AEFP 44th Annual Conference Program

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Concurrent Session IX - Saturday, March 23, 2019 - 8:30am to 10:00am

9.01 - Early Interventions for College Outreach

Room: Big Joe Turner B

Chair: Angela Boatman, Vanderbilt University

Gema Zamarro, University of Arkansas. An Evaluation of the Educational Impact of College Campus Visits: A Randomized Experiment. Elise Swanson, University of Arkansas, Katherine Kopotic, University of Arkansas, Jonathan N. Mills, University of Arkansas, Jay P. Greene, University of Arkansas, Gary W. Ritter, Saint Louis University

Jonathan Smith, Georgia State University. The Impact of College Outreach on Students’ College Choices– Results from Over 1,000 Natural Experiments. Jessica Howell, The College Board, Michael Hurwitz, The College Board

Gary W. Ritter, Saint Louis University. Coach Me through: Results from a Random Assignment College and Career Coaching Program on Postsecondary Success. Evan Rhinesmith, Saint Louis University, Charlene Reid, University of Arkansas

9.02 - Preservice Teacher Placements and Early Career Performance

Room: Lester Young A

Chair: Carrie Conaway, MA Dept. of Elementary and Secondary Education

Aubrey N. Comperatore, University of North Carolina at Chapel Hill. “Grow Your Own”?: How Graduates of a 2+2 Teacher Preparation Partnership Stack up in Employment and Workforce Outcomes. Kevin C. Bastian, University of North Carolina at Chapel Hill, Laura Bilbro-Berry, East Carolina University

Kevin C. Bastian, University of North Carolina at Chapel Hill. Placed for Success? An Analysis of Student Teaching Placements and Novice Teacher Performance. Kristina M. Patterson, Georgia Southern University, Dale Carpenter, Western Carolina University

Roddy Theobald, American Institutes for Research. From the Clinical Experience to the Classroom: Assessing the Predictive Validity of the Massachusetts Candidate Assessment of Performance. Bingjie Chen, American Institutes for Research, James Cowan, American Institutes for Research, Dan Goldhaber, American Institutes for Research

John Krieg, Western Washington University. Effective Like Me? Does Having a More Productive Mentor Improve the Productivity of Mentees?. Dan Goldhaber, American Institutes for Research, Roddy Theobald, American Institutes for Research

9.03 - The Links between Teacher Turnover, School Characteristics, and Classroom Composition

Room: Lester Young B

Chair: LI FENG, Texas State University

Kate Caton, Georgia State University. Subject-area Specialization and Teacher Retention: An Elementary School Story. C. Kevin Fortner, Georgia State University, Kevin C. Bastian, University of North Carolina at Chapel Hill

Margarita Pivovarova, Arizona State University. Teacher Attrition in Arizona’s Traditional Public Schools and Charter Schools: Explaining the Difference. Jeanne M. Powers, Arizona State University

Kelly Acosta, University of Florida. Special Education Teacher Shortages: Characteristics Separating States with Low and High Shortages. Loretta Mason-Williams, Binghamton University - SUNY, David Peyton, University of Florida, Daisy Pua, University of Florida, Alexandria Harvey, University of Florida, Paul Sindelar, University of Florida

Allison F. Gilmour, Temple University. The Association between Teaching Students with Disabilities and Teacher Turnover. Joseph Wehby, Vanderbilt University

9.04 - Do Parents, PTOs, and Education Non-profits Undermine Education Equity?

Room: Jay McShann A

Chair: Thomas Downes, Tufts University

Daniel Hamlin, University of Oklahoma. Can School-Based Parental Involvement Improve School Safety in Disadvantaged Urban Neighborhoods? An Analysis of Nationally Representative Data. Angran Li, University of Connecticut

Esther Han, Georgia State University. The Role of K-12 Education Nonprofits in the Education Opportunities Available for Minority Students. Mirae Kim, Georgia State University

Brittany Murray, University of North Carolina at Chapel Hill. Outsized and Overlooked: PTOs, Supplemental Resources, and Achievement Gaps in U.S. Public School Districts. James Carter, University of North Carolina at Chapel Hill

Alexander Smith, West Point. Inequality from Childhood Through Adulthood: The Role of Family Income. Andrew Barr, Texas A&M University

9.05 - Explaining Gender Inequality in Achievement

Room: Mary Lou Williams A

Chair: Maria Ferreyra, World Bank

Alex Eble, Teachers College Columbia University. The Sins of the Parents: Persistence of Gender Bias across Generations and the Gender Gap in Math Performance. Feng Hu, University of Science and Technology Beijing

Lina Anaya, University of Arkansas. Understanding Gender Differences in Student Performance: The Role of Difficult Questions’ Order and Self-perceived Math Ability. Nagore Iriberri, University of the Basque Country, Pedro Rey-biel, University Ramon Lull, Gema Zamarro, University of Arkansas

Valentina Paredes, Universidad de Chile. Mixed but not Scrambled: Gender Gaps in Single-sex Classrooms

Zachary T. McDermott, New York University. Do Over-subscribed STEM Programs Improve Student Outcomes? Evidence from Screened Programs in NYC Public High Schools. Joseph Robinson Cimpian, New York University, Zachary T. McDermott, New York University, Jennifer L. Jennings, Princeton University, Taek Hyung Kim, New York University

9.06 - Attendance and Dropping Out: Causes and Effects

Room: Mary Lou Williams B

Chair: Jay P. Greene, University of Arkansas

Seth Gershenson, American University. Experimental Estimates of the Student Attendance Production Function. Long Tran, American University

Monica Lee, Stanford University. The Impact of Class Absences on Student Achievement in Secondary School. Jing Liu, Brown University, Seth Gershenson, American University

Greg King, NWEA. Understanding the Persistent Effects of Prior-year Chronic Absenteeism on Student Achievement at the Start of the Following Year. Nate Jensen, NWEA, Emily Wolk, Santa Ana Unified School District, Sharon Bi, Santa Ana Unified School District

9.07 - Teacher, Peer, and Contextual Effects

Room: Bennie Moten A

Chair: Morgan Polikoff, University of Southern California

Yoon Jae Ro, UC Riverside. The Effect of Teacher Evaluation on Student Performance

Tomas Monarrez, Urban Institute. Measuring an Individual School's Contribution to K-12 Racial Segregation . Brian Kisida, University of Missouri, Matthew Chingos, Urban Institute

Leigh Wedenoja, Brown University. Second Time’s the Charm? How Repeat Student-Teacher Matches Contribute to Cognitive and Non-cognitive Achievement. John P. Papay, Brown University, Matthew A. Kraft, Brown University

Qing Zhang, University of California-Irvine. The Impacts of Low Ability Peers on Cognitive and Non-cognitive Outcomes: Random Assignment Evidence on the Effects and Operating Channels. Di Xu, University of California-Irvine, Xuehan Zhou, University of California-Irvine

9.08 - Financing and Zoning Relationship to School Choice

Room: Bennie Moten B

Chair: Yas Nakib, George Washington University

Joe Marr, Michigan State University. Defining the “Local Education Market”: A Network Cluster Analysis Approach. Tanner Delpier, Michigan State University

Paul Bruno, University of Southern California. The Financial and Achievement Effects of Charter Schools on Traditional Public Schools with and without Tuition Reimbursements. Bryan Mann, University of Alabama

Jesse Levin, American Institutes for Research. Do Public Charter Schools Spend More Than Traditional Public Schools in California?. Drew Atchison, American Institutes for Research, Iliana Brodziak de los Reyes, American Institutes for Research

Christine Thelen, Michigan State University. Investigating State Policymaker Reflections on Inter-district School Choice in the Post-Milliken vs Bradley Era in Michigan. Alounso Gilzene, Michigan State University, Brian Boggs, Michigan State University, John Yun, Michigan State University, Terah Venzant Chambers, Michigan State University

9.09 - The Design and Effects of Performance Based Financing

Room: Julia Lee A

Chair: Robert Kelchen, Seton Hall University

Meghan Oster, University of Michigan - Ann Arbor. What Makes Up a Policy? A Detailed Analysis of Ohio’s Performance-Based Funding Policy

Monnica Chan, Harvard University. Incentivizing Equity? The Effects of Performance-Based Funding Equity Provisions on Reducing Disparities in College Persistence and Completion. Preeya Mbekeani, Harvard University, Zachary Mabel, The College Board

Amy Li, University of Northern Colorado. A Stratified and Dyadic Survival Analysis: Policy Diffusion of Equity Metrics in Performance Funding Policies for Higher Education. Robert Kelchen, Seton Hall University

Dae Kim, Research for Action. Accounting for Policy Variation when Exploring the Impacts of Outcomes-Based Funding on Bachelor’s Degree Production. Kate Callahan, Research for Action, Lindsey Liu, Research for Action, Cyril Cherian, Research for Action

9.10 - Designing College Financial Aid to Increase Efficiency

Room: Julia Lee B

Chair: Albert Cheng, University of Arkansas

Christopher Erwin, Auckland University of Technology. Win, Lose, or Draw? Low-performing Student Responses to Lottery Scholarship Eligibility Rules

Todd R. Jones, Georgia State University. Maxed Out: The Effect of Larger Student Loan Limits on Educational Outcomes. Jeffrey T. Denning, Brigham Young University

Kayla Reiman, MDRC. Making Summer Pay Off: Using Behavioral Science to Encourage Postsecondary Summer Enrollment. Camielle Headlam, MDRC, Caitlin Anzelone, MDRC, Michael J. Weiss, MDRC

Sabrina Solanki, University of California - Irvine. The Effects of Free Classes Over the Summer: A Fee-Incentive Program to Increase Summer Session Enrollment. Rachel Baker, University of California - Irvine, Di Xu, University of California - Irvine

9.11 - Long-run Effects of K-12 Policies and Practices

Room: Andy Kirk A

Chair: Steven Hemelt, University of North Carolina at Chapel Hill

Richard Welsh, University of Georgia. Estimating the Impact of Charter Schools on Post-secondary and Labor Market Success: Policy and Equity Implications of Differential Benefits. Walker Swain, University of Georgia

Takako Nomi, Saint Louis University. Long-term Impacts of Ninth-grade Algebra Intervention on College Persistence and Degree Attainment . Steve W. Raudenbush, University of Chicago

Jeffrey T. Denning, Brigham Young University. Class Rank and Long-run Outcomes. Richard Murphy, University of Texas at Austin, Fleix Weinhardt, DIW Berlin

Douglas N. Harris, Tulane University. The Long Term Effects of School Reforms: An Analysis of Youth Crime in New Orleans. Stephen Barnes, Louisiana State University, Monica Hernandez, Vanderbilt University, Monica Hernandez, Vanderbilt University

9.12 - Every Student Succeeds Act (ESSA) Per-pupil Expenditures Reporting and the Proposed Expansion of the School-level Finance Survey (SLFS)

Room: Andy Kirk B

Chair: Stephen Q. Cornman, U.S. Department of Education

Policy Maker or Practitioner: Stephen Q. Cornman, U.S. Department of Education

Discussants: Stephen Q. Cornman, U.S. Department of Education, Christopher May, Michigan Department of Education, Stephen Wheeler, U.S. Census Bureau, Osei L. Ampadu, U.S. Census Bureau

This policy talk describes proposed variables to make the School-Level Finance Survey (SLFS) directly analogous to the Every Student Succeeds Act (ESSA) provisions on reporting expenditures per-pupil at the LEA and school levels, and explores the relationship between federal school finance surveys and those provisions. The SLFS is essentially an expansion of the LEA-level School District Finance Survey (F-33) and the state-level National Public Education Finance Survey (NPEFS) to include consistent variables at the school level.

Since the passage of ESSA in 2016, multiple state education agencies (SEAs) have expressed interest in participating in the SLFS. There is a new requirement under ESSA for states and local education agencies (LEAs) to add to their annual report cards “the per-pupil expenditures of Federal, State, and local funds, including actual personnel expenditures and actual nonpersonnel expenditures of Federal, State, and local funds, disaggregated by source of funds, for each local educational agency and each school in the State for the preceding fiscal year.” (§1111 (h)(1)(C)(x) and (h)(2)(C)).