AEFP 45th Annual Conference

Toward a Meaningful Impact through Research, Policy & Practice

March 19-21, 2020

AEFP 45th Annual Conference Program

Please note: All times are Central Time (CT)

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Concurrent Session X - Saturday, March 21, 2020 - 10:15am to 11:45am
10.01 - Factors Shaping Early Childhood & Kindergarten Outcomes

Chair: Christine Pitts, NWEA

Michah W. Rothbart, The Maxwell School of Syracuse University. Disadvantaged from Day 1? Evidence on the school readiness gap between poor and non-poor students. Colleen Heflin, The Maxwell School of Syracuse University, Mattie Mackenzie-Liu, The Maxwell School of Syracuse University
Dave E. Marcotte, American University. The Effects of Air Quality on School Readiness and Performance. Katie Vinopal, Ohio State University
Elise Chor, Temple University. Head Start’s Buffering Effect against Household Instability
Elc Estrera, Wake County Public School System. The Effects of Delayed Kindergarten Entry on Early Literacy and Reading Outcomes: Evidence from Universal Screeners and a Regression Discontinuity Design
10.02 - Teacher Turn-Over: The Principal's Role

Chair: Jane Arnold Lincove, University of Maryland

Amy Cummings, Michigan State University. Informal Teacher Exit: Are Principals Really "Counseling Out" Low Performers?. Nat Malkus, American Enterprise Institute
David DeMatthews, University of Texas. The Texas Churn: Understanding the Relationship Between Principal Turnover and Teacher Attrition. David Knight, University of Washington
Ryan Veiga, Education Analytics. Impact of Principal Movement on School Teacher Turnover Rates. Robert Meyer, Education Analytics, Anthony Milanowski, Education Analytics
10.03 - The Impact of School Leadership

Chair: Jason Grissom, Vanderbilt University

Anna Moyer, Vanderbilt University. Match or Mismatch? Assistant Principals’ Leadership Tasks and Their Performance Evaluations . Ellen Goldring, Vanderbilt University, Karin Gegenheimer, Vanderbilt University
Xintong Li, University of Missouri. Does quality principal feedback help improve teaching practices? Perspectives from the teachers and students in an authentic evaluation system. Jihyun Kim, Lehigh University
Erica Harbatkin, Vanderbilt University. Are There Turnaround Principals?
David D. Liebowitz, University of Oregon. Principals' Role in Student Outcomes: Pathways into the Principalship and Heterogeneous Effects. Lorna Porter, University of Oregon
10.04 - Approaches to Spur Student Engagement

Chair: Joshua Childs, University of Texas at Austin

NaYoung Hwang, University of Notre Dame. Teacher Looping and English Language Learners: Does Repeating Student-Teacher Match Enhance English Language Learners’ Academic Achievement?
Daniel Mangan, University of Colorado Boulder. Through the Looping Class: A Quasi-Experimental Look at Looping in New York City Schools. Daniel Mangan, University of Colorado Boulder, Allison Atteberry, University of Colorado Boulder
Sarah Winchell Lenhoff, Wayne State University. What’s Missed When Measures of Chronic Absenteeism are Used to Inform Attendance Interventions?. Sarah Winchell Lenhoff, Wayne State University, Jeremy Singer, Wayne State University
10.05 - School Choice and Performance

Chair: Carolyn Herrington, Florida State University

Jane Friesen, Simon Fraser University. Sorting, peer effects and school effectiveness in private and public schools. Jane Friesen, Simon Fraser University, Ricardo Meilman Cohn, Simon Fraser University, Simon Woodcock, Simon Fraser University
Ira Nichols-Barrer, Mathematica. KIPP Middle Schools’ Impact on Early College Outcomes: Long-Term Evidence from a Lottery-Based Experiment . Thomas Coen, Mathematica, Phil Gleason, Mathematica
Brian Holzman, Rice University. School Choice and Educational Outcomes among Newcomer Immigrant Students. Brian Holzman, Rice University, Camila Cigarroa Kennedy, Rice University, Aimee Chin, University of Houston, Stephanie Potochnick, UNC Charlotte, Kalena Cortes, Texas A&M University
David Griffith, Thomas B. Fordham Institute. Rising Tide: Charter School Market Share and Student Achievement
10.06 - State Aid Funding Fairness

Chair: Thomas Downes, Tufts University

Zachary Oberfield, Haverford College. The politics of fair funding: Analyzing the redistribution of U.S. education dollars. Bruce Baker, Rutgers University
Bo Zhao, Federal Reserve Bank of Boston. Estimating the Cost Function of Connecticut Public K–12 Education: Implications for Inequity and Inadequacy in School Spending
Kenneth Shores, Pennsylvania State University. Long-Term Progressivity in Educational Spending: Description and Causes of Variation among States . Christopher Candelaria, Vanderbilt University, Shelby McNeill, Vanderbilt University, Elinor Williams, University of Pennsylvania
Nga Le, Florida International University. A Revised Approach to the Education Equalization Grant Policies: Evidence from the Effectiveness of Florida Education Finance Program . Hai Guo, Florida International University
10.07 - School Climate and Student Discipline

Chair: Rachel Perera, Pardee RAND Graduate School

David S. Woo, Vanderbilt University. Addition by Division: Estimating the contributions of assistant principals to school climate
Norman Paul Gibbs, Arizona State University. School climate, immigrant transitions, and civic dispositions in Finland: Findings from the 2016 IEA International Civic and Citizenship Education Study. Norman Paul Gibbs, Arizona State University, Margarita Pivovarova, Arizona State University
Richard O. Welsh, New York University. Teachers’ Perspectives on School Discipline: Evidence from New York City . Luis A. Rodriguez, New York University
Elisabeth H. Kim, Teachers College. Intentionally Diverse Public Schools: An Examination of Restorative Justice Practices . Elisabeth H. Kim, Teachers College, Sophia Seifert, Temple University, Sarah Cordes, Temple University, Priscilla Wohlstetter, Teachers College
10.08 - An Exploration of Some of the Causes and Consequences of Segregation

Chair: Joshua Goodman, Brandeis University

Lucrecia Santibanez, Claremont Graduate University. School Mobility Among Vulnerable Students in California: Incidence and Causes. Cassandra Guarino, UC Riverside, Robert K. Ream, UC Riverside
Elise Dizon-Ross, Stanford University. Affordable Housing Development and School Diversity: Evidence from the Low-Income Housing Tax Credit. Elise Dizon-Ross, Stanford University
Jeanne M. Powers, Arizona State University. Documenting Durable Inequality: The Association Between Redlining and Contemporary Patterns of School Segregation In Denver, CO. Jeanne M. Powers, Arizona State University, Lydia Ross, Arizona State University
Tatiana Velasco Rodriguez, Teachers College Columbia University. The effect of socioeconomic diversity on students’ social interactions. Evidence from an elite university in Colombia
10.09 - The Evolution of Developmental Education: Co-requisites, Exemptions, and Wisdom on Policy Paths Forward

Chair: Julie A. Edmunds, University of North Carolina at Greensboro

Florence Xiaotao Ran, Community College Research Center. Does It Work for Everyone? The Heterogeneous Effects of Corequisite Remediation Reform. Florence Xiaotao Ran, Community College Research Center
Christine Mokher, Florida State University. Shining the spotlight on those outside Florida’s DE reform limelight: The impact of developmental education reform for non-exempt students. Christine Mokher, Florida State University, Toby Park-Gaghan, Florida State University, Shouping Hu, Florida State University
Kai Zhao, Florida State University. Examining the Impacts of Florida’s Developmental Education Reform for Non-Exempt Students: The Case of First-Year English and Math Course Enrollment and Success. Kai Zhao, Florida State University, Toby Park, Florida State University, Christine Mokher, Florida State University, Shouping Hu, Florida State University
Trey Miller, American Institutes for Research. Assessing the Effect of Corequisite English Instruction Using a Randomized Controlled Trial. Lindsay Daugherty, RAND, Paco Martorell, UC Davis, Russell Gerber, Texas Higher Education Coordinating Board, Christina LiCalsi, American Institutes for Research, Courtney Tanenbaum, American Institutes for Research, Rebecca Medway, American Institutes for Research
10.10 - Performance-based Funding in Higher Education

Chair: Nicholas Hillman, University of Wisconsin-Madison

Kelly Rosinger, Penn State University. Examining the Impact of Performance-Based Funding on College Access: The Role of Policy Design. Kelly Rosinger, Penn State University, Robert Kelchen, Seton Hall University, Justin Ortagus, University of Florida
Ekaterina Abalmasova, National Research University Higher School of Economics. The causal impact of performance-based funding on university performance: quasi-experimental evidence from a policy in Russian Higher Education. Tommaso Agasisti, Politecnico di Milano, Ekaterina Shibanova, National Research University Higher School of Economics, Aleksei Egorov, National Research University Higher School of Economics
Stephen Mayfield, University of Georgia. Examining the Financial Health of Public 4-Year Institutions: Impacts of Performance-Based Funding (PBF) Policies. Hee Jung Gong, University of Georgia
10.11 - The Impact of Targeted State and Local Post-secondary Policy

Chair: Frank Perrone, University of New Mexico

Ann Obadan, University of Missouri. Documenting their decisions: Can state aid programs minimize post-secondary barriers for undocumented immigrant students?. Oded Gurantz, University of Missouri
Roy Y. Chan, Indiana University Bloomington. How Does the 15 to Finish Initiative Affect Academic Outcomes of Low-Income, First-Generation Students? Evidence from a College Promise Program in Indiana
Ryan Eisner, American Institutes for Research. Postsecondary readiness among English learner students in a large urban school district: Results from a researcher-practitioner partnership. Elisabeth Davis, American Institutes for Research, Ryan Eisner, American Institutes for Research, Jose Gonzalez, Cleveland Municipal School District, Chad Henry, American Institutes for Research
10.12 - Lessons for Scale and Sustainability: Implications from Two Research-Practice Partnerships

Chair: Marisa Cannata, Vanderbilt University

Policy Maker or Practitioner: Derek Gordon, Broward County Public Schools
Discussants: Stacey Rutledge, Florida State University, Marisa Cannata, Vanderbilt University, Michael Calder, Fort Worth Independent School District, Orion Smith, Fort Worth Independent School District

To many, the sustainability of educational reforms is the true marker of success (Coburn 2003; Datnow 2005; Hargreaves and Goodson 2006; McLaughlin and Mitra 2001). For a reform to be sustained following the withdrawal of external support, it must be institutionalized—that is—embedded into school and district norms and organizational structures (Datnow 2005; McLaughlin and Mitra 2001; Redding, Cannata, and Taylor Haynes 2017). Yet, the success of efforts to reform and sustain teacher and school practices have generally been underwhelming. In one study representative of the challenges of sustaining school reform, Datnow (2005) finds that within six years of reform adoption, most of the 13 elementary schools studied had discontinued the reform due to changes in organizational infrastructure. Broadly, the literature identifies three key factors that hinder the sustainability of educational innovations: (1) state, district, and school policy changes, (2) turnover of teachers and school leaders, and (3) a lack of reform alignment with school structures (Datnow 2005; Friend et al. 2014; Sindelar et al. 2006). Changes in policy may incentivize teachers to pursue activities more closely aligned with new organizational goals. New teachers without knowledge or training on the reform are less likely to adequately implement reform practices. Finally, a lack of reform alignment with school structures may deplete reform efforts of key resources such as funding and time for training. In recent years, Research-Practice Partnerships (RPPs) are increasingly being formed as a strategic way to address the challenges of scaling educational reforms. RPPs are a promising approach to sustaining improvement work since they foster the development of social ties between stakeholders and create structures that support the learning and teaching of a reform (Bryk et al. 2015).