Economics of Equity in K-12 Education

Connecting Financial Investments with Effective Programming
Herausgeber: Brown, Goldy; Makridis, Christos A.

• Gebundenes Buch

Produktbeschreibung

The first complete resource on US educational programing to examine the research evidence for efficacy of education programs, and quantify the economic value of these programs for the US economy, so that federal, state, and local governments can invest their resources wisely.

Produktdetails

• Verlag: Rowman & Littlefield Publishers
• Seitenzahl: 286
• Erscheinungstermin: 21. Februar 2023
• Englisch
• Abmessung: 235mm x 157mm x 20mm
• Gewicht: 568g
• ISBN-13: 9781538168981
• ISBN-10: 1538168987
• Artikelnr.: 64143001

Autorenporträt

Contributors Ryan Baker, Mark A. Brackett, Christopher D. Brooks, Goldy Brown III, Albert A. Cheng, Corey DeAngelis, Walter G. Ecton, Nicole A. Elbertson, Tangular A. Irby, Robert Maranto, F. Mike Miles, Krista L. Smith, Matthew G. Springer, Aidan Vining, David Weimer About the Editors Goldy Brown III is director of Whitworth University's Educational Administration Program and assistant professor in Whitworth's Graduate School of Education, in Spokane, Washington. He has more than twenty years of educational experience as a teacher, administrator, professor, and researcher. He holds a doctorate in educational leadership and policy analysis from the University of Wisconsin-Madison. Schools that Goldy Brown led received four state recognition awards for closing the achievement gap between low-income students and affluent students. His research focuses on school leadership, an effective educational policy, programs, and systems for traditionally underserved students. Christos A. Makridis holds academic appointments out of Columbia Business School, Stanford University, University of Nicosia, Arizona State University, and Baylor University. He is also an adjunct scholar at the Manhattan Institute and a senior adviser at Gallup. Christos has published more than seventy peer-reviewed research articles and earned dual master's and PhDs in economics and management science & engineering at Stanford University.

Inhaltsangabe

List of Tables and Figures
Introduction (Christos Makridis and Goldy Brown III)
This Book's Objective
Table I.1. Educational Funding Since 1960
Figure I.1. The Relationship Between Education, Equity, and Economics
Early Childhood Education
Table I.2. Program Recommendations
Summary of State and Local Policy Recommendations
PART I: EDUCATIONAL PROGRAMS THAT HAVE PRODUCED POSITIVE RESULTS
1 The Economic Value of Parent and Community Involvement (Albert A. Cheng
and Robert Maranto)
Changing Family Structure, Schools, and Society
School and Family Inputs
The Education Production Function
The Coleman Report
Waning Attention to Family Inputs
Waxing Attention to School Finance
Family Inputs and Children's Outcomes
Sociology Research and Evidence
Evidence From the Understanding America Study
Figure 1.1. Educational Attainment and Employment Status by Childhood
Family Structure
Figure 1.2. Household Income by Childhood Family Structure
Figure 1.3. Positive and Negative Affect by Childhood Family Structure
Educational Research on Parent Involvement and Community Engagement
Evaluations of Family Support Interventions
Implications for Policy and Practice and Future Research
2 The Educational Equalizer: Funding Students Instead of Systems (Corey
DeAngelis)
COVID Revealed a Massive Power Imbalance in Education
Politicization of Public School COVID-19 Responses
Incentives in the Governance of Public and Private Schools
Empowering Families and Improving Outcomes
Understanding the Incentives Behind Funding Students, Not Systems
Table 2.1. The Effect of Private-School Choice on Math and Reading Test
Scores
Implementable State Policy Recommendations
K-12 Education's New Special Interest
3 Quality and Intentionality: Making After-School Programs More Effective
(Goldy Brown III)
Taxonomy of Government-Funded After-School Interventions
Academic Improvement
Social-Emotional Learning
Exposure, Recreation, and STEM
Improving After-School Programs: Quality and Intentionality
Implementation Questions and Recommendations
Recommendations for Programming
Table 3.1. After-School Programs
Personnel and Attendance
Funding
Potential Cost-Effective Analysis
Table 3.2. Cost-Effective Analyses for After-School Program
Preventing Negative Behavior
Further Research Regarding After-School Programming
4 Career, Technical, and Higher-Education Opportunities for Traditionally
Underserved Students (Walter G. Ecton)
Background and Evidence on CTE Outcomes
Vocational Education in the International Context
Examining CTE in Today's Context
Data
Descriptive Findings
Figure 4.1. Distribution of Student CTE Credit Accumulation
Figure 4.2. Average CTE Credits per Student by Career Cluster
Table 4.1. CTE Credits Taken by Student and School Characteristics
Methods
Table 4.2. OLS Regression Results: Predictors of Selection as CTE
Concentrator and Select Outcomes of Interest
Table 4.3. Balance Check: Comparing CTE Concentrators with Matched
Comparison Groups
Results and Discussion
Table 4.4. Propensity Score Results: CTE Concentrators Compared to Matched
Students
Table 4.5. OLS Regression Results: Effect of CTE Concentration
Recommendations for Policy and Practice
Define Intended Outcomes for Specific CTE Programs
Build Partnerships to Strengthen CTE Programs
Only Offer High-Quality, Relevant CTE Programs
Ensure Access to CTE for the Students Who Stand to Benefit Most
Focus on Equitable Participation in CTE
5 Turning Hurdles Into Launch Pads: Improving Equity and Efficiency Through
Increased High School Graduations in the United States (Aidan Vining and
David Weimer)
Available Evidence on Ethnicity/Race (Minority) and Income Differences
Table 5.1. Public School Adjusted Cohort Graduation Rate by Ethnic Group
for the 2012 Through 2018 School Years (percent)
Why Does It Matter? The Social Value of High School Completion
High School Graduation Shadow Prices for the United States
Estimation Steps
Estimation Issues
Table 5.2. Steps in Estimating Disadvantaged High School Graduation Shadow
Price
Shadow Price Estimates
Benefits and Discount Rates
Table 5.3. US High School Graduation Estimates: Alternative Discount Rates
and Specifications, Point Estimates, and Monte Carlo Means (and Standard
Deviations) in 1,000s of 2021 Dollars
Benefits Including Externalities
Applicability of the Estimates to Minority and Economically Disadvantaged
Students
Increasing Minority and Disadvantaged Student Graduation
CBA and CEA Evidence
Promising Interventions That Have Not (Yet) Been Shown to Offer Positive
Net Benefits
Conclusions and Policy Implications
PART II: CHANGES NEEDED AT THE STATE AND LOCAL LEVEL TO MAKE POSITIVE
RESULTS MORE WIDESPREAD
6 Getting Past the Current Trade-Off Between Privacy and Equity in
Educational Technology (Ryan Baker)
The Promise of Artificially Intelligent Educational Technology
The Risk of Algorithmic Bias
The Push Toward Prioritizing Privacy
Alternative Ways to Protect Privacy While Improving Algorithmic
Effectiveness
Recommendations for State Educational Agencies and School Districts
Provide Demographic Data to Vendors for the Purpose of Checking for
Algorithmic Bias
Incentivize Vendors to Conduct Algorithmic Bias Audits, or Conduct Them
Directly
Rather Than Asking Vendors to Delete Data, Ask Them to Secure It
Encourage Vendors to Adopt Data Infrastructures That Enable
Privacy-Protecting Analyses
Conclusions
7 Identifying, Establishing, and Distributing the Economic Value of the
Classroom Teacher (Christopher D. Brooks and Matthew G. Springer)
Quantifying the Economic Value of Teachers
Table 7.1. Dimension and Examples of Teacher Production
Maximizing Teacher Value: Policy Reforms to Compensation, Recruitment,
Evaluation, and Retention
The Problem: Teacher Compensation Policies Fail to Recognize the Value of
Teachers
Table 7.2. Step-and-Lane Salary Schedule in Carroll County Public Schools,
MD (in US dollars)
Potential Policies for Improvement: Teacher Performance Incentives
Challenges in Evaluating and Retaining the Most Effective and Valuable
Teachers
The Problem: Teacher Evaluation Systems Neither Adequately Differentiate
Teachers by Ability Nor Emphasize the Economic Value of Teachers
The Solution: Evaluation Systems That Emphasize Robust Measures of Value
Added
The Problem: Teacher Retention Is Low, Especially for Highly Effective
Teachers, and School Leaders Have Limited Capacity for Removing Ineffective
Teachers
Potential Policies for Improvement: Tenure Reforms, Principal
Accountability, and Increased Incentives
Equity: How Can We Get the Most-Effective Teachers to Work with the
Least-Advantaged Students?
Conclusion and Recommendations
Compensation
Evaluation
Retention
Distribution
8 Ensuring All Children Succeed with Social-Emotional Learning (Nicole A.
Elbertson, Mark A. Brackett, Tangular A. Irby, and Krista L. Smith)
RULER as a Case Study
Best Practices in Equitable Implementation of SEL
Commit to Making Equitable SEL a Priority
Hire and Maintain a Diverse Staff to Instruct and Model SEL
Get to Know Students to Ensure That Lessons and Examples Are Relevant and
Meaningful
Acknowledge Ethnocentrism and Bias in SEL Programs and Practices and
Correct for Them
Ensure That SEL Is Not Misused to Control Marginalized Groups
Choose Words Carefully
Ensure Accessibility of All Tools, Strategies, and Content
Consider Using SEL as a Means to Transform Inequitable Settings and Systems
Partner with Parents, Caregivers, and the Community
Be Curious and Open to Feedback
Use SEL for Prevention as Well as Intervention
Monitor All SEL Efforts Over Time and Strive for Continuous Improvement
Conclusion and Policy Implications
9 Only Systemic Change Will Do (F. Mike Miles)
Ignoring System Principles
A Different System
Key Obstacles to Systemic Change
The Navarré Point
Other Obstacles
How to Change the System
Eight Principles of a New Education System
Learning Happens Everywhere and Anytime
Learning Is Personalized, and Students Own Their Learning
Parents Have Access to an Expanded Number of Choices of Schools and
Programs
The System Offers a New Employee Value Proposition, and Compensation Is
Tied to What the System Values Most
Learning Increasingly Is Focused on How to Think and How to Learn
The School, Community, and Family Provide Students With a Set of Required
Experiences, Not Just Specific Courses
Community Groups Are Tapped to Educate Students in Many Non-Core Subjects
Governing Entities Check and Balance One Another and Encourage Innovation
At the Operational Level
A Focus on Outcomes
Alignment Throughout the Organization
Accountability
Support
Monitoring Progress
Budget Priorities
Compensation and Incentives
Capacity
Leadership Density
System Principles
Vision for the Future
The Pace of Change
Adaptability
A Model for Systemic Reform
The Pace of Change
Reimagined Schools?
Table 9.1. Nascent Level
Table 9.2. Progressing Level
Table 9.3. Proficient Level
Table 9.4. Advanced Level
References
Index
About the Editors and Contributors