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 VII - Friday, March 22, 2019 - 12:45pm to 2:15pm
7.01 - New Evidence on Inequality in College Access and Success
Room: Big Joe Turner B

Chair: Michal Kurlander, UC Davis

Daniel Klasik, George Washington University. Uniform Admissions, Unequal Access: Did the Top Ten Percent Plan Increase Access to Selective Flagship Institutions?. Kalena E. Cortes, Texas A&M University
Manuel S. Gonzalez Canche, University of Pennsylvania. Cultural Bias in Testing: A Problem Solved or Failing to Look in the Right Space?
Lindsay Jarratt, University of Iowa. A Collaborative Learning Approach to Bolster Academic Achievement, Persistence, and Gender Equity in Computer Science Coursework. Nicholas A. Bowman, University of Iowa, KC Culver, University of Iowa, Alberto Segre, University of Iowa
Mark Long, University of Washington. Long-run Changes in Underrepresentation After Affirmative Action Bans in Public Universities. Nicole Bateman, University of Washington
7.02 - Professional Learning for New and Experienced Teachers
Room: Lester Young A

Chair: Cassandra Hart, University of California

Amy Auletto, Michigan State University. Enhancing Job Satisfaction and Professional Commitment: A Mixed Methods Investigation of Early-career Teachers’ Experiences of Support
Susan Kemper Patrick, Vanderbilt University. Examining the Professional Learning Landscape for Teachers across Tennessee. Jason A. Grissom, Vanderbilt University, John P. Papay, Brown University
Yasuko Kanno, Boston University. The Effect of Requiring Structured English Immersion Training for General Education Teachers. Marcus A. Winters, Boston University, Nathan Jones, Boston University, Jesse Bruhn, Boston University
Patrice Iatarola, Florida State University. High School Teacher Assignment and Effectiveness: The Case of Advanced Placement Teachers. Taek Hyung Kim, New York University, Hyun-Ki Shim, Florida State University
7.03 - Teacher and Counselor Value-added Over Time
Room: Lester Young B

Chair: Randall Reback, Barnard College

David Blazar, University of Maryland College Park. Persistence of Teacher Effects on Students' Academic and Non-academic Skill Formation: Evidence from the Random Assignment of Teachers to Students
Matthew A. Kraft, Brown University. Teacher Skill Development: Evidence from Performance Ratings by Principals. John P. Papay, Brown University, Olivia L. Chi, Harvard University
Christine Mulhern, Harvard University. Counselor Value-added: The Impacts of School Counselors on Students' High School and College Outcomes
Christopher A. Candelaria, Vanderbilt University. Medium-term Teacher Effects on Student Achievement. Brendan Bartanen, Vanderbilt University
7.04 - Effects of Principals and Pay on School Staff and Student Outcomes
Room: Jay McShann A

Chair: Amy Schwartz, Syracuse University

Joniada Milla, Saint Mary's University. Teacher Incentives and Sorting: Performance Pay in Secondary Education
Jennifer L. Nelson, Vanderbilt University. The Impact of Administrators’ Organizational Practices on White and Black Teachers’ Social Ties
Morgaen Donaldson, University of Connecticut. Does Principal Evaluation Build Principals’ Capacity as Instructional Leaders? Perspectives of Supervisors and Principals. Peter Youngs, University of Virginia, Shaun Dougherty, Vanderbilt University, John Lane, University of Connecticut
Weijie Wang, University of Missouri. Linking principal tenure and turnover to the performance of public high schools. Rusi Sun, University of Michigan-Dearborn
7.05 - Strategies for Measuring and Affecting Social-Emotional Learning
Room: Mary Lou Williams A

Chair: Lauren Russell, Dartmouth College

Hans Fricke, Stanford University. Measuring Stability in School Effects on Social-emotional Learning: Evidence from Three Years of SEL Data. Susanna Loeb, Brown University, Robert Meyer, Education Analytics, Andrew Rice, Education Analytics, Libby Pier, Education Analytics, Heather Hough, Stanford University
Robert Meyer, Education Analytics. Can We Measure High-quality SEL Instruction? Applying Classroom-level Value-added Models to Students’ Social-emotional Learning. Andrew Rice, Education Analytics, Libby Pier, Education Analytics, Susanna Loeb, Brown University, Hans Fricke, Stanford University, Heather Hough, Stanford University
Susana Claro, Pontificia Universidad Católica de Chile. Effect of a Growth Mindset Intervention on Standardized Tests, GPA, and Challenge Seeking Behavior: Gender Differences from an RCT in Chile. Camila Serra, Pontificia Universidad Católica de Chile, Eddie Escobar, Pontificia Universidad Católica de Chile, David Yeager, University of Texas at Austin, Ryan Bell, University of Texas
Eddie Escobar, Pontificia Universidad Catolica de Chile. Implementation of Vignettes to Address Reference-frame Bias on Grit Self-reported Measures: Comparison with Behavioral Measures. Susana Claro, Pontificia Universidad Católica de Chile, Camila Serra, Pontificia Universidad Catolica de Chile, Koji Miyamoto, Pontificia Universidad Catolica de Chile
7.06 - New Evidence on Turnaraound Efforts
Room: Mary Lou Williams B

Chair: Katharine Strunk, Michigan State University

Lam Pham, Vanderbilt Universsity. Peeking into the Black Box of School Turnaround: A Formal Test of Mediators and Suppressors. Gary T. Henry, Vanderbilt University, Adam Kho, University of Southern California, Ron Zimmer, University of Kentucky
Shelby M. McNeill, Vanderbilt University. Effects of School Turnaround on K-2 Student Achievement. Gary T. Henry, Vanderbilt University, Erica Harbatkin, Vanderbilt University
Julie Marks, Education Policy Institute at Carolina. Guiding Principles for Improving North Carolina's Lowest-performing Schools. Christen Holly, Education Policy Institute at Carolina
Min Sun, University of Washington. The Longitudinal Effects of School Improvement Grants. Alec Kennedy, San Francisco Unified School District (SFUSD), Susanna Loeb, Brown University
7.07 - Standards and Curriculum Reform
Room: Bennie Moten A

Chair: Douglas N. Harris, Tulane University

Niu Gao, Public Policy Institute of California. Impact of the Common Core State Standards: Early Evidence from California. Anastasia Semykina, Florida State University
Morgan Polikoff, University of Southern California. Who Moves First? Using Survival Analysis to Understand the Timing of Common Core Curriculum Adoptions. Shira A. Korn, University of Southern California
Joshua Bleiberg, Vanderbilt University. Does the Common Core Have a Common Effect?: An Exploration of Effects on At-risk Groups
Adam Tyner, Thomas B. Fordham Institute. End-of-Course Exams as Accountability Tools. Matthew Larsen, Lafayette College
7.08 - School Choice and Desegregation II
Room: Bennie Moten B

Chair: Marcus A. Winters, Boston University

Danielle Sanderson Edwards, Michigan State University. Just Out of Reach: Estimating Relationships Between School Location, Quality, and Choice in Detroit. Joshua Cowen, Michigan State University
Karan Singhal, IIM Ahmedabad. Can a Mandate for Inclusion Change School Choices for Disadvantaged Parents? – Evidence from Urban India. Ambrish Dongre, IIM Ahmedabad, Ankur Sarin, IIM Ahmedabad
Nicholas Mark, New York University. Going it Alone? (Dis)-similarity in Peers’ High School Choices. Sean P. Corcoran, Vanderbilt Universityy, Jennifer L. Jennings, Princeton University
Dave Marcotte, American University. Socioeconomic Segregation and School Choice in American Public Schools . Kari Dalane, American University
7.09 - Looking for Explanations for Gender and Racial Inequities in STEM
Room: Julia Lee A

Chair: Tatiana Melguizo, University of Southern California

Federick Ngo, University of Nevada. The Effect of Developmental Math on Community College Students’ Persistence in STEM: Variation by Race, Gender, Achievement, and Aspiration. Elizabeth S. Park, University of Southern California
Rachel Baker, University of California- Irvine. Insurance against a Bad Grade: Behavioral Responses by Gender to a Freshman Grade Forgiveness Policy. Kalena E. Cortes, Texas A&M University
Jessica Gottlieb, Texas Tech University. An Exploratory Study of the Relationship between Academic Ability and STEM Major Selection. Jon McNaughtan, Texas Tech University, Grant Jackson, University of Michigan
CJ Libassi, The College Board. A National Picture of Demographic Differences in Major Choice: Evidence from the Universe of SAT Takers between 2008 and 2011. Julian Hsu, The College Board
7.10 - New Insights into the Effects of State Merit Aid Programs
Room: Julia Lee B

Chair: Brent Evans, Vanderbilt University

Junpeng Yan, University of Missouri. State Merit-based Financial Aid and Post-Secondary STEM Enrollment and Attainment: Evidence from Missouri
Yuxin Lin, Teachers College Columbia University. Spillover Effect: How Do Ineligible Institutions React to Merit-aid Programs?. Anyi Wang, Earth Institute Columbia University
Breyon Williams, University of South Carolina. Who Does Aid Help? Examining Heterogeneity in the Effect of Student Aid on Achievement
Breno Braga, Urban Institute. Hope for the Family: The Effects of Merit Aid Programs on Parental Labor Supply. Olga Malkova, University of Kentucky
7.11 - Returns to Alternative Academic Pathways
Room: Andy Kirk A

Chair: Bradley Curs, University of Missouri

Mikko Silliman, Harvard University. Labor Market Returns to Vocational Secondary Education. Hanna Virtanen, ETLA
Shaun Dougherty, Vanderbilt University. The Effects of Attending a Career Technical High School on Human Capital Accumulation. Eric Brunner, University of Connecticut, Stephen Ross, University of Connecticut
Melissa Cominole, RTI International. Employment Outcomes for Graduates of Washington State's Applied Baccalaureate Degree Programs
Blake Heller, Harvard University. Adult ESOL Classes, Language Skills, and Immigrant Success: Measuring the Returns to Improved English Fluency for Recent Immigrants to Massachusetts. Kirsten Slungaard Mumma, Harvard University
7.12 - What’s Not the Matter with Kansas?
Room: Andy Kirk B

Chair: Bruce Baker, Rutgers University

Policy Maker or Practitioner: Ed O'Malley, CEO Kansas Leadership Center and Former State Rep & former Candidate for Governor (R)
Discussants: Bruce D. Baker, Rutgers University, Bob Kim, Rutgers University, Jesse Levin, American Institutes for Research, Lori Taylor, Texas A&M

As a discussion point for this panel, we posit that the State of Kansas has become an exemplar for school finance reform. Of particular interest is the role of high-quality empirical evidence, which has served to inform legislative and judicial deliberations over Kansas school finance reforms for two decades. This session will begin with discussion and analysis of additional contributors to the ongoing progress on Kansas school finance reforms, including 1) The 1966 Kansas Constitution Education Articles, the governance structure and obligations established in Article 6, which provides for an independently elected State Board of Education, with self-executing constitutional powers to oversee elementary and secondary education, and obligates the legislature to “make suitable provision for finance of the educational interests of the state”; 2) the state’s judicial selection and retention process which has led to a panel of experienced high court judges with in-depth understanding of the complexities of school finance policy and its intersection with state constitutional requirements, 3) a legislature which has been generally responsive to judicial pressure, and supportive of obtaining and using high quality evidence, 4) a trusted and competent non-partisan legislative research division, and 5) legal counsel with deep knowledge and institutional history representing plaintiffs in several rounds and decades of litigation.

7.13 - AEFP Pre-doctoral Scholars
Room: Yard Bird A

The Association for Education Finance and Policy is launching a new program targeted for current undergraduate or masters-level students from traditionally underrepresented populations to pursue further graduate work and careers in education policy, research, and finance.

The AEFP Pre-Doctorate Fellows program will take place March 21-23, 2019 in Kansas City, Missouri at AEFP’s 44th Annual Conference. Researchers will present on topics such as financial aid and student debt in higher education, K-12 school choice and accountability, and addressing inequality in education systems. In addition, Fellows will have professional development sessions about applying to graduate school and career development.