Search EdWorkingPapers
EdWorkingPapers
Teachers’ professional identities are the foundation of their practice. Previous scholarship has largely overlooked the extent to which the broader institutional environment shapes teachers’ professional identities. In this study, I bridge institutional logics with theory on teacher professional identity to empirically examine the deeply institutionalized, taken-for-granted ways American society has come to think of teaching (e.g., as a moral calling, as a profession, as labor) are internalized by K-12 teachers. I draw on survey data from 950 teachers across four US states (California, New York, Florida, and Texas), and develop an original survey measure to capture what I term teachers’ “institutionalized conceptions of teaching.” Across diverse state policy contexts, I find that teachers’ conceptions of teaching are guided by three underling logics: (1) an accountability logic, (2) a democratic logic, and (3) a moral calling logic. I then surface a typology of teacher professional and examine the relationship between these logics and teachers’ professional identities. I find that the taken-for-granted ways society frames teaching may be associated with dimensions of teachers’ professional identity, such as self-efficacy and professional commitment. Together, the findings suggest that supporting the professional well-being of K-12 teaching may demand shifting the deeply institutionalized norms of the profession to be more aligned with teachers’ democratic and moral aims—rather than our system's deep norms around external accountability. The study offers methodological contributions to the study of logics, as well as practical implications for the field of teaching.
The pivotal role of Algebra in the educational trajectories of U.S. students continues to motivate controversial, high-profile policies focused on when students access the course, their classroom peers, and how the course is taught. This random-assignment partnership study examines an innovative district-level reform—the Algebra I Initiative—that placed 9th-grade students with prior math scores well below grade level into Algebra I classes coupled with teacher training instead of a remedial pre-Algebra class. We find that this reform significantly increased grade-11 math achievement (ES = 0.2 SD) without lowering the achievement of classroom peers eligible for conventional Algebra I classes. This initiative also increased attendance, district retention, and overall math credits. These results suggest that higher expectations for the lowest-performing students coupled with aligned teacher supports is a promising model for realizing students’ mathematical potential.
School board candidates supported by local teachers' unions overwhelmingly win and we examine the causes and consequences of the "teachers' union premium" in these elections. First, we show that union endorsement information increases voter support. Although the magnitude of this effect varies across ideological and partisan subgroups, an endorsement never hurts a candidate's prospects among any major segment of the electorate. Second, we benchmark the size of the endorsement premium to other well-known determinants of vote-choice in local elections. Perhaps surprisingly, we show the endorsement effect can be as large as the impact of shared partisanship, and substantially larger than the boost from endorsements provided by other stakeholders. Finally, examining real-world endorsement decisions, we find that union support for incumbents hinges on self-interested pecuniary considerations and is unaffected by performance in improving student academic outcomes. The divergence between what endorsements mean and how voters interpret them have troubling normative democratic implications.
Racial disparities in violence exposure and criminal justice contact are a subject of growing policy and public concern. We conduct a large-scale, randomized controlled trial of a six-month behavioral health intervention combining intensive mentoring and group therapy designed to reduce criminal justice and violence involvement among Black and Latinx youth in Chicago. Over 24 months, youth offered the program experienced an 18 percent reduction in the probability of any arrest and a 23 percent reduction in the probability of a violent-crime arrest. These statistically significant impacts, with smaller magnitudes, continue to persist up to 3 years post randomization. To better understand the behavior change we observe given an arrest is a proxy for criminal behavior, we create a supervised machine learning algorithm from arrest narratives that determines if an arrest was initiated more or less at the discretion of police. We find that the program’s impacts are concentrated in arrests where officers have less discretion in initiating contact, while having little impact on more discretionary contact arrests (e.g. a young person exhibiting “suspicious” behavior). This analysis suggests the effects of the program are being driven by a reduction in youth offending behavior rather than by avoiding police contact.
Understanding the factors that influence student outcomes is crucial for both parents and schools when designing effective educational strategies. This paper explores the impact of peer age on both cognitive and non-cognitive outcomes using a randomized sample of middle school students. By analyzing how exogenous variations in peer age affect students' academic performance, self-expectations and confidence, health perceptions, behavioral traits, and social development, we highlight the important role that peer age plays in educational contexts. Our findings reveal that an increase in the average age of classmates results in negative effects on both cognitive and non-cognitive outcomes of a student. We also identify significant heterogeneous effects based on student relative age and gender. We delve into potential mechanisms behind these effects and study inputs from the perspective of student themselves, parents, teachers, and the school within the framework of the education production function. The results suggest that students' persistence in their studies, the quality of friendships, and the school environment they are exposed to are the primary drivers of our main findings. These findings underscore the importance of addressing age disparities within classrooms to enhance students' cognitive and non-cognitive development.
A growing body of research has documented extensive credit loss among transfer students. However, the field lacks theoretically driven and empirically supported frameworks that can guide credit loss research and reforms. We develop and then test a comprehensive framework designed to address this gap using novel administrative credit loss data from Texas. Our results demonstrate how the likelihood of credit loss varies across course characteristics, majors, pretransfer academics, student characteristics, and sending and receiving institutions. Additionally, we are able to disentangle general credit loss from major credit loss and examine how they vary across institutions, majors, and the combination of both. The extensive variation in credit loss among universities in particular underscores the need for future research and reform.
Although community colleges have served as a gateway to universities for millions of students—disproportionately so for students from populations historically underrepresented in higher education—prior research has demonstrated that the majority of vertical transfer students lose at least some of their pretransfer credits. However, researchers examining how credit loss relates to subsequent college outcomes have been hindered by data limitations. For this study, we drew from the literature on academic momentum and examined the relationship between credit loss, institutional retention, and postsecondary persistence. Our use of novel administrative data from Texas enabled us to disentangle major credit loss from general credit loss and study the contribution of each credit loss type to posttransfer outcomes. Our analyses show that both forms of credit loss are inversely related to institutional retention, but the relationships between credit loss and postsecondary persistence are far less consistent. We found evidence suggesting that major credit loss is more strongly related to both retention and persistence than general credit loss. We did not find evidence that the relationship between credit loss and posttransfer outcomes is moderated by students’ race/ethnicity, economic status, or gender, and we found only limited evidence of moderation by major.
U.S. public schools are engaged in an unprecedented effort to expand tutoring in the wake of the COVID-19 pandemic. Broad-based support for scaling tutoring emerged, in part, because of the large effects on student achievement found in prior meta-analyses. We conduct an expanded meta-analysis of 265 randomized control trials and explore how estimates change when we better align our sample with a policy-relevant target of inference: large-scale tutoring programs in the U.S. aiming to improve standardized test performance. Pooled effect sizes from studies with stronger target-equivalence remain meaningful but are only a third to a half as large as those from our full sample. This result is driven by stark declines in pooled effect sizes as program scale increases. We explore four hypotheses for this pattern and document how a bundled package of recommended design features serves to partially inoculate programs from these attenuated effects at scale.
We examine the efficiency of traditional school districts versus charter schools in providing students with teachers who meet their demographic and education needs. Using panel data from the state of Michigan, we estimate the relationship between enrollment of Black, Hispanic, special education, and English learner students and the presence of Black, Hispanic, Special Education, and ESL teachers, and test whether this relationship differs at charter and traditional district-run schools. Because charter schools typically have less market power in hiring than large districts, we compare charter school employment practices to traditional public schools in districts of comparable size. Our results suggest that charter schools are more likely to employ same race teachers for Black students but not Hispanic students, and districts schools are slightly better at providing ESL and SPED teachers. We conclude that charter autonomy does not necessary generate better student-teacher matches, but Michigan charters may occupy a market niche by serving Black students and staffing Black teachers.
Purpose: Urban school districts often face challenges in filling principal vacancies with effective leaders, especially in high-needs schools. Prospective principals’ engagement with the job application process may contribute to these challenges. The goal of this study is to better understand the job search strategies and behaviors of prospective principals and how their approaches might contribute to leadership staffing challenges in high-needs schools.
Research Design and Methods: We employ a convergent mixed-methods design that draws on data from two urban school systems. We pair analysis of interviews of 36 principals who have recently navigated the districts’ hiring systems with multiple years of applications and other administrative data provided by the two districts. We explored how patterns and themes that emerged from each data source were confirmed or disconfirmed with the other source.
Findings: Guided by a job-search model, our analysis uncovers three main findings. First, the typical principal applicant conducted a targeted rather than a wide search, reflecting multiple strategies, preferences, and relational factors. Second, elementary educators showed a strong propensity to apply to the same grade level. Third, leaders applied to schools serving larger proportions of historically marginalized students at similar rates as other schools, reflecting their motivations to work with underserved students.
Implications for Research and Practice: Considerations informing prospective principals’ job searches are multifaceted. High-needs schools are desirable to many principal candidates. Identifying and strategically recruiting candidates with preferences for working in such schools can be a strategy for districts seeking to overcome challenges in filling principal vacancies.
Short-term certificate (STC) programs at community colleges represent a longstanding policy priority to align accelerated postsecondary credentials with job opportunities in local labor markets. Despite large investments in developing STCs, little evidence exists about where and when STCs are opened and whether community colleges open new programs of study in coordination with labor market trends. Using public workforce and postsecondary data, I examine health and manufacturing STC program openings to understand alignment with labor market activity in related industries. I find that STCs are spatially aligned across labor markets within a state, but not necessarily temporally aligned with county-specific trends. One additional STC per college is associated with labor markets that had 2-3 percentage points more total employment and new hires in related industries. Large launches of clustered STC programs occurred before periods of growth in health employment but declines in manufacturing. Large launches preceded earnings growth of 2-5 percentage points in both sectors.
There is a large and growing number of non-degree credential offerings between a high school diploma and a bachelor's degree, as well as degree programs beyond a bachelor’s degree. Nevertheless, research on the financial returns to non-degree credentials and degree-granting programs is often narrow and siloed. To fill this gap, we leverage a national sample of individuals across nine MSAs and four industries to examine the relative financial returns to a variety of non-degree credentials and degree programs. Leveraging two-way fixed-effect models, we explore the relationship between completing a credential or degree and earnings premiums. We find that an associate’s, bachelor’s, master’s and doctorate degree follows a similar model of returns in which the number of schooling years is linearly related to proportional earnings premiums. However, students completing sub-baccalaureate certificates and earning non-school credentials appear to get larger financial returns for less time. Additionally, while we noticed subtle differences across degree programs, we noticed substantial differences in non-school credentials: only women experienced a significant earnings premium from a non-degree credential. Finally, in terms of race/ethnicity, students of color often experienced larger economic returns to undergraduate certificates and degree programs.
Children spend most of their time at home in their early years, yet efforts to promote human capital at home in many low- and middle-income settings remain limited. We conduct a randomized controlled trial to evaluate an intervention which encourages parents and caregivers to foster human capital accumulation among their children between ages 3 and 5, with a focus on math and phonics skills. Children gain 0.52 and 0.51 standard deviations relative to the control group on math and phonics tests, respectively (p<0.001). A year later effects persist, but math gains dissipate to 0.15 (p=0.06) and phonics to 0.13 (p=0.12). Effects appear to be mediated largely through instructional support by parents and not other parent investment mechanisms, such as more positive parent-child interactions or additional time spent on education at home beyond the intervention. Our results show that parents can be effective conduits of educational instruction even in low-resource settings.
This article provides a review of prior empirical work exploring whether and to what extent school district racial composition affects the costs associated with providing equal educational opportunity to achieve a common set of outcomes. This prior work mainly involves education cost function modeling, on several specific states and in an earlier version of our national education cost model. Here, we update the national education cost model and apply a series of tests for selecting the optimal cost model and determining a) whether it is necessary to retain measures of racial composition in the model and b) the effect those measures have on the estimated costs to achieve common outcomes. We find that the optimal model includes an interaction term between % enrollment that is black and population density and that for majority Black enrollment urban districts, the predicted costs per pupil are 20 to 50% higher when using models with this measure than when using models with race neutral alternatives. While changes in cost estimates for these districts are large, aggregate national cost increases from including racial composition are 1.3 to 2.7% in most years.
Using data from the National Longitudinal Study of Youth 1997, we examine differences in educational experiences and in social and economic mobility for youths experiencing poverty relative to their more affluent peers. We also explore the extent to which different educational experiences are associated with greater mobility for students experiencing poverty. We find that youths from poverty are less than half as likely as their more affluent peers to earn a living wage, reach the top quartile of income, or attain a high level of economic wellbeing and stability. They also have less educational opportunity in their youth, particularly when it comes to academic experiences. Meanwhile, the educational experiences where there are the largest inequities are also the ones that are most predictive of long-term mobility for students from poverty, suggesting that having the opportunity to do well in school may help young people improve their economic standing and achieve broader levels of wellbeing later in life. At the same time, students experiencing poverty who have exceptional academic outcomes on average still do not manage to exceed the average adult income of the typical student not coming from poverty. Altogether, our findings point to both the importance and inadequacy of academic experiences for breaking the cycle of intergenerational poverty.