Andrew Penner (UC Irvine): Understanding the Effects of Middle School Algebra: A Regression Discontinuity Approach

Andrew Penner (UC Irvine) besøker AKS-seminaret. Han presenterer et utdanningssosiologisk arbeid om betydningen av plassering i avansert matematikkundervisning for elevers senere skoleprestasjoner ved bruk av registerdata fra California.  Arbeidet er et samarbeid med Andrew McEachin (RAND Corporation) og Thurston Domina (University of North Carolina at Chapel Hill).

Penner arbeider med mange ulike problemstillinger, inkludert organisasjonssosiologiske studier av kjønnsforskjeller i arbeidsmarkedet, hvordan sosial ulikhet former klassifiseringen av individers rase i USA, kjønnsforskjeller i matteprestasjoner og andre utdanningssosiologiske temaer. Hans arbeider har bl.a. vært publisert i Proceedings of the National Academy of Sciences, American Journal of Sociology og Demography. 

Andrew Penner

ABSTRACT

We identify California public middle schools that use a 7th grade achievement threshold to place students into 8th grade Algebra. These schools provide 439 opportunities to estimate regression discontinuity effects of 8th grade Algebra placement. We meta-analyze these effects and find small positive effects on students’ high school math and English achievement, and substantial positive effects on high school math course-taking. Further, our analyses indicate substantial treatment effect heterogeneity across schools. Descriptive analyses suggest a positive relationship between treatment effects and average school student achievement and the location of the placement threshold, and a negative relationship with student poverty.

 

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Arrangør

AKS-seminaret
Publisert 30. jan. 2018 10:02 - Sist endret 30. jan. 2018 14:00