AEFP 46th Annual Conference Program - Contacts
March 17-19, 2021
Note: All times are Eastern Time (EST). Program is updated as of 2/28/2021.
Zoom: Conference access and Zoom links will be available soon here.
Concurrent Session I - Wednesday, March 17, 2021 - 11:00am to 12:00pm
1.01 - Demographic Matching and Educational Outcomes
Educator labor markets (e.g., compensation, pensions, mobility, supply and demand)
Room: Room 1
Chair: , American Federation of Teachers (KArnone@aft.org)
(dblazar@umd.edu), University of Maryland College Park. Professional Staff Diversity and Student Outcomes: Extending Our Understanding of Race/Ethnicity-Matching Effects in Education. (flagosm@umd.edu), University of Maryland College Park
(chcleveland@g.harvard.edu), Harvard University. The Effect of Teacher Demographic Match on Social-Emotional Learning. (ethan_scherer@gse.harvard.edu), Center for Education Policy Research at Harvard University, (martin_west@gse.harvard.edu), Harvard Graduate School of Education, (rebeccaannivester@gmail.com), Abt Associates
(ikhee.cho@mail.missouri.edu), University of Missouri. The Effects of Demographic Factors Between Principal and Teacher on School Climate
1.02 - Topics in Early Elementary and PreK Education
Early childhood
Room: Room 2
Chair: , University of Kentucky (Kathryn.Chapman@uky.edu)
(mgottfr2@upenn.edu), University of Pennsylvania. Do Early Elementary Classrooms with High Rates of Absenteeism Inhibit Individual Success? Exploring Achievement, Executive Function, and Social Skills Outcomes. (ansari.81@osu.edu), The Ohio State University
(mhlittle@ncsu.edu), North Carolina State University. The New American Elementary School? A Descriptive Analysis of Pre-K in Public Schools
1.03 - Long-Run Effects of Postsecondary Education
Long-term outcomes of education (e.g., employment, wages, civic participation)
Room: Room 3
Chair: , Mississippi State University (toddrandyjones@gmail.com)
(christopher.erwin@aut.ac.nz), Auckland University of Technology. Better late than never? Wage effects of delayed baccalaureate graduation in the United States. (lix@unm.edu), University of New Mexico, (mbinder@unm.edu), University of New Mexico
(jsmith500@gsu.edu), Georgia State University. The Economic Impact of Access to Public Four-Year Colleges. (edecjosh@bu.edu), Boston University, (mhurwitz@collegeboard.org), College Board
(lrus@sas.upenn.edu), University of Pennsylvania. Long-Run Educational Attainment Effects of Local Colleges: Evidence from the Establishment of U.S. Colleges. (adamyu@sas.upenn.edu), University of Pennyslvania, (Baltimore County), University of Maryland
1.04 - COVID Responses & Unequal Opportunity Part 1
COVID
Room: Room 4
Chair: , New York University (bgh240@nyu.edu)
(dharri5@tulane.edu), Tulane University. The Effects of School Re-Opening on COVID Transmission and Hospitalizations. (eziedan@tulane.edu), Tulane University, (shassig@tulane.edu), Tulane University
(melissa.lovitz@tufts.edu), Tufts University. The COVID Classroom: How Districts, Schools, and Educators Responded to the Pandemic. (cummi264@msu.edu), Michigan State University, (turne278@msu.edu), Michigan State University, (kilbrid9@msu.edu), Michigan State University, (kstrunk@msu.edu), Michigan State University, , Michigan State University
(shirakor@usc.edu), University of Southern California. Educational Experiences of American Families in the Time of COVID: Evidence from a Nationally Representative Panel. (dsilver@usc.edu), University of Southern California, (asaavedr@usc.edu), University of Southern California, (polikoff@usc.edu), University of Southern California, (arapaport@gibsonconsult.com), Gibson Consulting, , Gibson Consulting
1.05 - Alternatives to Traditional Schooling
K-12 school choice
Room: Room 5
Chair: , University of Colorado Colorado Springs (andreajbingham@gmail.com)
(apoon@classlink.com), ClassLink. Use of Instructional Technology and Student Learning. (mbatiwalla@classlink.com), ClassLink
(bheller@g.harvard.edu), Harvard University. The evolving role of high school equivalency credentials in the 21st century
(suthe130@msu.edu), Michigan State University. Peddle to the Metal: Inconsistencies in Student Advancement in Personalized Learning Environments. (kstrunk@msu.edu), Michigan State University, (nageljes@msu.edu), Michigan State University, (kilbrid9@msu.edu), Michigan State University
1.06 - Educational Investments and Policymaking
K-12 school finance
Room: Room 6
Chair: , USC (lpicus@rossier.usc.edu)
(ezra.karger@gmail.com), University of Chicago. The Returns to Public Library Investment. (gregory.gilpin@montana.edu), Montana State University, (nenckap@miamioh.edu), Miami University
(Denver), University of Colorado. Education Spending and Outcomes: Analysis from a Public Finance Perspective
(fmh7@tc.columbia.edu), Teachers College - Columbia University. A comparison of three methods for providing local evidence to inform school district budget decisions. (rshand@american.edu), American University, (KY), Jefferson County Public Schools, (KY), Jefferson County Public Schools, (KY), Jefferson County Public Schools, , Jefferson County Public Schools, , World Bank
1.07 - Special Topics: Community Colleges
Post-secondary access, admissions, and success
Room: Room 7
Chair: , American University (marcotte@american.edu)
(Davis), University of California. COVID-19 and Community College Instructional Responses. (Irvine), University of California, (Irvine), University of California, (Davis), University of California
(Irvine), University of California. Distance of Opportunity: Community College Students and Cross-Enrollment. (Irvine), University of California, (Irvine), University of California, (Irvine), University of California, (Irvine), University of California
(chengqian@mail.missouri.edu), University of Missouri. The Potential for Community College Students to Expand and Diversify University Degree Production in STEM Fields. (koedelc@missouri.edu), University of Missouri
1.08 - The Impacts of Tuition Reduction Programs in Higher Education
Post-secondary financial aid and student debt
Room: Room 8
Chair: , Vanderbilt University (lesley.j.turner@vanderbilt.edu)
(DGMAR@mailbox.sc.edu), University of South Carolina. The Limits of Policy Neutrality for Combatting Persistent Racial Disparities Through Tuition-Free Promise Programs: A Critical Race Theory Perspective. (collier@upjohn.org), W.E. Upjohn Institute, (wcbyrd@umich.edu), University of Michigan, (mcmullen@upjohn.org), W.E. Upjohn Institute
(SuzanneD@iadb.org), Inter-American Development Bank. The Long-Term Effects of a Tuition-Free University on Crime. (r.perezribas@uva.nl), University of Amsterdam, (breno.sampaio@ufpe.br), Universidade Federal de Pernambuco, (gustavo.sampaio@ufpe.br), Universidade Federal de Pernambuco, (giuseppe.trevisan@ufpe.br), Universidade Federal de Pernambuco
(td1553a@student.american.edu), American University. The Impact of Merit Aid on Matriculation and Persistence of Non-Needy Students. (gershens@american.edu), American University
1.09 - The Labor Market Value of Specialized Degrees & Athletics Outcomes
Post-secondary general papers
Room: Room 9
Chair: , Ithaka S+R (jdw46@cornell.edu)
(axc070@uark.edu), University of Arkansas. The Value of College Athletics in the Labor Market: Results from a Resume Audit Field Experiment. (jdp038@uark.edu), University of Arkansas, (jpg@uark.edu), University of Arkansas, (jbm04@uark.edu), University of Arkansas
(chris.bennett@vanderbilt.edu), Vanderbilt University. Master’s for hire: Experimental evidence on employers’ perceptions of master’s degrees from for-profit institutions
(tmcneil@email.arizona.edu), University of Arizona. Evaluating undergraduate data science curricula: what does a degree in data science actually mean?. (jcoliver@email.arizona.edu), University of Arizona
1.11 - Exclusionary Disciplinary Practices
Causes and consequences of inequity in education
Room: Room 11
Chair: , University of California-Santa Barbara (carolynsattin-bajaj@ucsb.edu)
(clicalsi@air.org), American Institutes for Research. The Effects of Exclusionary Discipline Type and Length on Student and Peer Educational Outcomes and School Climate in New York City High Schools. (dosher@air.org), American Institutes for Research, (pbailey@air.org), American Institutes for Research
(jliu28@umd.edu), University of Maryland. From Referrals to Suspensions: Unpacking the Origins of Racial Disparities in Exclusionary Discipline. (michael.hayes012@gmail.com), Rutgers University Camden, (seth.gershenson@gmail.com), American University
(yshi78@syr.edu), Syracuse University. The Many Faces of Bias at School? Racial Disparities in Exclusionary Discipline and Teacher Judgment. (mzhu33@syr.edu), Syracuse University
1.12 - New Perspectives on School Turnaround
K-12 interventions and short-term outcomes (academic and non-academic)
Room: Room 12
Chair: , University of Virginia (beth_schueler@virginia.edu)
(harbatki@msu.edu), Michigan State University. Do Culture and Climate Mediate School Turnaround? Evidence from Michigan’s Partnership Model of School and District Improvement. (jason.burns@shu.edu), Michigan State University, (kstrunk@msu.edu), Michigan State University, (cullumsa@msu.edu), Michigan State University
(joshuachilds@austin.utexas.edu), University of Texas - Austin. Can Career Academies Work as a School Turnaround Strategy?. (shaun.dougherty@vanderbilt.edu), Vanderbilt University, (hannah.kistler@vanderbilt.edu), Vanderbilt University
(vmartinezpabon@tulane.edu), Tulane University. The Effect of No Child Left Behind on Performance-Based School Closure
1.10 - Housing and Education
Causes and consequences of inequity in education
Room: Room 10
Chair: , National Conference of State Legislatures (daniel.thatcher@ncsl.org)
(malaurit@uic.edu), University of Illinois at Chicago. Racial/Ethnic Differences in Homeownership and Gaps in Student Achievement. (sarah.cordes@temple.edu), Temple University
(galiteiz7@gmail.com), HKS. Real Estate and Education in America –The Hidden and Revealed Ties. (hks.eizman@gmail.com), Brandeis
(abutler1@umd.edu), University of Maryland - College Park. There Goes the Neighborhood School: Investigating How Educators Respond to Gentrification in Washington, DC