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Articles by Emily Penner
COMMENTARY: We can care for each other — and our schools can teach us how
The start of the school year can be anxiety-producing. We get the anxiety. Believe us, we do. Between the three of us, we parent a kindergartner, a ninth grader and a freshman in college. We know how scary it is to feel like your child is falling behind in a game with life-shaping stakes. But, as this new school year gets started, we’re trying to worry less about our own kids and put our energy into a broader, collective educational enterprise.
After School: An Examination of the Career Paths and Earnings of Former Teachers
Introduction Teacher turnover, its causes, consequences, and potential solutions are long-standing concerns among school leaders and researchers alike (Hanushek et al., 1999, 2004; Harris & Adams, 2007; Kershaw & McKean, 1962; Murnane et al., 1989; Murnane & Olsen, 1989).
Troublemakers? The Role of Frequent Teacher Referrers in Expanding Racial Disciplinary Disproportionalities
Abstract Teachers’ sensemaking of student behavior determines whether students get in trouble and are formally disciplined. Status categories, such as race, can influence perceptions of student culpability, but the degree to which teachers’ initial identification of student misbehavior exacerbates racial disproportionality in discipline receipt is unknown.
School Discipline and Racial Disparities in Early Adulthood
Despite interest in the contributions of school discipline to the creation of racial inequality, previous research has been unable to identify how students who receive suspensions in school differ from unsuspended classmates on key young adult outcomes. We utilize novel data to document the links between high school discipline and important young adult outcomes related to criminal justice contact, social safety net program participation, postsecondary education, and the labor market.
Ethnic studies increases longer-run academic engagement and attainment | Proceedings of the National Academy of Sciences
M. Zavala, R. T. Cuauhtin, W. Au, C. E. Sleeter, “The movement for ethnic studies: A timeline” in Rethinking Ethnic Studies, R. T. Cuauhtin, M. Zavala, C. E. Sleeter, W. Au, Eds. (Rethinking Schools, 2019), pp. 9–11. D. J. Nicol, Movement conservatism and the attack on ethnic studies. Race Ethn. Educ. 16, 653–672 (2013). C. E. Sleeter, M. Zavala, Transformative Ethnic Studies in Schools: Curriculum, Pedagogy, and Research (Teachers College Press, 2020), pp. 1–176. C. E.
Can a teacher really impact student height? A cautionary tale on value-added models
Few research methodologies have influenced contemporary educational research, policy, and practice as deeply as teacher value-added models (VAMs). VAMs are used for many different purposes, from academic research on the long-run effects of teachers and factors related to teacher effectiveness to real-world decisions around teacher pay and retention.
Identity crisis: Multiple measures and the identification of schools under ESSA
Authors: Heather Hough, Emily Penner, Joe Witte Year of publication: Publication: Policy Analysis for California Education The Every Student Succeeds Act (ESSA) makes sweeping changes to the way school performance is measured. Using the innovative measurement system developed by the CORE Districts in California, the authors explore how schools can be identified for support and improvement using a multiple measures framework.
Teach For America and Teacher Quality: Increasing Achievement Over Time
Backes, B., Hansen, M. (2018). The impact of Teach For America on non-test academic outcomes. Education Finance and Policy, 132, 168-193. Google Scholar | Crossref Ballou, D., Podgursky, M. J. (1997). Teacher pay and teacher quality. WE Upjohn Institute. Google Scholar | Crossref Boyd, D. J., Dunlop, E., Lankford, H., Loeb, S., Mahler, P., O’Brien, R., Wyckoff, J. (2012, January). Alternative certification in the long run: A decade of evidence on the effects of alternative certification in New York City.
Winkler Students Win Awards For Poetry, Essays On War
Students from Garden Valley Collegiate (GVC) in Winkler are continuing to earn literary accolades for their reflections on the military and the sacrifice of veterans. Rob Wiebe, member of Morden Legion Branch 11 in Morden, says it was gratifying to see local submissions take top honours at the district level and the students' work move on to the provincial level of the competition. "It was excellent pieces of work that brought these students to the top," Wiebe says.
The Causal Effects of Cultural Relevance: Evidence From an Ethnic Studies Curriculum - Thomas S. Dee, Emily K. Penner, 2017
Ainsworth-Darnell, J. W., Downey, D. B. (1998). Assessing the oppositional culture explanation for racial/ethnic differences in school performance. American Sociological Review, 63(4), 536–553. Google Scholar | Crossref | ISI Akerlof, G. A., Kranton, R. E. (2002). Identity and schooling: Some lessons for the economics of education. Journal of Economic Literature, 40, 1167–1201. Google Scholar | Crossref | ISI Angrist, J. D., Pischke, J.-S. (2010).
The Causal Effects of Cultural Relevance: Evidence From an Ethnic Studies Curriculum - Thomas S. Dee, Emily K. Penner, 2017
Ainsworth-Darnell, J. W., Downey, D. B. (1998). Assessing the oppositional culture explanation for racial/ethnic differences in school performance. American Sociological Review, 63(4), 536–553. Google Scholar | ISI Akerlof, G. A., Kranton, R. E. (2002). Identity and schooling: Some lessons for the economics of education. Journal of Economic Literature, 40, 1167–1201. Google Scholar | ISI Angrist, J. D., Pischke, J.-S. (2010).
The Causal Effects of Cultural Relevance
An extensive theoretical and qualitative literature stresses the promise of instructional practices and content aligned with minority students’ experiences. Ethnic studies courses provide an example of such “culturally relevant pedagogy” (CRP). Despite theoretical support, quantitative evidence on the effectiveness of these courses is limited.
The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum
The authors would like to thank Laura Wentworth, Bill W. Sanderson, and other members of the San Francisco Unified School District High School leadership team for supporting this research as well as Jim Shen and Mari Muraki for their invaluable assistance with data management. Financial support for this research came from the Stanford GSE Incentive Fund for Projects in SFUSD and from the Institute of Education Sciences Postdoctoral Training Fellowship under award number R305B130017.
Aiming High and Falling Short
The United States is in the midst of an effort to intensify middle school mathematics curricula by enrolling more 8th graders in Algebra. California is at the forefront of this effort, and in 2008, the state moved to make Algebra the accountability benchmark test for 8th-grade mathematics. This article takes advantage of this unevenly implemented policy to understand the effects of curricular intensification in middle school mathematics.
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