AEFP 45th Annual Conference

Toward a Meaningful Impact through Research, Policy & Practice

The Worthington Renaissance Fort Worth Hotel - Fort Worth, Texas
March 19-21, 2020

AEFP 44th Annual Conference Program

2020 program will be announced in early January. Check back soon for more information.


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Concurrent Session III - Thursday, March 21, 2019 - 11:30am to 1:00pm
3.01 - Evaluation and Impact of School Leaders
Room: Andy Kirk A

Chair: Paul Thompson, Oregon State University

Brendan Bartanen, Vanderbilt University. Identifying Principal Improvement
Leon Gilman, SREed. How are District Differences in the Implementation of Teacher Evaluations Associated with Teacher Perceptions of School Leadership and Teacher Job Satisfaction?. Curtis Jones, SREed, Leon Gilman, SREed, Katharine Rainey, Wisconsin Department of Public Instruction, Steven M. Kimball, University of Wisconsin–Madison
David D. Liebowitz, University of Oregon. The Effect of Principal Behaviors on Student, Teacher and School Outcomes: A Meta-analysis of the Observational and Causal Literature. Lorna Porter, University of Oregon
Madeline Mavrogordato, Michigan State University. Understanding the Landscape of Principal Evaluation in the ESSA Era. Morgaen Donaldson, University of Connecticut, Reem Al Ghanem, University of Connecticut, Peter Youngs, University of Virginia, Shaun Dougherty, Vanderbilt University
3.02 - Labor Market Deregulation
Room: Andy Kirk B

Chair: Michael Podgursky, University of Missouri

E. Jason Baron, Florida State University. The Effect of Teachers' Unions on New Teacher Supply: Evidence from Wisconsin's Act 10
Steven Drake, Michigan State University. Challenges to Maintaining Teacher Diversity: Evidence from Michigan’s Era of Economic Change and Policy Reform. Joshua Cowen, Michigan State University
Jane Arnold Lincove, University of Maryland- Baltimore County. When the Walls Come Down: Evidence from New Orleans on Teacher Labor Markets in the Absence of Unions, Tenure, and Certification Rules . Nathan Barrett, Tulane University, Deven Carlson, University of Oklahoma, Douglas N. Harris, Tulane University
Tara Kilbride, Michigan State University. Outside the Scope: The Effect of Michigan Public Act 103 on Teacher Mobility. Bradley Marianno, University of Nevada-Las Vegas
3.03 - College Access and Success through Dual Enrollment
Room: Mary Lou Williams A

Chair: Rajashri Chakrabarti, Federal Reserve Bank of New York

Tolani Britton, University of California - Berkeley. College Now...or Later: Measuring the Effects of Dual Enrollment on Postsecondary Access and Success. Birunda Chelliah, CUNY Office of Research, Millie Symns, CUNY Office of Research, Vandeen Campbell, CUNY Office of Research
iliana Brodziak de los Reyes, American Institutes for Research. The Impact of Early College High Schools on Postsecondary Outcomes . Krissy Zeiser, American Institutes for Research, Mengli Song, American Institutes for Research
Fatih Unlu, RAND Corporation. Using Causal Forests to Probe Heterogeneity in the Estimated Impacts of Early College High Schools in North Carolina. Eric Grebing, University of North Carolina at Greensboro, Julie Edmunds, University of North Carolina at Greensboro, Elizabeth Glennie, RTI International
3.04 - New Estimates of the Effects of School and Parental Resources
Room: Mary Lou Williams B

Chair: Henry Levin, Columbia University

Leonardo Rosa, Stanford University. Subsidies for High Schools and Schooling Decisions
Jeffrey Livingston, Bentley University. Harnessing Complementarities in the Education Production Function. John A. List, University of Chicago and NBER, Susanne Neckermann, University of Chicago
Paul Bruno, University of Southern California. Loaded Questions: The Measurement and Consequences of Teacher Salary Schedule Frontloading
John Bodian Klopfer, United States Naval Academy. Labor Supply, Learning Time, and the Efficiency of School Spending: Evidence from School Finance Reforms
3.05 - Research on Educational Equity
Room: Bennie Moten A

Chair: Marguerite Roza, Georgetown University

Mark Murphy, Stanford University. Access to Native Language Instruction for American Indian/Alaska Native Students: Evidence from the National Indian Education Study
Katelyn Heath, Cornell University. The Effects of Disproportionality Among Minority Students in Special Education on Short- and Long-run Student Achievement. Briana Ballis, University of California- Davis
Sarah Clark McKenzie, University of Arkansas. Analysis of School-level Equity Gaps in AP Enrollment, Assessment, and Success . Roy McKenzie, University of Chicago, Gary W. Ritter, Saint Louis University
Ashley A. Jones, Vanderbilt University. Can Universal Screening Close Gaps in Gifted Identification? . Jason A. Grissom, Vanderbilt University
3.06 - Machine Learning and Data Analytics Come to Education Research
Room: Julia Lee A

Chair: Eugenia Toma, University of Kentucky

Dario Sansone, Georgetown University. Beyond Early Warning Indicators: High School Dropout and Machine Learning
Takeshi Yanagiura, Teachers College Columbia University. Assessing the Completeness of Academic Momentum Theory for Community College Degree Completion using Supervised Machine Learning Techniques
Aaron Phipps, West Point. Jack of All Trades or Master of One? The Converging Skillsets of College Majors and Implications for Wage Polarization and Degree Inflation
Kristin Porter, MDRC. Machine Learning or DIBELS to Predict Third Grade Reading Proficiency
3.07 - Student Health and Outcomes
Room: Julia Lee B

Chair: Marigee Bacolod, Naval Postgraduate School

Celeste Carruthers, University of Tennessee. The Barking Smog? Power Plants, Air Quality, and Student Cognition. J. Scott Holladay, University of Tennessee, Bongkyun Kim, University of Arkansas
Claudia Persico, American University. Does Pollution Drive Achievement? The Effect of Traffic Pollution on Academic Performance. Jennifer Heissel, Naval Postgraduate School, David Simon, University of Connecticut and NBER
Katy Rouse, Elon University. The Effects of Child Body Weight on Cognitive and Non-cognitive Skills. Brooke Hunziker, Triage Consulting Group
Randall Reback, Barnard College. Primary Health Care Access and Children’s Academic Achievement. Tamara Lalovic Garza, Barnard College
3.08 - Peer Sorting and School Choice
Room: Lester Young A

Chair: Sarah Cohodes, Teachers College Columbia University

Ricardo Meilman Cohn, Simon Fraser University. Peer Sorting, Peer Effects and School Effectiveness in Private and Public Schools. Jane Friesen, Simon Fraser University, Simon Woodcock, Simon Fraser University
Patrick Denice, University of Western Ontario. When Schools Open: Student Mobility and Racial Sorting across New Charter Schools in Kansas City, Missouri. Michael DeArmond, University of Washington-Bothell, Matthew Carr, Ewing Marion Kauffman Foundation
Kirsten Slungaard Mumma, Harvard University. The Effect of Charter School Openings on Traditional Public Schools in Massachusetts and North Carolina
Jonathan Presler, Syracuse University. What Makes a Classmate a Peer? Examining Which Peers Matter in NYC. William Horrace, Syracuse University, Hyunseok Jung, University of Arkansas, Amy Ellen Schwartz, Syracuse University
3.09 - Addressing Absenteeism: What Policies are Scalable and Replicable?
Room: Jay McShann A

Chair: Michael Gottfried, University of California- Santa Barbara

Policy Maker or Practitioner: Derald Davis, Assistant Superintendent Kansas City Public Schools
Discussants: Michael Gottfried, UC Santa Barbara, Rekha Balu, MDRC, Brooks Bowden, North Carolina State University, Joshua Childs, University of Texas Austin
Addressing absenteeism continues to permeate education policy and practice. At present, the flexibility provided by the passage of the Every Student Succeeds Act (ESSA) had led many to develop new ways to define and measure school quality. And while, as expected, many indicators of school accountability in ESSA focus on test scores, states are also now incorporating a measure of school-level chronic absenteeism as an indicator of performance. As of 2018, a majority of states and DC had approved ESSA plans to use an absenteeism metric in their accountability rubrics. As policy moves in the direction of holding schools accountable for student absenteeism, this relies on an assumption that that schools have the means and capacity to affect absenteeism. Is this assumption valid? Our panel examines this precise issue. It is a crucial time to take stock of what we know on schools’ efforts to student absenteeism so that we might best support future efforts of researchers, policy makers, and practitioners to reduce absences. To this further this goal and spark a broader conversation about student attendance as a valuable policy lever, this panel represents a unique opportunity to present a multifaceted, multidisciplinary examination of what we have learned about how schools reduce absenteeism. This panel takes a critical look at several key school programs and how they linked to absenteeism, what we can learn, and whether these programs are replicable and scalable. Our panelists reflect a multitude of disciplines (economics, learning sciences, urban education, statistics) and methodological approaches (descriptive, experimental, social network analysis, case study, cost-benefit analysis), are located across the U.S., and have each studied a different geographic region. In addition, our panel also includes a policy reactor from Kansas City (our host city for AEFP) – to share insights not only on the findings from the work of our panelists, but also to share more general insights and conclusions from his experience working in policy and practice. In sum, while more and more research is being conducted around school absenteeism and school programs and policies aimed at reducing this damaging behavior, all of this work is being conducted in isolation from one another. There is no unified dialog regarding what school-based policies and practices might be best to move the needle on reducing absenteeism – and more importantly, which programs and practices are scalable and replicable. A more systematic perspective is necessary to closely study new school efforts to identify whether they lead to improvements in school attendance.