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Early College, Continued Success: Longer-Term Impact of Early College High Schools

Mengli Song, Kristina L. Zeiser, Drew Atchison, and Iliana Brodziak de los Reyes

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What are Early College High Schools?

Early Colleges are small high schools designed to increase the opportunity for students–particularly students traditionally underrepresented in higher education­–to earn a postsecondary credential. To achieve this goal, they partner with colleges and universities to provide high school students with college experience with the expectation that all students will earn an associate’s degree or up to 2 years of college credits during high school at no or low-cost to their families. Early Colleges also provide a rigorous and supportive high school environment to help students navigate and succeed in college coursework.

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The Choice Architecture of School Choice Websites

Summary by: Sophia Li

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Displays of school information affect parents’ decisions and decision-making process

Parents increasingly choose between schools for their children to attend. The way in which school data - safety, resources, distance, and academic performance - is presented affects how parents rank and choose schools.

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Gather-Narrow-Extract: A Framework for Studying Local Policy Variation Using Web-Scraping and Natural Language Processing

Kylie L. Anglin

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Many education policy decisions are made at the local level. School districts make policies regarding hiring, resource allocation, and day-to-day operations. However, collecting data on local policy decisions has traditionally been expensive and time-consuming, sometimes leading researchers to leave important research questions unanswered.

This paper presents a framework for efficiently identifying and processing local policy documents posted online – documents like staff manuals, union contracts, and school improvement plans – using web-scraping and natural language processing.

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The Methodological Challenges of Measuring Institutional Value-added in Higher Education

Tatiana Melguizo, Gema Zamarro, Tatiana Velasco, and Fabio J. Sanchez

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Assessing the quality of higher education is hard but there is growing pressure for governments to create a ranking system for institutions that can be used for assessment and funding allocations.  Such a system, however, would require a reliable methodology to fairly assess colleges using a wide variety of indicators. Countries with centralized governance structures have motivated researchers to develop “value-added” metrics of colleges’ contributions to student outcomes that can be used for summative assessment (Coates, 2009; Melguizo & Wainer, 2016; Shavelson et al. 2016). Estimating the “value-added” of colleges and programs, however, is methodologically challenging: first, high- and low-achieving students tend to self-select into different colleges– a behavior that if not accounted for, may yield to estimates that capture students’ prior achievement rather than colleges’ effectiveness at raising achievement; second, measures considering gains in student learning outcomes (SLOs) as indicators at the higher education level are scant. In our paper, we study these challenges and compare the methods used for obtaining value-added metrics in the context of higher education in Colombia.

How to best estimate value-added models in higher education?

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