education policy analysis archives
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EPAA/AAPE Farewells
Dear Readers,
As another academic year comes to a close, EPAA/AAPE would like to thank Dr.
Stephen Lawton, Dr. Victor Diaz, and Sean Geary for their service to the
journal. Their commitment to bringing top-quality articles to EPAA/AAPE’s
readership has contributed greatly to the journal’s continued success,
which is especially meaningful as the journal celebrates the publication of
its 20th volume.
Dr. Lawton, Professor at Arizona State University, served as an Editor
(English Language) and oversaw the journal editing process – from reviewing,
organizing, and tracking articles to working closely with authors and
preparing manuscripts for publication. With his help, EPAA/AAPE was able to
continue to provide readers with consistently high-quality articles.
Dr. Diaz, a recent ASU graduate, and Mr. Geary, 3rd-year doctoral student at
ASU, served as Managing Editors of the journal. In addition to reviewing
submissions and helping articles (and authors) through the editorial
process, they laid the foundation for EPAA/AAPE’s new social media
campaign.
While they may not miss formatting articles and tables, we will miss having
them as colleagues and look forward to working with them in a new capacity,
as future EPAA/AAPE authors.
The EPAA/AAPE Editorial Team
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Education Policy Analysis Archives
Website: http://epaa.asu.edu/ojs
Facebook: https://www.facebook.com/EPAAAAPE
Twitter: @epaa_aape
Education Policy Analysis Archives
Website: http://epaa.asu.edu/ojs
Facebook: https://www.facebook.com/EPAAAAPE
Twitter: @epaa_aape
Recent Articles
Vol 20 (2012), 13
This paper is meant to analyze the conformation of the government agendas related to Higher Education and the policies thereby created in Argentina, Brazil and Venezuela, highlighting their differences and similarities and the renovation or ongoing policies which are discussed when referring to the ‘90s policies. In spite of the new winds of political changes that the region is going through, the option seems to remain the same: inclusion or quality? Two terms that are sometimes shown as to being antagonistic but which actually can coexist mutually.
PDF (Español)
Vol 20 (2012), 12
The SAS Educational Value-Added Assessment System (SAS® EVAAS®) is the most widely used value-added system in the country. It is also self-proclaimed as “the most robust and reliable” system available, with its greatest benefit to help educators improve their teaching practices. This study critically examined the effects of SAS® EVAAS® as experienced by teachers, in one of the largest, high-needs urban school districts in the nation – the Houston Independent School District (HISD). Using a multiple methods approach, this study critically analyzed retrospective quantitative and qualitative data to better comprehend and understand the evidence collected from four teachers whose contracts were not renewed in the summer of 2011, in part given their low SAS® EVAAS® scores. This study also suggests some intended and unintended effects that seem to be occurring as a result of SAS® EVAAS® implementation in HISD. In addition to issues with reliability, bias, teacher attribution, and validity, high-stakes use of SAS® EVAAS® in this district seems to be exacerbating unintended effects.
Vol 20 (2012), 11
Numerous recent media accounts indicate that teachers are being fired, put on probation, or otherwise censured because of information found on their social networking sites (SNS). While the literature in business, psychology, and pharmacy shows initial investigations of the impact of SNS information on hiring decisions, this area has not been investigated in the field of education. Data from pre-service teachers’ SNS were compiled into a 51-item questionnaire and K-12 school principals rated each statement on its likelihood to influence a hiring decision if it were found on the SNS of a teacher applying for a position at his or her school. The statements included on the questionnaire included sexual talk, swearing, violent language, references to drugs and/or alcohol use, and language that could be considered pejorative to individuals with disabilities, persons of color and/or homosexual individuals. The findings of this preliminary study indicate that of the 51 statements, 28 had average ratings in the moderate-to-significant impact on hiring decision range and 22 had average ratings in the minor-to-moderate impact on hiring decision range. Only one item of the 51 fell in the no impact-to-minor impact on hiring decision range. Findings are discussed in relation to professional dispositions, categories of information that may influence hiring decisions, and internet use policies. Implications based on the data from this study include the need to develop state and university policies for SNS use. Finally, the results of this study indicate that further research into hiring administrators’ use of data from SNS in hiring decisions is warranted.
Vol 20 (2012), 10
In recent years, schools have tended to eliminate recess period and to devote more time to instruction in order to increase academic achievement. Using a nationally representative sample, this study examined reading scores of students who experienced different numbers of recess days in a week, and different number of times and length of recess in a day. Students’ gender, race, family socioeconomic status, initial reading scores, and age were controlled. Findings showed no significant main effects of recess; however, students who were exposed to a 16-30 minutes recess period tended to perform better. An interaction effect of race and the length of recess was found. It was concluded that recess does not have a significant effect on reading achievement. In other words, it does not improve or hurt academic achievement, but provides an opportunity for children to be physically active, play and socialize -- just to be a child.
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