AEFP 46th Annual Conference

Promoting Equity and Opportunity Through Education Policy Research

Held Virtually from March 17-19, 2021

AEFP 46th Annual Conference Program

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.

Program Contacts Download full program

Concurrent Session V - Wednesday, March 17, 2021 - 4:00pm to 5:00pm
5.01 - Teacher Knowledge and Understanding
Educator labor markets (e.g., compensation, pensions, mobility, supply and demand)
Room: Room 1

Chair: Jennifer Darling Aduana, Georgia State University, jenniferdarling417@gmail.com

Roopa Trilokekar, York University. “It is like the Wild Wild West”: How do Ontario teachers understand and enact the K-12 international education strategy?. Nancy Bell, York University
Dillon Fuchsman, Saint Louis University. Teacher Knowledge and Preparedness for Retirement: Results from a Nationally Representative Teacher Survey. Josh McGee, University of Arkansas, Gema Zamarro, University of Arkansas
Michael Podgursky, University of Missouri - Columbia. How Teachers Value Pension Wealth: A Reexamination of the Illinois Experience. Shawn Ni, University of Missouri - Columbia, Fangda Wang, University of Missouri - Columbia
5.02 - Access to early childhood education
Early childhood
Room: Room 2

Chair: Lindsay Weixler, Tulane University, lindsay.bell.weixler@gmail.com

Stacy Ehrlich, NORC at the University of Chicago. Equity-Focused Policy Changes and the Relationship of Pre-K Access and Enrollment to Academic Outcomes. John Francis, NORC at the University of Chicago, Sarah Kabourek, NORC at the University of Chicago, Maia Connors, Start Early, Amanda Stein, Start Early, John Easton, The University of Chicago Consortium on School Research
Anna Shapiro, University of Virginia. Early Learning in the Context of COVID: Understanding Racial & Economic Disparities in Child Care Access & Early Elementary Enrollment. Laura Bellows, University of Virginia, Daphna Bassok, University of Virginia, Meghan Clancy, University of Virginia
Philip Sirinides, Penn State Harrisburg. Local Variation in Early Childhood Subsidy Gaps and Its Association with Access to High-quality Care. Greg Collins, Muhlenberg University
5.03 - Racial Match in Educator Prep
Educator labor markets (e.g., compensation, pensions, mobility, supply and demand)
Room: Room 3

Chair: Constance Lindsay, University of North Carolina, clindsay@unc.edu

Michael Gottfried, University of Pennsylvania. Do High School Students with Same-Race Teachers Attend School More Frequently? Evidence from California. Jacob Kirksey, Texas Tech University, Tina Fletcher, University of Pennsylvania
Elif Oz, University of Notre Dame. Teacher Characteristics and Students’ High School Course-taking in Mathematics and Science
William Delgado, University of Chicago. Heterogenous Teacher Effects, Comparative Advantage, and Match Quality: Evidence from Chicago Public Schools
5.04 - Contours of COVID in Higher Education
COVID
Room: Room 4

Chair: Abigail Payne, University of Melbourne, abigail.payne@unimelb.edu.au

Daniel Silver, University of Southern California. Higher Education Experiences in the Time of COVID: Evidence from a Nationally Representative Panel. Shira Haderlein, University of Southern California, Morgan Polikoff, University of Southern California, Anna Saavedra, University of Southern California, Amie Rapaport, Gibson Consulting, Marshall Garland, Gibson Consulting
Kelli Bird, University of Virginia. Negative Impacts From the Shift to Online Learning During the COVID-19 Crisis: Evidence from a Statewide Community College System. Benjamin Castleman, University of Virginia, Gabrielle Lohner, University of Virginia
Rene Kizilcec, Cornell University. The Surprising Effect of Pandemic Response Policies on People Learning How to Code. Christos Makridis, Massachusetts Institute of Technology Sloan, Katharine Sadowski, Cornell University
5.05 - Private School Choice
K-12 school choice
Room: Room 5

Chair: Sarah Lenhoff, Wayne State University, sarah.lenhoff@wayne.edu

Fei Yuan, Harvard Graduate School of Education. The impacts of private school choice during a recession on student achievement. Evidence from Colombia.. Felipe Barrera-Osorio, Vanderbilt University,, Catherine Rodriguez Orgales, Universidad de los Andes
Cassidy Syftestad, University of Arkansas. Movements Towards Homeschooling During the COVID-19 Crisis. Gema Zamarro, University of Arkansas
Elisa Taveras, Binghamton University. Unintended Effect of School Entrance Age: The Role of Private School
5.06 - Equity in School Finance and Resource Allocation
K-12 school finance
Room: Room 6

Chair: Leanna Stiefel, New York University, leanna.stiefel@nyu.edu

Christopher Candelaria, Vanderbilt University. Rethinking School Budgets: Principals' Resource Allocation Decisions and the Promise of Equity. Angelique Crutchfield, Vanderbilt University, Matthew Springer, University of North Carolina
David Knight, University of Washington. Prioritizing School Finance Equity during an Economic Downturn: Recommendations for State Policymakers. Nail Hassairi, University of Washington, Christopher Candelaria, Vanderbilt University, Min Sun, University of Washington, Margaret Plecki, University of Washington
Jesse Nagel, Michigan State University. Promoting Equity in Michigan Special Education Finance: The Role of Intermediate School District Financial Policy
5.07 - Policies to Propel Postsecondary Persistence
Post-secondary access, admissions, and success
Room: Room 7

Chair: Jennifer Delaney, University of Illinois at Urbana-Champaign, delaneyj@illinois.edu

Dora Gicheva, University of North Carolina at Greensboro. The Effects of Completing an Introductory Course on Persistence for Community College Students. Julie Edmunds, University of North Carolina at Greensboro, Beth Thrift, University of North Carolina at Greensboro, Marie Hull, University of North Carolina at Greensboro
Nicholas Wright, Florida Gulf Coast University. What Are My Chances? Incomplete Information and College Students’ Effort. Puneet Arora, Ahmedabad University
Tarek Azzam, UCSB. Do Learning Communities Increase First Year College Retention?Testing Sample Selection and External Validity of Randomized Control Trials. Michael Bates, UC Riverside, David Fairris, UC Riverside
5.08 - Working Your Way Through College
Post-secondary financial aid and student debt
Room: Room 8

Chair: Michal Kurleander, UC Davis, mkurlaender@ucdavis.edu

Drew Anderson, RAND Corporation. Disincentives for Students to Work: Implicit Taxes in the FAFSA
Shogher Ohannessian, University of Illinois at Chicago. Do EITC eligibility rules encourage college enrollment?. Ben Ost, University of Illinois at Chicago
Sooji Kim, University of Michigan. Unpacking the Mechanisms of the Federal Work-Study Program to Better Serve Low-Income Students
5.09 - Old Dog, New Tricks: Strategies to Improve Post-Secondary Outcomes
Post-secondary general papers
Room: Room 9

Chair: Drew Atchison, AIR, apatch@email.wm.edu

Ekaterina Abalmasova, National Research University Higher School of Economics. Efficiency-based funding allocation for universities in Russia
Hueiyi Lai, The City University of New York. College Now: Staying Engaged while Going Remote. Ljubica Depovic, The City University of New York, Birunda Chelliah, The City University of New York, Vanessa Francisco, The City University of New York, Christopher Viera, The City University of New York, Kate Solinger, The City University of New York
Thomas Knight, University of Florida. Peer Evaluations: Exploring the Effect of Gender Pairs. Perihan Saygin, University of Florida
5.10 - Parental Investments in Education
Causes and consequences of inequity in education
Room: Room 10

Chair: Seth Gershenson, American University, gershens@american.edu

Nicolás Badaracco, University of Wisconsin-Madison. Time Investment Responses of Parents and Students to School Inputs
Chuanyi Guo, University of Kentucky. Teacher Quality, Family Inputs, and Student Outcomes: Evidence from Random Assignment of Students to Teachers
Carly Robinson, Brown University. Parent Engagement Interventions are Not Costless: Opportunity Cost and Crowd Out of Parent Investment. Raj Chande, Behavioural Insights Team, Simon Burgess, University of Bristol, Todd Rogers, Harvard University
5.11 - Teachers & Educational Inequity
Causes and consequences of inequity in education
Room: Room 11

Chair: Dan Goldhaber, American Institutes for Research, dgoldhaber@air.org

Curtis Jones, University of Wisconsin Milwaukee. Race, Relational Trust, and Teacher Retention in Wisconsin Schools. Marlo Reeves, University of Wisconsin Milwaukee, Katharine Rainey, Wisconsin Department of Public Instruction
Kate Larned, Harvard University. The relationship between teacher absenteeism and suspensions. Carly Robinson, Brown University
Mary Laski, Harvard University. Measuring Equity and Teacher Effectiveness: Evidence from Rhode Island
5.12 - Learning to Read: Teaching, Policy, & Intervention
K-12 interventions and short-term outcomes (academic and non-academic)
Room: Room 12

Chair: Brian Jacob, University of Michigan, bajacob@umich.edu

Qiong Zhu, Michigan State University. Early Implementation and Effects of Michigan’s Read by Grade Three Law. Katharine Strunk, Michigan State University, Amy Cummings, Michigan State University, Tara Kilbride, Michigan State University
Walter Herring, University of Virginia. The Promise of Longitudinal Data Systems and Machine Learning for Targeting Reading Intervention
Xinjie Zhang, Vanderbilt University. Reforming How Reading Is Taught: Experimental Evidence on the Effects of Systematic Phonics Instruction for Low-SES Early Readers. Lu Wang, Northwest A&F University, Xiaoyang Ye, Brown University