The Economics of Equity in K-12 Education

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

• Broschiertes 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.

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Produktdetails

• Verlag: Rowman & Littlefield Publishers
• Seitenzahl: 286
• Erscheinungstermin: 1. Februar 2023
• Englisch
• Abmessung: 229mm x 152mm x 16mm
• Gewicht: 418g
• ISBN-13: 9781538168998
• ISBN-10: 1538168995
• Artikelnr.: 64139980

Autorenporträt

Goldy Brown III is an Assistant Professor and the Director of Whitworth University's Education Administration Program. He has served as a former professor and routine guest speaker in college courses, where he has gained valuable experience leading college level discussions on educational foundations and leadership. In addition, he has conducted seminars on "what principals look for when hiring a teacher." He also has seven years of experience as a K-12 leader, serving as a principal. Schools that he led received four state recognition awards for closing the achievement gap between low-income and affluent students. Dr. Brown has also published articles on school leadership. His research focuses on Leading for traditionally underserved students and effective educational programming & policy for traditionally underserved students. Christos A. Makridis serves as a Research Professor at the W. P. Carey School of Business in Arizona State University, a Digital Fellow at the Digital Economy Lab in Stanford University, a Non-resident Fellow at the Institute for Religious Studies at Baylor University, a Senior Adviser at Gallup, and a Senior Adviser on the National Artificial Intelligence Institute at the Department of Veterans Affairs. Christos previously served on the White House Council of Economic Advisers managing the cybersecurity, technology, and space activities, as a Non-resident Fellow at the Cyber Security Project in the Harvard Kennedy School of Government, as a Digital Fellow at the Initiative at the Digital Economy in the MIT Sloan School of Management, and as a Visiting Fellow at the Foundation for Defense of Democracies. Christos earned a Bachelor's in Economics and Minor in Mathematics at Arizona State University, as well a dual Masters and PhDs in Economics and Management Science & Engineering at Stanford University. https://www.christosmakridis.com

Inhaltsangabe

Introduction
Section I: Educational Programs that have Produced Some Positive Results
Chapter 1: The Economic Value of Parent and Community Involvement
(Albert A. Cheng & Bob 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 Paid School Finance
Family Inputs and Children's Outcomes
Sociology Research and Evidence
Evidence from the Understanding American Study
Educational Research on Parent Involvement and Community Engagement
Evaluations of Family Support Interventions
Implications for Policy and Practice and Future Research
Chapter 2: Social Emotional Learning in Pre-K-12 Schools
(Mark Brackett, Nicole Elbertson, Tangular A. Irby, & 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 Lessons and Examples are Relevant and
Meaningful
Acknowledge Ethnocentrism and Bias in SEL Programs and Practices and
Correct for Them
Ensure 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
Chapter 3: Quality and Intentionality: Making Afterschool Programs More
Effective
(Goldy Brown III)
Taxonomy of Government-Funded Afterschool Interventions
Academic Improvement
Social Emotional Learning
Exposure, Recreation, and STEM
Improving Afterschool Programs: Quality & Intentionality
Implementation Questions and Recommendations
Recommendations for Programming
Personnel and Attendance
Funding
Potential Cost-Effective Analysis
Preventing Negative Behavior
Further Research Regarding Afterschool Programming
Chapter 4: Career, Technical, & Higher Education Opportunities for
Traditionally Underserved Students
(Walter Ecton)
Background and Evidence on CTE Outcomes
Vocational Education in the International Context
Examining CTE in Today's Context
Data
Descriptive Findings
Methods
Results and Discussion
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
Opportunities for Future Research and Questions for Policymakers
Chapter 5: Turning Hurdles into Launch Pads: Improving Equity and
Efficiency through Increased High School Graduations in the United States
(Aidan Vining & David Weimer)
Available Evidence on Ethnicity/Race (Minority) and Income Differences
Why Does It Matter? The Social Value of High School Completion
High School Graduation Shadow Prices for the United States
Estimation Steps
Estimation Issues
Shadow Price Estimates
Benefits and Discount Rates
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
Section II: Changes Needed at the State and Local Level to Make Positive
Results More Widespread
Chapter 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 Towards 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
Chapter 7: Identifying, Establishing, and Distributing the Economic Value
of the Classroom Teacher
Matthew Springer & Christopher Brooks
Quantifying the Economic Value of Teachers
Maximizing Teacher Value: Policy Reforms to Compensation, Recruitment,
Evaluation, and Retention
The Problem: Teacher Compensation Policies Fail to Recognize the Value of
Teachers
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
Chapter 8: Effective School Choice Systems in a State (Corey DeAngelis)
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
Implementable State Policy Recommendations
K-12 Education's New Special Interest
Chapter 9: The Economic Value of Expanding Effective Systemic School
Changes that raise the achievement of Low-Income Students (F. Mike Miles)
Ignoring System Principles
A Different System
Key Obstacles to Systemic Change
The Navarré Point
Other Obstacles
* Constraints of an Interconnected System
* Status Quo Bias
* Risk Aversion
* Failure to Assess the Future
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 is Increasingly 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
Progress Monitoring
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?
About the Contributors
References