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 II - Thursday, March 19, 2020 - 9:45am to 11:15am
2.01 - Impacts of school and classroom contexts on educator effectiveness

Chair: Emily Wiseman, University of Virginia

Olivia L. Chi, Harvard University. An Observer Like Me: The Effect of Demographic Congruence Between Teachers and Raters on Classroom Observation Scores
Lam Pham, Vanderbilt University. Is Performance Guaranteed? Investigating the Portability of Teacher Effectiveness in Turnaround Schools
Susan Kemper Patrick, Vanderbilt University. Teaming Up: Examining the relationship between teacher peer quality, team-based collaboration, and teacher outcomes. Sy Doan, RAND Corporation
2.02 - Equity and Well-Being - Post-Secondary Financial Aid

Chair: Kristin Bragg, Urban Institute

Monnica Chan, Harvard Graduate School of Education. When Aid Today Doesn’t Mean Aid Tomorrow: Evaluating the Pell Grant Program Under Dynamic Eligibility. Monnica Chan, Harvard University, Blake Heller, Harvard University
Amanda Gaulke, Kansas State University. Stopping out of College: The Role of Credit Constraints
Drew M. Anderson, RAND Corporation. Equity and allocation of financial aid in New Jersey. Drew M. Anderson, RAND Corporation, Melanie Zaber, RAND Corporation
Rajashri Chakrabarti, Federal Reserve Bank of New York. College Finance, Migration and Long term Financial Well-Being of Students. William Nober, Federal Reserve Bank of New York, Wilbert van der Klaauw, Federal Reserve Bank of New York
2.03 - Educational supports

Chair: Gregory Collins, University of Pennsylvania

Georgia Heyward, CRPE. What Role Do Personalized Supports Play in an Increasingly Complex Education System?. Georgia Heyward, CRPE, Ashley Jochim, CRPE, Betheny Gross, CRPE
Vandeen Campbell, CUNY. The Effects of Gateway Course-taking During High School on Early Postsecondary Momentum. Vandeen Campbell, CUNY, Birunda Chelliah, CUNY, Tolani Britton, University of California -Berkeley
Soobin Kim, Education Analytics. Estimating the Impact of Growth Mindset on High School Mathematics Performance and Course-taking. Soobin Kim, Education Analytics, Barbara Schneider, Michigan State University, John Yun, Michigan State University
2.04 - Sorting and School Choice

Chair: Umut Özek, American Institutes for Research

Jesse Bruhn, Boston University. The Consequences of Sorting for Understanding School Quality
Cassandra Hart, University of California. Competitive Effects of Charter Schools. David Figlio, Northwestern University, Cassandra Hart, University of California, Krzysztof Karbownik, Emory University
Melinda Sandler Morrill, North Carolina State University. The Attraction of Magnet Schools: Evidence from Embedded Lotteries in School Assignment. Umut Dur, NC State, Robert Hammond, University of Alabama, Matthew Lenard, Harvard, Melinda Morrill, North Carolina State University, Thayer Morrill, NC State University, Colleen Paeplow, Wake County Public Schools
Adam Kho, University of Southern California. Trends in Alternative School Enrollment During the Era of Consequential Accountability: A Descriptive Analysis. Morgan Polikoff, University of Southern California, Sarah Rabovsky, University of Southern California
2.05 - School-level Spending and Equity

Chair: Patrice Iatarola, Florida State University

Stephen Q. Cornman, National Center for Education Statistics. The Feasibility of Collecting School-Level Finance Data: An Evaluation of Data From the School-Level Finance Survey (SLFS) School Year 2014–15. Stephen Wheeler, U.S. Census Bureau, David Reynolds, University of Missouri, Lei Zhou, Activate Research, Osei Ampadu, U.S. Census Bureau, Laura D'Antonio, U.S. Census Bureau, Malia Howell, U.S. Census Bureau
Andrew Pendola, Auburn University. School Spending in Lean Times: School-Level Budget Allocations during the Great Recession in Texas. Andrew Pendola, Auburn University
Yas Nakib, George Washington University. Charter School Staffing and Spending: Another look. Kara Long, George Washington University
2.06 - School Leaders: Roles, Ratings and Effectiveness

Chair: Madeline Mavrogordato, Michigan State University

David B. Reid, Seton Hall University. U.S. Traditional Public School Principals’ Perceptions of their Role as School Marketing and Branding Agents. David B. Reid, Seton Hall University
Jihyun Kim, Lehigh University. Principals Perceptions of How ESSA Influences Their Daily Practice . Jihyun Kim, Lehigh University, David B. Reid, Seton Hall University
Iksang Yoon, The Ohio State University. The influence of instructional leadership on student learning growth: Focusing on mediated pathways through organizational processes. Iksang Yoon, The Ohio State University, Roger Goddard, The Ohio State University
Sarah Guthery, Texas A&M Commerce. The Legacy of a Leader: Rating principal success based on the teacher corps they recruit and retain . Lauren P. Bailes, University of Delaware
2.07 - Targeted Supports and Impacts

Chair: Morgan Polikoff, University of Southern California

Rachel S. White, Old Dominion University. Students' Perceptions of School Climate: Focusing on Heterogeneity Within and Across Current, Former and Never ELs. Jack Schneider, University of Massachusetts-Lowell, Madeline Mavrogordato, Michigan State University, Gema Zamarro, University of Arkansas
Emily Penner, UC Irvine. My Brother's Keeper? The Educational Impact of Targeted Supports. Thomas S. Dee, Stanford University
Carolyn Sattin-Bajaj, University of California- Santa Barbara. Cutting to the Core: How Immigration Enforcement Activities Affect Student Achievement, Absenteeism and Wellbeing in the California CORE Districts. J. Jacob Kirksey, University of California- Santa Barbara
Laura Hill, PPIC. Effects of English Learner Reclassification Policies on Achievement Trajectories: A Causal Analysis using Regression Discontinuity. Julian Betts, UCSD/SanDERA, Karen Bachofer, UCSD/SanDERA, Andrew Lee, PPIC, Joseph Hayes, PPIC, Andrew Zau, UCSD/SanDERA
2.08 - Political, Civic & Social Outcomes of Education

Chair: Macke Raymond, Stanford University

Blake Heller, Harvard University. Language Skills and Immigrant Success. Blake Heller, Harvard University, Kirsten Slungaard Mumma, Harvard University
Agustina Paglayan, UCSD. WHEN DOES EDUCATION PROMOTE DEMOCRATIC AND CIVIC VALUES? EVIDENCE FROM CURRICULUM REFORMS IN MEXICO, 1960-2010. Francisco Garfias, UCSD
Sarah Cohodes, Teachers College Columbia University. School Quality and Civic Participation. Sarah Cohodes, Teachers College Columbia University, James Feigenbaum, Boston University
2.09 - Barriers to Overcoming Disdvantage: How Stature and Disability Affect Student Well-Being

Chair: Gema Zamarro, University of Arkansas

Mark Murphy, Stanford University. Dually Identified: The Implications of English Learner Classification on Subsequent Special Education Classification. Mark Murphy, Stanford University, Angela Johnson, NWEA
Ijun Lai, Michigan State University. Comparative Advantage in Teacher Effectiveness by Student Disability Status. Ijun Lai, Michigan State University, W. Jesse Wood, Michigan State University, Scott Imberman, Michigan State University, Nathan Jones, Boston University, Katharine O. Strunk, Michigan State University
Stephanie Coffey, Syracuse University. Towering intellects? Sizing up the relationship between height and academic success.. Stephanie Coffey, Maxwell School, Amy Ellen Schwartz, Maxwell School
2.10 - Gender, STEM, and College Experiences

Chair: Lauren Schudde, University of Texas at Austin

Stephanie Owen, University of Michigan. College major choice and beliefs about relative ability: an experimental intervention to understand gender gaps in STEM. Stephanie Owen, University of Michigan
Amanda L Griffith, Wake Forest University. The Role of the Teaching Assistant: Female Role Models in the Classroom. Amanda L. Griffith, Wake Forest University, Joyce B. Main, Purdue University
Fernanda Ramirez-Espinoza, Harvard University. Gender Peer Effects in Post-Secondary Vocational Education. Fernanda Ramirez-Espinoza, Harvard University
Kalena Cortes, Texas A&M University. Insurance Against a Bad Grade: Behavioral Responses by Gender of a Freshman Grade Forgiveness Policy. Rachel Baker, UC Irvine, Kalena Cortes, Texas A&M University
2.11 - Remedies to Address Inequality

Chair: David D. Liebowitz, University of Oregon

Eric A. Hanushek, Stanford University. Closing the SES Achievement Gap: Trends in U.S. Student Performance. Paul E. Peterson, Harvard University, M. Danish Shakeel, Harvard University, Laura M. Talpey, Stanford University, Ludger Woessmann, University of Munich
Emily Gutierrez, Syracuse University. The Effect of Universal Free Meals on Student Perceptions of School Climate: Evidence from New York City
Elizabeth Setren, Tufts University. The Impact of Integration: An Analysis of the Metco Voluntary Desegregation Busing Program.. Elizabeth Setren, Tufts University
Samantha Trajkovski, Syracuse University. The Long Run Effects of Exposure to Universal Free Meals in the Early Childhood Grades. Amy Ellen Schwartz, Syracuse University, Samantha Trajkovski, Syracuse University
2.12 - Broadening the measures of student growth used for school accountability

Chair: Dara Shaw, Maryland State Department of Education

Policy Maker or Practitioner: Dara Shaw, Maryland State Department of Education
Discussants: Dara Shaw, Maryland State Department of Education, Lisa Dragoset, Mathematica, Jessica Baghian, Louisiana Department of Education, Matthew Johnson, Mathematica

Student growth measures are widely used in state accountability systems to assess schools’ effects on student achievement based on assessments in grades 3–8. However, no states currently measure the impact elementary schools have on growth before grade 3, or the impact high schools have on student long-term outcomes such as college enrollment, college persistence, and success in the job market. Our panel will discuss measures currently being developed that could extend growth (and growth-like) measures used for school accountability to grades K–3 (in Maryland) and beyond high school graduation (in Louisiana). These measures have the potential to provide states with new information about school performance that is reflective of true school effectiveness. The proposed policy talk will include members of the research teams that are developing the new measures and state officials who are considering the ways the measures might be used.

The Maryland State Department of Education partnered with the Regional Education Laboratory Mid-Atlantic to explore whether a school-level K–3 growth measure could be constructed, and to assess its validity and precision. The study measured schoolwide student growth for reading and math using student growth percentiles based on Maryland’s Kindergarten Readiness Assessment and the grade 3 Partnership for Assessment of Readiness for College and Careers (PARCC) assessment. The study assessed validity by calculating correlations between student scores on the two assessments and compared those correlations with correlations between scores on tests in later years. To assess precision, the study constructed 95 percent confidence intervals around schools’ growth estimates. The study offers lessons to other states interested in constructing early-grade growth measures using two different assessments that are administered multiple years apart.

The Louisiana Department of Education and Mathematica are conducting a study to develop measures of each Louisiana public high school’s promotion power—the school’s impact on the long-term success of its students, as indicated by high school graduation, college or career readiness, college enrollment and persistence, and success in the job market. Measures of promotion power aim to provide data that fairly compares schools serving different populations of students. Like growth models, they are based on statistical models that identify schools’ contributions to students’ long-term outcomes separately from other factors, such as prior achievement and demographic characteristics. To assess the reliability and stability of promotion power measures, the study calculated the precision, year-to-year correlations, and across-outcome correlations for each measure. This study will be of interest to states that are considering broadening school accountability measures beyond high school graduation, and doing so in a way that separates schools’ contributions from external factors affecting student outcomes.

Some questions that may be covered include: To what extent should schools’ K–3 growth and promotion power measures be included in formal accountability systems versus used for diagnostic purposes? How should they be weighted relative to other accountability measures? How can the K–3 growth and promotion power measures be communicated to various audiences—schools, districts, teachers, parents—in a way that properly reflects the benefits and limitations of the measures? What are the policy issues that states must consider in exploring the possible adoption of such measures?