Virtual School Meanderings

April 28, 2017

Review Cautions Against Claims Made Regarding Test Score Performance In Milwaukee And Wisconsin

Another example of neo-liberals research that is more advocacy than evidence-based.  A line from the NEPC press release that really strikes home was:

“the report attempts to use a methodology known as “fixed effects” to analyze test score data in districts outside Milwaukee, but such a methodology is not possible with the data described in the report.”

April 25, 2017

Contact:
Benjamin Shear, (303) 492-8583, benjamin.shear@colorado.edu
Daniel J. Quinn, (517) 203-2940, dquinn@greatlakescenter.org

Review cautions against claims made regarding test score performance in Milwaukee and Wisconsin

EAST LANSING, Mich. (Apr. 25, 2017) — The Wisconsin Institute for Law and Liberty (WILL) released a report in March that attempted to compare test score performance among Wisconsin’s traditional public schools, charter schools, and private schools participating in voucher programs. It claimed to provide “the clearest possible comparison of student outcomes in each sector in Milwaukee – as well as in Wisconsin.” Unfortunately, an academic review released today finds that the report provides insufficient data to support its robust claims.

Benjamin Shear, University of Colorado Boulder, reviewed the report, Apples to Apples: The Definitive Look at Test Scores in Milwaukee and Wisconsin, for the Think Twice think tank review project. Think Twice, a project of the National Education Policy Center (NEPC), is funded in part by the Great Lakes Center for Education Research and Practice.

The original report asserted that it provided an “apples to apples” comparison of schools. The report’s primary findings, based on standardized test scores from a single year, were that charter schools and private schools receiving voucher funds were more effective than traditional public schools.

Shear, in his review, highlights the problems of using a single year’s test scores to compare schools that serve different populations. Additionally, Shear calls attention to the limited nature of the available data, which undermine the causal conclusions of the report.

Despite providing some important descriptive statistics about test score performance in Milwaukee and Wisconsin, Shear finds some troubling inconsistencies regarding the methods and results.

In his conclusion, Shear says: “If policymakers or the public are interested in determining which schools or school choice policies in Wisconsin are most effective, this report cannot provide answers to such questions.”

Find the review on the GLC website:
http://www.greatlakescenter.org

Find the original report on the web:
http://www.will-law.org/test-scores-student-achievement-school-performance/

Think Twice, a project of the National Education Policy Center, provides the public, policymakers and the press with timely, academically sound reviews of selected publications. The project is made possible by funding from the Great Lakes Center for Education Research and Practice.

The review can also be found on the NEPC website:
http://nepc.colorado.edu

Benjamin Shear is an assistant professor in the Research and Evaluation Methodology program at the University of Colorado Boulder. His primary research interests address topics in psychometrics and applied statistics, including validity theory, differential item functioning, and the application of diagnostic classification models.

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The mission of the Great Lakes Center for Education, Research & Practice is to support and disseminate high quality research and reviews of research for the purpose of informing education policy and to develp reasearch-based resources for use by those who advocate for education reform.

Visit the Great Lakes Center website at http://www.greatlakescenter.org/

AERA 2017 – Teaching in Niches: New Divisions of Teachers’ Work in Online K–12 Schools

The fourth session I’m blogging at the 2017 annual meeting of the American Education Research Association (AERA) is:

Teaching in Niches: New Divisions of Teachers’ Work in Online K–12 Schools

  • In Event: Roundtable Session 10
    In Roundtable Session: 30.080-16 – Various Approaches to Reflecting on, Measuring, and Sharing Teacher Identities

Fri, April 28, 12:25 to 1:55pm, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 1

Abstract

Online education is often described as serving neglected categories of students, and thus filling formerly unoccupied niches in the education system – a way of ‘achieving equal educational opportunity.’ Using data from a study of 22 teachers across 10 virtual schools in Ohio, as wella as document analysis, and evaluation of media representations, this paper examines how the orientations of online K-12 schools towards such niches structure the work of teaching and shape teachers’ “occupational rhetorics.” Our overarching concern is with how such niche populations are discursively and institutionally produced, and how teachers come to shape and interpret their work in terms of these niche populations.

Authors

  • Jan K. Nespor, The Ohio State University
  • Rick J. Voithofer, The Ohio State University

Now I have no notes on this session, as I am still in California.  However, if you are in this session, please post your notes in the comments below.

AERA 2017 – Online Learning and Requesting Accommodations for College Students With Disabilities

The third session I’m blogging at the 2017 annual meeting of the American Education Research Association (AERA) is:

Online Learning and Requesting Accommodations for College Students With Disabilities

  • In Event: Promoting Student Success

Fri, April 28, 10:35am to 12:05pm, Grand Hyatt San Antonio, Fourth Floor, Republic C

Abstract

Online learning has increased access to non-traditional student populations in higher education but it appears that students with disabilities may have been overlooked in the rapid expansion. Access to higher education via online learning does not necessarily equate to this access being accessible to students with disabilities. The current study examines how perceptions and attitudes toward requesting accommodations in the online learning environment predict whether students with disabilities report requesting accommodations in these environments. We statistically control for student attitudes toward requesting accommodations in the face to face learning environment. Results indicate that perceptions and attitudes toward requesting accommodations in the online learning environment do predict whether students with disabilities report requesting accommodations.

Authors

  • Lucy M. Barnard-Brak, Texas Tech University
  • Rosario Moreno, Texas Tech University

Now I have no notes on this session, as I am still in California.  However, if you are in this session, please post your notes in the comments below.

AERA17 Insider – Friday, April 28, 2017

The AERA daily notification for today.

AERA17 Insider
April 28, 2017

Welcome to the second day of the AERA Annual Meeting. Each morning, AERA17 Insider will provide tips on key sessions and events, as well as other Annual Meeting resources and highlights you won’t want to miss.

Join the conversation: Use the conference hashtag #AERA17, and follow AERA on Twitter at@AERA_EdResearch.

Questions? Contact the AERA Meetings team at annualmtg@aera.net.

In this Issue:

AERA Welcoming Orientation for New Members and First-Time Attendees


AERA Distinguished Lecture: Sara Lawrence-Lightfoot


AERA Distinguished Contributions to Research in Education Award (2016) Address: Micki Chi


AERA E.F. Lindquist (2016) Lecture: Jamal Abedi


The Long-Term Outcomes of Early Child Care and Education and What to Make of Middle Year’s Fade-Out


The Science of Measurement: Using Testing Standards to Increase Research Validity


Using Big Data: The Ethics, Dilemmas, and Possibilities for Educational Opportunity


Advocating for Federal Research Support – Navigating New Waters in Challenging Times


Meet the Editors of AERA’s Two New Books


Journalists to Speak About Getting Coverage of Education Research


Today’s Live-Streaming Sessions


DOWNLOAD THE ANNUAL MEETING APP


Resources


2017 Annual Meeting Sponsors

AERA would like to extend a special thank you to our 2017 sponsors:

Platinum Sponsors
– American Institutes for Research
– Routledge

Gold Sponsor
– SAGE Publishing

Bronze Sponsors
– AccessLex
– IDRA
– National Institute of Education, Singapore
– NORC at the University of Chicago

Reception Sponsor
– UTSA





Today’s Highlights

AERA Welcoming Orientation for New Members and First Time Attendees
7:00 a.m. – 8:00 a.m.
Henry B. Gonzalez Convention Center
Meeting Room Level, Room 220 – Cantilever

Link to Session

New members and first-time meeting attendees are invited to an orientation session. This session offers an opportunity to learn more about the Association and the benefits of being a member, as well as helpful tips on navigating the Annual Meeting.

AERA Distinguished Lecture: Sara Lawrence-Lightfoot, Harvard University

12:25 p.m. – 1:55 p.m.
Henry B. Gonzalez Convention Center
Ballroom Level, 301 A&B
Session Hashtag:#AERADistinguished

Link to Session

This year’s Distinguished Lecture will be given by Sara Lawrence-Lightfoot (Harvard University) and will center around the paper “’Let the Great Brown River Smile.’ Liberating Frames and Educational Discourses: On View, Voice, and Visibility.”

AERA Distinguished Contributions to Research in Education Award (2016) Address: Micki Chi

12:25 p.m. – 1:55 p.m.
Henry B. Gonzalez Convention Center
Ballroom Level, 302 A&B
Session Hashtag:#AERAContributions

Link to Session

The Distinguished Contributions to Research in Education Award will be given by Micki Chi (Arizona State University) and will focus on “Translating Interactive>Constructive>Active>Passive on Student Engagement Into Practice.”

AERA E.F. Lindquist Award (2016) Lecture: Jamal Abedi

2:15 p.m. – 3:45 p.m.
Henry B. Gonzalez Convention Center
Ballroom Level, 303 A&B

Link to Session

This year’s E.F Lindquist Award Lecture will be given by Jamal Abedi (University of California – Davis) and will be on “Science and Politics in the Instruction and Assessment of English Learners.”

The Long-Term Outcomes of Early Child Care and Education and What to Make of Middle Year’s Fade-Out (AERA-Society for Research in Child Development Special Joint Symposium)
10:35 a.m. – 12:05 p.m.
Henry B. Gonzalez Convention Center
Meeting Room Level, Room 220 – Cantilever

Link to Session

Participants for this session include Deborah L. Vandell (University of California – Irvine), Vivian L. Gadsden (University of Pennsylvania), Mary Elizabeth Graue (University of Wisconsin – Madison), and Greg Duncan (University of California – Irvine).

The Science of Measurement: Using Testing Standards to Increase Research Validity
10:35 a.m. – 12:05 p.m.
Henry B. Gonzalez Convention Center
Ballroom Level, Room 302 A&B

Link to Session

The last decade has witnessed enormous attention to increasing the rigor of educational research through scientific design and sophisticated data analysis methodologies. Emerging technologies have provided new assessment tools for measuring a wider range of research processes and outcomes. Interestingly, however, the quality of the measures used in research, a potentially fatal flaw in the validity of research findings, has received relatively little attention. This symposium reviews research on the quality of research measures and presents the Standards for Educational and Psychological Testing as a key resource for strengthening practice. The session highlights validity and fairness standards that are particularly important for research instruments and considers implications for research policy and practice. Session participants include Joan L. Herman (University of California – Los Angeles), Frank C. Worrell (University of California – Berkeley), Linda L. Cook (Educational Testing Service), Peggy G. Carr (National Center for Education Statistics/IES, U.S. Department of Education), and Larry V. Hedges (Northwestern University).

Using Big Data: The Ethics, Dilemmas, and Possibilities for Educational Opportunity
2:15 p.m. – 3:45 p.m.
Henry B. Gonzalez Convention Center
Ballroom Level, Room 301 A&B

Link to Session

Given the increasing debates focused on the affordances and possibilities for the use of big data, what does the use of big data offer in identifying and responding to the needs of children and families in and out of school? Does the utility of the data for change outweigh concerns about the accessibility of the data? What are the potential constraints of using big data and how do we reconcile these constraints and the potential strengths? What are the implications of the focus on big data for building knowledge in practice and policy agendas at the local and national levels targeted to promoting educational equality? Session participants include Larry V. Hedges (Northwestern University), Victoria Stodden (University of Illinois at Urbana – Champaign), Andrew Ho (Harvard University), and Felice J. Levine (AERA).

Advocating for Federal Research Support – Navigating New Waters in Challenging Times
4:05 p.m. – 5:35 p.m.
Henry B. Gonzalez Convention Center
Ballroom Level, Room 301 A&B

Link to Session

Session participants include Wendy Naus (Consortium of Social Science Associations), Juliane Baron (AERA), Ed Liebow (American Anthropological Association), and Mark D. Vieth (Cavarocchi Ruscio Dennis Associates).

Meet the Editors of AERA’s Two New Books
AERA has recently published two books with groundbreaking scholarship in critical areas of education research. The two volumes, Comparing Ethnographies: Local Studies of Education Across the Americas and Citizenship Education and Global Migration: Implications for Theory, Research, and Teaching, will be available at the AERA Booth in the Exhibit Hall. Come today to the AERA booth to meet the editors!

Editors’ Presentation and Book Signing for Comparing Ethnographies: Local Studies of Education Across the Americas
Presenting Editors: Kathryn M. Anderson-Levitt and Elsie Rockwell
3:00 p.m.
Henry B. Gonzalez Convention Center
Exhibit Hall, AERA Booth

Editors’ Presentation and Book Signing for Citizenship Education and Global Migration: Implications for Theory, Research, and Teaching
Presenting Editor: James A. Banks
4:00 p.m.
Henry B. Gonzalez Convention Center
Exhibit Hall, AERA Booth

Journalists to Speak About Getting Coverage of Education Research
Today at the AERA Booth in the Exhibit Hall, two veteran journalists will be speaking about how to get media coverage of education research.

“Getting Education Research in the News”
Sarah Garland, Executive Editor, Education Week
12:00 p.m.
Henry B. Gonzalez Convention Center
Exhibit Hall, AERA Booth

“How to Write for the Opinion Pages If You’re a Researcher”
Elizabeth Rich, Commentary Editor, Education Week
1:00 p.m.
Henry B. Gonzalez Convention Center
Exhibit Hall, AERA Booth

Today’s Live-Streaming Sessions


Browse more key speakers, featured presidential sessions, and session hashtags.

2017 Annual Meeting PageTheme | Registration | Visiting San Antonio |
Meeting Services | Housing & Travel | Exhibits, Sponsors, Advertising | Contact AERA
2017 Annual Meeting
“Knowledge to Action: Achieving the Promise of Equal Educational Opportunity”
Thursday, April 27 – Monday, May 1, 2017
San Antonio, Texas


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Seeking Alpha – LRN Updates

The Seeking Alpha updates for K12, Inc. from yesterday.

Breaking: LRN Earnings

LRN : K12 beats by $0.17, beats on revenue
4:32 pm, Thu, Apr. 27, 2017Read now »

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LRN: K12 Inc. SEC Filing – Current report (8-K) April 27, 2017

LRN: K12 Inc. SEC Filing – Current report (8-K) April 27, 2017
Read the full filing now


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LRN: K12’s (LRN) CEO Stuart Udell on Q3 2017 Results – Earnings Call Transcript

K12’s (LRN) CEO Stuart Udell on Q3 2017 Results – Earnings Call Transcript
10:31 pm, Thu, Apr. 27, 2017, by SA Transcripts

Read now »


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