Education

Durable Effects of Concentrated Disadvantage on Verbal Ability among African-American Children

Durable Effects of Concentrated Disadvantage on Verbal Ability among African-American Children
Proceedings of the National Academy of Sciences, 2008, 105(3):845-852.

Sampson, R.J., P. Sharkey, and S. Raudenbush
01/22/2008

Disparities in verbal ability, a major predictor of later life outcomes, have generated widespread debate, but few studies have been able to isolate neighborhood-level causes in a developmentally and ecologically appropriate way. This study presents longitudinal evidence from a large-scale study of >2,000 children ages 6 –12 living in Chicago, along with their caretakers, who were followed wherever they moved in the U.S. for up to 7 years. AfricanAmerican children are exposed in such disproportionate numbers to concentrated disadvantage that white and Latino children cannot be reliably compared, calling into question traditional research strategies assuming common points of overlap in ecological risk. We therefore focus on trajectories of verbal ability among African-American children, extending recently developed counterfactual methods for time-varying causes and outcomes to adjust for a wide range of predictors of selection into and out of neighborhoods. The results indicate that living in a severely disadvantaged neighborhood reduces the later verbal ability of black children on average by  4 points, a magnitude that rivals missing a year or more of schooling.

Do Economically Integrated Neighborhoods Have Economically Integrated Schools?

Do Economically Integrated Neighborhoods Have Economically Integrated Schools?
Howard Wial, Ha; Wolman and Margery Austin Turner, Eds, Urban and Regional Policy and it's Effects. Washington, DC: Urban Institute Press, pp 191-205.

Ingrid Ellen, Amy Allen Schwartz, Leanna Stiefel
01/01/2008

The goal of this book, the first in a series, is to bring policymakers, practitioners, and scholars up to speed on the state of knowledge on various aspects of urban and regional policy. What do we know about the effectiveness of select policy approaches, reforms, or experiments on key social and economic problems facing cities, suburbs, and metropolitan areas? What can we say about what works, what doesn’t, and why? And what does this knowledge and experience imply for future policy questions?

The authors take a fresh look at several different issues (e.g., economic development, education, land use) and conceptualize how each should be thought of. Once the contributors have presented the essence of what is known, as well as the likely implications, they identify the knowledge gaps that need to be filled for the successful formulation and implementation of urban and regional policy.

Equity and Accountability: The Impact of State Accountability Systems on School Finance

Equity and Accountability: The Impact of State Accountability Systems on School Finance
Journal of Public Budgeting & Finance, 28 (3): 1-22

Rubenstein, R. & Ballal, S., Stiefel, L., Schwartz, A.E.
01/01/2008

Using an 11-year panel data set containing information on revenues, expenditures, and demographics for every school district in the United States, we examine the effects of state-adopted school accountability systems on the adequacy and equity of school resources. We find little relationship between state implementation of accountability systems and changes in school finance equity, though we do find evidence that states in which courts overturned the school finance system during the decade exhibited significant equity improvements. Additionally, while implementation of accountability per se does not appear linked to changes in resource adequacy, states that implemented strong accountability systems did experience improvements.

How Personalized and Socialized Power Motivation Facilitate Antisocial and Prosocial Decision-Making

How Personalized and Socialized Power Motivation Facilitate Antisocial and Prosocial Decision-Making
Journal of Research in Personality, 42, 1547-1559

Magee, J.C. & Langner, C.A.
01/01/2008

In two studies, we investigate the effects of individuals’ power motivation on decision-making. We distinguish between two types of power motivation [McClelland, D. C. (1970). The two faces of power. Journal of International Affairs, 24, 29–47; Winter, D. G. (1973). The power motive. New York: The Free Press] and demonstrate that both types of power motivation facilitate influential decision-making but that each type plays a different role in different contexts. In a conflict context (Study 1), individuals’ personalized (self-serving) power motivation was associated with antisocial decisions, and in a healthcare context (Study 2), individuals socialized (other-serving) power motivation was associated with prosocial decisions. Furthermore, the type of power motivation elicited in each context was associated with less perceived need to deliberate over the relevant policy decision. In separating out the independent effects of each type of power motivation, we are able to explain more variance in decision-making behavior across various contexts than in models using aggregate power motivation (personalized plus socialized).

Power Reduces the Press of the Situation: Implications for Creativity, Conformity, and Dissonance

Power Reduces the Press of the Situation: Implications for Creativity, Conformity, and Dissonance
Journal of Personality and Social Psychology, 95, 1450-1466/

Galinsky, A.D., Magee, J.C., Gruenfeld, D.H., Whitson, J. & Liljenquist, K.
01/01/2008

Although power is often conceptualized as the capacity to influence others, the current research explores whether power psychologically protects people from influence. In contrast to classic social psychological research demonstrating the strength of the situation in directing attitudes, expressions, and intentions, five experiments (using experiential primes, semantic primes, and role manipulations of power) demonstrate that the powerful (a) generate creative ideas that are less influenced by salient examples, (b) express attitudes that conform less to the expressed opinions of others, (c) are more influenced by their own social value orientation relative to the reputation of a negotiating partner, and (d) perceive greater choice in making counterattitudinal statements. This last experiment illustrates that power is not always psychologically liberating; it can create internal conflict, arousing dissonance, and thereby lead to attitude change. Across the experiments, high-power participants were immune to the typical press of situations, with intrapsychic processes having greater sway than situational or interpersonal ones on their creative and attitudinal expressions.

Teaching Reflective Practices in the Action Science/Action Inquiry Tradition: Key Stages, Concepts, and Practices

Teaching Reflective Practices in the Action Science/Action Inquiry Tradition: Key Stages, Concepts, and Practices
Handbook of Action Research, 2nd Ed. Sage Publications,

Taylor, Rudolph & Foldy, E.G.
01/01/2008

This chapter describes an approach for teaching reflective practice in the action science/action inquiry tradition. We offer a theoretical background for our approach and then break it down into three key stages: (1) understanding the social construction of reality; (2) recognizing one's own contribution to that construction; and (3) taking action to reshape that construction. We articulate key concepts (e.g. the ladder of inference and competing commitments) and tools (e.g. the change immunity map and the learning pathways grid) for each stage. We end with suggestions for assignments that integrate learning across stages and concepts. In short, we offer a conceptually grounded set of concrete practices for teaching reflective practice.

From districts to schools: The distribution of resources across schools in big city school districts

From districts to schools: The distribution of resources across schools in big city school districts
Economics of Education Review Oct 2007, Vol. 26 Issue 5, p532-545, 14p

Rubenstein, R. & Schwartz, A.E., Stiefel, L., Bel Hadj Amor, H.
10/01/2007

While the distribution of resources across school districts is well studied, relatively little attention has been paid to how resources are allocated to individual schools inside those districts. This paper explores the determinants of resource allocation across schools in large districts based on factors that reflect differential school costs or factors that may, in practice, be related to the distribution of resources. Using detailed data on school resources and student and school characteristics in New York City, Cleveland and Columbus, Ohio, we find that schools with higher percentages of poor pupils often receive more money and have more teachers per pupil, but the teachers tend to be less educated and less well paid, with a particularly consistent pattern in New York City schools. We conclude with implications for policy and further research.

The Effects of Acculturation on Asthma Burden in a Community Sample of Mexican American Schoolchildren

The Effects of Acculturation on Asthma Burden in a Community Sample of Mexican American Schoolchildren
American Journal of Public Health, Jul 2007, Vol. 97 Issue 7, p1290-1296, 7p.

Martin, M.A., Shalowitz, M.U., Mijanovich, T., Clark-Kauffman, E., Perez, E. & Berry, C.
07/01/2007

We sought to determine whether low acculturation among Mexican American caregivers protects their children against asthma. Methods. Data were obtained from an observational study of urban pediatric asthma. Dependent variables were children's diagnosed asthma and total (diagnosed plus possible) asthma. Regression models were controlled for caregivers' level of acculturation, education, marital status, depression, life stress, and social support and children's insurance. Results. Caregivers' level of acculturation was associated with children's diagnosed asthma (P=.025) and total asthma (P=.078) in bivariate analyses. In multivariate models, protective effects of caregivers' level of acculturation were mediated by the other covariates. Independent predictors of increased diagnosed asthma included caregivers' life stress (odds ratio [OR]= 1.12, P=.005) and children's insurance, both public (OR=4.71, P=.009) and private (OR = 2.87, P=.071). Only caregiver's life stress predicted increased total asthma (OR = 1.21, P=.001). Conclusions. The protective effect of caregivers' level of acculturation on diagnosed and total asthma for Mexican American children was mediated by social factors, especially caregivers' life stress. Among acculturation measures, foreign birth was more predictive of disease status than was language use or years in country. Increased acculturation among immigrant groups does not appear to lead to greater asthma risk.

The Political Economy of School Choice: Support for Charter Schools Across States and School Districts

The Political Economy of School Choice: Support for Charter Schools Across States and School Districts
Journal of Urban Economics, July 2007, Vol. 62 Issue 1, p27-54, 28p.

Stoddard, C. & Corcoran, S.P.
07/01/2007

Public charter schools are one of the fastest growing education reforms in the US, currently serving more than a million students. Though the movement for greater school choice is widespread, its implementation has been uneven. State laws differ greatly in the degree of latitude granted charter schools, and-holding constant state support-states and localities vary widely in the availability of and enrollment in these schools. In this paper, we use a panel of demographic, financial, and school performance data to examine the support for charters at the state and local levels. Results suggest that growing population heterogeneity and income inequality-in addition to persistently low student outcomes-are associated with greater support for charter schools. Teachers unions have been particularly effective in slowing or preventing liberal state charter legislation; however, conditional on law passage and strength, local participation in charter schools rises with the share of unionized teachers.

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