1. Investigating Whether and When English Learners Are Reclassified Into Mainstream Classrooms in the United States: A Discrete-Time Survival Analysis
Author: Rachel B. Slama ……………………………………………………………………………… 2. Equity-Oriented Reform Amid Standards-Based Accountability: A Qualitative Comparative Analysis of an Intermediary’s Instructional Practices Author: Tina M. Trujillo and Sarah L. Woulfin ……………………………………………………………………………… 3. Educational Sorting and Residential Aspirations Among Rural High School Students: What Are the Contributions of Schools and Educators to Rural Brain Drain? Author: Robert A. Petrin, Kai A. Schafft, and Judith L. Meece ……………………………………………………………………………… 4. The Random Assignment of Students Into Elementary Classrooms: Implications for Value-Added Analyses and Interpretations Author: Noelle A. Paufler and Audrey Amrein-Beardsley ……………………………………………………………………………… 5. Eliciting Engagement in the High School Classroom: A Mixed-Methods Examination of Teaching Practices Author: Kristy S. Cooper ……………………………………………………………………………… 6. Academic Content, Student Learning, and the Persistence of Preschool Effects Author: Amy Claessens, Mimi Engel, and F. Chris Curran
Source: American Educational Research Journal, 2014, 51(2):220-252
Abstract: Using eight waves of longitudinal data on a statewide kindergarten cohort of English learners (ELs), I examined ELs’ tenure in language-learning programs and their academic performance following reclassification as fluent English proficient. I employed discrete-time survival analysis to estimate the average time to and grade of reclassification with and without controlling for socioeconomic status and home language. The average EL exited 3 years after school entry or in second grade; however, the odds that a non-Spanish-speaking EL was reclassified were nearly twice that of their Spanish-speaking EL classmates after controlling for income. Despite reclassification in the early elementary grades, large percentages of the kindergarten cohort experienced later academic difficulties and 22% of the sample was retained in grade.
Source: American Educational Research Journal, 2014, 51(2): 253-293
Abstract: Intermediary organizations increasingly provide support for schools serving marginalized students. Some attribute this trend to growing ideological support for market-based strategies to further the public good. This article investigates one intermediary that marketed equity-oriented instructional goals for schools serving high numbers of students of color and English Learners. Drawing on critical policy studies and political science, we analyze its behavior amid a high-stakes accountability environment, its reasons for adopting certain reforms, and the consequences for instruction. We use qualitative comparative analysis to show how policy forces shaped reforms and content in its schools, but not pedagogy specific to students of color or English Learners. We discuss the implications for the research on intermediaries and the democratic control of public education.
Source: American Educational Research Journal, 2014, 51(2): 294-326
Abstract: An extended body of research has documented the outmigration of the “best and brightest” youth from rural areas. Some of this scholarship has suggested that rural schools and educators may be complicit in this process as they devote extra attention and resources to the highest achieving students—those most likely to leave their rural communities after high school. Using data from a national multimethod study, we find mixed support for this hypothesis. To the contrary, our data suggest that the highest-achieving rural students are among those with the greatest community attachment, and that student perceptions of local economic conditions are far more influential in shaping postsecondary residential aspirations than the advice of educators, or the poverty level of the school.
Source: American Educational Research Journal, 2014, 51(2): 328-362
Abstract: Value-added models (VAMs) are used to measure changes in student achievement on large-scaled standardized test scores from year to year. When aggregated, VAM estimates are used to measure teacher effectiveness and hold teachers accountable for the value they purportedly add to or detract from student learning and achievement. In this study, researchers examined the extent to which purposeful (nonrandom) and random assignment of students into classrooms occurs in Arizona elementary schools (Grades 3–6). Researchers found that overwhelmingly, students are not randomly assigned and administrators, teachers, and parents play a prodigious role in the process. Findings have current implications for value-added analyses and the extent to which nonrandom assignment practices might impact or bias teachers’ value-added scores.
Source: American Educational Research Journal, 2014, 51(1): 363-402
Abstract: This case study analyzes how and why student engagement differs across 581 classes in one diverse high school. Factor analyses of surveys with 1,132 students suggest three types of engaging teaching practices—connective instruction, academic rigor, and lively teaching. Multilevel regression analyses reveal that connective instruction predicts engagement more than seven times as strongly as academic rigor or lively teaching. Embedded case studies of five classes use interviews and observations to examine how various classes combine connective instruction, academic rigor, and lively teaching and how these practices individually and collectively engage students. Across these analyses, this study introduces a typology for thinking systematically about teaching for engagement.
Source: American Educational Research Journal, 2014, 51(2): 403-434
Abstract: Little research has examined the relationship between academic content coverage in kindergarten and student achievement. Using nationally representative data, we examine the association between reading and mathematics content coverage in kindergarten and student learning, both overall and for students who attended preschool, Head Start, or participated in other child care prior to kindergarten entry. We find that all children benefit from exposure to advanced content in reading and mathematics and that students do not benefit from basic content coverage. Interestingly, this is true regardless of whether they attended preschool, began kindergarten with more advanced skills, or are from families with low income. Policy implications are discussed.
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