Education and Transition to Adulthood

教育和向成年过渡

• 批准号: 10364759
• 负责人: Andrew Penner
• 金额: $ 62.16万
• 依托单位: UNIVERSITY OF CALIFORNIA-IRVINE
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-06-01 至 2025-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10364759
• 关键词: Academic achievement; Achievement; Administrative Supplement; Administrator; Adult; Age; California; Censuses; Child; Collaborations; Criminal Justice; Data; Data Collection; Development; Education; Educational Models; Effectiveness; Environment; Exposure to; Family; Fertility; Future; Health; Health Insurance; Individual; Infrastructure; Instruction; Intervention; Learning; Life Cycle Stages; Link; Long-Term Effects; Methods; Modeling; Nature; North Carolina; Oregon; Outcome; Pathway interactions; Pattern; Play; Policies; Policy Maker; Population; Process; Records; Research; Role; Schools; Series; Shapes; Statistical Models; Structure; Students; Suspensions; System; Techniques; Testing; Time; Ursidae Family; Variant; Youth; base; cohort; course sequence; data infrastructure; data resource; disability; educational atmosphere; emerging adult; experience; flexibility; high school; improved; insight; intergenerational; mortality; peer; school district; teacher; theories; young adult

PROJECT SUMMARY Education plays a central role in structuring students' transitions to adulthood, placing them on trajectories that have important implications for long-term health. This project contributes to our understanding of the relationship between education and a healthy transition to adulthood by creating an unprecedented link between school district administrative records and data from the US Census Bureau's Center for Administrative Records Research and Applications (CARRA). Previous research using school administrative records has provided important insights into the effects of educational practices and policies on academic achievement. Our linked data will bring the power of school administrative data to bear on young adult outcomes with important implications for long-term health. This project focuses on two central ways that schools structure students' opportunities to learn: course placements and teacher assignments. Drawing on life course theory this project argues that understanding the effects of students' educational experiences and contexts requires an understanding of their highly sequenced nature. Accordingly, this project examines how exposure to different courses and teachers shapes students' odds of exposure to subsequent educational contexts, and how these contexts interact to generate long-term effects. This project begins by estimating the short- and long-term effects of student exposure to courses and teachers, using quasi-experimental variation where possible. Short-term outcomes include student test scores, coursetaking, and school suspensions; long- term outcomes, many of which come from CARRA, include high school graduation, tertiary attendance and graduation, labor market outcomes, criminal justice outcomes, disability status, health insurance, family formation, and mortality. These analyses are supplemented by descriptive evidence tracing students' pathways through subsequent educational environments in order to better understand what kinds of trajectories are associated with different patterns of long-term effects. This project will thus: 1) Build unique data infrastructure linking students' educational records with indicators of a healthy transition to adulthood. These data will serve as a model for future linkages, and their population-level coverage will allow us to move beyond one-size-fits-all understandings of courses and teachers to examine how effects vary across schools. 2) Estimate the effects of course placement, as well as teachers' value-added, on students' short and medium-term academic outcomes, and long-term educational attainment, exposure to the criminal justice system, early labor market experiences, disability, health insurance, and mortality. 3) Trace the coursework and teacher pathways associated with outcomes indicating a healthy transition to adulthood.

项目概要 教育在构建学生向成年的过渡、让他们走上发展轨迹方面发挥着核心作用 这对长期健康具有重要影响。这个项目有助于我们了解 通过建立前所未有的联系，教育与健康过渡到成年之间的关系 学区行政记录和美国人口普查局中心的数据之间 行政记录研究和应用（CARRA）。先前的研究使用学校行政 记录为了解教育实践和政策对学术的影响提供了重要见解 成就。我们的关联数据将使学校管理数据的力量对年轻人产生影响 对长期健康具有重要影响的结果。该项目重点关注两个核心方法 学校安排学生的学习机会：课程安排和教师作业。借鉴生活 课程理论该项目认为，了解学生的教育经历和 上下文需要了解其高度顺序的性质。因此，该项目研究如何 接触不同的课程和老师会影响学生接受后续教育的几率 环境，以及这些环境如何相互作用以产生长期影响。该项目首先估算 使用准实验变异来研究学生接触课程和教师的短期和长期影响 如有可能。短期结果包括学生考试成绩、课程学习和停学；长的- 学期成果，其中许多来自 CARRA，包括高中毕业、高等教育出勤率和 毕业、劳动力市场结果、刑事司法结果、残疾状况、健康保险、家庭 形成和死亡。这些分析得到了追踪学生路径的描述性证据的补充 通过后续的教育环境，以便更好地理解什么样的轨迹 与不同的长期影响模式相关。因此，该项目将：1）构建独特的数据 将学生的教育记录与健康过渡到成年的指标联系起来的基础设施。这些 数据将作为未来联系的模型，其人口层面的覆盖范围将使我们能够超越 对课程和教师的一刀切的理解，以研究不同学校的效果有何不同。 2） 估计课程安排以及教师的附加值对学生短期和中期的影响 学术成果、长期教育程度、接触刑事司法系统、早期劳动 市场经验、残疾、健康保险和死亡率。 3）追踪课程作业和教师路径 与表明健康过渡到成年的结果相关。

项目成果

Heterogeneous Effects of Early Algebra across California Middle Schools.

• DOI: 10.1002/pam.22202
• 发表时间: 2020
• 期刊: Journal of policy analysis and management : [the journal of the Association for Public Policy Analysis and Management]
• 作者: McEachin A;Domina T;Penner A
• 通讯作者: Penner A

Tournament Mobility in Mathematics Course-Taking Pathways.

• DOI: 10.1177/2378023120927604
• 发表时间: 2020-01
• 期刊: Socius : sociological research for a dynamic world
• 作者: Hanselman P

Educational Inequality Regimes amid Algebra-for-All: The Provision and Allocation of Expanding Educational Opportunities.

• DOI: 10.1093/sf/soab052
• 发表时间: 2022-06
• 期刊: SOCIAL FORCES
• 影响因子: 4.8
• 作者: Hanselman, Paul;Domina, Thurston;Hwang, NaYoung
• 通讯作者: Hwang, NaYoung

Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice.

• DOI: 10.3102/00028312211062613
• 发表时间: 2022-08
• 期刊: AMERICAN EDUCATIONAL RESEARCH JOURNAL
• 影响因子: 3.6
• 作者: Davison, Miles;Penner, Andrew M;Penner, Emily K
• 通讯作者: Penner, Emily K

School Discipline and Racial Disparities in Early Adulthood.

• DOI: 10.3102/0013189x211061732
• 发表时间: 2022-04
• 期刊: EDUCATIONAL RESEARCHER
• 影响因子: 8.2
• 作者: Davison, Miles;Penner, Andrew;Penner, Emily;Pharris-Ciurej, Nikolas;Porter, Sonya R;Rose, Evan;Shem-Tov, Yotam;Yoo, Paul
• 通讯作者: Yoo, Paul