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Paying for whose performance? Teacher incentive pay and the black-white test score gap

Authors: Andrew J. Hill (Montana State University), Daniel B. Jones (University of Pittsburgh)
This study was published today in Educational Evaluation and Policy Analysis.
Key Finding:
Teacher incentive pay programs that focused on raising student achievement in high-need high schools expanded the test score gap between Black and White students by between 64 percent and 85 percent.
Details:
The Black-White test score gap has proven to be one of the most persistent phenomena in American education, for reasons that cannot be entirely explained by student characteristics or school and teacher quality.
Teacher performance pay is increasingly common in the United States and often introduced with the goal of reducing gaps in test scores across groups of students. Performance pay aims to directly increase the effectiveness of teaching within high-need schools. ....

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Students enrolled in late-start-time districts report higher academic achievement

Study: Students Enrolled in Late-Start-Time Districts Report Higher Academic Achievement and Sleeping More
Authors: Julio Caesar (Bloomington Public Schools), Rik Lamm (University of Minnesota), Michael C. Rodriguez (University of Minnesota), David J. Heistad (Bloomington Public Schools)
This study will be presented today at the AERA 2021 Annual Meeting.
Session: Organizational Effects Examining Academic Achievement and Student Support
Date/Time: Saturday, April 10, 2:30 p.m. - 4:00 p.m. ET
Main Finding:
Later school start times are linked to higher grade point averages and higher proportions of students getting the recommended number of hours of sleep.
Details:
The authors note that there is currently a large push across the country from researchers and public health experts for delayed or later school start times. According to the Centers for Disease Control and Prevention, the average start time in the United States was 8:03 a.m. in the 201 ....

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Study snapshot: 21st century tracking and de facto school segregation

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Author: Heather E. Price (Marian University)
This study will be presented today at the AERA 2021 Virtual Annual Meeting.
Session: Schools and Social Policy: Segregation, Housing, and Transportation
Date/Time: Monday, April 12, 9:30 a.m. - 11:00 a.m. ET
Main Finding:
The prevalence of Black, non-Hispanic students in high schools that do not offer any AP or IB courses in multi-school districts that fund college-prep curricula cannot be explained by resource or school factors.
Details:
Using national data, this study examined how the characteristics of a high school related to whether it offers students Advanced Placement (AP) or International Baccalaureate (IB) programs, when the high school is in a multi-high school district that offers these college-preparation curricula. ....

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Study snapshot: Untested admissions

Author: Christopher Bennett (Vanderbilt University)
This study was published today in American Educational Research Journal.
Key Findings:
In undergraduate admissions, the adoption of test-optional policies at selective private institutions was linked to a 3-4 percent increase in enrollment of Pell Grant recipients, a 10-12 percent increase in enrollment of first-time Black, Latinx, and Native students, and a 6-8 percent increase in enrollment of first-time students who were women.
However, these gains translate into only a 1 percentage point increase in the share of the student body receiving Pell Grants, a 1 percentage point increase of the share of incoming students who were from underrepresented racially/ethnically minoritized backgrounds (i.e., Black, Latinx, and Native students), and a 4 percentage point increase in the share of incoming students who were women. ....

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Which US elementary schoolchildren are more likely to be frequently bullied?

Study: Which U.S. Elementary Schoolchildren Are More Likely to Be Frequently Bullied?
Authors: Paul Morgan (Pennsylvania State University), Adrienne D. Woods (Pennsylvania State University), Yangyang Wang (Pennsylvania State University), George Farkas (University of California, Irvine), Yoonkyung Oh (University of Texas
Health Science Center), Marianne Hillemeier (Pennsylvania State University), Cynthia Mitchell (Pennsylvania State University)
This study was presented at the AERA 2021 Virtual Annual Meeting
Session: Friends, Enemies, and Bullies: Peer Relationships in Schools
Date/Time: Saturday, April 10, 10:40 a.m. - 12:10 p.m. ET
Main Findings:
Kindergarten children who frequently externalize problem behaviors (i.e., are aggressive or otherwise target their behavior at others) are at high risk of being frequently bullied later in 3rd-5th grades. ....

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