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.

项目摘要 教育在构建学生过渡到成年的过渡方面起着核心作用，将他们置于轨迹上 这对长期健康具有重要意义。这个项目有助于我们对 通过建立前所未有的链接，教育与健康过渡到成年之间的关系 在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）。先前使用学校行政的研究 记录为教育实践和政策对学术的影响提供了重要的见解 成就。我们的链接数据将带来学校行政数据的力量 结果对长期健康具有重要意义。该项目侧重于两种核心方式 学校构建了学生学习的机会：课程安排和教师作业。利用生活 课程理论该项目认为，了解学生的教育经验和 上下文需要了解其高度测序的本质。因此，该项目探讨了如何 接触不同的课程，教师塑造了学生接触随后的教育的几率 环境以及这些环境如何相互作用以产生长期影响。该项目首先估计 学生使用准实验差异，学生接触课程和教师的短期和长期影响 可能。短期成果包括学生考试成绩，托盘和学校停学；长的- 定期成果，其中许多来自CARRA，包括高中毕业，三级出勤和 毕业，劳动力市场成果，刑事司法结果，残疾状况，健康保险，家庭 形成和死亡率。这些分析是通过描述性证据追踪学生途径来补充的 通过随后的教育环境，以更好地了解哪些轨迹是 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。这些 数据将作为未来联系的模型，他们的人口级别的覆盖范围将使我们能够超越 对课程和教师的一定程度的理解，以检查各个学校的影响的影响。 2） 估计课程放置的影响以及教师的增值，对学生的短期和中期的影响 学术成果和长期的教育程度，暴露于刑事司法系统，早期劳动 市场经验，残疾，健康保险和死亡率。 3）追踪课程和教师途径 与结果相关，表明健康过渡到成年。

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

The Kids on the Bus: The Academic Consequences of Diversity-Driven School Reassignments.

• DOI: 10.1002/pam.22326
• 发表时间: 2021
• 期刊: JOURNAL OF POLICY ANALYSIS AND MANAGEMENT
• 影响因子: 3.8
• 作者: Domina, Thurston;Carlson, Deven;Carter, James, III;Lenard, Matthew;McEachin, Andrew;Perera, Rachel
• 通讯作者: Perera, Rachel