Educational Researcher 42卷7期文章

1. Mitigating Against Epistemic Injustice in Educational Research

Author:Jeff Frank

Source:Educational Researcher, 2013, 42(7):363-370

Abstract:In this article, I argue that Harvey Siegel correctly points out the limitations of epistemic diversity in educational research. Building from Siegel’s analysis, I argue that we need to move away from the language of epistemic diversity and to the language of epistemic injustice. Epistemic injustice allows us to do the work that epistemic diversity sets out to do—that is, creating more inclusive epistemic practices that lead to more accurate descriptions of the world—without leading to the untenable and unjustified conclusions that follow from using the language of epistemic diversity. Drawing on recent work in feminist epistemology, I describe epistemic injustice and argue for its significance. I conclude by drawing out the implications of epistemic injustice for educational researchers.

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2. Gender Gaps in College Enrollment: The Role of Gender Sorting Across Public High Schools

Author:Dylan Conger andMark C. Long

Source:Educational Researcher, 2013, 42(7):371-380

Abstract:This article uses Florida administrative data to evaluate the role that public high schools play in the growing female advantage in college enrollment. We first show evidence of gender sorting across public high schools that is beyond what one would observe if students were randomly assigned to their schools. Using regression and decomposition techniques, we then find that across-school gender sorting explains 12% and 16% of females’ higher rates of enrollment among Hispanic and Black students, respectively. This relatively large contribution of high schools to gender disparities in college enrollment among Black and Hispanic students has implications for educators at all levels.

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3. Challenging the Research Base of the Common Core State Standards: A Historical Reanalysis of Text Complexity

Author:David A. Gamson, Xiaofei Lu, and Sarah Anne Eckert

Source:Educational Researcher, 2013, 42(7):381-391

Abstract:The widely adopted Common Core State Standards (CCSS) call for raising the level of text complexity in textbooks and reading materials used by students across all grade levels in the United States; the authors of the English Language Arts component of the CCSS build their case for higher complexity in part upon a research base they say shows a steady decline in the difficulty of student reading textbooks over the past half century. In this interdisciplinary study, we offer our own independent analysis of third- and sixth-grade reading textbooks used throughout the past century. Our data set consists of books from 117 textbook series issued by 30 publishers between 1905 and 2004, resulting in a linguistic corpus of roughly 10 million words. Contrary to previous reports, we find that text complexity has either risen or stabilized over the past half century; these findings have significant implications for the justification of the CCSS as well as for our understanding of a “decline” within American schooling more generally.

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4. The Effect of Postsecondary Coenrollment on College Success: Initial Evidence and Implications for Policy and Future Research

Author:Xueli Wang andBo McCready

Source:Educational Researcher, 2013, 42(7):392-402

Abstract:Drawing upon the latest data from the Beginning Postsecondary Students Longitudinal Study (BPS:04/09) and the Postsecondary Education Transcript Data (PETS:09), this study employed propensity score matching and postmatching

logistic regression to estimate the extent to which postsecondary coenrollment affects persistence and attainment of students beginning at both community colleges and 4-year institutions. Coenrollment was defined as simultaneous enrollment at multiple postsecondary institutions during the same academic term. Findings suggest that coenrollment had a significant positive effect on educational attainment and postsecondary persistence for both student populations. This study has important implications for policy and future research surrounding coenrollment and complex pathways in postsecondary education.

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5. Student Math Achievement and Out-of-Field Teaching

Author:Jason G. Hill andBen Dalton

Source:Educational Researcher, 2013, 42(7):403-405

Abstract:This study investigates the distribution of math teachers with a major or certification in math using data from the National Center for Education Statistics’ High School Longitudinal Study of 2009 (HSLS:09). The authors discuss the limitations of existing data sources for measuring teacher qualifications, such as the Schools and Staffing Survey (SASS), and show how HSLS:09 can be used to analyze the distribution of qualified teachers in mathematics. The results demonstrate that ninth-grade students in most need of a qualified math teacher are least likely to have one.