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 V - Friday, March 20, 2020 - 8:00am to 9:30am
5.01 - Teacher Quality: Distribution and Policies Influencing Quality
Room: Live Oak I

Chair: Matthew Steinberg, University of Pennsylvania

Kaitlin P. Anderson, Lehigh University. Charter schools, teacher labor markets, and access to effective teaching: Evidence from Michigan . Kaitlin P. Anderson, Lehigh University, Joshua Cowen, Michigan State University, Katharine O. Strunk, Michigan State University
Jessalynn K. James, Brown University. Teacher Evaluation and Teacher Turnover. Jessalynn K. James, Brown University, James H. Wyckoff, University of Virginia
Michael Crouch, Vanderbilt University. Exit and Return in Teacher Labor Markets
Haisheng Yang, University of Pennsylvania. The Effects of Diversity on Teacher Effectiveness: Evidence from Pennsylvania. Haisheng Yang, University of Pennsylvania
5.02 - Exceptional Education
Room: Post Oak
James Cowan, American Institutes for Research. What Makes a Gifted Education? Participation in Gifted and Talented Programs and Access to Educational Resources. Ben Backes, American Institutes for Research, Dan Goldhaber, American Institutes for Research
Zachary T. McDermott, New York University. Unpacking the Spatial Variation in Special Education: New Evidence from Massachusetts . Leanna Stiefel, New York University
Anna Shapiro, University of Michigan. Over diagnosed or over-looked? The effect of age at time of school entry on students receiving special education services. Anna Shapiro, University of Michigan
Christopher Ozuna, UC Santa Barbara. Who’s On-Board? Examining School Bus Taking for Students with Disabilities. Michael Gottfried, UC Santa Barbara, Christopher Ozuna, UC Santa Barbara, Michael Dannhauser, UC Santa Barbara
5.03 - Early Childhood Education Decisions and Choice
Room: Live Oak IV

Chair: Corey A. DeAngelis, Reason Foundation

Hanna Zlotnick, Princeton University. Housing Status and School Choice: New York City’s Preschool Education of Homeless Children. Hanna Zlotnick, Princeton University, Jennifer Jennings, Princeton University, Scott Latham, Princeton University
Rekha Balu, MDRC. Encouraging On-Time School Application for Kindergarten. Rekha Balu, MDRC, Barbara Condliffe, MDRC
Kate Caton, Georgia State University. Distance Between Pre-K and Kindergarten and Student Performance. Kate Caton, Georgia State University, C Kevin Fortner, Georgia State University
Jason Saltmarsh, University of Maryland College Park. The Role of Parent-School Partnership in Next-School Selection. Jason Saltmarsh, University of Maryland College Park
5.04 - Weighted Funding Formulas
Room: Live Oak V

Chair: Marguerite Roza, Edunomics Lab at Georgetown University

Hannah Jarmolowski, Edunomics Lab at Georgetown University. Does weighted student funding yield more flexibilities for principals?. Marguerite Roza, Edunomics Lab at Georgetown University, Hannah Jarmolowski, Edunomics Lab at Georgetown University
Drew Atchison, American Institutes for Research. Evaluating the Effectiveness of Weighted Student Funding Systems in Improving Resource Equity. Jesse Levin, American Institutes for Research
Lisa Chu, Center on Reinventing Public Education. Weighted Student Funding and Trends in Student Outcomes: An Exploratory Analysis. Lisa Chu, Center on Reinventing Public Education, Sivan Tuchman, Center on Reinventing Public Education, Betheny Gross, Center on Reinventing Public Education
Jessica Merkle, Auburn University. School Level Autonomy and Its Impact on Student Achievement . Jessica Merkle, Auburn University
5.05 - Guidance, Mental Health and Neighborhoods
Room: Burr Oak

Chair: Meryle Weinstein, New York University

Kaylis Baxter, AYSPS-Georgia State University. Unsung Leaders?: The Effect of Guidance Counselors on Advanced Placement Course Enrollment. Kaylis Baxter, AYSPS-Georgia State University, Christine H. Roch, Ph.D.
Ben Pogodzinski, Wayne State University. School Transit and Accessing Public Schools in Detroit. Ben Pogodzinski, Wayne State University, Sarah Winchell Lenhoff, Wayne State University, Jeremy Singer, Wayne State University
Jizhi Zhang, American Institutes for Research. School Mental Health Services Disparities: the Role of School Characteristics . Jizhi Zhang, American Institutes for Research, Tom Snyder, National Center for Education Statistics
Rebecca Hinze-Pifer, University of Illinois Urbana-Champaign. Decoupling schools and neighborhoods: School responses to community violence exposure in the era of school choice. Rebecca Hinze-Pifer, University of Illinois Urbana-Champaign
5.06 - Effects of Higher Education on Economic Mobility and Growth
Room: Elm Fork I

Chair: Brian A Jacob, University of Michigan

Mingyu Chen, Princeton University. The Value of US College Education in Global Labor Markets: Experimental Evidence from China
Joshua Goodman, Brandeis University. The Economic Impact of Access to Four-Year Public Colleges. Jonathan Smith, Georgia State University, Michael Hurwitz, College Board
Alice Bertoletti, Politecnico di Milano. Higher Education and Economic Growth - A Longitudinal Study of European Regions. Tommaso Agasisti, Politecnico di Milano, Alice Bertoletti, Politecnico di Milano
Gabrielle Torrance, Stanford University. The Relationship between Educational Opportunity and Upward Mobility in Rural America
5.07 - Innovations in Measuring Teacher, Principal, and School Quality
Room: West Fork I

Chair: Dan Goldhaber, AIR & U. of WA

Brendan Bartanen, Texas A&M University. Can Principal Value-Added Models Provide Useful Estimates of Principal Effectiveness?
Robert T. Nichols, The Ohio State University. Examining the Influence of Unobserved Latent Classes on Estimates from an RCT of Principal Leadership. Roger D. Goddard, The Ohio State University, Alex J. Bowers, Teachers College
Mark White, University of Oslo. Using Observation Instruments to Understand Change in Teaching Quality Over Time. Mark White, University of Oslo, Bridget Maher, Institute for Social Research, Brian Rowan, Institute for Social Research
Samantha Viano, George Mason University. The Contribution of Schools to Student Suspension: A Value Added Approach. Samantha Viano, George Mason University, Benjamin W. Fisher, University of Louisville, F. Alvin Pearman, Stanford University, F. Chris Curran, University of Florida, Joseph H. Gardella, Drexel University
5.08 - Context Matters: Community Influences on Postsecondary Education
Room: West Fork II

Chair: Mark C. Long, University of Washington

Daniel Klasik, University of North Carolina - Chapel Hill. A Chill from the Desert: How Education Deserts Shape Students' Decisions to Apply to College. Daniel Klasik, University of North Carolina - Chapel Hill
Taylor Burtch, University of Florida. The Impact of Local Reported Crime on College Applications . Taylor Burtch, University of Florida, Dennis A. Kramer II, University of Florida, Maryanne Long, University of Florida
Jennifer L. Steele, American University. Geographic and Institutional Variation in Exposure to STEM Skills
Robert A. Nathenson, American Institutes for Research. Geographic and Community Influences of College Savings: Evidence from the Universe of Pennsylvania 529 Account Holders. Robert A. Nathenson, American Institutes for Research, Taylor Odle, University of Pennsylvania
5.09 - Merit Aid and Student Loans Impact on Student Outcomes
Room: Elm Fork II

Chair: Rajashri Chakrabarti, Federal Reserve Bank of New York

Kristen Cummings, University of Michigan. Losing the HOPE Scholarship and its Effects on Student Outcomes. Kristen Cummings, University of Michigan, KC Deane, University of Michigan
Oded Gurantz, University of Missouri Truman School of Public Affairs. The Impact of Merit Aid on College Choice and Degree Attainment: Reexamining Florida’s Bright Futures Program. Taylor Odle, University of Pennsylvania
Ross Rubenstein, Andrew Young School of Policy Studies. How Does Reducing Merit-Aid Generosity and Transparency Affect Post-Secondary Outcomes? Evidence from Georgia’s HOPE Scholarships. Youngwan Song, Andrew Young School of Policy Studies, Ross Rubenstein, Andrew Young School of Policy Studies
Lesley J. Turner, Vanderbilt University. Effects of Increased Student Loan Availability on Liquidity Constrained Students: Evidence from Annual Borrowing Limits. Sandra E. Black, Columbia University, Jeffrey T. Denning, Brigham Young University, Lisa Dettling, Federal Reserve Board of Governors, Sarena Goodman, Federal Reserve Board of Governors, Lesley J. Turner, Vanderbilt University
5.10 - The Property Tax-School Funding Dilemma
Room: Live Oak III

Chair: Daphne Kenyon, Lincoln Institute of Land Policy

Policy Maker or Practitioner: Daphne Kenyon, Lincoln Institute of Land Policy
Discussants: Andrew Reschovsky, University of Wisconsin-Madison, Laura Ullrich, Federal Reserve Bank of Richmond, Lynn Moak, Moak, Julie Underwood, University of Wisconsin-Madison

The property tax plays a key role in the funding of public education in the U.S. In 2015-16, about 45 percent of the total revenue supporting elementary and secondary education came from local governments, and 81 percent of the local share came from property taxes. A central tenant of education finance in the U.S. is local control. A robust role for local funding is important if local citizens, through their school board or local referenda, are going to have a meaningful voice in the operation of local schools. The consensus among public finance scholars is that the property tax has many positive at-tributes as a local government tax. The immobility of property means that it is a more efficient source of local tax revenue than local sales, earnings, or income taxes. While there is still no consensus concerning the incidence of the property tax, many scholars argue that the property tax is more progressive than most sales and excise taxes. Property taxes are levied on both residential and non-residential property, but local income taxes are generally restricted only to residents. While within-state variations in property tax bases can lead to school funding inequities, there is no evidence that local government sales and income tax bases are more equal.

Despite its positive attributes, citizen complaints about property taxation have led most state legisla-tures to enact a variety of property tax limitations—on the property tax base, on rates, or on reve-nues. During the past few years, legislative proposals in several states have called for the complete or partial elimination of the school property tax. Other states have enacted new limitations on school property tax revenues.

Here lies the dilemma. In light of these ongoing attacks on the property tax, how do we (local school boards, state governments, and the federal government) assure that there is adequate funding for public education while maintaining a significant degree of fiscal autonomy for local school districts?

To investigate this dilemma and to explore possible solutions, this Policy Talk session will include speakers from three states that have enacted various types of property tax limitations. They will each describe the ways in which their state restricted property taxation and the efforts taken to ensure continued funding for public education. They will then assess the effectiveness of those efforts and suggest possible policy reforms to ensure adequate funding for public education on an ongoing basis.

5.11 - Shifting School Structure
Room: Live Oak II
John Westall, Department of Economics. High School Start Times and Student Achievement: Looking Beyond Test Scores. Matthew Lenard, Harvard Graduate School of Education; formerly Data, Melinda Morrill, Department of Economics, John Westall, Department of Economics
Kevin C. Bastian, UNC Chapel Hill. Rise and Shine? School Start Times and Student Outcomes in Elementary Schools. Kevin C. Bastian, UNC Chapel Hill, Sarah C. Fuller, UNC Chapel Hill
Isaac M. Opper, RAND Corporation. Assessing the Short-term Impact of the New York City Renewal Schools Program. Isaac M. Opper, RAND Corporation, William R. Johnston, RAND Corporation, John Engberg, RAND Corporation, Lea Xenakis, RAND Corporation
Paul N. Thompson, Oregon State University. The Effects of Four-Day School Weeks on Adolescent Nutrition, Physical Activity, and Risky Behaviors. Paul N. Thompson, Oregon State University, Emily J. Tomayko, Oregon State University, Madeleine Smith, Oregon State University, John Schuna, Oregon State University, Katherine Gunter, Oregon State University
5.12 - When It Comes to Supporting Evidence-Based Decision-making in Districts and Schools, Does State Stance Matter?
Room: Trinity Central

Chair: Seng-Dao Keo, Nevada Department of Education

Policy Maker or Practitioner: Seng-Dao Keo, Nevada Department of Education
Discussants: Sara Kerr, Results for America, Seng-Dao Keo, Nevada Department of Education, Heather Boughton, Ohio Department of Education heather.boughton@education.ohio.gov, Caitlin Farrell, University of Colorado

Debating the Merits and Pitfalls of Stronger, More Prescriptive Versus More Localized, Support-Orientated Approaches to Implementing ESSA’s Evidence Provisions

The bipartisan 2015 Every Student Succeeds Act (ESSA), which authorizes the largest federal K-12 education programs, is at its core a civil rights law that for the first time encourages, and in some cases requires, states and school districts to build and use evidence of effectiveness to improve opportunities and outcomes, especially for our nation’s most vulnerable children.

These landmark evidence provisions, however, will have little or no positive effect on outcomes or opportunities if they aren’t implemented well at the state, school district, and school levels. What form exactly, implementation can or should take is largely left up to state education agency leaders, who, under ESSA, have considerable discretion when it comes to how their state will improve outcomes for learners, and the extent to which evidence will inform their approaches.

The talk will explore an assumption central to the potential success of the federal ESSA evidence provisions: If education leaders successfully redirect limited federal, state, and local resources toward evidence-based solutions - including investing in evidence-building activities to grow the evidence base - then we will successfully shift the way adults in the system behave (e.g. use data and evidence more rigorously and consistently) and, by extension, see positive impacts on student outcomes - with a particular emphasis on how investing in evidence-based approaches can bring about change and impact in rural communities.