Teacher and Principal Surveys. Christopher Doss, RAND Corporation, Laura Hamilton, RAND Corporation, William Johnston, RAND Corporation

Katharine Sadowski, University of Virginia. Accountability’s Fifth Element: Could School Climate Provide New Information on School Quality?. Luke C. Miller, University of Virginia

Tara Chiatovich, Panorama Education. Predicting Academic Performance from Social-emotional Learning Scales. Sam Moulton, Panorama Education

Luke C. Miller, University of Virginia. School Climate and High School Mathematics and Science Course Pipeline Progression: The Mediating Influence of Teacher Quality

1.06 - Experiments and Policy Changes Affecting School Choice

Room: Mary Lou Williams A

Chair: Brian Jacob, University of Michigan

Corey A. DeAngelis, Cato Institute. The Effects of Regulations on Private School Choice Program Participation: Experimental Evidence from Florida. Lindsey Burke, Heritage Foundation, Patrick J. Wolf, University of Arkansas

Francisco Lagos, University of Maryland. Can School Choice Mitigate School Socioeconomic Segregation? Evidence from a Policy Change in Chile

Sarah R. Cohodes, Teachers College Columbia University. Technology, Information, and School Choice: Evidence from a Randomized Controlled Trial. Sean P. Corcoran, Vanderbilt University, Jennifer L. Jennings, Princeton University, Carolyn Sattin-Bajaj, Seton Hall University

Rekha Balu, MDRC. The Relationship between Pre-K and K School Application Rates and the Persistence of Application Gaps. Barbara Condliffe, MDRC, Margaret Hennessy, MDRC

1.07 - Principals and Colleagues: Looking Beyond Individual Teachers

Room: Mary Lou Williams B

Chair: Jason Grissom, Vanderbilt University

Minseok Yang, University of Wisconsin-Madison. Making the Match: Reconstructing Principal-Teacher Fit. Peter Goff, University of Wisconsin-Madison, Lena Batt, University of Wisconsin-Madison, Xin Xie, University of Wisconsin-Madison, Yasmin Rodriguez-Escutia, University of Wisconsin-Madison

Robert T. Nichols, The Ohio State University. Evaluating the Impacts of the Bright New Leaders for Ohio Schools Principal Preparation Program in High Poverty, Low Performing Schools. Roger D. Goddard, The Ohio State University

David B. Reid, Seton Hall University. Visible at Night: The Growing Expectations of U.S. Public School Principals. Benjamin M. Creed, Northern Illinois University

Aliza N. Husain, University of Virginia. Evaluating Principals’ Contributions to Teacher Quality in District of Columbia Public Schools

1.08 - New Analysis of Pensions

Room: Jay McShann A

Chair: Tim Sass, Georgia State University

Robert M. Costrell, University of Arkansas. Cross-subsidization of Teacher Pension Costs in Traditional vs. Cash Balance Plans: The Case of Kansas, the First Teacher CB Plan

Michael Podgursky, University of Missouri. Teacher Pension Plan Incentives, Retirement Decisions, and Workforce Quality. Shawn Ni, University of Missouri, Xiqian Wang, University of Missouri

Dillon Fuchsman, University of Arkansas. Teacher Attrition and Teacher Pension Costs. Robert M. Costrell, University of Arkansas

Kristian L Holden, CALDER. Identifying Salary Spiking Behavior: Methods and Evidence from Teacher Pension Systems. Dan Goldhaber, American Institutes for Research, Cyrus Grout, University of Washington

1.09 - The Future of Work and Emergent Higher Education Options for Credentialing: Policy Challenges and Policy Solutions

Room: Lester Young A

Chair: Carol Cutler White, Mississippi State University

Policy Maker or Practitioner: Steve Voytek, Education and Workforce Government Relations and Policy

Discussants: Carol Cutler White, Mississippi State University, Mary LeFebvre, ACT, Dennis A. Kramer, University of Florida, Bryan K. Ryan, Wake Technical Community College - Raleigh

The ability to predict what the labor market will look like in the future is an ever popular topic. More than an esoteric exercise, individuals are making choices about one of the largest and most important investments of their lives – their education – based on these predictions. These predictions matter, especially as the cost of formal degree programs continues to outpace wages and student loan debt escalates to a national crisis. Across all industries, the skills required for workforce entry (and retention) are at a higher level impacting the types of jobs available. The “internet of everything” connects people, places, processes and data enabling the gig economy and worker commitments to multiple employers. This rapid pace of change has left many industries without an adequate workforce for middle skills jobs. Public policy may be a contributor to the challenge, as it maintains the status quo of a static system from past economies. If the future of work is fluid, traditional higher education degree programs may be challenged to address labor market demands for alternative credentials deemed acceptable for entry and career progression. Public policy is, and will continue to be, challenged in responding to the dynamic and evolving environment of future work. In this policy talk, the panel will share evidence and experience highlighting how the future of work impacts the secondary, postsecondary, and workforce policy environments. The issues of traditional measures of college and career readiness for high school graduates, the credit hour as the standard for awarding credentials, non-credit certificates, competency-based education, and workplace-based credentialing options as emergent options within the higher education will be considered through the lens of federal and state policy.