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Building upon previous research on how personal and demographic characteristics of teachers are correlated with larger issues in teacher recruitment and retention, this study contributes unique insight into the personal attributes, characteristics, and career aspirations of new teachers brought into teaching in Los Angeles through the Teach For America program. Drawing from ethnographic interviews with 25 current Teach For America teachers, this study finds that teachers in this study perceive themselves as embodying personal characteristics that prior research would support as less common among teachers in urban schools: That is, they see themselves as being competitive, high-performing, and enthusiastically committed to ending educational inequality. However, these participants tend to come from privileged backgrounds and colleges and consequently view their time teaching in urban schools as an interim period before pursuing other more "high prestige" careers. Implications of these findings are discussed.

AbstractThe existence of gender peer effects has been well-documented, yet regarding estimates that are best-suited for policy formation, the literature finds somewhat mixed results. This article builds on the gender peer effects literature in a number of ways. First, we focus on early elementary school students, for which fewer studies exist. We also test whether effects in early elementary grades are subject-specific. Contrary to findings for older grade levels, we find that estimates by gender are subject-specific for the early elementary grades. Second, previous studies using similar estimation have focused on very different geographical areas, while this study makes use of nationally representative elementary school data for the United States. Third, we explore whether effects vary across grades, for which the existing literature finds mixed results. We find that the negative subject-specific effects of having a higher proportion of boys in the classroom increases in magnitude across grades, with insignificant effects in kindergarten, negative and significant by first grade, and larger negative and significant effects by third grade. Our findings suggest that a more balanced gender mix in the classroom is optimal for both reading and math comprehension for both boys and girls. However, regarding math performance, there is also suggestive evidence that a 100% separation of genders could improve girls' math performance without consequences for boys' math performance, motivating further research into single-gender subject-specific instruction.

"When School Policies Backfire focuses on education policies designed to help disadvantaged students that instead had the perverse effect of exacerbating the very problems they were intended to solve. The book features rigorous case studies addressing important areas of education reform, and shows how and why each intervention backfired. It offers a sobering reminder of the responsibility that policy makers and researchers bear for the well-being of our most vulnerable students." --

Identifying sources of variation has been used extensively in educational research as a tool to identify potential drives of variances in student achievement. However, prior research predominantly relied on findings from national- or international-level data, and thus their conclusions remain very broad-based. This study contributes new insight by assessing if and where there is variation in standardized testing performance for entire populations of cohorts of students in a single, large urban school district in the United States. Specifically, this study evaluates variance in Stanford Achievement Test Ninth Edition (SAT9) reading and math scores for all elementary school students in the School District of Philadelphia over four academic years and within three analytical levels of the educational experience—student, classroom, and school. To do so, this study employs three-level hierarchical linear modeling (HLM) to determine how the overall variance in testing performance can be partitioned within classrooms, between classrooms, and between schools. The initial results indicate that the overwhelmingly largest contributor to total variance in achievement is within classrooms at the student level. However, incorporating a full span of covariates into a three-tiered model of student achievement explains the majority of the between classroom and between school variance, though only half of the within classroom variance. Implications are discussed.

Cover; Title; Copyright; Contents; 1 Introduction: Conceptualizing the Intricacies that are Concomitant in Educational Policymaking that Determine Success, Backfire, and Everything in Between; 2 How Urban Education Choice Campaigns in Detroit Masqueraded as Equity and Social Justice and Worsened the Status Quo; 3 When Policies that Impact Students with Significant Disabilities in Michigan Backfire; 4 When Zero-Tolerance Discipline Policies in the United States Backfire; 5 When Free Schools in England and Charter Schools in the United States Backfire.

With increased tensions and political rhetoric surrounding immigration enforcement in the United States, schools are facing greater challenges in ensuring support for their students of immigrant and Latino/a origin. This study examined the associations between deportations near school districts and racial/ethnic gaps in educational outcomes in school districts across the country. With data from the Stanford Educational Data Archive, the Civil Rights Data Collection, and the Transactional Records Access Clearinghouse, this study used longitudinal, cross-sectional analyses and found that in the years when districts had more deportations occurring within 25 miles, White-Latino/a gaps were larger in math achievement and rates of chronic absenteeism. No associations were found for gaps in English language arts achievement or rates of bullying. Implications for researchers, policymakers, and school leaders are discussed. ; American Educational Research Association

1 / Reducing Texts to Formulas -- 1. Seeking Canonical Forms -- 2. Analysis of Word Combinations -- 3. Details of the Analysis -- 2 /Result: Formulas of Information -- 1. Meta-science Segments -- 2. Word Classes -- 3. Word Subclasses -- 4. Word Modifiers and Local Operators -- 5. Summary of Word Classes -- 6. Sentence Types -- 7. Sentence Formulas -- 3 / From Structure to Information -- 1. Differences in Structure and Differences in Information -- 2. Formula-based Critique of Information -- 3. Sublanguage Properties -- 4. Further Work -- 5. Toward the Grammar of Science -- 4 / Sublanguage Formulas as Information Units -- 1. Normal Form Linearity: Projection and the Use of the Arrow -- 2. Local Operator Modifiers -- 3. The Classifier 'Response' -- 4. Correlations between W and V Operators -- 5. Sublanguage Homonymities -- 6. Extending Sublanguage Grammar -- 7. Information Structure and the 'r' Operator -- 5 / The Apparatus of Sublanguage Transformations -- 1. A Preliminary Survey of Sublanguage Transformations -- 2. Relinearization -- 3. Reconstruction of Repetitional Zeroing -- 4. Reconstruction of Low-information Zeroing -- 5. Relative Clause -- 6. Larger Transformations -- 7. Comparative -- 8. Quantifiers and the Negative -- 9. Further Regularization -- 6 / Extending the Analysis: The Informational Environment of the Science Sentences -- 1. Introduction -- 2. Word Classes and Sentence Types -- 3. Conclusions -- 7 / Information Units in a French Corpus -- 1. Information Grammar as a Pattern-matcher on Sentences and Linearization Rules to Produce Sentences from Informational Units -- 2. An Applicative Grammar of Informational Units -- 3. Using the Grammar of Informational Units as a Pattern-matcher for a Direct Recognition of Informational Units -- 4. Linearization Rules: Producing Sentences Out of Units -- 5. Questions Which Are Not Fully Treated Here -- 6. Conclusion and Applications of the Method Presented Here -- 8 / The Cellular Source of Antibody: A Review -- 1. Background -- 2. Early Observations and Experiments on the Macrophage in Relation to Antibody Formation -- 3. Early Studies on the Lymphatic System in the Production of Antibodies -- 4. Lymphocyte or Plasma Cell as the Antibody-synthesizing Cell -- 5. Correlation of Tissue-extract Antibody with Microscopic Observations -- 6. Extraction of Cells -- 7. Release of Antibody from Tissues and from Cells Cultivated in Vitro -- 8. Studies Involving Aggregation of Bacterial Cells Around Tissue Cells -- 9. Histochemical Staining for Nucleic Acid in Lymph Nodes in Relation to Formation of Antibodies -- 10. Fluorescence Staining for Antibody -- 11. Transfer of Cells of Lymph Nodes, Lymph and Spleen -- 12. Resolution of the Problem: Electron Microscopic Studies of Antibody-producing Cells -- Appendix 1 / Tables of Immunology Reports: English -- Appendix 2 / Tables of Immunology Reports: French -- Appendix 3 / Notes to the Tables of the English Articles -- List of Symbols.