Virtual School Meanderings

May 1, 2017

AERA17 Insider – Monday, May 1, 2017

Today’s AERA conference update…

AERA17 Insider
May 1, 2017

Welcome to the final day of the AERA Annual Meeting. This final 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:

Equal Educational Opportunity, Neighborhoods, and Geospatial Dimensions of Schools and Schooling


Interactions Between National and International Learning Assessments


AERA Open Business Meeting


Back to the Future: Reconsidering Resegregation of American Schools and Educational Opportunity


Democratic Education, Race, and the Classroom: Content and Pedagogy in a Diverse Society


Mexican American Educational Experiences and the Historical Struggle for Equal Educational Opportunity: A Critical Conversation


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

Equal Educational Opportunity, Neighborhoods, and Geospatial Dimensions of Schools and Schooling
10:35 a.m. – 12:05 p.m.
Henry B. Gonzalez Convention Center
Ballroom Level
Room 301 A&B

Link to Session

This session will highlight the shifts in our knowledge of the challenges to equal educational opportunity in light of neighborhood research and examinations of neighborhood effects. It will focus on the uses and barriers to geospatial research in unpacking critical issues related to schools, students, and families. Session participants include Micere Keels (University of Chicago) and Odis Johnson (Washington University in St. Louis).

Interactions Between National and International Learning Assessments
10:35 a.m. – 12:05 p.m.
Henry B. Gonzalez Convention Center
Ballroom Level, 303 A&B

Link to Session

Some countries in Latin America have their own assessments and also participate in International assessments such as PISA and TERCE from OREALC/UNESCO. It is important to compare these assessments and verify that they are giving essentially equivalent information. The session also aims to show the importance of these assessments and their relation to the quality of education. Their existence is crucial for the development of educational goals. The session will consist of presentations by four panelists focusing on different countries in Latin America (Brazil, Chile and Peru) and providing an international comparative perspective as well as national reflections. The focus of the symposium will be on the interaction between cross country analysis and national studies. Panel members will discuss the implications of international assessments of student learning for national policy and assessments. Session participants include Claudia Victoria Matus (Agencia de Calidad de la Educacion), Ruben Klein (Fundação Cesgranrio), and Pablo Zoido (Organisation for Economic Co-operation and Development).

AERA Open Business Meeting
9:00 a.m. – 10:15 a.m.
Grand Hyatt San Antonio
Fourth Floor
Texas Ballroom Salon A

Link to Session

The AERA Open Business Meeting provides a time for AERA members to discuss important issues regarding education research and the work of AERA. Members are encouraged to attend this meeting convened by AERA President Vivian L. Gadsden.

Back to the Future: Reconsidering Resegregation of American Schools and Educational Opportunity
12:25 p.m. – 1:55 p.m.
Henry B. Gonzalez Convention Center
Ballroom Level, 303 A&B

Link to Session

In this session, education scholars discuss their research on school racial composition and share their unique perspectives on exploring the challenges of providing educational opportunities to all students. Panelists will consider the costs and benefits of segregated and desegregated schooling and discuss new directions for education research and policy in this area. Session participants include Tabbye Maria Chavous (University of Michigan), Jeanne M. Powers (Arizona State University), Roslyn Arlin Mickelson (University of North Carolina – Charlotte), and Jomills H. Braddock (University of Miami).

Democratic Education, Race, and the Classroom: Content and Pedagogy in a Diverse Society
12:25 p.m. – 1:55 p.m.
Henry B. Gonzalez Convention Center
Ballroom Level
Room 301 A&B

Link to Session

In this session, participants will focus on critical issues around teaching and curriculum in relation to three areas: advancing our understanding of culture, language, race, class, gender, and other forms of difference; creating pedagogical approaches that engage ideas that are deemed uncomfortable; and examining classroom content that promotes students’ engagement with historical and contemporary problems. It will address questions of what counts as knowledge, whose knowledge counts, for whom does the knowledge count, and with what expected goals and outcomes in a diverse society? Session participants include Kenneth M. Zeichner (University of Washington), David O. Stovall (University of Illinois at Chicago), Cynthia Cruz (University of California, Santa Cruz), and A. Lin Goodwin (Teacher College, Columbia University).

Mexican American Educational Experiences and the Historical Struggle for Equal Educational Opportunity: A Critical Conversation
2:15 p.m. – 3:45 p.m.
Henry B. Gonzalez Convention Center
Ballroom Level, Room 301 A&B

Link to Session

This session examines the struggle for equal educational opportunity by Mexican Americans over time, space and in different regions of North America. This session specifically engages in a critical conversation with a group of accomplished historians of education whose work explores how Mexican Americans have struggled for equal educational opportunities over time. Panelists will present an overview of their research on the history of Mexican American in the United State and relate it to the notion of educational opportunity and elements of the Coleman Report. The session will also include time for questions from the audience to allow for connections from the past and to present conditions. Session participants include Vilma Ortiz (University of California – Los Angeles), Laura K. Munoz (Texas A&M University – Corpus Christi), Mario Rios Perez (Syracuse University), Edward Telles (Princeton University, and David G. Garcia (University of Michigan – Ann Arbor).

Today’s Live-Streaming Sessions


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

SAVE THE DATES
2018 AERA Annual Meeting
April 13 – 17, 2018

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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April 30, 2017

AERA 2017 – Who Loses Students to Low-Quality Schools? Relationships Between Cyber Charters and Educational Disadvantage Over Time

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

Who Loses Students to Low-Quality Schools? Relationships Between Cyber Charters and Educational Disadvantage Over Time

  • In Event: School Choice: Politics of Opportunity and Identity

Sun, April 30, 2:15 to 3:45pm, Henry B. Gonzalez Convention Center, Meeting Room Level, Room 216 A

Abstract

This research examines how shifts in knowledge about the quality of a specific school type relate to changes in demographics of school districts that lose students to this school type. To do so, this study analyzes cyber charter school enrollment in Pennsylvania, showing that as the perceived quality of the cyber charter school sector turns negative, the composition of school districts losing students to this sector changes so that educationally disadvantaged districts are more likely to lose a higher proportion of students. These findings have implications for school choice theory in that certain choice decisions may not promote educational improvement if educationally disadvantaged students are offered and make choices that perpetuate their educational disadvantage.

Authors

  • Bryan Arthur Mann, Pennsylvania State University
  • David P. Baker, The Pennsylvania State University
  • Renata Horvatek, The Pennsylvania State University

The original charter school legislation in Pennsylvania was introduced in 1997, and cyber charter schools emerged from this original legislation – which were actually codified in law in 2002.  Bryan’s study focused on examining the historical student enrollment data (i.e., expansion, distribution, and transition), as well as the historic media reporting about the sector – and what both mean from a systematic standpoint.

In terms of tracking and mapping the enrollment – it has been growing, and fairly consistently in terms of geographic spread throughout the state.

The research tracking has largely focused on student performance – and have generally shown a very weak level of performance.

The media tracking for a long time focused almost exclusively on issues related to funding and governance, but in recent years it has begun to transition to have some focus on student outcomes – but only in a negative way.

School districts where educational attainment has been low tend to lose more and more students to cyber charter schools.  Interestingly, based on the researcher’s data, most of the student moves into cyber charter schools meant that a student was transition from one low attainment school to an even weaker attainment school (i.e., generally leaving a poorly performing brick-and-mortar school to attend a worse cyber charter school).

While the article for this study is still in the peer review process, you can see some of the details here in this Education Week article.

AERA 2017 – Online Learning, Achievement, and Innovation in Charter Schools

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

Online Learning, Achievement, and Innovation in Charter Schools

  • In Event: Roundtable Session 21

Sun, April 30, 10:35am to 12:05pm, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 1

Session Type: Roundtable Session

Sub Unit

  • SIG-Charters & School Choice

Chairs

  • Julie M Kallio, University of Wisconsin – Madison
  • Chris Torres, Michigan State University

Papers

Charter Schools’ Innovation Reporting Levels and Student Achievement

Abstract

The purpose of this exploratory mixed-methods study was to define innovation reporting levels in charter schools in Miami-Dade and Sarasota Counties in Florida and to determine what relationship exists between this innovation reporting and student achievement (as measured by Florida school grades) in Title I and high minority student population charter schools. A qualitative analysis of School Improvement Plans and school websites resulted in a 62 charter school sample for which descriptive statistics were utilized to define student achievement (Florida school grades 2010-2013). The results demonstrated that innovation saturation exists in Title I schools and high minority student population schools (≥50%). Thus, there is no value added to student achievement (school grade averages) by reported innovation beyond a moderate level.

Author

  • Einav Danan Cabrera, Florida Virtual School

Do Testing Conditions Explain Cyber Charter Schools’ Failing Grades?

Abstract

Research finds that cyber charter schools underperform academically relative to traditional public schools, with significantly lower value-added on tested subjects. Our fieldwork suggests that the performance gaps may in part reflect artificial testing conditions experienced by cyber charter school students. We surveyed state education agency officials in 17 states with cyber charter schools. Initial analyses indicate that states in which cyber charter students are tested on schedules at variance with traditional public school testing schedules have lower performing cyber school sectors. We also find that higher cyber school student attrition is associated with lower academic performance. Additional analyses will examine the impacts of testing conditions in two cyber schools within a single state to deepen understanding.

Authors

  • Dennis Beck, University of Arkansas at Fayetteville
  • Robert A. Maranto, University of Arkansas
  • Angela Watson, University of Arkansas

K–12 Online Learning and School Choice: Growth and Expansion in the Absence of Evidence

Abstract

In this paper, the author situates school choice within the field of K-12 online learning, specifically the use of full-time K-12 online learning in the form of cyber charter schools. The author then examines the use of cyber charter schools as a mechanism for school choice in K-12 online learning, specifically the effectiveness of cyber charter schools. This examination focuses on not just the findings, but critically examines the sources (and potential motivations) for those findings. Given the growth of full-time K-12 online learning, and the continued pressure by proponents to create favorable regulatory climates for cyber charter schools, a critical – but honest – examination of student outcomes is long overdue.

Author

  • Michael Kristopher Barbour, Touro University – California

As I was a part of this session, I didn’t take notes to be engaged in the participatory nature of the roundtable.  I do have the hand-out that I used for the session at:

https://www.academia.edu/32730228/Barbour_M._K._2017_April_._K_12_online_learning_and_school_choice_Growth_and_expansion_in_the_absence_of_evidence._A_roundtable_presentation_at_the_annual_meeting_of_the_American_Educational_Research_Association_San_Antonio_TX

AERA 2017 – Investigating the Relationship Between Students’ Online Engagement and Their Online Course Outcomes

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

Investigating the Relationship Between Students’ Online Engagement and Their Online Course Outcomes

  • In Event: Roundtable Session 20
    In Roundtable Session: 52.084-11 – Students’ Perceptions, Outcomes, Online Engagement, and Satisfaction

Sun, April 30, 8:15 to 9:45am, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 3

Abstract

This study used data from the fall 2014 semester at Wisconsin Virtual School to examine whether patterns of student engagement in online courses were associated with course out-comes. Using group-based trajectory modeling, the study found that student enrollments in online courses followed one of six engagement patterns, with average engagement ranging from 1.5 hours to 6 or more hours per week. Most students (77 percent) steadily engaged in their online courses for 1.5 or 2.5 hours per week. Students who engaged in their online course for two or more hours per week had better course outcomes than students who engaged for few-er than two hours per week.

Authors

  • Peggy Clements, American Institutes for Research
  • Heather Lavigne, Education Development Center, Inc.
  • Angela Pazzaglia, Education Development Center, Inc.
  • Erin Stafford, Education Development Center, Inc.

As I noted in the previous entry I have made it to AERA, but I’m actually chairing a session on Learning From the Federal Market-Based Reforms: Lessons for the Every Student Succeeds Act.  So if you are in this session, please post your notes in the comments below.

AERA 2017 – Parents’ Use of Litigation to Enhance the Experience of Students With Disabilities in Online Schools In Event: Litigation Trends in K–12 Education Relating to Students With Special Needs and School Privatization

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

Parents’ Use of Litigation to Enhance the Experience of Students With Disabilities in Online Schools

  • In Event: Litigation Trends in K–12 Education Relating to Students With Special Needs and School Privatization

Sun, April 30, 8:15 to 9:45am, Henry B. Gonzalez Convention Center, Meeting Room Level, Room 217 B

Abstract

Virtual schooling is gaining in popularity in the United States. Parents increasingly view online schooling as a viable option for their children with disabilities as schools promise to deliver individualized, self-paced instruction and provide additional supports either within the home or at regional centers. Parents play an important role in online schooling because most of this form of education is provided in the child’s home over the Internet. This research analyzes the opportunities and trials of virtual schooling for students with disabilities by examining the legal challenges parents have brought surrounding their participation. It identifies common problems and concludes with suggestions for both parents and schools on structuring a successful experience for students with disabilities in virtual learning environments.

Authors

  • Regina R. Umpstead, Central Michigan University
  • Nicole Snyder, Latsha Davis & McKenna
  • Linda Weiss, Central Michigan University

While I have actually made it to AERA, I’m actually chairing a session on Learning From the Federal Market-Based Reforms: Lessons for the Every Student Succeeds Act  – which means I’m not in the room to take notes.  So if you are in this session, please post your notes in the comments below.

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