AEFP 44th Annual Conference

Building the Connections Between Research and Policy

Kansas City Marriott Downtown - Kansas City, Missouri
March 21-23, 2019

AEFP 44th Annual Conference Program

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Concurrent Session IV - Thursday, March 21, 2019 - 2:30pm to 4:00pm
4.01 - Improving Student Outcomes at Community Colleges
Room: Andy Kirk A

Chair: Matthew Chingos, Urban Institute

Michel Grosz, Abt Associates. Does the Accessibility and Flexibility of Community College Programs Affect Student Success?. Michal Kurlaender, University of California Davis, Ann Stevens, University of California Davis
Oded Gurantz, University of Missouri. What Does Free Community College Buy? Early Impacts from the Oregon Promise
Riley Acton, Michigan State University. Do Students Demand In-demand Programs? Evidence from Community Colleges
Vivian Yuen Ting Liu, Teachers College Columbia University. Peer Effects of Dual Enrollment Students on Community College Student Outcomes. Di Xu, University of California-Irvine, Soumya Mishra, Teachers College Columbia University
4.02 - Feedback in Preservice Teaching
Room: Andy Kirk B

Chair: Kevin C. Bastian, University of North Carolina at Chapel Hill

Matthew Truwit, University of Michigan. The Role of Feedback in Shaping Teacher Candidate Preparation: Evidence from a Teacher Education Experiment. Matthew Ronfeldt, University of Michigan, Dan Goldhaber, American Institutes for Research, James Cowan, American Institutes for Research, Hannah Mullman, University of Michigan, Joy Johnson, University of Michigan
James Cowan, American Institutes for Research. Do I Know Myself? How Self-perceived Effectiveness Evolves During the Student Teaching Internship. Dan Goldhaber, American Institutes for Research, Matthew Ronfeldt, University of Michigan, Emanuele Bardelli, University of Michigan, Joy Johnson, University of Michigan, Chris Tien, University of Washington
Vivian Wong, University of Virginia. Teacher Coaching in a Simulated Environment. Julie Cohen, University of Virginia, Rebekah Berlin, University of Virginia, Anandita Krishnamachari, University of Virginia, Kate Miller-Bains, University of Virginia, Emily Wiseman, University of Virginia
Dan Goldhaber, American Institutes for Research. Room for Improvement? Descriptive Evidence on the Content of Student Teacher Evaluations. Matthew Ronfeldt, University of Michigan, James Cowan, American Institutes for Research, Emanuele Bardelli, University of Michigan, Joy Johnson, University of Michigan, Chris Tien, University of Washington
4.03 - The Measurement and Impact of Teacher Quality
Room: Julia Lee A

Chair: Cassandra Guarino, University of California at Riverside

Shanna Ricketts, Gwinnett County Public Schools. Examining the Reliability and Validity of an Alternative Methodology for Measuring Student Growth Used in a Teacher Compensation System
Li Feng, Texas State University. Explaining Teacher Quality Gaps in Inclusive STEM Schools in Texas. David S. Knight, University of Texas at El Paso
Jing Liu, Brown University. Teacher Absences, Substitute Teachers, and Student Achievement. Susanna Loeb, Brown University, Ying Shi, Stanford University
Rachel Jarrold-Grapes, Syracuse University. The Market for Retired Teachers. Patten Mahler, Centre College
4.04 - School Finance Equity and Adequacy
Room: Julia Lee B

Chair: BRUCE D. BAKER, Rutgers University

Yu-Kuan Chen, Rice University. Identify Disadvantaged Schools Using a Data-driven Approach . Stacey H. Chen, GRIPS, Tian-Ming Sheu, NTNU, Hueymin Wu, NAER
Hyunjun Kim, University of Minnesota. An Exploration of Partisan Control and the Progressivity of State Aid to Schools. Nicola Alexander, University of Minnesota
Henry Levin, Columbia University. Improving Economic Analysis for School Finance Reform
Lynn Hu, American Institutes for Research. How Much Does It Cost to Provide An Adequate Educational Opportunity to All Students in California?. Jesse Levin, American Institutes for Research, Iliana Brodziak de Los Reyes, American Institutes for Research, Karen Manship, American Institutes for Research, Drew Atchison, American Institutes for Research, Melissa Arellanes, American Institutes for Research
4.05 - Who Is Served by Special Education? And How Well?
Room: Mary Lou Williams A

Chair: Elizabeth Dhuey, University of Toronto

Leanna Stiefel, New York University. Who Feels Included in High School?. Spenser Gwozdzik, New York University
Joseph Robinson Cimpian, New York University. Examining Racial Disproportionality in Special Education: What Can We Learn from Large District School Variations?. Syeda Sana Fatima, New York University, Leanna Stiefel, New York University
Michelle Yin, American Institutes for Research. Improving Educational Outcomes for Students with Disabilities: Evidence from "Jobs for Maine's Graduates". Garima Siwach, American Institutes for Research
4.06 - The Changing Landscape of School Security and Juvenile Justice
Room: Mary Lou Williams B

Chair: Lucy C. Sorensen, University at Albany

Robert Arnold, University of Memphis. Disparities in School Discipline in Shelby County Schools and its Surrounding Suburban Municipal School Districts. Charisse Gulosino, University of Memphis
Rebecca Hinze-Pifer, University of Illinois. Peer Juries: Assessing the Educational Impacts of a Post-arrest Diversion Program. Cristobal Pinto, University of Chicago Urban Labs
Erica Harbatkin, Vanderbilt University. Why Do Schools Fail? An Examination of the School-level Factors Associated with Low Performance. Gary T. Henry, Vanderbilt University
Benjamin Fisher, University of Louisville. Mass School Shootings and the Short-run Impacts on Use of School Security Measures and Practices: National Evidence from the Columbine Tragedy. F. Chris Curran, University of Maryland- Baltimore County, Samantha Viano, George Mason University
4.07 - The Importance of Non-test Outcomes
Room: Bennie Moten A

Chair: Eric A. Hanushek, Hoover Institution

Shira A. Korn, University of Southern California. Would You Recognize a Quality School if You Saw One?: Exploring Parents’ Evaluation of Schools Using Mechanical Turk
Matthew H. Lee, University of Arkansas. Learning from the Holocaust: Experimental Evidence from Arkansas. Molly I. Beck, University of Arkansas, Jay P. Greene, University of Arkansas
Lucrecia Santibanez, Claremont Graduate University. Are English Learners More Likely to Attend School after Reclassification?. Michael Gottfried, University of California- Santa Barbara, Allison Kirkegaard, Pomona College
4.08 - Collective Bargaining, Teacher Voice, and Public Opinion: Examining How Unions Influence Public Education
Room: Bennie Moten B

Chair: Jane Arnold Lincove, University of Maryland - Baltimore County

Adam Kirk Edgerton, University of Pennsylvania. The Face of Public Schools: How Union Attitudes Relate to Support for Federal School Spending
Bradley Marianno, University of Nevada-Las Vegas. A Negotiated Disadvantage? California Collective Bargaining Agreements and Within-District Student Achievement Gaps
Melissa Lyon, Teachers College Columbia University. Rent-Seeking, Teacher Voice, and Countervailing Political Forces: The Effects of Restrictive State Labor Policies
4.09 - Equity in Post-secondary Finance
Room: Big Joe Turner B

Chair: Jennifer Rice, University of Maryland

Tammy Kolbe, University of Vermont. Unequal. But, Unfair? Evaluating Fiscal Equity among Community Colleges. Jesse Levin, American Institutes for Research, Bruce D. Baker, Rutgers University
Qiao Wen, Columbia University. Higher Education Expansion in China: Consequences for Institutional Resources
James J. Schiltz, Iowa State University. The Effect of Legislative Turnover and Experience on State Higher Education Funding
Jen Paluch, Public Policy Institute of California. Equity and Community College Capital Financing. Patrick Murphy, Public Policy Institute of California
4.10 - Understanding and Affecting Student Beliefs about College Aid
Room: Lester Young A

Chair: Erin Dunlop Velez, RTI International

Jesse Rothstein, University of California- Berkeley. Increasing the Take-up of CalGrants. Elizabeth Linos, University of California- Berkeley, Vikash Reddy, University of California- Berkeley
Dennis A. Kramer II, University of Florida. Orders by Email: Experimental Effects of a Proactive Nudge to Increase Enrollment for Post 9/11 GI Bill Recipients
Christopher Bennett, Vanderbilt University. Taken for Granted? Causal Effects of Loan-reduction Initiatives on Application Behaviors, Student Borrowing, and Campus Diversity. Brent Evans, Vanderbilt University, Christopher Marsicano, Davidson College
William Doyle, Vanderbilt University. Perceptions of Income Share Agreements: Evidence from a Public Opinion Survey. Elizabeth Bell, University of Oklahoma, Maria Claudia Soler Salazar, University of Illinois at Urbana-Champaign, Jennifer A. Delaney, University of Illinois at Urbana-Champaign
4.11 - Funding and Pre-K Performance
Room: Lester Young B

Chair: Amanda Ketner, University of Michigan

Kathryn P. Chapman, Arizona State University. The Power of Leveraging Funds in Early Childhood Philanthropy
Sarah Kabourek, Vanderbilt University. Searching for Access: Approaching Preschool Expansion with Social Impact Bond Financing
Ishtiaque Fazlul, Georgia State University. The Effects of School-Based Universal Pre-K Programs . Tim Sass, Georgia State University
Walker Swain, University of Georgia. How Do Post-Preschool Pipelines Support or Suppress Early Benefits? School-Based Pre-K, Segregation, Resources, and Academic Achievement
4.12 - The Reporting of Per-Pupil Transportation Expenses under ESSA
Room: Jay McShann A

Chair: Richard Kelly, National School Transportation Association

Policy Maker or Practitioner: Richard Kelly, National School Transportation Association
Discussants: Richard Kelly, National School Transportation Association, Stephen Cornman, US Department of Education, Patrick Dean, Dean Transportation, REID OYSTER, Apple Bus, TAMMY LEHMEN, Missouri Department of Education

On December 10, 2015, the Every Student Succeeds Act (ESSA) (P.L. 114-95) was signed by President Obama, reauthorizing the Elementary and Secondary Education Act of 1965 (ESEA) and replacing the No Child Left Behind Act. Under ESSA, more power is granted to states with states required to follow various reporting requirements. One of the requirements under ESSA is for school districts to report per-pupil current expenditures of Federal, State, and local funds for each school for the preceding fiscal year, disaggregated by source. The purpose of this new reporting requirement under ESSA is to improve the availability of school spending information to parents, students, teachers, school leaders, and the public. To that end, state educational agencies (SEAs) and local educational agencies (LEAs) are to prepare and disseminate report cards in an understandable and uniform format to identify those costs, among others.

The Office of State Support (OSS) within the U.S. Department of Education (Department) can offer SEAs and LEAs technical assistance to help SEAs and LEAs in developing, implementing and disseminating report cards that are in compliance with Federal statutes and regulations. While the OSS provides significant technical resources for SEAs and LEAs to help them analyze their education costs, there is little to no guidance that has been provided on objectively assessing per-pupil transportation costs. Such guidance could include sophisticated cost-analysis tools for evaluating equipment, maintenance, fuel, facilities, labor, debt service, planning, routing, scheduling, driver recruitment and management costs. The specific technical assistance the National School Transportation Association (NSTA) is seeking from OSS is meant to assist SEAs and LEAs with the requirement to accurately report per-pupil transportation expenditures.

The NSTA has provided to the OSS for consideration a cost analysis tool that would help SEAs and LEAs to more accurately determine their per-pupil transportation expenditures as a part of their current expenditure costs. The school transportation cost analysis tool is currently under review by OSS for consideration as a resource to be offered to SEAs and LEAs for purposes of technical assistance.

4.13 - Junior Scholar Networking
Room: Basie Ballroom A1

Dialogue between junior and senior researchers through small networking sessions.