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 VIII - Friday, March 20, 2020 - 2:45pm to 4:15pm
8.01 - Impacts of Feedback and Evaluation Results on Teacher Practice
Room: Live Oak V

Chair: Matthew Kraft, Brown University

Alvin Christian, Brown University. In Search of High-Quality Evaluation Feedback: An Administrator Training Field Experiment. Matthew A. Kraft, Brown University, Alvin Christian, Brown University
Lauren Sartain, University of North Carolina at Chapel Hill. Improving Teaching Practice and Student Learning: The Role of Teacher Evaluation. Lauren Sartain, University of North Carolina at Chapel Hill, Matthew P. Steinberg, George Mason University
Roddy Theobald, American Institutes for Research. Do Preservice Feedback Interventions Improve Teacher Practice? Evidence from the Massachusetts Candidate Assessment of Performance. James Cowan, American Institutes for Research, Zeyu Jin, American Institutes for Research, Dan Goldhaber, American Institutes for Research
Anna Nicotera, Basis Policy Research. Do Human Capital Management System Supports That Improve the Use of Educator Evaluation Data Increase Student Performance? . Anna Nicotera, Basis Policy Research, Lori Renfro, Office of the Maricopa County School Superintendent, Kiel McQueen, Basis Policy Research
8.02 - Navigating the Schooling System - Part 2
Room: Live Oak III

Chair: Sarah A. Cordes, Temple University

Samuel J. Kamin, University of Connecticut. You can't always get what you want: Impact of school desirability on academic outcomes
Jeanne Powers, Arizona State University. How Do Immigrant Parents Participate in Public School Choice? Evidence from the 2016 Parent and Family Involvement Survey. Margarita Pivovarova, Arizona State University
Sivan Tuchman, Center on Reinventing Public Education. How Parents Choose: Students with Disabilities in New Orleans. Matthew Larson, Lafayette, Sivan Tuchman, Center on Reinventing Public Education, Jon Valant, Brookings Institution
Sean P. Corcoran, Vanderbilt University. Roads Diverging: Middle School Choice in New York City. Sean P. Corcoran, Vanderbilt University, Lauren Covelli, Vanderbilt University, Jennifer L. Jennings, Princeton University
8.03 - Educational Funding from the Private Sector
Room: Live Oak I

Chair: Dave E. Marcotte, American University

Erika Kitzmiller, Barnard College. Relying on Philanthropy to Fund Public Schools: Cleveland, Detroit, and Philadelphia, 1915 – 1935
Dhriti Stocks, University of Texas at Dallas. Tiebout Working Backwards: Towards a Theory of Philanthropic Engagement in Local Communities
Nell Williams, University of Pennsylvania. Schools Just Wanna Have Funds: Evidence on the Distribution of Philanthropic Giving Across and Within Public School Sectors. Haisheng Yang, University of Pennsylvania
Thomas Downes, Tufts University. The Determinants of Family Spending on Academic Tutoring and Other Extracurricular Activities for Children. Kieran Killeen, University of Vermont
8.04 - School Boards & Districts: Resources and Representation
Room: Live Oak II

Chair: Marisa Cannata, Vanderbilt University

Brett Fischer, University of Virginia. No Spending Without Representation: School Boards and the Racial Gap in Education Finance
Kylie Anglin, University of Virginia. The Impact of District Autonomy on Student Achievement and Teacher Qualifications. Kylie Anglin, University of Virginia
Sandy Frost Waldron, Michigan State University. Crafting Coherence: Strategic Engagement with District-level School Turnaround. Chris Torres, Michigan State University, Sandy Frost Waldron, Michigan State University, Jason Burns, Michigan State University
Konstantin Kunze, University of California - Davis. The Effect of School Board Racial Composition on Student Outcomes: Evidence from California’s Hispanic Population. Natalia Orlova, University of California - Davis, Derek Rury, University of California - Davis
8.05 - Labor Market Outcomes
Room: Post Oak

Chair: Lisa Barrow, Federal Reserve Bank of Chicago

Carolyn J. Heinrich, Vanderbilt University. Does the Labor Market Give Credit for Learning Online? Digital Instruction in High School and Student Post-Secondary and Labor Market Outcomes. Carolyn J. Heinrich, Vanderbilt University
Katharine Meyer, Brown University. Stacking the Deck for Employment Success: Labor Market Returns to Stackable Credentials. Daniel Rodriguez, University of Virginia, Kelli Bird, University of Virginia, Benjamin Castleman, University of Virginia
Lois Miller, University of Wisconsin-Madison. Effects of College Quality: Mechanisms of Earnings Increases. Lois Miller, University of Wisconsin-Madison
Kevin Stange, University of Michigan. How Skills, Majors, and Jobs Relate: Descriptive Evidence from the Universe of Online Job Ads. Kevin Stange, University of Michigan, Steven Hemelt, University of North Carolina, Brad Hershbein, Upjohn Institute
8.06 - Pathways through Postsecondary Study: Articulation Agreements, Reverse Transfer, and Student Progress
Room: West Fork I

Chair: Judith Scott-Clayton, Columbia University

Rachel Worsham, North Carolina State University. Early Effects of North Carolina’s Comprehensive Articulation Agreement on Bachelor’s Degree Completion . Melissa Whatley, North Carolina State University, Renee Barger, North Carolina State University, Audrey Jaeger, North Carolina State University
Nicholas Voorhees, University of Florida. Give it a swirl? An examination of the influence of four-year students taking entry-level math courses at the local community college. Justin Ortagus, University of Florida, Erica Marti, University of Nevada
Elizabeth Friedmann, UC Davis. The Effect of California’s Associate Degrees for Transfer on BA Receipt and Efficiency. Rachel Baker, UC Irvine, Elizabeth Friedmann, UC Davis, Michal Kurlaender, UC Davis
Hidahis Mesa, Vanderbilt University. What is the effect of institution-level articulation policies on vertical transfer rates for community college students?. Adela Soliz, Vanderbilt University, Hidahis Mesa, Vanderbilt University
8.07 - The Production of Higher Education: Academic Skills, Instructors, and Performance-Based Aid
Room: West Fork II

Chair: Dennis A Kramer II, University of Florida

Christopher Erwin, Auckland university of Technology. Performance-based aid, enhanced advising, and the income gap in college graduation: evidence from a randomized controlled trial. Melissa Binder, University of New Mexico, Cynthia Miller, MDRC, Kate Krause, University of New Mexico
Maria Zhu, Syracuse University. Limited Contracts, Limited Quality? Effects of Adjunct Instructors on Student Outcomes
Jessica Goldstein, University of Arkansas. Advanced placement and long-run student outcomes in Arkansas. Joshua McGee, University of Arkansas, Jonathan Mills, University of Arkansas
Alexandria M. Hurtt, University of California Davis. Does Course Availability Matter? Measuring the Effect of Adopting the Expository Reading and Writing Course
8.08 - The Legacy of an Era of State Disinvestment in Postsecondary Education
Room: Elm Fork II

Chair: Lesley J. Turner, Vanderbilt University

Junghee Choi, Penn State University. Declines in State Funding and Curricular Changes in U.S. Higher Education. Junghee Choi, Penn State University
Max Mathias, UC Davis. Students Make Cents: How state cuts to public university funding increase tuition and crowd out resident students. Max Mathias, UC Davis
Ozan Jaquette, UCLA. Faculty Hiring at the Out-of-state University. Bradley Curs, University of Missouri
Sophia Laderman, SHEEO/University of Denver. Measuring Publicness in the Era of Postsecondary Disinvestment. Sophia Laderman, SHEEO/University of Denver, Jason Lee, SHEEO, Nick Hillman, University of Wisconsin, David Tandberg, SHEEO
8.09 - Free College, Tuition Price Shocks and Debt
Room: Elm Fork I

Chair: Kelly Rosinger, Penn State University

Daniel Kreisman, Georgia State University. The Effect of Tuition Price Shocks on Graduation and Earnings. Jonathan Smith, Georgia State University, Jennifer Ma, The College Board, Matea Pender, The College Board
Dubravka Ritter, Federal Reserve Bank of Philadelphia. The Graying of Student Debt. Stephanie Cellini, George Washington University, Rajeev Darolia, University of Kentucky
Austin Lacy, RTI International. Examining State Aid: A Long-Term Assessment of Merit-Based Aid Policies on Student Retention Post-Graduation. Rachel Burns, RTI International
Takeshi Yanagiura, Columbia University. Should Free College Policies Require Academic Achievement? Effects of Credit Completion Requirement for Eligibility Renewal for Low-Income Students
8.10 - Emerging Policy Issues in Higher Education
Room: Bur Oak

Chair: Nicholas Wright, Florida Gulf Coast University

Douglas Webber, Temple University. When Do Students and Taxpayers See a Return? Optimal Accountability Thresholds in Higher Education. Douglas Webber, Temple University
Daniel A. Collier, Upjohn Institute. Exploring the Relationship of Enrollment in IDR to Borrower Demographics and Financial Outcomes. Dan Fitzpatrick, Western Michigan University, Chris Marsicano, Davidson University
Stephen R. Porter, North Carolina State University. Scholarship-based performance funding policies: do they increase faculty productivity?. Charles Mathies, University of Jyväskylä, Stephen R. Porter, North Carolina State University, Paul D. Umbach, North Carolina State University, Mio Takei, The Institute for Statistical Mathematics, Keisuke Honda, The Institute for Statistical Mathematics
Jeremy Wright-Kim, University of Pennsylvania. Another unfunded mandate? Institutional effects of Maryland’s dual enrollment policy. Taylor K. Odle, University of Pennsylvania, Ji Yeon Bae, University of Pennsylvania, Abigail Dym, University of Pennsylvania
8.11 - Examining the Research and Policy Shaping School Integration Efforts: Lessons from New York City
Room: Trinity Central

Chair: Sadye Campoamor, New York City Department of Education

Policy Maker or Practitioner: Sadye Campoamor, New York City Department of Education
Discussants: Nicole Mader, Center for New York City Affairs, Kathryn Hill, The Research Alliance for New York City Schools, Zitsi Mirakhur, The Research Alliance for New York City Schools, Matt Gonzalez, Metropolitan Center for Research on Equity and the Transformation of Schools

Despite New York City’s tremendously diverse public school population, low-income Black and Latino students largely attend school apart from affluent White students (Kucsera & Orfield, 2014), contributing to unequal access to educational opportunities. While school segregation is a longstanding challenge, the issue has recently received renewed and more urgent attention in the press and from policymakers, educators, students, and community members across the City. In particular, three community school districts (CSDs) are rolling out desegregation efforts: In each of these CSDs, middle schools are setting aside a proportion of available seats for vulnerable students, including those with low scores on state exams, students who experience homelessness, and English Language Leaners. These initiatives represent a form of “controlled choice” (Frankenberg, 2017), where school admissions policies are changed in an attempt to lessen school segregation, while still maintaining school choice.

As these plans are being implemented, the public conversation has focused not only on changing enrollment policies to make schools more representative of the diversity of the City, but also on creating meaningful integration inside schools. There is a growing consensus that these desegregation plans should be assessed based on the degree to which they help ensure that students have access to inclusive learning environments; that students feel safe, culturally affirmed, and intellectually supported; and that students have the opportunity to learn from peers who have a diverse range of perspectives and experiences.

This panel will bring together researchers, policymakers, and practitioners based in New York City to take stock of school desegregation efforts, describe the policy context, and offer perspectives for other cities engaging in this work. Panelists will draw on scholarship aimed at a better understanding of the relationship between school segregation and inequality, as well as practical experience developing and implementing policies and practices that aim to create diverse and inclusive learning environments for students. The panel will open with Nicole Mader, Senior Research Fellow at Center for New York City Affairs, who will provide an overview of trends in racial and socioeconomic segregation, including evidence that some school choice policies can exacerbate the problem. Then, Sadye Campoamor, Director of Community Affairs for the New York City Department of Education’s Division of Community Empowerment, Partnerships, and Communications, will discuss the development and early results of controlled choice policies that seek to lessen segregation across the City. Next, Kathryn Hill and Zitsi Mirakhur, Research Associates from the Research Alliance for New York City Schools at New York University (NYU), will discuss findings from a qualitative research study in the three districts discussed above, highlighting challenges that school and district leaders anticipated as desegregation initiatives were getting underway. Finally, Matt Gonzales, Director of the Integration and Innovation Initiative at the Metropolitan Center for Research on Equity and the Transformation of Schools at NYU, will discuss his work with schools to develop integration plans and strategies, and the tools they use to support and monitor progress. This panel will offer a diverse range of perspectives, for a comprehensive conversation around what it takes to pursue meaningful desegregation and integration, challenges along the way, and lessons for school and district leaders trying to implement similar initiatives across the country.