Annual Conference

AEFP 45th Annual Conference Program

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Concurrent Session II - Thursday, March 19, 2020 - 9:45am to 11:15am
2.09 - Barriers to Overcoming Disdvantage: How Stature and Disability Affect Student Well-Being

Chair: Gema Zamarro, University of Arkansas

Mark Murphy, Stanford University. Dually Identified: The Implications of English Learner Classification on Subsequent Special Education Classification. Mark Murphy, Stanford University, Angela Johnson, NWEA
Concurrent Session IX - Saturday, March 21, 2020 - 8:30am to 10:00am
9.12 - How state coalitions co-construct policy and funding mechanisms for equity in early childhood education

Chair: Representative Diego Hernandez, Oregon House of Representatives

Policy Maker or Practitioner: Representative Diego Hernandez, Oregon House of Representatives
Discussants: Christine Pitts, NWEA, Toya Fick, Stand for Children, Sadie Feibel, Latino Network, Dana Hepper, Children’s Institute

The policymaking process is typically a black box to the public, especially for communities who have been historically overlooked. While there are many paths by which a community can elevate their needs onto the political agenda of a legislator, most of which are public (e.g. op-ed, social media, professional conferences, public forums, or discussions), once a need is being discussed as a policy solution during legislative session it becomes mostly closed doors. The education policy research community refers to this definition phase as para-private, not typically open to community members or education leaders. So, education leaders serving their communities rely on key policy actors from the advocacy community to represent their needs during negotiations.

As such, it is imperative that education leaders and communities build coalitions when defining, advocating for, and crafting education policy to ensure that the public’s needs are heard and protected. It is especially valuable if coalitions include stakeholders who can identify with or understand one or more of the following perspectives, (a) the political imperative, (b) the problems being described in the community, and (c) the potential for effective policy to impact outcomes for the community (Kingdon, 2003). This framework holds the coalition accountable to achieving evidence-based policy solutions that address the cross-sector needs of a community and are situated within a realistic political context.

In 2018, a bipartisan committee of Oregon legislators set out to tour the state, talk with educators, families, and students, and create a set of recommendations for the 2019 regular session. During the tour the Early Childhood Coalition, a group of over 40 organizations in Oregon, pushed legislators to include stops at early childhood centers and listen to the challenges that families faced within the early childhood education model in Oregon. The coalition maintained this consistent pressure on legislator throughout policy formulation during the legislative session and the outcome was a monumental reinvestment in public education in Oregon, the Student Success Act. with an explicit funding mechanism for early childhood education that will nearly double the state’s current budget for programs and services for children under six years old.
The Student Success Act provides an example of a long-term and complex, yet successful case of a successful political coalition that ultimately achieved nuanced policy outcomes. While many state education policy initiatives are broad enough to easily gain bipartisan support, the Student Success Act introduced unique challenges, like an explicit investment in early childhood education and not higher education. This policy talk will bring together perspectives from education policy researchers, advocates, and policymakers about how Oregon’s Student Success Act elucidates the best ways to navigate competing interests across the cradle to career continuum while crafting large-scale state funding policy for early childhood education.

Concurrent Session X - Saturday, March 21, 2020 - 10:15am to 11:45am
10.01 - Factors Shaping Early Childhood & Kindergarten Outcomes

Chair: Christine Pitts, NWEA

Michah W. Rothbart, The Maxwell School of Syracuse University. Disadvantaged from Day 1? Evidence on the school readiness gap between poor and non-poor students. Colleen Heflin, The Maxwell School of Syracuse University, Mattie Mackenzie-Liu, The Maxwell School of Syracuse University
Dave E. Marcotte, American University. The Effects of Air Quality on School Readiness and Performance. Katie Vinopal, Ohio State University
Elise Chor, Temple University. Head Start’s Buffering Effect against Household Instability
Elc Estrera, Wake County Public School System. The Effects of Delayed Kindergarten Entry on Early Literacy and Reading Outcomes: Evidence from Universal Screeners and a Regression Discontinuity Design