AEFP 45th Annual Conference

Toward a Meaningful Impact through Research, Policy & Practice

The Worthington Renaissance Fort Worth Hotel - Fort Worth, Texas
March 19-21, 2020

AEFP 45th Annual Conference Program

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Concurrent Session III - Thursday, March 19, 2020 - 11:30am to 1:00pm
3.01 - Teacher Pension Plans: Teacher Employment Decisions and Financial Effects
Room: Live Oak I

Chair: Isaac M. Opper, RAND Corporation

Michael Podgursky, University of Missouri-Columbia. Teacher Pension Enhancements and Staffing in an Urban School District. Shawn Ni, University of Missouri-Columbia, Xiqian Wang, Beijing University of Technology
Cyrus Grout, University of Washington. Should I Stay or Should I Go Now? An Analysis of Retirement Timing under Defined Benefit and Hybrid Pension Plans. Dan Goldhaber, University of Washington, Kristian Holden, American Institutes for Research, Josh McGee, University of Arkansas
Marguerite Roza, Edunomics Lab at Georgetown University. What happens to pension debt if future pay raises become non-pensionable?. Marguerite Roza, Edunomics Lab at Georgetown University, Hanine Haidar, Edunomics Lab at Georgetown University
Walter Melnik, Marquette University. How Large is the Cut? Teacher Pension Reform and Interstate Competition. Pin-En Annie Chou, Government Accountability Office, Walter Melnik, Marquette University
3.02 - Curricular Interventions
Room: Live Oak IV

Chair: Cara Jackson, Bellwether Education Partners

Nicholas D.E. Mark, NYU. Heterogeneous Effects of Sex Education on Teen Birth Rates. Nicholas D.E. Mark, NYU, Lawrence L. Wu, NYU
Jessica Giffin, American Institutes for Research. The Cost and Impact of Station Rotation to Instruction and Student Learning. Drew Atchison, American Institutes for Research, Jessica Giffin, American Institutes for Research, Megan Eccleston, American Institutes for Research, Jordan Rickles, American Institutes for Research
Daniel H. Bowen, Texas A&M University. Investigating Variations in Arts Resources and Student Outcomes over Time. Daniel H. Bowen, Texas A&M University, Brian Kisida, University of Missouri
Liping Ma, Peking University. Impact of attending an elite high school on students' acadmic performance and college admission based on a ranmdom assignment policy. Di Xu, UCI
3.03 - Social Supports & Historical Awareness
Room: Live Oak V

Chair: Ethan Hutt, University of North Carolina- Chapel Hill

Matthew H. Lee, University of Arkansas. A Mixed Methods Study of Holocaust Education. Molly I. Beck, University of Arkansas, Matthew H. Lee, University of Arkansas, Emily E. Coady, University of Arkansas, James D. Paul, University of Arkansas
Joshua Goodman, Brandeis University. Learning is Inhibited by Cumulative Heat Exposure, Both Internationally and Within the U.S.. Jisung Park, UCLA, A. Patrick Behrer, Harvard, Joshua Goodman, Brandeis
Saied Toossi, Syracuse University. What’s for Lunch? The Relationship Between School Menus and Student Lunch Participation. Amy Schwartz, Maxwell School Syracuse University
Jeehee Han, Maxwell School. The impact of public housing on student outcomes: Evidence from New York City. Amy Ellen Schwartz, Maxwell School
3.04 - Navigating the Schooling System
Room: Post Oak

Chair: Sean P. Corcoran, Vanderbilt University

Shira Korn, The University of Southern California. Choosing Wisely: Exploring Parents’ Participation in Inter- and Intra-district Transfer Programs in a Small District in California
Jon Valant, Brookings Institution. The Effects of Informing School-Choosing Families about Their Highest-Performing or Closest-to-Home Options. Jon Valant, Brookings Institution, Lindsay Weixler, Tulane University
Sarah A. Cordes, Temple University. The Effects of Charter Schools on Neighborhood and School Segregation: Evidence from New York City. Sarah A. Cordes, Temple University, Agustina Laurito, University of Illinois at Chicago
Chris Campos, University of California - Berkeley. Options and Opportunity in Los Angeles Public Schools: An Analysis of Zones of Choice. Caitlin Kearns, University of California - Berkeley
3.05 - More on When Money Matters
Room: Live Oak III

Chair: Seth Gershenson, American University

Claire Mackevicius, Northwestern University. School Resources, Student Outcomes, and Equality of Opportunity? An Examination of the New Literature. C. Kirabo Jackson, Northwestern University, Claire Mackevicius, Northwestern University
John Singleton, Duke University. Test-based Accountability and the Effectiveness of School Finance Reforms. Christian Buerger, IUPUI, Seung Hyeong Lee, IUPUI
E. Jason Baron, Florida State University. School Spending and Student Outcomes: Evidence from Revenue Limit Elections in Wisconsin
Carlos X Lastra-Anadon, IE University. Who Benefits from Local Financing of Education? A Causal Analysis. Paul E Peterson, Harvard
3.06 - Salary Schedules and Working Conditions
Room: Burr Oak

Chair: Christina Collins, United Federation of Teachers

Paul Bruno, University of Southern California. The Causes of Teacher Salary Schedule Frontloading
Annie Hemphill, Michigan State University. Do I Have Your Support?: Teacher Candidacy and Teachers' Unions in the 2018 Midterm Elections. Bradley D. Marianno, University of Nevada, Rebecca Jacobsen, Michigan State University, Melissa A. Lyon, Columbia University, Annie Hemphill, Michigan State University
Luke C. Miller, University of Virginia. The Role of Working Conditions in Retaining Teachers in Schools Serving Economically Disadvantaged Students
Ayah Kamel, Northwestern University. Teachers Under Pressure: High-Stakes Accountability and School Climate. Ayah Kamel, Northwestern University
3.07 - High School Curriculum
Room: Live Oak II

Chair: Niu Gao, Public Policy Institute of California

Colleen Lewis, Harvey Mudd College. Computer Science Trends and Trade-offs in California’s High Schools. Paul Bruno, University of Southern California, Anisha Kaul, Scripps College
Tom Swiderski, UNC Chapel Hill. College comes to high school: Patterns of school and student participation in Tennessee's dual-credit courses. Steven W Hemelt, UNC Chapel Hill, Tom Swiderski, UNC Chapel Hill
Elizabeth J Glennie, RTI International. Do high school industry certifications reflect local job demand? An examination of Florida. Ekizabeth J. Glennie, RTI International, Ben Dalton, RTI International, Roger Studley, RTI International, Erich Lauff, RTI International
Matthew Duque, Maryland State Department of Education. The Impact of Attendance-Based Grading Policies on High School Attendance
3.08 - Factors to Consider in Constructing Early Warning Systems
Room: Elm Fork I

Chair: Cory Koedel, University of Missouri

Soobin Kim, Education Analytics. Producing Long-Term Forecasts of Individual Student Outcomes: An Application of Chain-Linked Predictive Analytics Models with Short-Span Data and Education Policy Regime Change. Jeff Dominitz, Education Analytics, Soobin Kim, Education Analytics, Robert H. Meyer, Education Analytics, Andrew Rice, Education Analytics
Malcolm Wolff, University of Washington. How Powerful Are Long Panels? Assessing How Accurate Early Achievement Indicators Are In Predicting Long-Term Educational Outcomes. Dan Goldhaber, University of Washington, Tim Daly, University of Washington
Robert H. Meyer, Education Analytics. Predictive and Contingent Analytics to Assess Risk and Strategies to Improve Educational Outcomes. Jeff Dominitz, Education Analytics, Soobin Kim, Education Analytics, Robert H. Meyer, Education Analytics
Tara Kilbride, Michigan State University. Comparing Test Score Growth Measures Constructed from Aggregate and Individual Data. Sean F. Reardon, Stanford University, John Papay, Brown University, Katharine Strunk, EPIC/Michigan State University, Lily An, Brown University, Kate Donohue, Brown University
3.09 - Early Postsecondary Opportunities and Student Success
Room: West Fork I

Chair: Colin Chellman, CUNY

Paige Sims, Georgia State University. The Effect of a Pre-Freshman Summer Program on Outcomes of At-Risk Students: Evidence from a Regression Discontinuity Design. Ross Rubenstein, Georgia State University, Todd Jones, Georgia State University
Julian Hsu, College Board. The Dual Enrollment and Advanced Placement Horserace: Results from a Public Flagship Institution. Stephen DesJardins, University of Michigan
Mark C. Long, University of Washington. Effects of Advanced Placement Science Courses on Postsecondary Entry. Mark C. Long, University of Washington, Dylan Conger, George Washington University, Raymond McGhee Jr., Equal Measure
Matt S. Giani, The University of Texas at Austin. The Effect of Credit Eligibility on the College Aspirations of Dual-Enrollment Students. Matt S. Giani, The University of Texas at Austin, Shruti Khandekar, The University of Texas at Austin
3.10 - Race, Ethnicity, and Family Income: Inequality in Postsecondary Education
Room: West Fork II

Chair: Daniel Klasik, University of North Carolina - Chapel Hill

Leah R. Clark, U.S. Census Bureau. College Attendance and Completion by Family Income: Insights from Linked ACS and IRS Data. Leah Clark, U.S. Census Bureau, Jennifer Ortman, U.S. Census Bureau, Nikolas Pharris-Ciurej, U.S. Census Bureau, John Voorheis, U.S. Census Bureau
Tatiana Chirkina, HSE University. Effectively Maintained Inequality: The Choice of Postsecondary Educational Trajectory in Russia. Tatiana Khavenson, HSE University
Rachel Baker, UC Irvine. Conceptualizing Racial Segregation in Higher Education: Examining Within- and Between-Sector Trends in California Public Higher Education, 1994-2014. Rachel Baker, UC Irvine, Sabrina Solanki, University of Michigan, Connie Kang, UC Irvine
Erica Blom, Urban Institute. Decomposing Racial Gaps in College Graduation Rates. Erica Blom, Urban Institute, Tomas Monarrez, Urban Institute, Matt Chingos, Urban Institute
3.11 - Grant and Loans, Worthy Investments?
Room: Elm Fork II

Chair: Daniel Kreisman, Georgia State University

Christine Baker-Smith, New York University. Completion Grants: A College Affordability Innovation Worthy of Investment?. Edward Conroy, New York University, Sara Goldrick-Rab, University of Wisconin-Madison, Douglas Webber, Temple University, Travis York, New York University
Amanda Lu, Stanford University. Everyone's Own Good Reason: Evaluating the Implementation of a Federal Experiment for Pell Grants to Fund Dual Enrollment. Amanda Lu, Stanford University, Kaylee Matheny, Stanford University, Eric Bettinger, Stanford University
Dennis A Kramer II, University of Florida. Impact of No-Loan Program Participation on Academic Outcomes for Low-Income and First-Generation College Students. Dennis A Kramer II, University of Florida, Justin Ortagus, University of Florida, Bradley Curs, University of Missouri
Kelia Washington, Urban Institute. Understanding the Interaction of Financial Aid and Social Safety Net Programs in Virginia. Kristin Blagg, Urban Institute, Macy Rainer, Urban Institute
3.12 - A Controversial Test Item in Massachusetts: Policy and Research Responses
Room: Trinity Central

Chair: Carrie Conaway, Harvard University

Policy Maker or Practitioner: Bob Lee, Massachusetts Department of Elementary and Secondary Education
Discussants: Carrie Conaway, Harvard University, Bob Lee, Massachusetts Department of Elementary and Secondary Education, Tom Dee, Stanford University, Marty West, Harvard University, Dominique Baker, Southern Methodist University

In March 2019, tenth graders in Massachusetts’ public schools sat for the annual English language arts (ELA) exam that is part of the Massachusetts Comprehensive Assessment System (MCAS). By state law, students must pass this examination in order to graduate from high school. On the second day of the exam, students began by reading a passage from the Pulitzer Prize-winning Colson Whitehead novel, The Underground Railroad. They responded to eight multiple-choice items, then were asked to write a journal entry from the perspective of a White female character—one who was described in press accounts as “openly racist.”

Students in one district complained about the essay item to their teachers, and their objections were quickly escalated to the state agency by district administrators. The state immediately voided the test item, the first step in a series of immediate and longer-term policy responses to address any potential negative impact of exposure to this item. One of these was enlisting a team of external, independent researchers to determine whether student performance was harmed on the items that followed the voided essay prompt.

In this policy talk, we will discuss the context for this incident: the test development process that led to this item appearing on the test, the high school graduation policy requirements that made addressing the problematic item particularly thorny, and the tradeoffs the agency was facing as it decided what to do. We will share the findings from the independent research project and provide perspective on how they fit into the broader research literature on stereotype threat. And we will discuss the agency’s response and take-aways for other policymakers and researchers.