PhD alumni Marcela Reyes and Na Young Hwang have published in Educational Policy: "Middle School Language Classification Effects on High School Achievement and Behavioral Outcomes."
Researchers are concerned that English language learners (ELL) may remain classified too long and, therefore, may not receive appropriate mainstream educational services. In this study, we investigate the effects of language classification on student outcomes in one California school district. Our ordinary least squares regression estimates demonstrate that students who become reclassified fluent English proficient (RFEP) in middle school have higher achievement scores and better behavioral outcomes. However, regression discontinuity models show that reclassification has no effects on students’ outcomes. The findings of this study suggest that selection bias accounts for the positive associations between RFEP and desirable student outcomes. ELL and RFEP students have unmeasured characteristics that highly correlate with their language classification, therefore, their educational outcomes differ.
1/16/19 EPSC Lab Meeting: "Impact of Attending an Elite High School with Different School Assignment Policies: Ability Tracking versus Random Assignment"
Visiting Scholar Liping Ma will discuss her study, "Impact of Attending an Elite High School with Different School Assignment Policies: Ability Tracking versus Random Assignment," at the Wednesday, January 16, meeting of the Education Policy and Social Context Research Lab.
EPSC Lab Meeting
Wednesday, January 16, 2019
12:00 - 1:00 pm
In China and many other countries, students are tracked into different types of high school based on their prior academic achievement, where better-performing students are admitted into ‘elite schools’ that are typically also equipped with better teachers and school resources whereas less academically prepared students would attend less-resourced ‘non-elite’ schools. Yet, it is unclear whether ability tracking is the optimal assignment mechanism to maximize the targeted outcomes of students. In this study, we examine the impacts of attending an elite high school on student academic outcomes under two different school assignment policies. Specifically, we exploit a policy experiment in a city in China in 2014, which changed the high school choice from ability tracking – where the top 40% students are able to go to the elite school and the rest go to the other school-- to a mixture of ability tracking and random assignment -- where only the first top 10-20% students are guaranteed entrance to the elite high school whereas the rest are randomly assignment between the two schools. The presentation will start with a general introduction of the K-12 and school tracking system in China, followed by an explanation of the research design, data, and some preliminary findings.
Glover Elementary principal, a 2012 semifinalist for the Massachusetts State "Teacher of the Year," sent PhD student Jenny Woo an update describing Glover's response to Woo's social-emotional learning game - "52 Essential Conversations."
January 11, 2019
"52 Essential Conversations has begun to take off school-wide here at Glover! We have two decks that have been used in a variety of classrooms with rave reviews. In fact, teachers felt so strongly that the topics of conversation were relevant, developmentally appropriate, and powerful that they encouraged me to write a grant to put a deck in every classroom. We are thrilled to have received a grant from the Milton Foundation for Education to put a deck in each classroom. Teachers are using the cards in small groups, for whole class conversations, and one-on-one with children. Related service providers and adjustment counselors also reference the conversations around mindfulness, empathy, character, and critical thinking frequently in their sessions with children. The topics addressed, particularly social awareness, relationship skills, responsible decision making, and inclusion, are in direct alignment with our district Strategic Plan goal around social-emotional learning."
Associate Professor Drew Bailey has contributed chapter 13 to the new book Cognitive Foundations for Improving Mathematical Learning: "Explanations and Implications of Diminishing Intervention Impacts across Time."
Chapter 13 Abstract
Early academic interventions that boost children’s school readiness often show smaller or no discernible differences between treatment and control children in the years following the end of treatment. This pattern of declining impacts has important implications for theories of children’s mathematical development. In particular, patterns of fadeout can be used to estimate the relative sizes of the effects of prior knowledge and other factors in producing differential stability in children’s mathematics achievement across development. Further, the pervasiveness of fadeout implies the need to reconsider research design and statistical analysis in research on children’s mathematical cognition. Especially needed are long follow-up assessment intervals in some experimental research and comparisons of estimates from non-experimental longitudinal research on mathematical cognition with experimental impacts. Finally, fadeout deserves careful consideration by those attempting to translate research on mathematical cognition into interventions intended to produce positive effects on children’s long-term mathematics achievement.
Bailey, D. (2019). Explanations and implications of diminishing intervention impacts across time. In D. Geary, D. Berch, & K. M. Koepke (Eds.), Cognitive Foundations for Improving Mathematical Learning, Volume 5 (pp. 321-346). Cambridge, MA: Academic Press.
At the 2016-2017 Master of Arts in Teaching Recognition Ceremony, Daphne Zhou was awarded a Mary Roosevelt Honor Scholarship in Teaching and Learning for excellence in academics, demonstrated leadership skills, and dedication to improving the lives and educational opportunities of students. Daphne is pursuing her MAT with a Multiple Subject Teaching Credential. Below, she shares her thoughts about her educational journey and her chosen career.
I was raised in sunny Orange County, and I absolutely love it here. I was thrilled to pursue my undergraduate and now graduate studies in the same county where I grew up.
I recently graduated cum laude from CSUF with a Bachelor of Science. I majored in Child and Adolescent (emphasis in elementary school settings) and minored in Business Administration. I’ve worked with children in various settings – including as a Child Life Intern at a children’s hospital and a children’s art camp assistant. My teaching experience thus far is primarily at private and corporate preschools, and during my undergrad, I spent a few months interning at an elementary school.
Many people who meet me now are surprised to hear that as an elementary school student, I was actually a troubled student with many behavioral issues. My teachers struggled to contain my behavior, and I was an underperforming student up through high school. Many students with behavioral issues find themselves so discouraged that they abandon academic goals; I am grateful that this was not my experience. Instead, I was motivated by this experience to become the teacher that I needed as a troubled student. A teacher who can provide structure and invoke discipline without demoralizing students.
I chose UCI primarily due to a recommendation from an alumnus. She had nothing but positive things to say about the program, which I already knew to be recognized for producing highly trained and qualified teachers. I’m committed to working diligently towards becoming a meritable educator. In my future classroom, I hope to inspire curiosity in young learners. I aim to remain an eternal student myself, as I don’t believe learning has a ceiling or an age limit.
Mary Roosevelt and Daphne Zhou
At the 2016-2017 Master of Arts in Teaching Recognition Ceremony, Devon Zangger was awarded a Mary Roosevelt Honor Scholarship in Teaching and Learning for excellence in academics, demonstrated leadership skills, and dedication to improving the lives and educational opportunities of students. XDevon is pursuing her MAT with a Multiple Subject Teaching Credential. Below, she shares her thoughts about her educational journey and her chosen career.
I grew up in Irvine in a multicultural household. In Irvine, I was surrounded by teachers whose passion for teaching was evident in what they were able to bring out of their students. In elementary school, all of my teachers made me feel safe, respected, and empowered. I knew that if my teachers could make me feel that way, I wanted to carry on in their legacy, promoting these same ideas in the children that I would one day work with. I have been working towards my goal of teaching at the elementary level ever since.
I completed my BA in sociology with a minor in education at UCI. While attending UCI, I worked a variety of jobs to support myself. I worked as an English as a second language teacher, an instructional assistant at a preschool, an instructional assistant at an elementary school, and as a private tutor.
Post-graduation, I am continuing to diversify my experience by becoming a substitute teacher and by leading the upper grade program at an after school center. In each of these areas, I was exposed to students from various backgrounds and education levels. All of these experiences further pressed upon me my desire to teach in an elementary classroom, to support the learning of these students, and give them an equitable education that empowers them to become lifelong learners.
I chose to continue my education at UCI because during my undergrad years I was able to interact with professors that were experienced and a culture of intellectual risk taking. I was challenged by UCI to put forward my best work and to keep in mind a global perspective. In addition, UCI pushes students to achieve their full potential through their high standards--something I want to carry into my own classroom. I also chose UCI because I want to be prepared to meet the many challenges that teaching presents, and I know that UCI will assist me in overcoming those challenges.
I look forward to teaching in my own classroom where I will be able to emphasize a global perspective. I hope to work in a multicultural classroom where students will be able to pull from diverse backgrounds and build empathy for others. Like Mary Roosevelt, my aim is to be able to serve my students and foster their growth and development.
Mary Roosevelt and Devon Zangger
At the 2016-2017 Master of Arts in Teaching Recognition Ceremony, Eric En-yu Young was awarded a Mary Roosevelt Honor Scholarship in Teaching and Learning for excellence in academics, demonstrated leadership skills, and dedication to improving the lives and educational opportunities of students. Eric is pursuing his MAT with a Multiple Subject Teaching Credential. Below, he shares his thoughts about his educational journey and her chosen career.
I was born in Taiwan and moved to Southern California at an early age, where I grew up. I went to college at Washington University in St. Louis (Missouri).
I am pursuing education because I want to make a difference with what I did in life. I first got involved with this side of education in St. Louis where there was clearly a need for well-prepared educators. I did not waste time fooling myself into thinking that I was a quality teacher or tutor, but even establishing relationships with these students was helpful for them and me. I want to continue making that type of impact and learning how to do so to a greater degree.
I wanted to learn how to be a better teacher, so I decided against the broader Masters of Education programs offered elsewhere to concentrate my efforts into learning what it took to be an excellent teacher. My intent is to complete the MAT program and work as a teacher. As a teacher, I wish to embody the love and encouragement I have received in the classroom. When all has been said and done, I wish to have made a difference in someone's life by the way I lived and taught in the classroom.
Mary Roosevelt and Eric En-yu Young
At the 2016-2017 Master of Arts in Teaching Recognition Ceremony, Akari Sunaga was awarded a Mary Roosevelt Honor Scholarship in Teaching and Learning for excellence in academics, demonstrated leadership skills, and dedication to improving the lives and educational opportunities of students. Akari is pursuing her MAT with a Multiple Subject Teaching Credential. Below, she shares her thoughts about her educational journey and her chosen career.
I was born in the city of Torrance, California in 1993. I live in a family of four, and a cat! As a child, I loved playing pretend with my older sister, my friends, anyone I could round up. My dream was to become a spy detective agent, farmer, magician, and I had no idea teaching would become something I wanted to do! Now I’m entering my fifth year playing taiko (Japanese drumming) which is my passion, and through this cultural instrument, I learned I love teaching others! Taiko is my connection to my culture and helped me appreciate a wonderful community of musicians, performers, and people from around the globe. I also love to draw, take photos, anything creative and arts-related. I speak, read, and write fluent Japanese, and translate for my parents mainly.
Education is a topic that didn’t light fire in me, until with the help of a few teachers I realized how many issues I personally associate with were related to education. From my own experience as a student, I realized how important teachers were in my life in shaping my values and outlook on life, what I became passionate about, and why it matters to be passionate about anything. I hope to become a teacher who can help my students find and practice what they love to do, whether it is to learn about the ecosystem, to help others and the world, running the 10K, reading as many books as possible, or playing a trumpet. I wanted to place myself where I can interact with kids in the most engaging and productive manner, at a school.
UCI was a good candidate for me initially because I had heard good things about it from a friend who had completed the teacher education program and is now a teacher. Also, I knew the campus from being an undergraduate here and engaging in a variety of activities - administrative intern, Ondas intern, Student Life and Leadership intern, campus-wide honors program, Undergraduate Research Opportunities Program, and the UCI Jodaiko Japanese drumming ensemble. I liked the focus of the MAT program on making teacher leaders, not just graduate students.
Ultimately I want to become the teacher who empowers my students to be proud of their identity, to have compassion towards others, and also be passionate about and work hard doing what they love. I also don’t want to stop learning about the world so I plan to use my time as a teacher to learn from my students as well. I also plan to become really good at my side passion, taiko drumming!
Mary Roosevelt and Akari Sunaga
At the 2016-2017 Master of Arts in Teaching Recognition Ceremony, Shay Sharp was awarded a Mary Roosevelt Honor Scholarship in Teaching and Learning for excellence in academics, demonstrated leadership skills, and dedication to improving the lives and educational opportunities of students. Shay is pursuing her MAT with a Single Subject Teaching Credential in English. Below, she shares her thoughts about her educational journey and her chosen career.
I was born and raised in Orange County, California. Family is very important to me and has been my source of encouragement and strength throughout my education and personal life. In my free time, I love to spend time with family, bake goodies, read books, and hike beautiful trails.
I am a proud graduate of Our Lady of Fatima grade school and Santa Margarita Catholic High School. Both schools provided me with a strong foundation for college. In 2014, I graduated Summa Cum Laude from Saddleback Community College with an Associates in English, and in December 2015, I graduated Summa Cum Laude from California State University, Long Beach with a BA in English Education and two minors in Communication Studies and Religious Studies.
I was fortunate to be able to engage in a variety of education-related activities. I tutor high school students in English, Spanish, Science, History, Economics, and Religion. Tutoring has given me the unique opportunity to work one-on-one with students with various learning styles and aptitudes. The experience has been priceless. I served as the Secretary of Community Service during my first year at Saddleback and as the Director of Student Clubs and Organizations during my sophomore year. Both roles taught me the importance of communication skills, group collaboration, effective leadership, and organization. I have graded freshman and sophomore English essays for three years and taught a few mini-lessons on grammar and essay writing. A challenging yet very rewarding learning experience! And, working in the business world has given me a new perspective on teaching English. In addition to helping students grow their critical thinking and analytical skills with fiction and non-fiction books, I want to make more “on the job” connections in the classroom by incorporating business writing and website copy writing.
Choosing UCI for my graduate studies was a difficult decision for me. The English Education program at California State University, Long Beach was excellent; the dedicated and intelligent professors at CSULB made the experience all the more fruitful. The campus diversity also made for interesting and fruitful classroom discussions. Ultimately, I made the move to UCI because I thought it was important to gain yet another perspective and philosophy of teaching and education. Both Saddleback College and CSULB had unique approaches and philosophies, and I believed that I became a better, more well-rounded learner by experiencing different collegiate communities. UCI’s accelerated and combined credential and MA program was certainly a practical appeal for me. Additionally, after reviewing the curriculum for the program, I believed that the classes would help build and hone my teaching skills, provide practical applications to the classroom, and introduce me to the latest theories and research. Most of all, UCI’s Education Department gave me the impression that it was a composed of a community of lifelong learners, and I think it’s important that all teachers are lifelong learners.
I want to be an educator because I want to be a problem-solver, a guide, and a source of knowledge for both my students and for the educational field as a whole. I believe that education is the most important aspect—the foundation—of any great society, and I have seen the impact that teachers in my own life have made on their students. Plus, I want to be a life-long learner. My desire is to teach (and learn!) from a variety class levels (academic, college prep, IB, ELL, etc.) and from students with different socio-economic backgrounds, learning styles, and personalities. I hope to gain this experience and knowledge and one day contribute to the research and curricula in academia.
Mary Roosevelt and Shay Sharp
At the 2016-2017 Master of Arts in Teaching Recognition Ceremony, Courtney Sharar was awarded a Mary Roosevelt Honor Scholarship in Teaching and Learning for excellence in academics, demonstrated leadership skills, and dedication to improving the lives and educational opportunities of students. Courtney is pursuing her MAT with a Single Subject Teaching Credential in Mathematics. Below, she shares her thoughts about her educational journey and her chosen career.
I grew up in Sylvania, Ohio until I was 13 when I moved to the Central Valley in Clovis, California. I have always been involved in athletics growing up but really began gravitating toward cross country and track and field throughout high school. My teammates were so welcoming when I first moved to California, which was a huge reason I stuck with the sport. I pushed myself in high school in both athletics and academics and found myself really enjoying mathematics due to a few very fun and personable teachers.
I decided to come to UCI after my senior year of high school because of the academic prestige, the location in Southern California, and the opportunity to compete as a Division 1 athlete on both the cross country and track and field teams. I decided to come to/stay at UCI for graduate school because of the awesome friends I've made in this area as well as the prestige of this accelerated Masters and Credential program. I honestly couldn't image myself at any other university and am excited to stay for another year!
I've always been interested in becoming an educator so it isn't a huge surprise that this is the path I've taken. My dad has been a coach and teacher for my entire life, and I have very similar interests to him. I hope to have a similar opportunity to inspire the next generation through my passion for education and improve our current educational system.
I have been a NCAA Division 1 athlete on the UCI cross country and track and field team for the past four years. I have met some amazing friends, teammates, athletes, and coaches during this time, and they have been my biggest support system here at UCI. I met my best friends here and my experience has been awesome. I have one more year of NCAA eligibility for track and field and plan to continue to compete this year during the spring while in this program. I cannot wait to continue to challenge myself both academically and athletically this year!
After this program, I hope to become an educator at the high school level and eventually move up to the collegiate level. I would like to have my own classroom for a while and eventually move into an administrative role either. I would also like to coach cross country and track and field. Doing so will allow me to encourage others to hopefully develop the same type of passion I have for the sport as I do.
Mary Roosevelt and Courtney Sharar