Presentations at the American Educational Research Conference- Chicago, APRIL 13-16, 2023

The American Educational Research Association (AERA), a national research society, strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good.

The American Educational Research Association (AERA), founded in 1916, is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results. 

The following are presentations by and including Dr. Petrosino that will be made at the 2023 Meeting of the American Educational Research Association in Chicago. 

Petrosino, A. J., Sager, M. T., Washington, J., Sherard, M. K., Hughes, K., & Slabodsky, J. (2023, April). Perceptions of CSforALL and project based learning: Summary of findings from an RPP in NYC. American Educational Research Association Annual Meeting, Chicago, Illinois, United States. 

              Abstract: We report on a Research Practice Partnership (RPP) between The University of Texas Austin and eleven New York City high schools examining how co-design of curriculum, instructional practices, and teacher supports encourage broad participation in Computer Science (CS). Pulling from literature grounded in project-based instruction (PBI) and learning in CS contexts to address one research question and report findings that highlight the instructional materials and strategies teachers implement in their CS courses, in addition to teachers and students’ perceptions around PBI. Our analysis revealed an increase in teachers’ perception toward thinking that PBI facilitates the reflection necessary for reinforcement of concepts and students were engaged with the course materials and felt a sense of belonging. 

 

Milton, S., Sager., M.T., Walkington, C., Petrosino, A.J., Dhingra, K. (2023, April). Learning when creating student centered mathwalks. American Educational Research Association Annual Meeting, Chicago, Illinois, United States.

               Abstract: Math walks are place-based math activities where walkers can learn about how mathematical principles appear in their surroundings. Additionally, pulling from literature grounded in interest theory, informal learning, and problem posing, this study seeks to address three research questions and reports findings that highlight the impact of math walks on learners’ attitudes about mathematics, the types of questions learners pose and how they answer their questions, and finally, the challenges associated with posing mathematical problems. Our analysis revealed an increase in math learners’ self-efficacy, two different types of problems posed, and the need for agreement that questions posed to be feasible and reasonable to answer Future research in sustaining the gains in math attitudes is needed.

 

Kara, Y., Wright, A., Cunningham, L., Johns, R., Ticzon, C., & Petrosino, A. J. (2023, April 13-16). College access  program participants’ enrollment in postsecondary programs: An investigation of potential predictors [Conference presentation]. 2023 annual meeting of American Educational Research Association, Chicago, IL, United Sates.

              Abstract: College degrees remain a critical pathway to employment and other social protective factors. Numerous college access programs are provided to high school students nationwide, yet insufficient evidence exists to identify highly effective programs, nor to replicate, and continuously improve. This study utilized data collected by program providers to examine predictors of enrollment in postsecondary settings. Characteristics of students’ school experiences emerged as the most explanatory variables; followed by characteristics of students themselves. Features of UB program involvement itself were weak predictors. Implications of the findings include discussion of the relative weight of school experiences compared to supplemental college access programming, and equity particularly as race emerged as a significant predictor in only one case. 

Wright, A., Kara, Y., , Cunningham, L., & Petrosino, A. J. (2023, April 13-16). Examining the effectiveness of the Upward Bound programs [Conference presentation]. 2023 annual meeting of American Educational Research Association, Chicago, IL, United Sates.

            Abstract: This study aims at examining the effectiveness of the federally-funded Upward Bound programs administered in an urban southwestern city. In a collaboration with the program administrators and school district, an extensive dataset has been obtained and processed to compare the college enrollment status of the program participants and non-participants with similar backgrounds. A propensity score matching analysis is conducted to approximate the randomized control trial setting for a better examination of the true program effect. Initial findings are provided based on partially received data from specific years. Final analyses are planned to be performed on larger data that also cover former academic years. 

One Year Ago Today: Hoboken Board of Education Pushes for $330 Million Bond Based on "exploding" Enrollment

ONE YEAR AGO TODAY: The Hoboken Board of Education and the Superintendent are predicating their $330 million bond on the argument that enrollment in the Hoboken School District is "exploding" and "bursting at the seams." A look at NJDOE enrollment data plotted over the past 12 years for Hoboken is charted below.

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The referendum eventually failed in an extremely lopsided vote. Story by Hoboken Patch: HERE

HOBOKEN, NJ — Hoboken officials said Tuesday night that according to preliminary results, a $241 million bond referendum for Hoboken's schools has failed by a vote of 2-1. 

On Tuesday after 10 p.m., the County of Hudson posted updated results:

    NO: 4,929

    YES: 2,542

    Ballots cast: 7,472

    Voter turnout: 17.19 percent

Does New Jersey Gov. Phil Murphy Hate Charter Schools? -Wall Street Journal Editorial Board

The following editorial appeared in The Wall Street Journal on January 11, 2023. You can access the full piece by clicking HERE. In Hoboken, charter schools outperform the traditional public schools by similar numbers as those that appear in this article. 

Children in charters far outperform district peers in the cities with the biggest charter presence.

Do students matter to politicians, or do they only care about the adults in unions who finance their campaigns? That’s the question for New Jersey Democrats, especially Gov. Phil Murphy, who has to be willfully blind to ignore the evidence that charter schools in his state are improving education performance for his state’s neediest children.

Data compiled by the New Jersey Public Charter Schools Association are stunning—especially for minority students in the state’s six biggest charter cities. In state tests for 2022, black and Latino students in charters were roughly twice as likely to be proficient as district-school students in English language arts and math. Not a few points, but twice.

In Newark, 25.9% of charter students of all races across all grades reached proficiency on math tests compared to 13.3% of district students. In Jersey City, 54.1% of charter students were proficient in English language arts compared to 41% of district students. In Camden, 25.1% of charter students were proficient in English compared to 9.8% of district students.

Overall, charter students are 43% more likely to be at grade level in English and 47% more likely to be at grade level in math than district students, the charter school association calculates. The nearby chart lays out the comparative data.

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With this kind of disparity, you’d think anyone in public office would be calling for more charter applications to teach more students. But this is New Jersey, where Democrats are led by the New Jersey Education Association, the state’s largest teachers union.

There are 85 charter schools in the state that teach 60,000 students. That compares with about 1.3 million district K-12 students in the state. Since Gov. Murphy took office in 2018, charter schools have applied for more than 12,500 seats; only 5,500 have been approved, according to the charter association. In 2022 only 455 out of 1,980 seats were approved for the state’s highest-performing charters.

This is despite parents demonstrating their support for charter options. The National Alliance for Public Charter Schools reports that New Jersey charters gained more than 3,000 students during the pandemic years, while district schools lost nearly 40,000. Some 28,000 students are on charter wait lists. About 13 charters have applied for some 2,700 more seats this year, the New Jersey Children’s Foundation estimates.

The Murphy Administration is expected to make decisions on the next charter applications by February. The Governor, who is in his second term, should be granting every decent application in sight and making it easier to attract more. But at least he can grant the current applications. Why even run for office if you’re going to take orders from teachers union chief Becky Pringle?

Lottery for Charter School Deadline is Today

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