AEFP 43rd Annual Conference Program

Concurrent sessions

Select a concurrent session

Concurrent Session I - Thursday, March 15, 2018 - 8:30am to 10:00am

1.01 - Serving At-Risk Postsecondary Students

Room: Broadway 1

Chair: Silvia Robles, University of Michigan

Althea Webber, City University of New York. Starting to Succeed: The impact of the CUNY Start Program on Academic Momentum. Donna Linderman, City University of New York. (Paper panel)

Zachary Mabel, Harvard University. Experimental Evidence on Strategies to Increase College Completion for Students at Risk of Late Departure. Benjamin Castleman, University of Virginia, Eric Bettinger, Stanford University. (Paper panel)

Whitney Kozakowski, Harvard University. Pre-college Math Remediation in Tennessee. Chris Bennett, Vanderbilt University, Angela Boatman, Vanderbilt University, Thomas Kane, Harvard University. (Paper panel)

1.02 - Let's Eat!: The Effects of Free School Meals

Room: Broadway 2

Chair: Nora Gordon, Georgetown University

Thurston Domina, University of North Carolina at Chapel Hill. A poor proxy for poverty: Administrative free and reduced-price lunch data and household income. Quentin Brummet, U.S. Census Bureau, Nikolas Pharris-Ciurej, U.S. Census Bureau, Sonya R. Porter, U.S. Census Bureau, Andrew Penner, University of California - Irvine, Emily Penner, University of California - Irvine. (Paper panel)

Sarah Crittenden Fuller, University of North Carolina at Chapel Hill. Does Universal Access to Free School Meals Reduce Inequality in Educational Performance and Behavior?. Aubrey Comperatore, University of North Carolina at Chapel Hill. (Paper panel)

Adam Kho, Vanderbilt University. Free Meals for All: The effect of the community eligibility provision program in Tennessee. (Paper panel)

Will Davis, Georgia State University. Estimating the Effects of Free School Meal Provisions on Child Health: Evidence from the Community Eligibility Provision in Georgia Schools. Tareena Musaddiq, Georgia State University. (Paper panel)

1.03 - The Development of New Teachers

Room: Broadway 3

Chair: Jennifer Steele, American University

Jim Wyckoff, University of Virginia. Exploring the Development of Teaching Skills. Jessalynn James, University of Virginia, Eric Taylor, Harvard University, Emily Wiseman, University of Virginia. (Paper panel)

Sarah J. Rabovsky, University of Southern California. Taking Their First Steps: The distribution of new teachers into classroom and school contexts and implications for teacher effectiveness and growth . Paul Bruno, University of Southern California, Katharine O. Strunk, Michigan State University. (Paper panel)

Natalya Gnedko-Berry, American Institutes for Research. Networked Improvement Communities for Improving Equal Access to Effective Teachers: Initial evidence of effectiveness. Candace Hester, American Institues for Research, Trisha Borman, American Institutes for Research, David Manzeske, American Institutes for Research. (Paper panel)

Mikhail Pyatigorsky, IMPAQ International. Improving Literacy Skills through Teacher Professional Development: Interim report on reading apprenticeship strategies. (Paper panel)

1.04 - Supply, Demand & Quality in the Market for Early Childhood

Room: Broadway 4

Chair: Chloe Gibbs, University of Notre Dame

Weili Ding, Queen's University. New Evidence on How Universal Child Care Inﬂuenced Child Care Decisions and Child Development, Michael Kottelenberg, Huron University College, Steven Lehrer, Queen's University. (Paper panel)

Christina Weiland, University of Michigan. By What School-level Factors do Parents of Young Children Rank Schools? Evidence from an urban public school choice program. Rebecca Unterman, MDRC. (Paper panel)

Scott Latham, Stanford University. The Effects of Accountability Incentives in Early Childhood Education: Evidence from Tennessee. Daphna Bassok, University of Virginia, Thomas Dee, Stanford University, Mark Murphy, Stanford University. (Paper panel)

Justin Brian Doromal, University of Virginia. System-wide Quality Improvements in Early Childhood Education: The role of within-program improvements and program closures. Daphna Bassok, University of Virginia, Thomas Dee, Stanford University, Scott Latham, Stanford University. (Paper panel)

1.05 - Teachers unions

Room: Galleria 1

Chair: Martin West, Harvard University

Katharine O. Strunk, Michigan State University. The More Things Change, the More They Stay the Same? Examining the variation in collective bargaining agreements across states and over time. Joshua M. Cowen, Michigan State University, Dan Goldhaber, American Institutes for Research, Bradley D. Marianno, University of Southern California, Tara Kilbride, Michigan State University, Roddy Theobald, American Institutes for Research. (Paper panel)

Carlos X. Lastra-Anadon, Harvard University. Cultivating New Education Reform Leaders: The effect of TFA on education reform through policy feedback. Leslie Finger, Harvard University. (Paper panel)

Ying Shi, Stanford University. Teachers' Unions, School Board Politics, and District Performance. John D. Singleton, University of Rochester. (Paper panel)

Bradley D. Marianno, University of Southern California. Teacher CBAs and the Productive Efficiency of School Districts: Longitudinal evidence from California. Paul Bruno, University of Southern California, Katharine O. Strunk, Michigan State University. (Paper panel)

1.06 - Using State Data to Answer Policy Questions About CTE Participation

Room: Galleria 2

Chair: Corinne Alfeld, Institute of Education Sciences

Discussants: Matthew Lenard, Wake County Public Schools, Shaun Dougherty, University of Connecticut, Celeste Carruthers, University of Tennessee, Emily Passias, Ohio Department of Education, Nate Schwartz, Tennessee Department of Education

(Policy talk)

Career technical education (CTE) has become a focus of many state plans to increase students’ college and career readiness and workforce training, but there is a critical need for high quality research to guide policy decisions. In the last few years, state longitudinal data systems (SLDS) have improved and become more accessible, offering an unprecedented opportunity to examine CTE participation by occupational field and student subgroup over time from high school into college and the workforce. Several studies have been conducted on CTE using SLDS (e.g., Dougherty, 2016) that have not only been useful to the state but have advanced the field’s overall understanding of CTE participation.

However, there is much more work that can be done, and many states have the necessary data to answer important research questions about CTE (including questions about equity and access, effect of participation on high school graduation rates, college enrollment and attainment, and civic and employment outcomes). This session will feature both researchers and state agency personnel discussing their findings thus far, the variety of potential research questions yet to be answered, the types of variables available in state databases, potential funding sources for this important work, and the best ways to access state data and work with state agencies to plan a CTE research agenda using SLDS.

1.07 - Targeting students at risk of falling behind

Room: Galleria 3

Chair: Julie Edmunds, University of North Carolina at Greensboro

Samantha Astudillo, University of Southern California. Understanding the Long-term Effects of English Language Reclassification: Examining the impact of reclassification on community college students’ postsecondary outcomes. Tatiana Melguizo, University of Southern California, Stella M. Flores, New York University, David Velasquez, University of Southern California, Tim Carroll, New York University. (Paper panel)

Daniel M. Leeds, CNA. How Did the Florida College and Career Readiness Initiative Affect High School Course-taking?. Christine Mokher, Florida State University. (Paper panel)

Jill Bowdon, American Institutes for Research. Getting Students on Track for Graduation: Impact of the early warning intervention and monitoring system after one year. Ann Marie Faria, American Institutes for Research, Nicholas Sorensen, American Institutes for Research, Jessica Heppen, American Institutes for Research, Ryan Eisner, American Institutes for Research. (Paper panel)

Douglas Lee Lauen, University of North Carolina at Chapel Hill. Early College High Schools at Scale: Probing heterogeneity of impacts on secondary and postsecondary completion. Fatih Unlu, RAND Corporation, Sarah Fuller, University of North Carolina at Chapel Hill, Elc Estrera, University of North Carolina at Chapel Hill. (Paper panel)

1.08 - Improving information quality for teacher hiring

Room: Council

Chair: Li Feng, Texas State University

Emily K. Penner, University of California. Equity-oriented Applicants: What do prospective teachers say about the achievement gap and does it make them more attractive candidates?. Jane Rochmes, Christopher Newport University, Susanna Loeb, Stanford University. (Paper panel)

Paul Bruno, University of Southern California. Making the Cut: The effectiveness of teacher screening and hiring in the Los Angeles Unified School District. Katharine O. Strunk, Michigan State University. (Paper panel)

Kristine West, St. Catherine University. Do Student Teaching and Pre-student Teaching Predict Future Teacher Quality. Chantal McMahon, St. Catherine University, Soomin Lee, University of Minnesota. (Paper panel)

Jeffrey Gunther, Utah State University. Measuring Teacher Valuations of Non-monetary Job Factors Through Adaptive Choice-based Conjoint Analysis. (Paper panel)

1.09 - STEM from High School to Graduate School

Room: Forum

Chair: Abigail Payne, University of Melbourne

Gema Zamarro, University of Arkansas. Gender Gaps in Math Performance, Perceived Mathematical Ability and College STEM Education: The role of parental occupation. Lina M. Anaya, University of Arkansas, Frank P. Stafford, University of Michigan. (Paper panel)

Valerie Bostwick, Ohio State University. Gender Peer Effects and Persistence in STEM Doctoral Programs. Bruce Weinberg, Ohio State University. (Paper panel)

Rajeev Darolia, University of Kentucky. The Roles of Geography and Engineering Degree Production Concentration in Engineering Degree Attainment. Cory Koedel, University of Missouri, Joyce Main, Purdue University. (Paper panel)

Mark Long, University of Washington. Effects of Advanced Placement Science Courses on Students' College Entry: Evaluation from a randomized control trial . Dylan Conger, George Washington University, Alec Kennedy, University of Washington, Ray McGhee Jr., Equal Measure. (Paper panel)

1.10 - Selected topics in early childhood and preschool

Room: Studio

Chair: Anna Markowitz, University of Virginia

Todd Pugatch, Oregon State University. Scaling up Children’ School Readiness in The Gambia: Lessons from an experimental study. Moussa P. Blimpo, World Bank, Pedro Carneiro, University College London, Pamela Jervis Ortiz, Institute for Fiscal Studies. (Paper panel)

Breyon Williams, University of South Carolina. The Spillover Benefits of Expanding Access to Preschool: Evidence from South Carolina's Early Childhood Education Program . (Paper panel)

Rebecca Merrill, University of North Carolina at Chapel Hill. From Policy to Practice: Implementation of North Carolina’s Kindergarten Entry Assessment. Michael Little, University of North Carolina at Chapel Hill, Lora Cohen-Vogel, University of North Carolina at Chapel Hill, James Sadler, University of North Carolina at Chapel Hill. (Paper panel)

1.11 - Understanding and Improving Teacher Evaluation

Room: Directors

Chair: Cassandra Guarino, UC Riverside

Sy Doan, Vanderbilt University. The Consistency of Composite Ratings of Teacher Effectiveness: Evidence from New Mexico. Jonathan Schweig, RAND Corporation, Kata Mihaly, RAND Corporation. (Paper panel)

Tim Sass, Georgia State University. Observational and Test-based Measures of Teacher Performance in a High-stakes Environment. (Paper panel)

Joshua Bleiberg, Vanderbilt University. Teacher Evaluation Across the United States: Does using student data matter for student achievement?. Erica Harbatkin, Vanderbilt University, Matthew Springer, Vanderbilt University. (Paper panel)