Co-sponsored by the Annenberg Institute at Brown University and the Brown University School of Public Health.
The webinar brought together perspectives on prioritizing health, equity, and community as students and educators returned to school buildings. This event took place on January 19, 2022 as a virtual session.
Danielle Edwards, Postdoctoral Research Associate, Brown University, presented work in progress at the Annenberg Institute at Brown University on April 11, 2023. The talk was part of Annenberg’s Education Policy Workshop Series, an hour-long “works in progress” seminar centered on empirical research related to education and education policy. Speakers come from a variety of disciplinary traditions, and the series welcomes faculty, postdocs, graduate students, and research staff from across the university who are interested in empirical research in education.
The talk examined spillovers from the opioid epidemic on education outcomes in Florida. John Tyler, Professor of Education, Brown University, presented “Spillovers from the Opioid Epidemic on Education Outcomes in Florida” at the Annenberg Institute at Brown University on February 25, 2020. The talk was part of Annenberg’s Education Policy Workshop Series, an hour-long “works in progress” seminar centered on empirical research related to education and education policy. Speakers come from a variety of disciplinary traditions, and the series welcomes faculty, postdocs, graduate students, and research staff from across the university who are interested in empirical research in education.
The talk presented findings on the effects of an academic chatbot at Georgia State University on college course engagement and performance. Lindsay C. Page, Annenberg Associate Professor, and Katharine Meyer, Postdoctoral Research Associate, Brown University, presented “Effects of academic chatbot on college course engagement and performance” at the Annenberg Institute at Brown University on March 1, 2022. The talk was part of Annenberg’s Education Policy Workshop Series, an hour-long “works in progress” seminar centered on empirical research related to education and education policy. Speakers come from a variety of disciplinary traditions, and the series welcomes faculty, postdocs, graduate students, and research staff from across the university who are interested in empirical research in education.
The talk presented experimental evidence on using free college to recruit future K-12 teachers and on why the approach fell short. Xiaoyang Ye, Postdoctoral Researcher, Annenberg Institute at Brown University, presented “Recruiting the Very Best Future K-12 Teachers Using Free College: Experimental Evidence on Why It Fails” at the Institute on December 8, 2020 in a virtual session. The talk was part of Annenberg’s Education Policy Workshop Series, an hour-long “works in progress” seminar centered on empirical research related to education and education policy. Speakers come from a variety of disciplinary traditions, and the series welcomes faculty, postdocs, graduate students, and research staff from across the university who are interested in empirical research in education.
The Long-Run Spillover Effects of Pollution: How Exposure to Lead Affects Everyone in the Classroom
Children exposed to pollutants like lead are more disruptive and have lower achievement. However, little is known about whether lead-exposed children affect the long-run outcomes of their peers. We estimate these spillover effects using new data on preschool blood lead levels (BLLs) matched to education data for all students in North Carolina public schools. We compare siblings whose school-grade cohorts differ in the proportion of children with elevated BLLs, holding constant school and peers’ demographics, to estimate the long run impacts of lead-exposed peers on educational outcomes.
Moderator: Katharine Meyer, Post-Doctoral Research Associate, Annenberg Institute
Claudia Persico, Assistant Professor, Department of Public Administration and Policy, American University, presented “The Long-Run Spillover Effects of Pollution: How Exposure to Lead Affects Everyone in the Classroom” at the Annenberg Institute at Brown University on February 24, 2021 in a virtual session. The talk was part of the Annenberg Seminars on Educational Policy, a series that brings education researchers from institutions across the country to Brown to present and discuss their work.
At least 38 states have created service areas or “districts” for each of their community colleges. However, little is known about the geographic boundaries of community college districts, the political process that defines them, and how they relate to institutional racial segregation. Given this dearth of knowledge, we studied nearly 150 state policy documents nationally and the actual district boundaries of Texas community colleges in order to investigate the larger political process of determining boundaries and whether gerrymandering is present. We found significant variation across the United States, including in who determines the boundaries and whether the districts have associated tuition reductions. In our case study, we also found evidence that at least some of Texas’s community college districts may exhibit evidence of gerrymandering.
Dominique Baker, Assistant Professor of Education Policy, Southern Methodist University, presented “The Politics of Community College Districts: A National Overview and Implications for Racial Gerrymandering in Texas” at the Annenberg Institute at Brown University on December 1, 2021. The talk was part of the Annenberg Seminars on Educational Policy, a series that brings education researchers from institutions across the country to Brown to present and discuss their work.
Carly Robinson, Postdoctoral Researcher, Annenberg Institute at Brown University, presented work in progress at the Institute on January 26, 2021 in a virtual session. The talk was part of Annenberg’s Education Policy Workshop Series, an hour-long “works in progress” seminar centered on empirical research related to education and education policy. Speakers come from a variety of disciplinary traditions, and the series welcomes faculty, postdocs, graduate students, and research staff from across the university who are interested in empirical research in education.
Please join Annenberg Institute and Professor Susanna Loeb for a lunchtime talk by Dr. Michael Feuer, Dean of the Graduate School of Education and Human Development at the George Washington University.
Talk: “Competition and Evidence: How to Stay Credible”
Changing patterns of public and private funding of science are adding to pressures on education researchers and the organizations in which they work. In this talk Michael will discuss some of the challenges facing our community, with emphasis on the erosion of trust in empirical evidence and strategies for reinforcing the credibility and usefulness of education research.
About Dr. Feuer: Michael Feuer is Dean of the Graduate School of Education and Human Development at the George Washington University, and immediate past-president of the National Academy of Education. His presentation builds off his most recent book, The Rising Price of Objectivity: Philanthropy, Government, and the Future of Education Research (Harvard Education Press, 2016): https://www.hepg.org/hep-home/books/the-rising-price-of-objectivity
Michael Feuer, Dean of the Graduate School of Education and Human Development, George Washington University, presented “Competition and Evidence: How to Stay Credible” at the Annenberg Institute at Brown University on April 15, 2019.
It is critical to help students develop skills in science, technology, engineering, and mathematics (STEM), yet many students do not take advantage of STEM learning opportunities or struggle in STEM courses. These issues are often motivational, such as when students experience boredom, frustration, or lack of confidence. Motivation refers to students' beliefs, values, goals, and energy that drive them towards or away from learning. This talk will discuss the role of motivation in students' learning of STEM subjects, focusing on two particular motivational beliefs: Beliefs that learning is valuable and beliefs about the negative aspects of learning (called cost). The talk will first discuss research demonstrating that value and cost beliefs are critical factors affecting students' math and science engagement and achievement. The talk then discusses intervention work aimed at increasing students' perceptions of value and reducing their perceptions of cost in order to promote their engagement and achievement in STEM courses.
Emily Rosenzweig, Adjunct Lecturer, Brown University Department of Education, presented “Harnessing the Power of Motivation to Promote Math and Science Learning” at the Annenberg Institute at Brown University on December 11, 2018.