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 XI - Saturday, March 23, 2019 - 12:00pm to 1:30pm
11.01 - Beyond College Access: Investigating College Performance and Persistence
Room: Big Joe Turner B

Chair: Meryle Weinstein, New York University

Joyce B. Main, Purdue University. There Is No I In Team: Peer Effects in Engineering. Amanda L. Griffith, Wake Forest University
Stephanie Cellini, George Washington University. Student Learning in Online College Programs: Evidence from Nationwide Standardized Testing. Hernando Grueso, George Washington University
Amanda L. Griffith, Wake Forest University. Developing Engineers: The Impact of Remedial Math and Science on Success in Engineering. Joyce B. Main, Purdue University
Jean Felix Ndashimye, University of Missouri. Rural-Nonrural Responses to Academic Probation
11.02 - New Directions in Measuring Teacher Impacts on Student Outcomes
Room: Lester Young A

Chair: Matthew Springer, University of North Carolina at Chapel Hill

Sy Doan, Vanderbilt University. Capturing Teachers' Impacts on Student Outcomes Using At-scale Classroom Observation Scores
Jihyun Kim, Lehigh University. Antecedent and Consequence of Teachers’ Perceived Pressure Associated with Teacher Evaluation. Qinyun Lin, Michigan State University
Xintong Li, University of Missouri. Comparing Teachers across Subject Types and School Levels: Evaluating Teacher Effectiveness with Teacher Effectiveness Student Survey (TESS)
Elif Oz, Florida State University. Measuring Mathematics and Science Teacher Effectiveness Using Rigorous Course-taking in High School
11.03 - Federal and State Education Policies: Causes and Consequences
Room: Lester Young B

Chair: Martin West, Harvard University

A. Abigail Payne, University of Melbourne. Do Class-size Reductions Have Unintended Consequences?. Michael Baker, University of Toronto, Natalie Malak, University of Alabama
Gregory Collins, University of Pennsylvania. Academic and Financial Effects of School District Consolidation: Evidence from a Mandatory Consolidation Policy
Kylie L. Anglin, University of Virginia. Deregulation (and Innovation?) in Texas Public School Districts
Benjamin Meadows, University of Tennessee. Risky Personal Investments in Human Capital: Undocumented Student Attendance Under Threat of Deportation
11.04 - Causes and Consequences of Racial/Ethnic and Socio-economic Achievement Gaps
Room: Jay McShann A

Chair: Jonathan C. Rork, Reed College

Rebecca Hinze-Pifer, University of Illinois. A Decade of Growth in Academic Achievement Gaps: Segregation, Common Core, or Other Factors?. Sean F. Reardon, Stanford University
Carrie Townley Flores, Stanford University. Variation in District-level Trends in Test Performance. Kaylee T. Matheny, Stanford University, Sean F. Reardon, Stanford University, Marissa E. Thompson, Stanford University
David Quinn, University of Southern California. Effects of the “Achievement Gap Narrative” on the Public’s Biased Academic Expectations and Implicit Racial Stereotypes
Syeda Sana Fatima, New York University. Gentrification and Education: Evidence from New York City
11.05 - Birth Timing, Redshirting, and Compulsory Education
Room: Mary Lou Williams A

Chair: Keren Horn, University of Massachusetts Boston

Jacek Liwiński, University of Warsaw. The Impact of Compulsory Education on Employment and Earnings in a Transition Economy
Jungmin Lee, University of Kentucky. Does School Starting Age Effect Persist?: The Relationship between School Starting Age and Test Scores in Korea. Woohyeon Kim, Korea Institute of Public Finance
C. Kevin Fortner, Georgia State University. A Natural Experiment to Estimate Redshirting Effects. Jade Marcus Jenkins, University of California- Irvine
11.06 - Value-added Models for Research and Accountability
Room: Mary Lou Williams B

Chair: Christopher Candelaria, Vanderbilt University

Daniel Hubbard, American Institutes for Research. More Gains Than Score Gains? High-school Quality and College Success
James Soland, NWEA. Comparing Estimates of School Contributions to Student Growth Under Different Assumptions: Implications for Federal Accountability
Qinyun Lin, Michigan State University. Characterizing the Potential Bias Due to Peer Effects in Value-added. Kenneth A. Frank, Michigan State University
Michael S. Christian, Education Analytics. Differential-effects Value-added Growth by Student Characteristics by School. Robert Meyer, Education Analytics
11.07 - Long Term Impacts of Charter Schools
Room: Bennie Moten A

Chair: Jesse Levin, American Institutes of Research

Marcus A. Winters, Boston University. The Effect of Attending a Charter School in Newark, New Jersey
Adam Kho, University of Southern California. North Carolina’s Charter Schools after Twenty Years: How Are They Doing Now?. Andrew McEachin, RAND Corporation, Douglas Lauen, University of North Carolina at Chapel Hill
Joseph Waddington, University of Kentucky. Understanding the Moderating Impacts of “Effective Schools” Characteristics on Voucher Program-Participating Students’ Achievement in Indiana. Audrey Conway Roberts, University of Kentucky, Mark Berends, University of Notre Dame, Julie Dallavis, University of Notre Dame
Sofoklis Goulas, Stanford University. Charter School Performance in Washington. Margaret Raymond, Stanford University
11.08 - Quantifying the Effects of Interventions in Higher Education
Room: Bennie Moten B

Chair: Daniel Klasik, The George Washington University

Julie Edmunds, University of North Carolina at Greensboro. Exploring Variation in Impacts in a Randomized Controlled Trial: The Case of Project COMPASS. Dora Gicheva, University of North Carolina at Greensboro, Beth Thrift, University of North Carolina at Greensboro, Bryan Ryan, Wake Technical Community College, Christopher Roddenberry, Wake Technical Community College
Rachel E. Worsham, North Carolina State University. The Role of the CAA on Credit Loss . Andrea L. DeSantis, North Carolina State University, Katie Ratterree Johnson, RTI International, Audrey J. Jaeger, North Carolina State University
Mark Hall, Central Carolina Community College. The Effect of Proactive Student-success Coaching Using Predictive Analytics on Community College Students. Grey Reavis, North Carolina State University, Rachel E. Worsham, North Carolina State University
Nicholas A Bowman, University of Iowa. Testing an Intervention to Improve Academic Achievement for Students on Probation. Nayoung Jang, University of Iowa, D Martin Kivlighan III, University of Iowa, Nancy Schneider, University of Iowa, Ye Xiaomeng, Indiana University
11.09 - Changes in Aid and Changes in Behaviors
Room: Julia Lee A

Chair: Lesley J. Turner, University of Maryland

Elizabeth Burland, University of Michigan. Unequal Effects of Expanding Student Financial Aid? The Higher Education Act Reauthorization of 1992. Fabian Pfeffer, University of Michigan
Allyson Flaster, University of Michigan. Determining Dependency: The Evolution and Impact of a Foundational Concept in Financial Aid
Daniel A. Collier, Western Michigan University. Understanding IDR: A Comparison of Financial Situations and Behaviors Between Those in Traditional Student Loan Repayment and Those in Income Driven Repayment
Ellie Bruecker, University of Wisconsin-Madison. Consistency in Grant Aid Packaging throughout Postsecondary Enrollment
11.10 - The Interlinkage between Postsecondary Education and the Labor Market
Room: Julia Lee B

Chair: Jeffrey T. Denning, Brigham Young University

Julian Hsu, The College Board. Earnings across Majors and College Quality: Evidence from TransUnion and College Board Data . Michael Hurwitz, The College Board, Matea Pender, The College Board, Jennifer Ma, The College Board
Christopher Jepsen, University College Dublin. The Benefits of Alternatives to Conventional College: Labor-market Returns to For-profit Schooling. Peter Mueser, University of Missouri, Kyung-Seong Jeon, University of Missouri
Brad Hershbein, W.E. Upjohn Institute for Employment Research. Local Promise Programs and Employment Dynamics. Edward Smith, W.E. Upjohn Institute for Employment Research
Kalena E. Cortes, Texas A&M University. Publication, Compensation, and the Public Affairs Discount: Does Gender Play a Role?. Lori Taylor, Texas A&M University, Travis C. Hearn, Mosbacher Institute
11.11 - The Links between Student Health and the Educational Experience
Room: Andy Kirk A

Chair: Michael S. Kofoed, United States Military Academy

Laura M. Crispin, Saint Joseph's University. Sports, Physical Activity, and Bullying in High School: Do Sports and Physical Activity Deter or Increase the Likelihood of In-school Victimization?. Dimitrios Nikolaou, Illinois State University
Leah Clark, Carnegie Mellon University. Disadvantage Beyond Poverty: Adverse Childhood Experiences, School Choice, and Educational Outcomes
Matthew Larsen, Lafayette College. Effect of Medicaid and CHIP Eligibility on Academic Achievement and Achievement Gaps
Maria Fitzpatrick, Cornell University. Beyond Reading, Writing, and Arithmetic: The Role of Teachers and Schools in Reporting Child Maltreatment. Cassandra Benson, Cornell University, Samuel Bondurant, Cornell University
11.12 - Different Strokes? The Perspectives of Various Stakeholders Engaged in Research-Practice Partnerships for Improving Clinical Teacher Preparation
Room: Andy Kirk B

Chair: Matthew Ronfeldt, University of Michigan

Policy Maker or Practitioner: Kevin Schaaf, Tennessee Department of Education
Discussants: Matthew Ronfeldt, University of Michigan, Kevin Schaaf, Tennessee Department of Education, Julie Baker (Associate Dean, College of Education), Dan Goldhaber, University of Washington/American Institute of Research/CALDER

The Tennessee Department of Education (TDOE) has long been committed to assessing and improving teacher education statewide. To expand their efforts in these areas, they applied for and received an IES State Longitudinal Data Systems Grant with an emphasis on building and using data systems to identify promising features of preparation and use them as levers for improvement. As part of this grant, the TDOE has partnered with researchers from University of Michigan and a number of Educator Preparation Providers (EPPs) to engage in research and initiatives that use data in Tennessee to understand and improve the current state of teacher preparation policy and practice. Though many have argued that these kinds of research-practice partnerships hold much promise for improving educational systems (Coburn & Penuel, 2016), those engaged in them also acknowledge that the goals and priorities of different stakeholders can present substantial challenges to their success (Booker, Conaway, & Schwartz, under review).

This policy talk will illuminate some of those successes and difficulties by bringing together three key stakeholders engaged in the Tennessee partnership efforts, representing three different perspectives: a TDOE policymaker (Kevin Schaaf), a leader of an EPP that has participated in many partnership initiatives (Julie Baker), and a university-based researcher (Matt Ronfeldt). In addition, we have invited another researcher (Dan Goldhaber) who has participated in similar research-practice partnerships in two other states to share how the promises and pitfalls identified in the Tennessee partnership are similar to and different from those he has faced elsewhere.

We will open the policy talk by providing background on how the partnership formed, describing how clinical training became a primary focus, and giving an overview of a sequence of studies and initiatives focused specifically on clinical training that have involved the panel participants. Panel participants will then engage in an open-ended conversation about what motivated them to participate in this partnership work, what the work has accomplished, how their priorities and goals have shifted over time, and where they see partnership work heading in the future. Panelists will discuss successes and challenges, and focus particularly on lessons learned that can inform partnerships in other contexts and recommendations for improving partnership efforts in the future. Audience members will be invited to comment on the conversation and ask questions.

While policymakers have increasingly advocated for research-practice partnerships, less is known about how to make them successful in practice. By bringing together the differing perspectives of various stakeholders engaged in partnership work in Tennessee and other states, this policy talk promises to shed light on what these types of partnerships look like on the ground and where they are headed in the future.