1. The Role of Schooling in Perpetuating Educational Inequality: An International Perspective Author: William H. Schmidt, Nathan A. Burroughs, Pablo Zoido, and Richard T. Houang Source: Educational Researcher 44.7 (Oct. 2015): 371-386. Abstract: In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy. Using multiple methods, we find consistent evidence that (a) OTL has a significant relationship to student outcomes, (b) a positive relationship exists between SES and OTL, and (c) roughly a third of the SES relationship to literacy is due to its association with OTL. These relationships hold across most countries and both within and between schools within countries. Our findings suggest that in most countries, the organization and policies defining content exposure may exacerbate educational inequalities. .................................................................................................................. |
2. Syntactic Complexity as an Aspect of Text Complexity Author: Roger S. Frantz, Laura E. Starr, and Alison L. Bailey Source: Educational Researcher 44.7 (Oct. 2015): 387-393. Abstract: Students'ability to read complex texts is emphasized in the Common Core State Standards (CCSS) for English Language Arts and Literacy. The standards propose a three-part model for measuring text complexity. Although the model presents a robust means for determining text complexity based on a variety of features inherent to a text as well as considerations outside the text, the grammar used in a text is not an overt component of the model. In this essay, we argue that the grammar of a text—especially, the syntactic complexity of sentences in a text—should be included as an explicit and distinct component in a text complexity model due to the fact that grammar contributes to the meaning of text and grammatical meaning impacts reading comprehension. We summarize findings from linguistics research on academic English to support this argument. .................................................................................................................. |
3. 2014 AERA Presidential Address: The College Ambition Program: A Realistic Transition Strategy for Traditionally Disadvantaged Students Author: Barbara Schneider Source: Educational Researcher 44.7 (Oct. 2015): 394-403. Abstract: The College Ambition Program (CAP) is designed to encourage low-income and minority students to enroll in college. The following analysis presents updated results from my AERA presidential talk in 2014. Results indicate that CAP, which is a schoolwide intervention, increased college attendance for low-income and minority students in seven treatment high schools compared to 31 control schools by 8%. The 8% increase is largely concentrated in students who would have not attended college but instead enrolled in 2-year institutions. The modest effects of CAP should be viewed as positive and encouraging, especially providing direction for replication and scale-up. .................................................................................................................. |
4. Reply to Wiebe et al. Author: Robert F. Boruch, Michael J. Rovine, Laura W. Perna, and Alan Ruby Source: Educational Researcher 44.7 (Oct. 2015): 404-405. Abstract: The intent of our 2014 article titled “Moving Through MOOCs: Understanding the Progression of Users in MOOCs” was to present evidence and to stimulate evidence-based discussion about the progression of users through MOOCs. It is then a pleasure to respond to those who reacted to the article. Most attention in our response is given to the fit between questions that are asked and the limitations on data that are available to address them, and to the analytic strategies that one might adapt to understand the data and its implications. .................................................................................................................. |
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