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

Education Policy Analysis Archives has just published its latest issue at http://epaa.asu.edu/ojs/article/view/916

Abstract: 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.

Keywords: Higher Education Policies; Latin America; Inclusion; Quality.

Education Policy Analysis Archives has just published its latest issue at http://epaa.asu.edu/ojs/article/view/1096

Abstract: 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.

Keywords: value-added models (VAMs); teacher effectiveness; teacher quality; teacher evaluation; accountability.

Education Policy Analysis Archives has just published its latest issue at http://epaa.asu.edu/ojs/article/view/862

Abstract: 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.

Keywords: administrator attitudes; preservice teacher education; social networks.

Education Policy Analysis Archives has just published its latest issue at http://epaa.asu.edu/ojs/article/view/898

Abstract: 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.

Keywords: recess; reading achievement; kindergarten.

Education Policy Analysis Archives has just published its latest issue at http://epaa.asu.edu/ojs/article/view/988

Abstract: This article presents partial results of an inquiry that aims at characterizing and describing epistemological perspectives applied in research on educational policy in Latin America. It presents an analyses of the research carried out in six Latin American countries and published between 1993-2001.  The references to authors in this paper as ‘referring authors’ where identified and these authors can be included in specific epistemological perspectives. Thus, the paper presents discussions on the neo-Marxism and ‘Globally Structured Agenda for Education’ developed by Roger Dale, epistemological pluralism and ‘perspectivism’ from the Social Cartography of Rolland Paulston, and post-structuralism and ‘policy cycle approach’ of Stephen Ball.  However, in all papers analyzed the use of theoretical frameworks were posed in terms of methodology, isolated from its epistemological foundations in which they were produced. On the other hand, the analysis could not clearly elucidate the presence of epistemological positioning of the researchers even when the authors of the papers analyzed were applying those theoretical frameworks. Methodologically, the research presented in this paper was carried out from a qualitative and descriptive-analytical perspective, based on secondary sources of a bibliographical nature. After the conceptual description of each of epistemological perspectives, the paper concludes that the epistemological perspectives cannot be applied in a ‘pure’ way in the field of educational policy. However, this assumption does not negate the need for the presence of the researcher’s epistemological positioning.

Keywords: research; educational policy; epistemological positions; epistemological perspectives.

Education Policy Analysis Archives has just published its latest issue at http://epaa.asu.edu/ojs/article/view/1011

Abstract: In this article we present results from a study investigating the impact of three state exit exam systems on teaching and learning in college-preparatory schools. The study compares one state with a traditionally more centralized exam regime, one state that is more de-centralized and one state that has recently switched to more centralized testing. The German Abitur is a cognitively rather complex exam that is largely unstandardized as measured by the standards of international testing regimes. Moreover, performance differences in system monitoring tests between states with different exam regimes can only be found for mathematical literacy. Therefore, centrally regulated topics and grading criteria –as opposed to exams that are locally designed and reviewed centrally– make little difference in softer subjects with a more open canon, but seem to have a stronger impact in mathematics. Against this background and taking an international perspective, we argue that an overall low stakes testing regime might be the first step towards a good compromise between local flexibility for students’ interests on one hand, and rigor as well as a healthy dose of performance motivation on the other hand.   

Keywords: statewide exit exams; secondary school leaving certificate; German Abitur exams; low stakes testing

Education Policy Analysis Archives has just published its latest issue athttp://epaa.asu.edu/ojs/article/view/962

Abstract: Several institutions, worldwide, have established ICT standards and are updating them to guide ICT usage by teachers and teacher education programs. Though Chile has the Enlaces project, a regionally and internationally recognized initiative for ICT insertion, it did not count on an ICT Standards Proposal to guide teacher education programs. For this reason, the Center for Education and Technology CET-ENLACES of the Ministry of Education of Chile (MINEDUC) has developed, since 2005, a policy to integrate ICT into Teacher Education. This article introduces the work done to define those standards and the actions taken to make them known and used by universities involved in teacher education.

Keywords: Standards, Information and Communication Technologies, Initial Teacher Training.

Education Policy Analysis Archives has just published its latest issue at http://epaa.asu.edu/ojs/article/view/968

Abstract: The article focuses on in-service teacher education policies in Brazil and on actions developed since the 1990s by states and municipalities with a view to promote the higher education of primary school teachers. To such purpose, it analyzes the official discourses from that period, presents a map of special programs created to respond to such demands, and examines with the help of an ethnographic fieldwork a specific case and the practices through which the teachers appropriated the results of this program. The use of new formative devices, such as Distance Learning and TICs, and the involvement of new pedagogical agents, define the more visible aspects of this new formation model. Tensions between the micro and macro spheres of the policies adopted in this area could be sensed: on the one hand, the political success attending the graduation of thousands of teachers; on the other, pedagogical improvements still uncertain in view of the conditions under which the programs were conducted. This article questions the centralization and standardization promoted by these programs, the managerial logic presiding over its conception, the deflation of practice, and the small contribution of this kind of formation to the professionalization of the teaching activity.

Keywords: Special programs; In-service higher teacher education; University; Educational policies.

Education Policy Analysis Archives has just published its latest issue at http://epaa.asu.edu/ojs/article/view/907

Abstract: Mathematics education is a critical public policy issue in the U.S. and the pressures facing students and schools are compounded by increasing expectations for college attendance after high school.  In this study, we examine whether policy efforts to constrain the high school curriculum in terms of course requirements and mandatory exit exams affects three educational outcomes – test scores on SAT math, high school completion, and college continuation rates.  We employ two complementary analytic methods – fixed effects and difference in differences (DID) – on panel data for all 50 states from 1990 to 2008. Our findings suggest that within states both policies may prevent some students from completing high school, particularly in the near term, but both policies appear to increase the proportion of students who continue on to college if they do graduate from high school. The DID analyses provide more support for math course requirement policies than mandatory exit exams, but the effects are modest. Both the DID and fixed effects analyses confirm the importance of school funding in the improvement of high school graduation rates and test scores.

Keywords: high school; education policy; college access.