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 IX - Saturday, March 21, 2020 - 8:30am to 10:00am
9.01 - Examining the Teaching Pipeline: Decisions and Diversity of Potential Teachers

Chair: Constance Lindsay, American University

Zid Mancenido, Harvard University. Recruiting a Better Teacher: High-Achievers’ Pathways Into and Away From Teaching
Melanie Rucinski, Harvard University. Racial Diversity in the Teacher Pipeline: Evidence from Massachusetts. Joshua Goodman, Brandeis University
Hannah Kistler, Vanderbilt University. The Effects of a University-District Partnership on Career and Technical Education Teacher Recruitment and Retention. Catherine Duggan, Vanderbilt University
Xiaoyang Ye, Princeton University. Recruiting the Very Best Future K-12 Teachers Using Free College: Experimental Evidence on Why It Fails
9.02 - Early Career Teachers: Supports and Outcomes

Chair: Marcus Winters, Boston University

Mary Laski, Harvard University. Understanding the Dynamics of Teacher Productivity Development: Evidence on Teacher Improvement in Tennessee. John Papay, Brown University
Makoto Hanita, Education Development Center. Connecticut Teacher Education and Mentoring Program: Fidelity of Implementation and Teacher Retention. Jessica Bailey, Education Development Center, Noman Khanani, Education Development Center
Jim Wyckoff, University of Virginia. How Teaching Skills Develop on the Job . Courtney Bell, Educational Testing Service, Jessalynn James, Brown University, Eric Taylor, Harvard University
Danielle Sutherland, Michigan State University. Context-Specific Mentoring: 1st and 2nd year teachers’ evaluations of district and site-based mentors
9.03 - Family-Focused Interventions

Chair: Beth Schueler, University of Virginia

Max Gross, University of Michigan. Temporary Stays and Persistent Gains: The Causal Effects of Foster Care
Alexander Bolves, Brown University. Can Technology Transform Teacher-Parent Communication? Evidence from an RCT. Matthew A. Kraft, Brown University
Ethan Scherer, Harvard University. Using A Factorial Design to Understand Varying Effects of Parental Text Messaging Interventions. Catherine Armstrong Asher, Harvard University, Ethan Scherer, Harvard University, James S. Kim, Harvard University
Nozomi Nakajima, Harvard University. Grants and information to promote parental involvement in schools: Evidence from two randomized controlled trials. Felipe Barrera-Osorio, Harvard University, Paul Gertler, UC Berkeley, Nozomi Nakajima, Harvard University, Harry Patrinos, World Bank
9.04 - Finance, Regulation and Choice, Private and Public Schools

Chair: Walker Swain, University of Georgia

Corey A. DeAngelis, Reason Foundation. The Effects of Regulations on Private School Choice Program Participation: Experimental Evidence from a Nationally Representative Sample. Corey A. DeAngelis, Reason Foundation, Lindsey M. Burke, Heritage Foundation, Patrick J. Wolf, University of Arkansas, Angela K. Dills, Western Carolina University
Charisse Gulosino, University of California Berkeley. Opening the black box: Unpacking the influence of donor-directors and their sectoral affiliation on charter school financial outcomes. Charisse Gulosino, University of California Berkeley, Elif Sisli-Ciamarra, Stonehill College
Bernard G. David, The University of Texas at Austin. Where are charter schools located and how do they serve their local communities? A geospatial analysis of STEM course-offerings in Texas
9.05 - School Finance Reforms

Chair: Rodney Andrews, The University of Texas at Dallas

S. Sana Fatima, NYU. Funding follows Students: Impact of Fair Student Funding Reform on Students with Disabilities
Youngwan Song, Andrew Young School of Policy Studies. Effects of Weighted Student Funding on School-level Resource Allocation Patterns and Student Achievement: Evidence from New York City. Youngwan Song, Andrew Young School of Policy Studies, Ross Rubenstein, Andrew Young School of Policy Studies
9.06 - Gaps in Achievement

Chair: Daniel H. Bowen, Texas A&M University

Walter A Herring, University of Virginia. Do Literacy Skills at Kindergarten Entry Differentially Predict Future Academic Achievement?. Daphna Bassok, University of Virginia, Anita S McGinty, University of Virginia, Luke C Miller, University of Virginia, James H Wyckoff, University of Virginia
Thomas Kelley-Kemple, Harvard University. The Changing Relationship between Family Income and Student Test Scores: New Evidence from the NAEP. Shirin Hashim, Harvard University, Thomas Kane, Harvard University, Mary E. Laski, Harvard University, Douglas O. Staiger, Dartmouth College
Crystal Zhan, University of South Carolina. The impact to test computerization on measured student performance and achievement gap. John Gordanier, University of South Carolina, Orgul Ozturk, University of South Carolina, Crystal Zhan, University of South Carolina
Jeffrey A. Livingston, Bentley University. Measuring Gender Gaps in Education: The Role of Gender Differences in Response to Incentives. Uri Gneezy, University of California-San Diego and CREED, John A. List, University of Chicago and NBER, Jeffrey A. Livingston, Bentley University, Sally Sadoff, University of California San Diego
9.07 - Career and Technical Education Outcomes

Chair: Sade Bonilla, University of Massachusetts Amherst

Walter G. Ecton, Vanderbilt University. Heterogeneity in the Returns to High School Technical Education. Walter G. Ecton, Vanderbilt University, Shaun M. Dougherty, Vanderbilt University
Isabel Harbaugh Macdonald, Harvard University. Increasing Individuals’ Economic Stability through Massachusetts’ Career and Technical Education. Shaun Dougherty, Vanderbilt University, Walt Ecton, Vanderbilt University, Daniel Kreisman, Georgia State University
Celeste Carruthers, University of Tennessee. Vocational Education: An International Perspective. Christopher Jepsen, University College Dublin
9.08 - So You've Arrived? Persistence in Postsecondary Education

Chair: Adela Soliz, Vanderbilt University

Elizabeth S. Park, UC Irvine. Balancing time in college: Examining time-use and academic outcomes of students participating in a comprehensive college transition program. Elizabeth S. Park, UC Irvine, Elise Swanson, USC
Nicholas A Bowman, University of Iowa. The Effects of Supplemental Instruction on College Grades and Retention. Nicholas A Bowman, University of Iowa, Stephanie Preschel, University of Iowa, Danielle Martinez, University of Iowa
Dan Fitzpatrick, Western Michigan University. Experimental Evidence that Wide-Brush Nudging Does Not Help At-Risk First-Year College Students’ Academic Outcomes. Daniel Collier, Upjohn Institute for Employment Research, Austin Nichols, Abt Associates
Derek Rury, University of California - Davis. Effort, Beliefs and Academic Achievement
9.09 - Political economy/State context

Chair: Amy Li, University of Northern Colorado

Lena Shi, Harvard University. What is the effect of political party on state education finance?. Mark Chin, Harvard University
Jason Lee, SHEEO. The State-Level Determinants of Intergenerational Mobility Across Colleges. Kristen Cummings, SHEEO, Sophia Laderman, SHEEO, David Tandberg, SHEEO, Dustin Weeden, SHEEO
Sean Baser, University of Georgia. “It’s obvious they’re trying to dictate behavior”: Advocacy Philanthropy & College Completion. Erik Ness, University of Georgia, Sean Baser, University of Georgia, Lindsey Hammond, University of Georgia
Jacob Fowles, University of Kansas. No man is an island: The impact of ethnic and racial amity on state higher education spending. John Foster, Southern Illinois University - Edwardsville
9.10 - Supporting Student Success: Early College Exposure & Enhanced College Experiences

Chair: Steven W. Hemelt, University of North Carolina at Chapel Hill

Veronica Minaya, Teachers College Columbia University. Race to STEM: Can STEM dual enrollment lower the racial gap in STEM enrollment and completion?. Vivian Liu, Teachers College Columbia University
Heather Hoffman, Univeristy of Missouri. The impact of Honors College on the collegiate experience and life pathways. Oded Gurantz, University of Missouri
Daniela Morar, Yale University. Undergraduate grant employment and persistence. Margaret Levenstein, University of Michigan, Jason Owen-Smith, University of Michigan
Julie A. Edmunds, University of North Carolina at Greensboro. The Impact of Early Colleges on Postsecondary Degree Attainment. Fatih Unlu, RAND Corporation, Elizabeth Glennie, RTI International
9.11 - Unpacking the Costs of Higher Education

Chair: Douglas Webber, Temple University

Anna Marie Ramos, Campaign for College Opportunity. Tackling Non-Tuition Expenses: Work Study Resources and Practices in California. Anna Marie Ramos, Campaign for College Opportunity, Vikash Reddy, Campaign for College Opportunity
Manuel S. Gonzalez Canche, University of Pennsylvania. Geographical Neighbor Heterogeneity and its Impact in Community College Tuition and Fee Variability
Mark A. Partridge, Georgia Gwinnett College. The Economic Impact of Dual Enrollment Programs in Georgia Public Institutions. Mark A. Partridge, Georgia Gwinnett College, Reanna Berry, Georgia Gwinnett College, Tracey Schaller, Georgia Gwinnett College
Amanda Rose, West Virginia University. Two Approaches to Analyzing Institutions’ Spending Responses to Campus Sexual Assault. Amanda Rose, West Virginia University
9.12 - How state coalitions co-construct policy and funding mechanisms for equity in early childhood education

Chair: Representative Diego Hernandez, Oregon House of Representatives

Policy Maker or Practitioner: Representative Diego Hernandez, Oregon House of Representatives
Discussants: Christine Pitts, NWEA, Toya Fick, Stand for Children, Sadie Feibel, Latino Network, Dana Hepper, Children’s Institute

The policymaking process is typically a black box to the public, especially for communities who have been historically overlooked. While there are many paths by which a community can elevate their needs onto the political agenda of a legislator, most of which are public (e.g. op-ed, social media, professional conferences, public forums, or discussions), once a need is being discussed as a policy solution during legislative session it becomes mostly closed doors. The education policy research community refers to this definition phase as para-private, not typically open to community members or education leaders. So, education leaders serving their communities rely on key policy actors from the advocacy community to represent their needs during negotiations.

As such, it is imperative that education leaders and communities build coalitions when defining, advocating for, and crafting education policy to ensure that the public’s needs are heard and protected. It is especially valuable if coalitions include stakeholders who can identify with or understand one or more of the following perspectives, (a) the political imperative, (b) the problems being described in the community, and (c) the potential for effective policy to impact outcomes for the community (Kingdon, 2003). This framework holds the coalition accountable to achieving evidence-based policy solutions that address the cross-sector needs of a community and are situated within a realistic political context.

In 2018, a bipartisan committee of Oregon legislators set out to tour the state, talk with educators, families, and students, and create a set of recommendations for the 2019 regular session. During the tour the Early Childhood Coalition, a group of over 40 organizations in Oregon, pushed legislators to include stops at early childhood centers and listen to the challenges that families faced within the early childhood education model in Oregon. The coalition maintained this consistent pressure on legislator throughout policy formulation during the legislative session and the outcome was a monumental reinvestment in public education in Oregon, the Student Success Act. with an explicit funding mechanism for early childhood education that will nearly double the state’s current budget for programs and services for children under six years old.
The Student Success Act provides an example of a long-term and complex, yet successful case of a successful political coalition that ultimately achieved nuanced policy outcomes. While many state education policy initiatives are broad enough to easily gain bipartisan support, the Student Success Act introduced unique challenges, like an explicit investment in early childhood education and not higher education. This policy talk will bring together perspectives from education policy researchers, advocates, and policymakers about how Oregon’s Student Success Act elucidates the best ways to navigate competing interests across the cradle to career continuum while crafting large-scale state funding policy for early childhood education.