Educational Researcher 42卷3期文章

1.Race, Ethnicity, and College Success: Examining the Continued Significance of the Minority-Serving Institution

Author: Stella M. Flores and Toby J Park

Source: Educational Researcher, 2013, 42(3):115-128

Abstract:The minority-serving institution (MSI) sector has grown considerably since the 1980s, yet we have less empirical information about what currently influences students to enroll in and complete college at these institutions in comparison to their non-MSI counterparts. We evaluate student postsecondary outcomes by race and ethnicity in Texas’s large MSI sector utilizing state administrative data from 1997 to 2008. At the enrollment stage, we find that race is an important predictor of college enrollment, despite controlling for detailed precollege characteristics. At the college-completion stage, however, the effect of race is largely no longer present after accounting for institutional characteristics, including attending an MSI. That is, in most of the cohorts examined, Hispanic and Black students who initially enroll in a four-year institution showed no difference from their White peers in six-year graduation outcomes. In sum, Hispanic-serving institutions are particularly critical locations for Hispanics while the non-MSI community colleges emerge as key institutions for Black students, signaling important implications for how historically Black colleges and universities might address recruitment and transfer strategies. Implications for practitioners and researchers are offered.

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2.Living Contradictions and Working for Change: Toward a Theory of Social Class–Sensitive Pedagogy

Author: Stephanie Jones and Mark D. Vagle

Source: Educational Researcher, 2013, 42(3):129-141

Abstract:This essay describes a vision of social class–sensitive pedagogy aimed at disrupting endemic classism in schools. We argue persistent upward mobility discourses construct classist hierarchies in schools and classroom practice and are founded on misunderstandings of work, lived experiences of social class, and the broader social and economic context of the United States and the world. Educators may unwittingly alienate the very students they hope to inspire, cause for serious inquiry into what a social class–sensitive pedagogy might entail. The manuscript highlights five interrelated principles that provide insights to what research tells us and how it can be used in K–12 and teacher education.  

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3.Was There Really a Social Efficiency Doctrine? The Uses and Abuses of an Idea in Educational History

Author: Thomas Fallace and Victoria Fantozzi

Source: Educational Researcher, 2013, 42(3):142-150

Abstract:In the historiography on curriculum reform during the progressive era, one interpretive lens has dominated the study of 20th-century reform for more than 40 years: the idea of the social efficiency doctrine. In this historiographical essay, the authors briefly trace the rise of social efficiency as an idea in curriculum history, identify the four common assertions on which it is based, review the recent studies that challenge these assertions, and finally, suggest some ways to rescue the term from overuse and abuse. The authors argue that, historically speaking, social efficiency was a widely used, poorly defined, highly problematic term that had multiple uses for multiple scholars between the 1890s and the 1930s. Historiographically speaking, the authors argue the idea of the social efficiency doctrine has been an inconsistent, heterogeneous, and imprecise lens through which to explain long-term curriculum change. 

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4.The ACT of Enrollment: The College Enrollment Effects of State-Required College Entrance Exam Testing

Author: Daniel Klasik

Source: Educational Researcher, 2013, 42(3):151-160

Abstract:Since 2001 Colorado, Illinois, and Maine have all enacted policies that require high school juniors to take college entrance exams—the SAT or the ACT. One goal of these policies was to increase college enrollment based on the belief that requiring students to take these exams would make students more likely to consider college as a viable option. Relying on quasi-experimental methods and synthetic control comparison groups, this article presents the effects of this state-mandated college entrance exam testing. Based on both state- and individual-level analyses, I find evidence that entrance exam policies were associated with increases in overall college enrollment in Illinois and that such policies re-sorted students in all three states between different types of institutions. In particular, Colorado saw an increase in enrollment at private 4-year institutions, whereas Illinois and Maine both saw a decrease in enrollment at pubic 2-year institutions. Increases in enrollment at schools that require entrance exams for admissions support the hypothesis that lack of exam scores can present barriers to college entry.