CRPE Researchers Presenting at AERA

CRPE Researchers Presenting at AERA

When
Sunday, April 28, 2013 to Wednesday, May 1, 2013
Where
San Francisco, CA

Several CRPE researchers are presenting at the 2013 annual conference of the American Educational Research Association in San Francisco. This year’s event focuses on “Education and Poverty: Theory, Research, Policy, and Praxis.”

Schedule of CRPE sessions:

Sunday, April 28

CRPE Researcher: Patrick Denice, presenter
Time and Location: 12:25 to 1:55pm, Building/Room: Westin St. Francis / Yorkshire
Session Information: Improving Access and Success for Diverse College Students
Related Paper: Does It Pay to Attend a For-Profit College?
Abstract: Mostly absent from the rich empirical tradition investigating the returns to postsecondary education is rigorous examination of the economic value of enrolling in and completing a degree at a for-profit institution, despite this sector’s rapid growth over the past decade. Using the most recent wave of the National Longitudinal Survey of Youth 1997, I find that attending only for-profit colleges results in lower average weekly earnings than attending both public and private, nonprofit colleges. This difference is robust to the addition of individual, regional, and employment controls, and it is almost wholly concentrated among women, 2-year degree holders, and those working in the management and professional fields.

Monday, April 29

CRPE Researcher: Tricia Maas, discussant
Time and Location: 10:35 to 12:05pm, Building/Room: Parc 55 / Powell II
Session Information: Charter School Research: What Do We Know, Where Are the Gaps, and What Should Be the Focus?

Tuesday, April 30

CRPE Researchers: Robin Lake and Tricia Maas, presenters
Time and Location: 8:00 to 10:00am, Building/Room: Parc 55 / Haight
Session Information: Charter School Challenges and Opportunities: Silver Bullets, Innovations, and Divergent Values
Related Paper: Characteristics of Effective Schooling in Charter and Traditional Schools: Aligning Findings for Informed Policy Making
Abstract: This literature review compares the current state of knowledge about the characteristics of effective charter schools to the broader body of effective school studies, finding that effectiveness correlates overlap substantially between the two school models. This finding suggests that despite early beliefs that charter schools would innovate organizationally and instructionally, charter policy may instead generate unique avenues for school leaders to establish school-wide practices that have consistently proven to be effective across school models. Implications are particularly salient for charter school authorizers and funders, who might use consistently effective practices as a framework for assessing a charter or grant application.

CRPE Researcher: Christine Campbell, presenter
Time and Location: 12:10 to 1:40pm, Building/Room: Parc 55 / Cyril Magnin Foyer
Session Information: Teacher Policy Poster Session
Related Paper: Principal Concerns: Addressing Statewide Principal Pipelines With Data and Strategy
Abstract: When it comes to cultivating school leaders, current state-level practices are, at best, haphazard. In the worst cases, they actually may be keeping talented people out of the job. States are only just beginning to address the weaknesses in their principal pipelines—and even then, they are not yet developing the strategic approaches necessary to truly improve the talent pool and improve student outcomes. This paper investigates what states can do to attract, deploy and support a steady flow of talented school leaders. It then presents a data guide and framework for thinking about policies that will help states get started.

CRPE Researchers: Betheny Gross and Larry Miller, presenters
Time and Location: 5:05 to 7:05pm, Building/Room: Parc 55 / Mission I
Session Information: The Allocation of Fiscal and Human Resources Across Education Systems
Related Paper: Examining the Relative Cost and Allocational Preferences of High Schools Using Student-Centered Learning
Abstract: This study examines the relative cost and allocational preferences of high schools practicing Student Centered Learning (SCL). The SCL approach emphasize 1) Learning that goes beyond the school schedule, (2) learning that goes beyond the school walls, (3) pedagogy and curriculum that delivers more personalized, “authentic instruction” and (4) mastery based progress. The relative cost analysis found that school districts spend as much as 12.7% more on SCL oriented high schools or as little as 7.5% less relative to the comparison schools we studied. The SCL-oriented schools showed greater expenditure on classroom instructional resources (additional teachers for lower class size or more instructional time) and less expenditure on administration or instructional support than did their traditionally structured counterparts.

Wednesday, May 1

CRPE Researcher: Paul Hill, chair
Time and Location: 8:15 to 9:45am, Building/Room: Hilton Union Square / Continental 4
Session Information: The Urban School District Crisis: New Directions for Reform and Research Advancing Excellence and Equity

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