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 X - Saturday, March 23, 2019 - 10:15am to 11:45am
10.01 - New Evidence on Developmental Education
Room: Big Joe Turner B

Chair: Oded Gurantz, University of Missouri

Ashley N. Donaldson, Saint Louis University. Hand-in-Hand: A Difference-in-Difference Evaluation of Co-requisite Developmental Education at Public Postsecondary Institutions in Arkansas. Evan Rhinesmith, Saint Louis University, Amy Baldwin, University of Central Arkansas, Keith Pachlhofer, University of Central Arkansas, Leslie Gomes, University of Central Arkansas
Angela Boatman, Vanderbilt University. Remedial Math Goes to High School: The Impact of the Tennessee SAILS Program. Thomas Kane, Harvard University, Whitney Kozakowski, Harvard University, Christopher Bennett, Vanderbilt University, Rachel Hitch, Harvard University
Toby J. Park, Florida State University. The Cost Implications of Developmental Education Reform: Evidence from Students and Institutions in Florida. Christine G. Mokher, Florida State University, Shouping Hu, Florida State University
Florence Xiaotao Ran, Community College Research Center. Better Together? The Effect of Co-requisite Remediation in Tennessee Community Colleges. Florence Xiaotao Ran, Community College Research Center, Yuxin Lin, Community College Research Center
10.02 - Teacher Evaluation System Design and Teacher Responses
Room: Lester Young A

Chair: Matthew P. Steinberg, University of Pennsylvania

Luis A. Rodriguez, New York University. An Examination of Tenure and Teacher Perceptions of Evaluation: Evidence from Tennessee. Karin Gegenheimer, Vanderbilt University, Matthew G. Springer, University of North Carolina at Chapel Hill
Matthew G. Springer, University of North Carolina at Chapel Hill. Does Feedback Matter? Performance Management and Improvement in Public Education. Karin Gegenheimer, Vanderbilt University, Seth B. Hunter, George Mason University, Cory Koedel, University of Missouri
Seth B Hunter, George Mason University. The Effects of Increasing the Number of Observations Per Teacher on Student Discipline
Teresa Romano, Emory University. Does Evaluation Distort Teacher Effort and Decisions? Quasi-experimental Evidence from a Policy of Retesting Students. Esteban Aucejo, Arizona State University, Eric Taylor, Harvard University
10.03 - The Impact of State School Finance Policies
Room: Lester Young B

Chair: Claudia Persico, American University

Chuanyi Guo, University of Illinois at Chicago. The Impact of State Intervention on School District Fiscal Performance: Evidence from a Regression Discontinuity Design
Jeffrey Zabel, Tufts University. Educational Equality in Massachusetts: School Finance Reform and Tax and Expenditure Limitations. Jaeho Kim, Tufts University, Thomas Downes, Tufts University
Youngsung Kim, University at Albany. Property Tax Caps and the Achievement Gap between Poor and Wealthy Districts. Lucy C. Sorensen, University at Albany-SUNY, Moontae Hwang, University at Albany
Alex E. Combs, University of Kentucky. Does State Intervention in Local Property Assessments Impact School Finance Equalization? Evidence from Kentucky. John Foster, Southern Illinois University Edwardsville, Eugenia F. Toma, University of Kentucky, Erin Troland, U.S. Department of the Treasury
10.04 - What Drives the Choice of a Major?
Room: Jay McShann A

Chair: Lindsay Jarratt, The University of Iowa

Derek Rury, University of California - Davis. Beliefs, Ability and College Majors
Vivian Liu, Community College Research Center. Major Decision: The impact of Major Switching on Academic Outcomes. Soumya Mishra, Community College Research Center, Elizabeth Kopko, Community College Research Center
Li Tan, Purdue University. The Influence of High School Experiences on College Engineering Major Choice. Joyce B. Main, Purdue University
Richard Patterson, United States Military Academy. Timing is Everything: Evidence from College Major Decisions. Nolan Pope, University of Maryland, Aaron Feudo, United States Military Academy
10.05 - Using Randomized Control Trials to Evaluate Interventions
Room: Mary Lou Williams A

Chair: Seth Gershenson, American University

Han Yu, Texas A&M University. Am I the Big Fish? The Effect of Self-perceived Ordinal Rank on Student Academic Performance in Middle School
Emma Alterman, MDRC. Integrating Writing and Technology in the Classroom: Lessons from a Randomized Field Trial in New York City . Rekha Balu, MDRC, Zeest Haider, MDRC
Jennifer Vadas, University of Wisconsin-Madison. A Theoretical Model of the Impact of Ability Grouping on Learning and Empirical Evidence from a Randomized Control Trial in the U.S. . Bradley Carl, University of Wisconsin-Madison, Daniel Marlin, University of Wisconsin-Madison, Cemile Sahin, Independent
Soobin Kim, Michigan State University. Towards Understanding the Growth Mindset Mechanisms in Higher Education. John Yun, Michigan State University, Barbara Schneider, Michigan State University
10.06 - The Distribution of Teacher Quality and Qualifications
Room: Mary Lou Williams B

Chair: David Blazar, University of Maryland College Park

Tim Sass, Georgia State University. Testing, Teacher Turnover and the Distribution of Teachers across Grades and Schools. Dillon Fuchsman, University of Arkansas, Gema Zamarro, University of Arkansas
Jesse Wood, Michigan State University. Equity in the Distribution of Special Education Teachers: Comparing Teacher Quality Measures across Student Demographics. Katharine Strunk, Michigan State University, Scott A. Imberman, Michigan State University, Ijun Lai, Michigan State University, Daman Chhikara , Michigan State University, Nathan Jones, Boston University
Lixia Qin, Texas A&M University. The Distribution of Teacher Qualification: A Cross-National Study. Daniel Bowen, Texas A&M University
Stephen B. Holt, University at Albany-SUNY. Charter School Growth and the Evolution of Local Teacher Labor Markets. Lucy C. Sorensen, University at Albany-SUNY
10.07 - Geographical and Related Challenges for School Choice
Room: Bennie Moten A

Chair: A. Abigail Payne, University of Melbourne

Andrew D. Catt, EdChoice. Indiana’s Non-Traditional School Choice Deserts: Where Do Hoosier K–12 Students Not Have Access to Charter, Magnet, or Voucher Schools?. Michael Shaw, EdChoice
Shaiza Qayyum, Ernst & Young. Housing Demand and Private Schooling
Christopher Rick, Syracuse University. Do Long Bus Rides Harm Student Outcomes? Evidence from New York City. Sarah A. Cordes, Temple University, Amy Ellen Schwartz, Syracuse University
10.08 - Measuring Outcomes in Post-secondary Education
Room: Bennie Moten B

Chair: ERIC EIDE, Brigham Young University

Jonathan C. Rork, Reed College. The Paradox of HBCU Graduation Rates. Ethan Gordon, Reed College, Zackary B. Hawley, Texas Christian University, Ryan Kobler, Reed College
Kristin Blagg, Urban Institute. Measuring Program-level Completion Rates Using Virginia Higher Education Data. Victoria Lee, Urban Institute, Macy Rainer, Urban Institute, Matthew Chingos, Urban Institute
Maria Ferreyra, World Bank. Estimating the Educational and Labor Market Outcome Gains for Students Attending Academic Short-cycle Programs in Colombia. Tatiana Melguizo, University of Southern California, Angelica Maria Sanchez Diaz, World Bank, Gema Zamarro, University of Arkansas
Matias Fresard Lillo, Duoc UC. The Effects of Remedial Math on Student Outcomes: Evidence from an Open-access Higher Education Institution in Chile using Regression Discontinuity Design. Angela Boatman, Vanderbilt University, Susana Claro, Pontificia Universidad Catolica de Chile, Ricardo D. Paredes, Duoc UC, Matias Fresard Lillo, Duoc UC, Jenna W. Kramer, Vanderbilt University
10.09 - Navigating Students Loans: Aversion and Choice Overload
Room: Julia Lee A

Chair: MARK LONG, University of Washington

Brent Evans, Vanderbilt University. Do Loan Averse Attitudes Predict College Borrowing Decisions and Enrollment Behaviors?. Angela Boatman, Vanderbilt University
Lesley J. Turner, University of Maryland. Student Loan Choice Overload. Benjamin M. Marx, University of Illinois at Urbana-Champaign
Drew M. Anderson, RAND Corporation. The State of Financial Knowledge in College: New Evidence from a National Survey. Johnathan G. Conzelmann, RTI International, T. Austin Lacy, RTI International
Christina Lamb, University of Florida. The Effects of the Default Choice on Student Loan Borrowing: Experimental Evidence from a Public Research University.. Dennis A. Kramer II, University of Florida, Lindsay C. Page, University of Pittsburgh
10.10 - Pedagogical Choices and Early Academic Performance
Room: Julia Lee B

Chair: Lori Taylor, Texas A&M University

Hannah Denker, University of Colorado Boulder. Comparing Academic Time Use across Second and Third Grades. Daphna Bassok, University of Virginia, Mimi Engel, University of Colorado Boulder, Allison Atteberry, University of Colorado Boulder
Amanda Ketner, University of Michigan. Who Makes the Best Implementer? Examining Teacher Experience and Education in Early Childhood Education in a Cluster-Randomized Trial in Chile. Christina Weiland, University of Michigan, Susana Mendive, Pontificia Universidad Católica de Chile
Claudia Gentile, NORC at the University of Chicago. Challenges in Evaluating an Early Childhood Literacy Program: Getting It Wrong, Getting It Right and Key Lessons Learned. Diane Waff, University of Pennsylvania
Irma Arteaga, University of Missouri. Effects of ESL Classes on Literacy and Math Skills in the Early Grades. Irma Arteaga, University of Missouri
10.11 - Teacher-Student Matches and Outcomes
Room: Andy Kirk A

Chair: Christina Collins, United Federation of Teachers

Marcos A. Rangel, Duke University. Teacher Biases: Evidence on the Role of Early-career Experiences. Ying Shi, Stanford University
Katie Vinopal, The Ohio State University. Do Students Fare Better if Their Teachers Share Their Socioeconomic Background?. Constance Lindsay, Urban Institute
NaYoung Hwang, University of Notre Dame. Teacher Gender and Student Outcomes: What Are the Effects of Having a Gender Congruent Teacher on Student Development in Primary Schools?. Brian Fitzpatrick, University of Notre Dame
Cassandra Hart, University of California. Teacher-Student Demographic Match and Identification for Gifted Programs. Constance Lindsay, Urban Institute
10.12 - Refining Methods for Examining and Reporting English Learner Progress and Attainment
Room: Andy Kirk B

Chair: Jennifer Norton, Office of the State Superintendent of Education (OSSE)

Policy Maker or Practitioner: Jennifer Norton, Office of the State Superintendent of Education (OSSE)
Discussants: Chandi Wagner, Office of the State Superintendent of Education (OSSE), Diane August, American Institutes for Research (AIR)

This proposed panel will convene state policy practitioners and a national-level researcher to discuss the opportunities and challenges of accountability frameworks as they apply to ELs. The objective of the panel is to share best practices for incorporating EL subpopulations in accountability frameworks and state report cards, while also addressing complex challenges where refinements are sought. The panel will present one state’s context and approaches, which will be then be situated in the larger national context from a researcher’s perspective.

In U.S. schools, students classified as English Learners (ELs) comprised 9.5% of the overall student population in 2015, a proportion that has been increasing over time (NCES, 2017). As U.S. schools educate an increasing linguistically and culturally diverse student population, state educational policies and educational research must keep pace in order to ensure that all students not only have equitable access to quality educational opportunities, but are also reaching achievement targets. In particular, with the reauthorization of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), state education agencies must now report EL students’ achievement as a subgroup as part of Title I accountability and must develop growth targets for students’ annual progress toward acquiring proficiency in English.

Now that ESSA state plans are the implementation phase, states are working to refine their methods for examining and reporting EL progress and attainment. The panel will include remarks on the minimum n-size for disaggregating accountability data for a subgroup, and the tensions in determining the optimal n-size for various state contexts. The panel will share innovative ways for examining the progress of EL students, using data visualizations that show achievement results for those ELs who have been reclassified, those who are current ELs, and those who have been classified as ELs for more than five years. Additionally, issues surrounding students who are dually-identified as eligible for EL and special education services will be addressed. Discussion will include comparing and contrasting solutions to complex policy decisions, with the ultimate goal of accounting for students’ growth equitably.