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Emily Penner
Troublemakers? The Role of Frequent Teacher Referrers in Expanding Racial Disciplinary Disproportionalities
Teachers’ sense-making of student behavior determines whether students get in trouble and are formally disciplined.
School Discipline and Racial Disparities in Early Adulthood
Miles Davison, Andrew M. Penner, Emily Penner, Nikolas Pharris-Ciurej, Sonya R. Porter, Evan Rose, Yotam Shem-Tov, Paul Yoo.Despite interest in the role of school discipline in the creation of racial inequality, previous research has been unable to identify how students who receive suspensions in school differ from unsuspended classmates on key young adult outcomes. We utilize novel data to document the links between… more →
Teacher Effects on Student Achievement and Height: A Cautionary Tale
Topics: MethodsTags: AssessmentEstimates of teacher “value-added” suggest teachers vary substantially in their ability to promote student learning. Prompted by this finding, many states and school districts have adopted value-added measures as indicators of teacher job performance. In this paper, we conduct a new test of the… more →
My Brother’s Keeper? The Impact of Targeted Educational Supports
Topics: Student LearningTags: Race, ethnicity, and education, Culturally responsive schooling, Social and emotional learningThe My Brother’s Keeper (MBK) Challenge developed by President Obama supports communities that promote civic initiatives designed to improve the educational and economic opportunities specifically for young men of color. In Oakland, California, the MBK educational initiative features the African… more →
Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice
The well-documented racial disparities in school discipline have led many school districts in the U.S. to adopt restorative justice practices. The restorative justice philosophy differs from traditional disciplinary action by placing an emphasis on restitution and improving behavior rather than… more →
Stress in Boom Times: Understanding Teachers’ Economic Anxiety in a High Cost Urban District
Despite growing concern over teachers’ ability to live comfortably where they work, we know little about the systematic impacts of affordability on teachers’ well-being, particularly in high-cost urban areas. We use novel survey data from San Francisco Unified School District to identify the… more →