AEFP 43rd Annual Conference Program - Contacts
Concurrent Session I - Thursday, March 15, 2018 - 8:30am to 10:00am
1.01 - Serving At-Risk Postsecondary Students
Chair: (robles.silvia@gmail.com), University of Michigan
(zachary_mabel@gse.harvard.edu), Harvard University. Experimental Evidence on Strategies to Increase College Completion for Students at Risk of Late Departure. , University of Virginia, , Stanford University
(wkozakowski@g.harvard.edu), Harvard University. Pre-college Math Remediation in Tennessee. , Vanderbilt University, , Vanderbilt University, , Harvard University
(althea.webber@cuny.edu), City University of New York. Starting to Succeed: The impact of the CUNY Start Program on Academic Momentum. , City University of New York
1.02 - Let's Eat!: The Effects of Free School Meals
Chair: (neg24@georgetown.edu), Georgetown University
(tdomina@unc.edu), University of North Carolina at Chapel Hill. A poor proxy for poverty: Administrative free and reduced-price lunch data and household income. , U.S. Census Bureau, , U.S. Census Bureau, , U.S. Census Bureau, , University of California - Irvine, , University of California - Irvine
(sarah.fuller@unc.edu), University of North Carolina at Chapel Hill. Does Universal Access to Free School Meals Reduce Inequality in Educational Performance and Behavior?. , University of North Carolina at Chapel Hill
(adam.kho@vanderbilt.edu), Vanderbilt University. Free Meals for All: The effect of the community eligibility provision program in Tennessee
(gdavis29@student.gsu.edu), Georgia State University. Estimating the Effects of Free School Meal Provisions on Child Health: Evidence from the Community Eligibility Provision in Georgia Schools. , Georgia State University
1.03 - The Development of New Teachers
Chair: (steele@american.edu), American University
(ngnedko-berry@air.org), American Institutes for Research. Networked Improvement Communities for Improving Equal Access to Effective Teachers: Initial evidence of effectiveness. , American Institues for Research, , American Institutes for Research, , American Institutes for Research
(mpyatigorsky@impaqint.com), IMPAQ International. Improving Literacy Skills through Teacher Professional Development: Interim report on reading apprenticeship strategies
(wyckoff@virginia.edu), University of Virginia. Exploring the Development of Teaching Skills. , University of Virginia, , Harvard University, , University of Virginia
(rabovsky@usc.edu ), 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 . , University of Southern California, , Michigan State University
1.04 - Supply, Demand & Quality in the Market for Early Childhood
Chair: (chloe.gibbs@nd.edu), University of Notre Dame
(dingw@queensu.ca), Queen's University. New Evidence on How Universal Child Care Influenced Child Care Decisions and Child Development, , Huron University College, , Queen's University
(weilandc@umich.edu), University of Michigan. By What School-level Factors do Parents of Young Children Rank Schools? Evidence from an urban public school choice program. , MDRC
(lathams@stanford.edu), Stanford University. The Effects of Accountability Incentives in Early Childhood Education: Evidence from Tennessee. , University of Virginia, , Stanford University, , Stanford University
(jbd3fc@virginia.edu), University of Virginia. System-wide Quality Improvements in Early Childhood Education: The role of within-program improvements and program closures. , University of Virginia, , Stanford University, , Stanford University
1.05 - Teachers unions
Chair: (martin_west@gse.harvard.edu), Harvard University
(kstrunk@msu.edu), 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. , Michigan State University, , American Institutes for Research, , University of Southern California, , Michigan State University, , American Institutes for Research
(clastraanadon@fas.harvard.edu), Harvard University. Cultivating New Education Reform Leaders: The effect of TFA on education reform through policy feedback. , Harvard University
(yingsh@stanford.edu), Stanford University. Teachers' Unions, School Board Politics, and District Performance. , University of Rochester
(marianno@usc.edu), University of Southern California. Teacher CBAs and the Productive Efficiency of School Districts: Longitudinal evidence from California. , University of Southern California, , Michigan State University
1.06 - Using State Data to Answer Policy Questions About CTE Participation
Chair: (corinne.alfeld@ed.gov), Institute of Education Sciences
Discussants: , Wake County Public Schools, , University of Connecticut, , University of Tennessee, , Ohio Department of Education
(Policy talk)
1.07 - Targeting students at risk of falling behind
Chair: (jedmunds@serve.org), University of North Carolina at Greensboro
(samantha.astudillo@usc.edu), University of Southern California. Understanding the Long-term Effects of English Language Reclassification: Examining the impact of reclassification on community college students’ postsecondary outcomes. , University of Southern California, , New York University, , University of Southern California, , New York University
(leedsd@cna.org), CNA. How Did the Florida College and Career Readiness Initiative Affect High School Course-taking?. , Florida State University
(jbowdon@air.org), American Institutes for Research. Getting Students on Track for Graduation: Impact of the early warning intervention and monitoring system after one year. , American Institutes for Research, , American Institutes for Research, , American Institutes for Research, , American Institutes for Research
(Department of Public Policy), University of North Carolina at Chapel Hill. Early College High Schools at Scale: Probing heterogeneity of impacts on secondary and postsecondary completion. , RAND Corporation, , University of North Carolina at Chapel Hill, , University of North Carolina at Chapel Hill
1.08 - Improving information quality for teacher hiring
Chair: (lf20@txstate.edu), Texas State University
(Irvine), University of California. Equity-oriented Applicants: What do prospective teachers say about the achievement gap and does it make them more attractive candidates?. , Christopher Newport University, , Stanford University
(pbruno@usc.edu), University of Southern California. Making the Cut: The effectiveness of teacher screening and hiring in the Los Angeles Unified School District. , Michigan State University
(klwest@stkate.edu), St. Catherine University. Do Student Teaching and Pre-student Teaching Predict Future Teacher Quality. , St. Catherine University, , University of Minnesota
(jeffreymgunther@gmail.com), Utah State University. Measuring Teacher Valuations of Non-monetary Job Factors Through Adaptive Choice-based Conjoint Analysis
1.09 - STEM from High School to Graduate School
Chair: (abigail.payne@unimelb.edu.au ), University of Melbourne
(vkbostwick@gmail.com), Ohio State University. Gender Peer Effects and Persistence in STEM Doctoral Programs. , Ohio State University
(rajeev.darolia@uky.edu), University of Kentucky. The Roles of Geography and Engineering Degree Production Concentration in Engineering Degree Attainment. , University of Missouri, , Purdue University
(marklong@uw.edu), University of Washington. Effects of Advanced Placement Science Courses on Students' College Entry: Evaluation from a randomized control trial . , George Washington University, , University of Washington, , Equal Measure
(gzamarro@uark.edu), University of Arkansas. Gender Gaps in Math Performance, Perceived Mathematical Ability and College STEM Education: The role of parental occupation. , University of Arkansas, , University of Michigan
1.10 - Selected topics in early childhood and preschool
Chair: (am2qj@virginia.edu), University of Virginia
(bmerrill@live.unc.edu), University of North Carolina at Chapel Hill. From Policy to Practice: Implementation of North Carolina’s Kindergarten Entry Assessment. , University of North Carolina at Chapel Hill, , University of North Carolina at Chapel Hill, , University of North Carolina at Chapel Hill
(todd.pugatch@oregonstate.edu), Oregon State University. Scaling up Children’ School Readiness in The Gambia: Lessons from an experimental study. , World Bank, , University College London, , Institute for Fiscal Studies
(breyon.williams@grad.moore.sc.edu), University of South Carolina. The Spillover Benefits of Expanding Access to Preschool: Evidence from South Carolina's Early Childhood Education Program
1.11 - Understanding and Improving Teacher Evaluation
Chair: (cassandra.guarino@ucr.edu), UC Riverside
(sy.doan@vanderbilt.edu), Vanderbilt University. The Consistency of Composite Ratings of Teacher Effectiveness: Evidence from New Mexico. , RAND Corporation, , RAND Corporation
(tsass@gsu.edu), Georgia State University. Observational and Test-based Measures of Teacher Performance in a High-stakes Environment
(joshua.f.bleiberg@vanderbilt.edu), Vanderbilt University. Teacher Evaluation Across the United States: Does using student data matter for student achievement?. , Vanderbilt University, , Vanderbilt University
