Comience aquí, o aquí, no aquí: Introduções para repensar a política e a metodologia educativa em uma era pós-verdad

This special issue takes up urgent questions about how we education scholars might think and do policy and methodology in what has come to be known as the post-truth era. The authors in this special issue grapple with questions about the roles and responsibilities of educational researchers in an era in which research and policy have lost their moorings in T/truth. Collectively they reconceptualize educational research and policy in light of post-truths, anti-science sentiment, and the global rise of right-wing populism. At the same time we editors wonder whether post-truth is given a bad rap. Could post-truth have something productive to offer? What does post-truth open up for educational research and policy? Or, is the real issue of this special issue a collective despair of our own insignificance and obsolescence in the wake of post-truth. Whatever we editors and authors aimed to do, this special issue will not be heard by post-truth adherents and partisans. Perhaps its only contribution is encouragement to stay with the troubles of a post-truth era, even as we despair the consequences of our research and policy creations.Este número especial plantea preguntas urgentes sobre cómo los académicos de la educación pueden pensar y hacer políticas y metodologías en una era posverdad. Los autores se enfrentan a preguntas sobre los roles y responsabilidades de los investigadores educativos en un momento en que la investigación y la política han perdido sus amarres en V/verdad. En conjunto, reconceptualizan la investigación y la política educativa a la luz de las posverdades, el sentimiento anticientífico y el auge mundial del populismo de derecha. Los editores también se preguntan si a la posverdad se le da una mala reputación. ¿Podría la posverdad tener algo productivo que ofrecer? ¿Qué abre la posverdad a la investigación y la política educativa? O bien, ¿es el problema real de este número especial una desesperación colectiva de nuestra propia insignificancia y obsolescencia después de la posverdad? Independientemente de lo que nosotros (los editores y autores) pretendamos hacer, este número especial no será escuchado por los partidarios y partidarios de la posverdad. Quizás su única contribución sea un estímulo para permanecer con los problemas de una era posverdad, incluso cuando nos desesperamos por las consecuencias de nuestras investigaciones y creaciones de políticas.Esta dossiê especial levanta questões urgentes sobre como os estudiosos da educação podem pensar e fazer políticas e metodologias em uma era pós-verdade. Os autores se deparam com questões sobre os papéis e responsabilidades dos pesquisadores educacionais em um momento em que a pesquisa e a política perderam seus laços na verdade. Juntos, eles reconceitualizam a pesquisa e a política educacional à luz das verdades posteriores, do sentimento anti-científico e da ascensão mundial do populismo de direita. Os editores também se perguntam se a verdade posterior recebe uma má reputação. A pós-verdade poderia ter algo produtivo para oferecer? O que abre a verdade depois da pesquisa e da política educacional? Ou o verdadeiro problema desta questão especial é um desespero coletivo de nossa própria insignificância e obsolescência depois da verdade posterior? Independentemente do que nós (editores e autores) pretendemos fazer, esta edição especial não será ouvida pelos apoiadores e apoiadores da verdade posterior. Talvez sua única contribuição seja um incentivo para permanecer com os problemas de uma era pós-verdade, mesmo quando nos desesperamos com as conseqüências de nossa pesquisa e elaboração de políticas

Middle School Math Acceleration and Equitable Access to 8th Grade Algebra: Evidence from the Wake County Public School System

School districts across the country have struggled to increase the proportion of students taking algebra by 8th grade, thought to be an important milestone on the pathway to college preparedness. We highlight key features of a research collaboration between the Wake County Public School System and Harvard University that have enabled investigation of one such effort to solve this problem. In 2010, the district began assigning middle school students to accelerated math coursework leading to 8th grade algebra on the basis of a clearly defined measured of prior academic skill. We document two important facts. First, use of this new rule greatly reduced the relationship between course assignment and student factors such as income and race while increasing the relationship between course assignment and academic skill. Second, using a regression discontinuity analytic strategy, we show that the assignment rule had strong impacts on the fraction of students on track to complete algebra by 8th grade. Students placed in accelerated math were exposed to higher-skilled peers but larger class sizes. We describe future plans for assessing impacts on achievement and high school course-taking outcomes.Other Research Uni

Objective course placement and college readiness: evidence from targeted middle school math acceleration

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The Effects of Doubling Instruction Efforts on Middle School Students' Achievement: Evidence from a Multiyear Regression-Discontinuity Design

We use a regression-discontinuity design to study the effects of double blocking sixth-grade students in reading and mathematics on their achievement across three years of middle school. To identify the effect of the intervention, we use sharp cutoffs in the test scores used to assign students to double blocking. We find large, positive, and persistent effects of double blocking in reading, but, unlike previous research, we find no statistically significant effects of double blocking in mathematics either in the short run or medium run

Philo of Alexandria and Platonist Psychology

Philo of Alexandria is, as we know, a remarkable literary and intellectual phenomenon. Imbued though he is with Greek culture, both literary and philosophical, Philo also seems to have experienced, at some time in his early manhood, a “conversion” to his ancestral Jewish religion and culture which leaves him determined not to reject the Greek philosophical tradition as something alien, but rather to “reclaim” it, by arguing that in fact Moses is the originator of philosophy, as can be demonst..

2022 Multi-State Analysis of Trends in CTE

In spring 2020, the onset of the COVID-19 pandemic and subsequent school closures shocked the U.S. educational system. Because career and technical education (CTE) tends to have more hands-on courses than other programs, CTE students may have experienced more disruption due to the pandemic than other students. In this report, Carly Urban, Celeste Carruthers, Shaun Dougherty, Thomas Goldring, Daniel Kreisman, and Roddy Theobald seek to understand changes in CTE concentration before and just after the COVID-19 pandemic started. To account for differences in CTE implementation, COVID disruptions, and differences in skill-specific labor markets across states, the report uses administrative data from five states: Massachusetts, Michigan, Montana, Tennessee, and Washington. The bulk of the analysis tracks three cohorts: ninth graders in the 2014–15 school year (SY), ninth graders in SY 2015–16, and ninth graders in SY 2016–17. The latter cohort was the first to be affected by COVID-19 disruptions. In two states—Michigan and Montana—the available data include one additional cohort who endured COVID disruptions for over a year. Overall, the findings suggest that CTE concentration rates did not substantively change at the start of pandemic. Further, concentration gaps across race, ethnicity, and gender did not widen at the onset of the pandemic. However, we find suggestive evidence that students with identified disabilities were less likely to concentrate in CTE than students without identified disabilities by spring 2021 in Montana and Michigan. This finding may highlight a group for whom the pandemic was particularly disruptive. New to this year’s multi-state CTE report is a comparison of CTE concentration across students from schools in rural and urban areas. In Michigan, Montana, and Tennessee, students from rural areas are much more likely to concentrate in CTE than students in urban areas. In Massachusetts, students in urban areas outpace the CTE concentration rates of students in rural areas; in Washington, concentration rates are similar across area. No state saw substantial changes in the gap between rural and urban CTE concentration with the start of the pandemic.https://scholarworks.gsu.edu/gpl_reports/1051/thumbnail.jp