Annual Conference

AEFP 45th Annual Conference Program

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Concurrent Session I - Thursday, March 19, 2020 - 8:00am to 9:30am
1.01 - Early Childhood Care and Education: Resources and Benefits

Chair: Walter Herring, University of Virginia

Preston Magouirk, University of Virginia. Quality improvement and system-building in ECE: Evidence from Louisiana. Daphna Bassok, University of Virginia, Anna J Markowitz, University of Virginia
Gregory J. Collins, CPRE - University of Pennsylvania. Economic Value of Resources Delivered in Early Childhood Education Settings. Philip M. Sirinides, CPRE - University of Pennsylvania, Rebecca A. Davis, University of Pennsylvania, Elizabeth A.R. Bryson, CPRE - University of Pennsylvania
Shuyang Wang, University of Georgia. Approaching Universality: The Relationship Between Expanded Pre-K Enrollment, Per-Pupil Expenditures, Diversity, and Segregation.. Walker Swain, University of Georgia, Shuyang Wang, University of Georgia
Qing Zhang, University of California - Irvine. Intended Benefits or Unintended Consequences? Impact of the Introduction of State Pre-k Programs on Head Start Enrollment of Children with Disabilities. Jade Jenkins, University of California - Irvine
1.02 - Discipline and Criminal Justice

Chair: Richard Welsh, New York University

Kaitlin P. Anderson, Lehigh University. Discipline Disproportionalities and the Effects of a State-wide Policy Limiting Exclusionary Discipline in Elementary School. Kaitlin P. Anderson, Lehigh University, Sarah McKenzie, University of Arkansas
María Padilla-Romo, University of Tennessee. When Crime Comes to the Neighborhood: Short-Term Shocks to Student Cognition and Long-Term Consequences. Eunsik Chang, University of Tennessee
Tasminda K. Dhaliwal, University of Southern California. Building Capacity for Restorative Justice: The Effects of Restorative Justice Training on Student Outcomes in the Los Angeles Unified School District. Tasminda K. Dhaliwal, University of Southern California, Ayesha K. Hashim, University of North Carolina Chapel Hill, Gary Painter, University of Southern California
Rachel M. Perera, Pardee RAND Graduate School. Examining Federal Investigations of Racial Discrimination in School Discipline
1.03 - Transportation and School Choice

Chair: Emily Penner, UC Irvine

Meryle Weinstein, New York University. Why doesn’t everyone get a bus? Equity in bus transportation across schools and students in NYC. Meryle Weinstein, New York University, Amy Ellen Schwartz, Syracuse University, Sarah Cordes, Temple University, Christopher A. Rick, Syracuse University
Jeffrey Zabel, Tufts University. School Choice and Transportation Decisions. Amy Schwartz, Maxwell School Syracuse University, Samantha Trajkovski, Syracuse University
Ngaire Honey, Pontificia Universidad Católica de Chile. Segregation and access for low-income students under a deferred assignment system: Disentangling the influence of differential supply markets. Alejandro Carrasco, Pontificia Universidad Católica de Chile
Danielle Sanderson Edwards, Michigan State University. The Long and Winding Road to School: Examining Relationships between the Distance Students Travel to School and Their Achievement Outcomes in Michigan. Danielle Sanderson Edwards, Michigan State University, Joshua Cowen, Michigan State University
1.04 - Dealing with the Unfamiliar: How Students and Families Respond to Unfamiliar Circumstances

Chair: Claudia Persico, American University

J. Jacob Kirksey, University of California- Santa Barbara. Evidence of the Effects of Local Immigration Arrests and Deportations on Trends in Absenteeism in Surrounding Schools
Kirsten Slungaard Mumma, Harvard University. Language skills and citizenship: evidence using an age-at-arrival instrument
Margarita Pivovarova, Arizona State University. Fifteen Years of Change: An Analysis of Immigrant Achievement and School Characteristics, 2000 to 2015. Jeanne M. Powers, Arizona State University
Li Feng, Texas State University. Hispanic-Serving Institutions and College Outcomes: Does Money Matter?. Li Feng, Texas State University, Yao-Yu Chih, Texas State University, Yunwei Gai, Babson College, Lynn MacDonald, St Cloud State University
1.05 - Where are the Grown-ups? Adults and Higher Education

Chair: Erica Blom, Urban Institute

John Engberg, RAND Corporation. Does Adult Education Reduce Arrests? Evidence from a Disadvantaged Worker RCT. Shamena Anwar, RAND Corporation, Matthew Baird, RAND Corporation, Rosanna Smart, RAND Corporation
Evan Peet, RAND Corporation. Sector-Specific Adult Education for Screened Disadvantaged Workers: RCT Evidence on Employment, Earnings and Industry. John Engberg, RAND Corporation, Italo Gutierrez, RAND Corporation, Matthew Baird, RAND Corporation
Joseph Saitta, CUNY. The Impact of a Targeted Re-Enrolling Intervention: Evidence from a Randomized Controlled Trial at CUNY. Joseph Saitta, CUNY, Charles Madsen, CUNY
John Engberg, RAND. Creaming or Screening: What is the best way to choose among applicants to publicly funded adult education programs?. Evan Peet, RAND, Matthew Baird, RAND, John Engberg, RAND
1.06 - Diversity and Equity Initiatives Across the Educational Pipeline: Impacts on Undergraduate and Graduate Education

Chair: Sabrina Solanki, University of Michigan

Jeffrey T. Denning, Brigham Young University. Winners and Losers? The Effect of Gaining and Losing Access to Selective Colleges on Education and Labor Market Outcomes . Sandra E Black, Columbia University, Jeffrey T. Denning, Brigham Young University, Jesse Rothstein, University of California - Berkeley
Steven Bednar, Elon University. Are the “Marginal” Students Truly Marginal? Barriers to College Entry and Ability Mismatch. Steven Bednar, Elon University, Dora Gicheva, University of North Carolina at Greensboro
Courtney Pollack, City Connects - Boston College. Long-term effects of integrated student support: An evaluation of an elementary school intervention on postsecondary enrollment and completion. Courtney Pollack, City Connects - Boston College, Jordan L. Lawson, City Connects - Boston College, Gabrielle Kaufman, City Connects - Boston College, Mary E. Walsh, City Connects - Boston College
1.07 - College Admissions and Readiness

Chair: Michel Grosz, Federal Trade Commission

Dominique Baker, Southern Methodist University. What happens when we leave it up to chance? Simulating admissions lotteries at selective colleges. Dominique Baker, Southern Methodist University, Michael Bastedo, University of Michigan
Katherine Kopotic, University of Arkansas. Indicators of College Success: The Relative Predictive Power of High School GPA and ACT Score, by High School Type. Katherine Kopotic, University of Arkansas
Christopher Bennett, Vanderbilt University. Untested admissions: Effects of test-optional policies on undergraduate selectivity and diversity. Christopher Bennett, Vanderbilt University
1.08 - Gettting More for the Higher Education Dollar

Chair: Ozan Jaquette, UCLA

Aleksei Egorov, National Research University Higher School of Economics. Do merger policies increase universities’ efficiency? Evidence from a fuzzy regression discontinuity design. Tommaso Agasisti, Politecnico di Milano School of Management, Aleksei Egorov, National Research University Higher School of Economics, Margarita Maximova, National Research University Higher School of Economics
Jiayao Wu, University of Florida. Spending money wisely?An analysis on impact of responsibility-centered management on college expenditure. Jiayao Wu, University of Florida, Dennis A. Kramer II, University of Florida
Dustin Weeden, State Higher Education Executive Officers Association. Debt Financed Capital Spending: A Counter-Cyclical Higher Education Funding Strategy
1.10 - School Choice and Access from Pre-K Through High School in Chicago: Benefits and Challenges of Centralized Application and Enrollment Policies

Chair: Stacy Ehrlich, NORC at the University of Chicago

Policy Makers: SAMANTHA AIGNER-TREWORGY, Commissioner - Massachusetts Department of Early Education and Care, and SARAH DICKSON, Research Manager - Chicago Public Schools Department of School Quality Measurement and Research
Discussants: Lauren Sartain, The University of North Carolina at Chapel Hill, Lisa Barrow, Federal Reserve Bank of Chicago, Stacy Ehrlich, NORC at the University of Chicago

Public school choice in Chicago – the nation’s third largest school district - has been in existence for more than 30 years and has notably expanded and evolved over the past decade at both the pre-k and high school levels. However, the policies and processes for application, assignment, and enrollment at these different grade levels have mostly been developed and operationalized in isolation from one another. Thus, the choices and enrollment system look different at each level of schooling. At the pre-k level, applications and enrollment for school-based slots shifted from being managed locally by school principals to being centrally managed by the district’s administrative office in the 2013-2014 school year. This application and assignment process gives priority to pre-k age students experiencing certain risk factors, given that there are not a sufficient number of slots for all age-eligible students at this grade level. Similarly, applications to CPS elementary and high schools recently moved to a centralized web-based platform called GoCPS, but there are differences in how school assignment works for pre-k and ninth grade. Across grade levels, families can choose from a broad range of types of CPS schools, including charter schools, magnet schools, and neighborhood schools.

Every school choice system has policy decisions inherently built into them, whether they are made intentionally or not. Examples range from details about the design of the application system itself (e.g., how schools are sorted when applicants log in to a web-based platform may have unintentional consequences of generating more applications to the first school applicants see) to the placement of applications centers to support families to the quality of the school choices accessible to families based on geography.

In this panel, we discuss the city’s commitment to both a broad set of schooling choices and ensuring that students have access to high-quality educational opportunities. In our research, we have found large differences in the rates at which students of different races/ethnicities enroll in high schools with high accountability ratings. In the fall of 2018, 47 percent of Black ninth graders enrolled in a highly rated school compared to 70 percent of Latino students and 90 percent of White students. These large differences in enrollment patterns have persisted over time in Chicago. Similarly, new research on pre-k enrollment patterns are also finding differential rates of enrollment by race/ethnicity and neighborhood. This panel offers insights from a district that is grappling with issues related to equitable access to high-quality schooling at multiple grade levels within a context where neighborhoods are often segregated along racial/ethnic and socioeconomic lines. Panelists will include Chicago’s former Chief of Early Learning and the district’s Research Manager.

If the ultimate policy goal is to ensure all students have access to “high-quality” school options, then:

  • Where are schools and slots located in relation to where students live?
  • What characteristics or factors are associated with whether or not and where students enroll at different grade levels?
  • What are the application requirements?
  • What are the supports students and families need in navigating the application and enrollment processes?
  • What are the programs/services that students and families need for schools to provide?

The researchers and policymakers on the panel will discuss their reflections and existing evidence on these key questions and other considerations when designing school choice systems along the pre-k to 12 spectrum.

1.11 - Pre-Doc Session: (Almost) Everything you need to know about joining doctoral programs