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 VIII - Friday, March 22, 2019 - 2:30pm to 4:00pm
8.01 - College Choice in Diverse Contexts
Room: Big Joe Turner B

Chair: Michael Hurwitz, College Board

Yang Song, Colgate University. College Matching Mechanisms and Matching Quality: Evidence from a Natural Experiment in China. Wei Ha, Peking University, Le Kang, Peking University
Galit Eizman, Harvard University. Ad for Ed: Brands in Higher Education and Their Impact on College Choice . Ruichen Wang, Renmin University of China
Katharine Meyer, University of Virginia. Choice Architecture and College Intentions: Results from a Randomized Control Trial of a College Search Interface. Benjamin Castleman, University of Virginia, Cait Lamberton, University of Pittsburg
Xiaoyang Ye, University of Michigan. Human Instruction versus Machine Learning: Experimental Evidence on Improving College Access and Match at Scale
8.02 - Professional Development in Social Contexts: Coaching, Collaboration, and Peer Evaluation
Room: Lester Young A

Chair: Brendan Bartanen, Vanderbilt University

Emily Wiseman, University of Virginia. Teacher Coaching at Scale: Mechanisms and Outcomes. James Wyckoff, University of Virginia, Julie Cohen, University of Virginia
Kristen Carroll, Vanderbilt University. School Factors that Promote Teacher Collaboration: Teacher Collaboration and the Tennessee Instructional Partnership Initiative. Ellen Goldring, Vanderbilt University, Susan Kemper Patrick, Vanderbilt University
Julie Cohen, University of Virginia. Implementation of a Content-Focused Professional Development Program in D.C. Public Schools. Veronica Katz, University of Virginia, Katharine Sadowski, University of Virginia, Emily Wiseman, University of Virginia, James Wyckoff, University of Virginia
Eric Taylor, Harvard University. Teacher Peer Observation and Student Test Scores: Evidence from a Field Experiment in English Secondary Schools. Simon Burgess, University of Bristol, Shenila Rawal, Oxford Partnership for Education Research and Evaluation
8.03 - Weighted Student Funding
Room: Lester Young B

Chair: Ross Rubenstein, Georgia State University

Marguerite Roza, Edunomics Lab at Georgetown University. Does WSF Yield More Equitable Allocations across Schools than Exists in Non-WSF Districts?. Hannah Jarmolowski, Edunomics Lab at Georgetown University
Karen Manship, American Institutes for Research. An In-depth Exploration of Weighted Student Funding (WSF) Systems across the U.S.. Jesse Levin, American Institutes for Research, Drew Atchison, American Institutes for Research, Steve Hurlburt, American Institutes for Research, Ryoko Yamaguchi, Plus Alpha Research, Stephanie Stullich, U.S. Department of Education
Thomas Goldring, University of Michigan. The Distribution of School Funding Under California’s Local Control Funding Formula: Do High-needs Students Benefit?
Joon-Ho Lee, University of California- Berkeley. Heavy-weight Policy? How Progressive Finance Reform Alters School Organization in California. Bruce Fuller, University of California- Berkeley
8.04 - The Impact of Unexpected Events on Student Outcomes
Room: Jay McShann A

Chair: Scott Imberman, Michigan State University

Umut Ozek, American Institutes for Research. Beyond the Cone of Uncertainty: Examining the Human Capital Spillover Effects of Hurricane Maria
Kori J. Stroub, Rice University. School Closures and Student Educational Outcomes: Evidence from Houston. Meredith P. Richards, Southern Methodist University, Kori J. Stroub, Rice University
Laura Bellows, Duke University. Immigration Enforcement and Student Achievement: The E ffects of 287(g) Programs in North Carolina
Raymond Zuniga, American University. A Comparison of Effects from Immigration Enforcement Strategies on Schooling Progression Outcomes for Children in Texas
8.05 - Policies to Overcome Racial Bias
Room: Mary Lou Williams A

Chair: Susan Dynarski, University of Michigan

Melanie Rucinski, Harvard Kennedy School. Increasing Diversity at Boston's Exam Schools. Joshua Goodman, Harvard Kennedy School
David Quinn, University of Southern California. Relative versus Absolute Criteria and Racial Bias in Teachers’ Evaluation of Student Work
Keren Horn, University of Massachusetts Boston. Pathways to School Integration
Matthew Shirrell, George Washington University. Student-teacher Ethnoracial Match and Student Outcomes in Large Urban School Districts: Evidence from New York City. Travis Bristol, University of California
8.06 - The Implementation and Effects of STEM and CTE Policies
Room: Mary Lou Williams B

Chair: Darryl Hill, Harvard University

Jay Plasman, Johns Hopkins University. Trending Up: A Cross-cohort Exploration of STEM Career and Technical Education Participation by Low-income Students. Michael Gottfried, University of California- Santa Barbara, Daniel Klasik, George Washington University
Steven Hemelt, University of North Carolina at Chapel Hill. Math Acceleration in Elementary School: Access and Effects on Student Outcomes. Matthew A. Lenard, Harvard University
Meryle Weinstein, New York University. Who Chooses Career and Technical Education? Evidence from New York City. Sean P. Corcoran, Vanderbilt University, James Kemple, Research Alliance for New York City Schools
8.07 - High School Enrollment and College Entrance: Choice and Policy
Room: Bennie Moten A

Chair: Joshua Cowen, Michigan State University

Diana K.L. Ngo, Occidental College. The STEM Gender Gap and School Choice: The Transition from Middle to High School in Mexico City. Andrew Dustan, Vanderbilt University
Lauren Sartain, University of Chicago. Universal Enrollment in Chicago: What Do Students Look for When Choosing a High School?. Lisa Barrow, Federal Reserve Bank of Chicago
Heidi Holmes Erickson, University of Arkansas. Effects of the Louisiana Scholarship Program on Student Achievement and College Entrance . Jonathan N. Mills, University of Arkansas, Patrick J. Wolf, University of Arkansas
Christal Hamilton, University of Missouri. The Effect of Charter Schools on College Readiness and Postsecondary Intentions
8.08 - The Evolution of Methods of Financing Colleges and Universities
Room: Bennie Moten B

Chair: Tammy Kolbe, University of Vermont

Heather McCambly, Northwestern University. Analyzing the Design and Causal Effects of Frames on the Distribution of Grant Funds for Educational Equity
Leanne M. Davis, IHEP. Not Just a Private Matter: Tuition Discounting and Enrollments in Public Flagship Universities. Rita J. Kirshstein, The George Washington University
Olga Komissarova, Seton Hall University. The Relationship between State Appropriations and International Student Enrollment at Public Universities in the U.S.
8.09 - Measuring Student Borrower Success and Failure
Room: Julia Lee A

Chair: Douglas Webber, Temple University

Fulya Ersoy, Loyola Marymount University. Medium-run Effects of Student Loans on Debt Holdings
Daniel Mangrum, Vanderbilt University. Personal Finance Education Mandates and Student Loan Repayment
Erin Dunlop Velez, RTI International. Who Defaults When? A Look at Who Federal Cohort Default Rates are Missing. T. Austin Lacy, RTI International, Johnathan G. Conzelmann, RTI International
Dubravka Ritter, Consumer Finance Institute. What Do We Know About Student Loan Debtors? A Credit Profile Perspective. Rajeev Darolia, University of Kentucky
8.10 - The Effects of Pre-K on Disadvantaged Populations
Room: Julia Lee B

Chair: Rodney Andrews, The University of Texas at Dallas

Stephanie Potochnick, University of Missouri. Local Immigration Enforcement Policies and Head Start Program Participation of Hispanic Families. Jade Jenkins, University of Missouri, Stephen Lee, University of Missouri
David Song, Stanford University. It’s About Timing- When Does Supporting Parents Work Best?. Kalena E. Cortes, Texas A&M University, Hans Fricke, Stanford University, Susanna Loeb, Brown University, Benjamin York, Parent Powered
Chris Salem, University of California- Santa Barbara. Who Benefits from School Transportation? Exploring Busing and Absenteeism in Rural Communities. Michael Gottfried, University of California- Santa Barbara, J. Jacob Kirksey, University of California- Santa Barbara
J. Jacob Kirksey, University of California- Santa Barbara. Absenteeism in Full-day vs. Part-day Kindergarten: Do the Differences in Absenteeism Persist in Later Years of Elementary School for Children with Disabilities. Michael Gottfried, University of California- Santa Barbara
8.11 - Measuring the Effects of Interventions that Are Outside the Classroom
Room: Andy Kirk B

Chair: Carolyn Heinrich, Vanderbilt University

Sarah Komisarow, Duke University. Getting on Track Outside of School: Evidence from StudentU
Alicia Sasser Modestino, Northeastern University. School’s Out: How Summer Youth Employment Programs Impact Academic Outcomes. Richard Paulsen, Northeastern University
Viviana Rodriguez, Columbia University. Measuring the Effectiveness of State-wide Educational Innovation Policies . Brooks Bowden, North Carolina State University
Michah W. Rothbart, Syracuse University. The Impact of Free Lunch on Weight and Academic Outcomes: Evidence from the Community Eligibility Provision in New York State. Amy Ellen Schwartz, Syracuse University, Emily Gutierrez, Syracuse University
8.12 - How Can Schools Effectively Operate on Four Days a Week?
Room: Andy Kirk A

Chair: Georgia Heyward, University of Washington Bothell

Policy Maker or Practitioner: Spencer Barzee, West Side School District
Discussants: Georgia Heyward, University of Washington Bothell, Paul Thompson, Oregon State, Spencer Barzee, West Side School District, Antonio Parés, Donnell-Kay Foundation

This policy talk draws on the experience of practitioners in Idaho and Colorado, as well as researcher knowledge of the four-day school week in Oregon, Missouri, and Oklahoma. We propose to explore the following topics, which we have found to be of interest to districts and state policymakers: Why schools are adopting the schedule; what districts can do to leverage benefits and avoid pitfalls; and how policy makers, practitioners, and researchers can work together to inform policy.

Ten years ago, the four-day school week was a rare schedule change used primarily by small, isolated districts in the mountain west. Now, the four-day school week is found in over 550 districts across 25 states, and it is spreading to larger and more metropolitan districts (Heyward, 2018). In four-day week districts, schools operate longer days Monday through Thursday, with Friday as a regular day off. In small, rural communities where school is central to community life, this schedule change has wide-ranging impacts, not only on curriculum and instruction, but also on community safety and possibly food insecurity (Hill and Heyward, 2015; Fischer, 2016; Oklahoma State Department of Health, 2017).

The current four-day week research is largely inconclusive when it comes to the impact the schedule change has on student learning, although it does seem to have a greater negative effect on certain types of students, such as those who are not proficient in state assessments (Anderson and Walker, 2015; Thompson, 2018). Some states—notably California, Minnesota, and New Mexico—have begun to set accountability thresholds for districts using the four-day week. However, beyond setting minimum hour requirements, most states give school districts little guidance about how to implement the four-day week. Uncertainty about best practices have led district and state leaders to turn to local researchers for guidance about how to best serve students under this model.