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 VI - Friday, March 20, 2020 - 9:45am to 11:15am
6.01 - Impacts of Pre-School/Kindergarten Experiences and Peers
Room: Live Oak III

Chair: Rekha Balu, mdrc

Zhiling Shea, University of California. Does a Higher Proportion of Preschool Peers in Kindergarten Affect Children’s Outcomes? . Qing Zhang, University of California, Jade Jenkins, University of California, Tyler Watts, Columbia University
Silvana Freire, University of Chicago Consortium on School Research. An Exploration of the Influence of Preschool Experiences on English Learners´ Early Academic Trajectories: Evidence from Chicago Public Schools. Silvana Freire, University of Chicago Consortium on School Research, Alyssa Blanchard, University of Chicago Consortium on School Research, Marisa de la Torre, University of Chicago Consortium on School Research, Elaine Allensworth, University of Chicago Consortium on School Research
Alyssa Blanchard, UChicago Consortium on School Research. Supportive Environments and Pre-K Effect Persistence for English Learners: Evidence from Chicago. Alyssa Blanchard, UChicago Consortium on School Research, Silvana Freire, UChicago Consortium on School Research, Marisa de la Torre, UChicago Consortium on School Research, Elaine Allensworth, UChicago Consortium on School Research
Catherine Armstrong Asher, Harvard University. Understanding How School-Based Pre-K Impacts Depend on the Counterfactual
6.02 - School Choice, School Closures, and Teacher Labor Markets
Room: Post Oak

Chair: Douglas N. Harris, Tulane University

Jane Arnold Lincove, University of Maryland. Under New Management: How Chartering and Restarts Affect Teacher Performance. Nathan Barrett, Tulane University, Deven Carlson, University of Oklahoma, Jane Arnold Lincove, University of Maryland
Katharine O. Strunk, Michigan State University. Does Contract Flexibility through Charter School Expansion Change the Way Teachers are Paid?. Jane Arnold Lincove, University of Maryland, Nathan Barrett, Tulane University, Katharine O. Strunk, Michigan State University
Meredith P. Richards, Southern Methodist University. The Effect of School Closures on Teacher Labor Market Outcomes: Evidence from Texas. Meredith P. Richards, Southern Methodist University, Kori J. Stroub, Rice University, Sarah Guthery, Texas A&M Commerce
Anna Lisa Weiss, Vanderbilt University. Now Hiring: Teacher Mobility Under School Choice. Anna Lisa Weiss, Vanderbilt University, Tuan Nguyen, Kansas State University, Dave Woo, Vanderbilt University
6.03 - New Research on Teacher Preparation Programs
Room: Live Oak V

Chair: Jim Wyckoff, University of Virginia

Shaun Dougherty, Vanderbilt University. Teacher Preparation and the Supply of Career and Technical Educators: A National Scan. Soyeon Jung, Vanderbilt University, Minheui Kim, Vanderbilt University
Ethan Hutt, University of North Carolina- Chapel Hill. How Can Pre-Service Teaching Programs Help New Teachers Feel Prepared to Address Absenteeism?. Michael Gottfried, University of California- Santa Barbara, J. Jacob Kirksey, University of California- Santa Barbara
Lisette Partelow, Center for American Progress. Making sense of declining enrollment in teacher preparation programs. Lisette Partelow, Center for American Progress
Lavar Edmonds, Princeton University. Estimating Teacher Value-Added for Historically Black College and University Graduates. Lavar Edmonds, Princeton University
6.04 - Health and Educational Outcomes
Room: Burr Oak

Chair: Sarah Cohodes, Teachers College Columbia University

Rajeev Darolia, Associate Professor of Public Policy & Economics. The Effect of Opioids on Educational Outcomes. Anna Aizer, Professor of Economics, John Tyler, Professor of Education & Economics
Marie Hull, University of North Carolina at Greensboro. Public Insurance Coverage and Child Development: Evidence from Medicaid and CHIP Expansions. Ji Yan, Appalachian State University
Steven W. Hemelt, University of North Carolina at Chapel Hill. The Doctor Will See You Now: Telemedicine and Student Outcomes. Steven W. Hemelt, University of North Carolina at Chapel Hill, Sarah Komisarow, Duke University
Maithreyi Gopalan, The Pennsylvania State University. The Effect of the ACA Medicaid Expansions on Children’s Development. Lindsey Bullinger, Georgia Institute of Technology, Caitlin Lombardi, University of Connecticut
6.05 - Desegregation Impacts and Integration Pursuits
Room: Elm Fork I

Chair: Corinne Alfeld, IES

Mark J. Chin, Harvard University. The impact of school desegregation on individuals’ racial attitudes and politics. Mark J. Chin, Harvard University
Matthew Lenard, Harvard University. Maybe busing isn’t so bad: Reassignment’s effects on reassigned students. Thurston Domina, University of North Carolina at Chapel Hill, James Carter, III, Deven Carlson, Oklahoma University, Matthew Lenard, Harvard University, Andrew McEachin, RAND Corporation, Vitaly Radsky, University of North Carolina at Chapel Hill
Rachel Cole, Yonkers Public Schools. Enrollment After a Desegregation Court Order and a District's Locus of Control. Rachel Cole, Yonkers Public Schools
Sophia Seifert, Temple University. In Pursuit of Integration: Contextual Influences on Schools' Attainment of Diversity Goals. Sophia Seifert, Temple University, Lorna Porter, University of Oregon, Sarah Cordes, Temple University
6.06 - Vouchers and Student Performance
Room: Elm Fork II

Chair: A. Abigail Payne, University of Melbourne

Karan Singhal, Indian Institute of Management Ahmedabad. Right to Education Act, and Learning and Inclusion in Private Schools: Evidence from India. Ankur Sarin, Indian Institute of Management Ahmedabad, Ambrish Dongre, Indian Institute of Management Ahmedabad, Karan Singhal, Indian Institute of Management Ahmedabad
Mark Berends, University of Notre Dame. Understanding the Variation in School Achievement across Public, Charter, and Voucher-Participating Private Schools using School Effectiveness Indicators. Brian Fitzpatrick, University of Notre Dame, Joseph Waddington, University of Kentucky
Joseph Waddington, University of Kentucky. Estimating the Impact of Indiana’s Private School Voucher Program on High School Outcomes and College Enrollment. Mark Berends, University of Notre Dame, Joseph Ferrare, University of Washington-Bothell, Ron Zimmer, University of Kentucky, Rui Jin, University of Kentucky
Nat Malkus, American Enterprise Institute. Voucher's Priced to Work: A proposal for an alternative private school choice mechanism. Nat Malkus, American Enterprise Institute
6.07 - Capital Stocks and Funding Shocks
Room: Live Oak I

Chair: Robert Toutkoushian, University of Georgia

William Wallo, University of Washington. Exploring the Impact of State Credit Quality on School District Borrowing Costs . Sharon Kioko, University of Washington
Michah W. Rothbart, The Maxwell School of Syracuse University. The Impacts of Capital Spending on School Budgets and Student Achievement: Evidence from a Regression Discontinuity Design. David Schwegman, The Maxwell School of Syracuse University, Iuliia Shybalkina, The University of Kentucky Martin School
Lang (Kate) Yang, George Washington University. The Effect of Campus Shootings on School District Finance, Staffing, and Enrollment. Maithreyi Gopalan, The Pennsylvania State University
Joshua Hyman, Amherst College. School District Revenue Shocks, Resource Allocations, and Student Achievement: Evidence from the Universe of U.S. Wind Energy Installations. Eric Brunner, University of Connecticut, Ben Hoen, Lawrence Berkeley National Laboratory, Joshua Hyman, Amherst College
6.08 - Impact of Common Core
Room: Live Oak II

Chair: Morgan Polikoff, University of Southern California

Sade Bonilla, University of Massachusetts Amherst. The Dropout Effects of College Readiness Standards: Defaults, Requirements, and Credit Recovery
M. Danish Shakeel, Harvard University (Program on Education Policy and Governance). The Effect of the Common Core State Standards on Student Performance. Benjamin Arold, University of Munich (LMU and Ifo institute), M. Danish Shakeel, Harvard University (Program on Education Policy and Governance)
Joshua Bleiberg, Vanderbilt University. Did the Common Core Have a Common Effect?: An Exploration of Differential Effects on Academically Vulnerable Students . Joshua Bleiberg, Vanderbilt University
Niu Gao, Public Policy Institute of California. The Effects of Common Core Standards on Student Outcomes: Evidence from California. Niu Gao, Public Policy Institute of California, Anastasia Semykina, Florida State University, Julien Lafortune, Public Policy Institute of California
6.09 - Context and Effort
Room: Live Oak IV

Chair: Robert H. Meyer, Education Analytics

Gema Zamarro, University of Arkansas. Student Academic Motivation and Non-Cognitive Skills: Improving Comparability across Cultures and Gender with the Anchoring Vignettes Method. Hanka Vonkova, Charles University, Ondrej Papajoanu, Charles University, Katerina Kralova, Charles University
Lina Anaya, University of Arkansas. Who strives when the test gets harder? Disentangling patterns of student effort in PISA. Gema Zamarro, University of Arkansas
Matthew Baird, RAND Corporation. Who Should be Enrolled? Optimal Allocation of Scarce Seats in the Presence of Peer Effects. John Engberg, RAND Corporation, Italo Gutierrez, RAND Corporation, Isaac Opper, RAND Corporation
Monica Lee, Stanford University. Teacher-Student Race Match and Student Attendance in Secondary Schools. Monica Lee, Stanford University, Jing Liu, Brown University
6.10 - Advising and Major Selection Policy: How Colleges Shape Student Pathways
Room: West Fork I

Chair: Rachel Baker, University of California

Xin Li, UCLA. Missing ladies in Engineering: The effects of wage information on the gender gap in STEM major choice. Yanqing Ding, Peking University, Wei Li, University of Alabama, Xin Li, UCLA, Yinduo Wu, Peking University, Jin Yang, Peking University, Xiaoyang Ye, Princeton University
Oded Gurantz, University of Missouri. Virtual Advising for High-Achieving High School Students. Matea Pender, College Board, Zach Mabel, College Board, Cassandra Larson, College Board, Eric Bettinger, Stanford University
Zachary Bleemer, Department of Economics. College Major Restrictions and Student Stratification. Zachary Bleemer, Department of Economics, Aashish Mehta, Department of Global Studies
Gaby Lohner, University of Virginia. Non-Cognitive Factors and the Effectiveness of College Advising. Benjamin Castleman, University of Virginia, Denise Deutschlander, Facebook
6.11 - Pre-Admissions Decisions: What to Consider and When
Room: West Fork II

Chair: Toby Park-Gaghan, Florida State University

Michel Grosz, Federal Trade Commission. Admissions Policies, Cohort Composition, and Academic Success: Evidence from California
Zachary Mabel, College Board. Diversifying Higher Education: The Impact of Incorporating School and Neighborhood Context into College Admissions Decisions. Jessica S. Howell, College Board, Michael Hurwitz, College Board, Zachary Mabel, College Board, Greg Perfetto, College Board
Taylor K. Odle, University of Pennsylvania. You’re Admitted! Early Evidence on Applications and Enrollment from Idaho’s Direct Admissions System. Jennifer A. Delaney, University of Illinois at Urbana-Champaign
Kori Stroub, Rice University. If College-For-All, Then College Prep-For-All?. Brian Holzman, Rice University, Kori Stroub, Rice University, Camila Cigarroa Kennedy, Rice University, Bethany Lewis, Rice University
6.12 - School Choice and Access from Pre-K Through High School in Chicago: Benefits and Challenges of Centralized Application and Enrollment Policies
Room: Trinity Central

Chair: Stacy Ehrlich, NORC at the University of Chicago

Policy Makers: SAMANTHA AIGNER-TREWORGY, Commissioner - Massachusetts Department of Early Education and Care, and SARAH DICKSON, Research Manager - Chicago Public Schools Department of School Quality Measurement and Research
Discussants: Lauren Sartain, The University of North Carolina at Chapel Hill, Lisa Barrow, Federal Reserve Bank of Chicago, Stacy Ehrlich, NORC at the University of Chicago

Public school choice in Chicago – the nation’s third largest school district - has been in existence for more than 30 years and has notably expanded and evolved over the past decade at both the pre-k and high school levels. However, the policies and processes for application, assignment, and enrollment at these different grade levels have mostly been developed and operationalized in isolation from one another. Thus, the choices and enrollment system look different at each level of schooling. At the pre-k level, applications and enrollment for school-based slots shifted from being managed locally by school principals to being centrally managed by the district’s administrative office in the 2013-2014 school year. This application and assignment process gives priority to pre-k age students experiencing certain risk factors, given that there are not a sufficient number of slots for all age-eligible students at this grade level. Similarly, applications to CPS elementary and high schools recently moved to a centralized web-based platform called GoCPS, but there are differences in how school assignment works for pre-k and ninth grade. Across grade levels, families can choose from a broad range of types of CPS schools, including charter schools, magnet schools, and neighborhood schools.

Every school choice system has policy decisions inherently built into them, whether they are made intentionally or not. Examples range from details about the design of the application system itself (e.g., how schools are sorted when applicants log in to a web-based platform may have unintentional consequences of generating more applications to the first school applicants see) to the placement of applications centers to support families to the quality of the school choices accessible to families based on geography.

In this panel, we discuss the city’s commitment to both a broad set of schooling choices and ensuring that students have access to high-quality educational opportunities. In our research, we have found large differences in the rates at which students of different races/ethnicities enroll in high schools with high accountability ratings. In the fall of 2018, 47 percent of Black ninth graders enrolled in a highly rated school compared to 70 percent of Latino students and 90 percent of White students. These large differences in enrollment patterns have persisted over time in Chicago. Similarly, new research on pre-k enrollment patterns are also finding differential rates of enrollment by race/ethnicity and neighborhood. This panel offers insights from a district that is grappling with issues related to equitable access to high-quality schooling at multiple grade levels within a context where neighborhoods are often segregated along racial/ethnic and socioeconomic lines. Panelists will include Chicago’s former Chief of Early Learning and the district’s Research Manager.

If the ultimate policy goal is to ensure all students have access to “high-quality” school options, then:

  • Where are schools and slots located in relation to where students live?
  • What characteristics or factors are associated with whether or not and where students enroll at different grade levels?
  • What are the application requirements?
  • What are the supports students and families need in navigating the application and enrollment processes?
  • What are the programs/services that students and families need for schools to provide?

The researchers and policymakers on the panel will discuss their reflections and existing evidence on these key questions and other considerations when designing school choice systems along the pre-k to 12 spectrum.