Dick M. Carpenter

More than One Gap: Dropout Rate Gaps between and among Black, Hispanic, and White Students.

The achievement gap, traditionally measured by test scores, also can be documented by dropout behavior. Examining dropout behavior among Black, White, and Hispanic students, with a particular focus on gaps within groups and not just between Whites and minorities, shows a clearer picture of the achievement gap. The results of our study show multiple achievement gaps both between and within groups, ultimately concluding that within-group gaps were often more significant than gaps between groups. Through hierarchical linear modeling, we found two common predictors for all three groups—being held back and number of suspensions. Hispanic and White students showed three additional predictors in common—time spent on homework, gender, and family composition. White and Black students shared only one common predictor beyond suspensions and being held back: parental involvement. Black and Hispanic students shared no additional common predictors. Finally, race/ethnicity generally proved not to be a significant predictor of dropping out. Gaps within groups may be more significant than those between groups. Such differences further reinforce our concern about the practice of establishing policy initiatives that conflate all minority group students into a monolithic whole. Our research suggests that policy makers and school leaders should craft dropout prevention policies and programs with sufficient flexibility to allow school-level personnel to individualize said policies and practices based on local conditions.

Gap or Gaps: Challenging the Singular Definition of the Achievement Gap

For decades, researchers examined the “achievement gap” between minority and nonminority students. This singular definition of achievement gap ignores important within-group differences. This article uses National Education Longitudinal Study (NELS:88) data to examine within-group differences and compares those across Latino, African American, and White populations. Results question the singular definition of achievement gap. Given the importance of how issues are defined, a singular definition of achievement gap may mean current policies miss the mark in raising achievement levels between and within groups.For decades, researchers examined the “achievement gap” between minority and nonminority students. This singular definition of achievement gap ignores important within-group differences. This article uses National Education Longitudinal Study (NELS:88) data to examine within-group differences and compares those across Latino, African American, and White populations. Results question the singular definition of achievement gap. Given the importance of how issues are defined, a singular definition of achievement gap may mean current policies miss the mark in raising achievement levels between and within groups.

Testing O’Connor and Thomas: Does the Use of Eminent Domain Target Poor and Minority Communities?:

In dissenting from the US Supreme Court’s 2005 Kelo decision upholding the use of eminent domain for private-to-private transfers of property, Justices O’Connor and Thomas asserted, based on the history of urban renewal, that eminent domain for private development would disproportionately hurt poor and minority communities. This study uses US census data and a sample of redevelopment project areas using or identified for the use of eminent domain to test the assertions of Justices O’Connor and Thomas. Results reveal that such project areas are, in fact, disproportionately populated by those who are poor, minority and less educated.

Testing the Relation between Fidelity of Implementation and Student Outcomes in Math

The relation between fidelity of implementation and student outcomes in a computer-based middle school mathematics curriculum was measured empirically. Participants included 485 students and 23 teachers from 11 public middle schools across seven states. Implementation fidelity was defined using two constructs: fidelity to structure and fidelity to process. Because of the nested nature of the data, we used a two-level hierarchical linear model for analysis. Four variables, all categorized as fidelity to structure variables, proved significant—total time in intervention (p <.001), concentration of time in intervention (p = .03), direct observation of intervention fidelity (p = .04), and pretest score (p <.001). Fidelity to process was found to be nonsignificant. The importance of measuring the relation between implementation fidelity and student outcomes is discussed as well as implications for researchers and teachers.

Presidential Rhetoric and the Purpose of American Education

Abstract This study examines how U.S. presidents have defined the purpose of education. Presidential rhetoric about education in inaugural and State of the Union speeches was collected and examined. Throughout history, two purposes of education have gained the most attention—civic responsibility and economic efficiency—with emphasis shifting from civic responsibility to economic efficiency over time.

Leading Charters: How Charter School Administrators Define Their Roles and Their Ability to Lead.

Charter schools have been studied from numerous perspectives. One topic that remains under-researched, however, is charter school leadership. Therefore, we examine how charter administrators define their leadership roles and their ability to lead. Results indicate that charter principals see three primary functions in their leadership—building and moving the internal school community in a common direction, managing staff, and school safety. Charter school principals expressed general confidence in their ability to lead in these areas but less confidence in leading in the areas of math and literacy. Charter leaders spend more time conducting meetings and handling parent issues and less time on hiring staff and fundraising. Finally, time differential statistics revealed that, although principals recognize the value of instructional leadership, less time than desired is spent on this area. Implications from the research indicate that charter boards and aspiring leaders should pay attention to alignment between how each defines leadership and what each party expects of the role.

A History of Private School Choice

This article reviews the history of private school choice, from the colonial era to 2012. Taking as its approach an examination of program creation, prominent school choice court cases, and school choice research, the article finds that the evolution of choice has been an iterative process in which legislatures and courts have established constitutionally acceptable structures and procedures of choice. This review also finds that proponents’ philosophical and theoretical underpinnings for choice have appeared to shift over time from the position of freedom to economic arguments of educational marketplaces, competitive effects, and increased student achievement.

Do Restrictions on Eminent Domain Harm Economic Development

After the U.S. Supreme Court upheld in the Kelo decision the use of eminent domain for private-to-private transfer of property for economic development, public outrage was followed by attempts to restrict such use of eminent domain. Opponents of restrictions predicted dire consequences for state and local economies. This study considers whether restricting the use of eminent domain for economic development results in negative economic effects. The authors examine economic indicators before and after legislative or judicial restrictions on eminent domain across all states and between states based on the type of legislative/judicial change. Results indicate that there appear to be no negative economic consequences resulting from limiting the use of eminent domain when examining economic indicators before and after legislative/judicial change. Adopting either moderate or major eminent domain restrictions appears to create no economic ill effects when analyzing differences in trends based on the type of legislation passed or scope of judicial decision.

Exploring the Validity of the Oregon Extended Writing Assessment

Research into the technical adequacy of statewide alternate assessments is limited. In this study, the authors analyzed 2 years of data from one states alternate assessment in written language in an attempt to validate current test score interpretations. More than 1,000 students were included in each year. Findings support the tests technical adequacy on two major dimensions: (a) strong convergent and discriminant evidence for tasks on the assessment and (b) evidence that a collection of writing subtasks contribute unique information to the assessment of writing among students in special education. Implications include the use of the data (a) on subtasks to inform instruction in written language and (b) for accountability purposes.

Presidents of the United States on Leadership

This study analyzes US presidential statements on leadership since Franklin Roosevelt. Results indicate that presidents define leadership as visionary, goal oriented, moral, principles based, a responsibility, and a search for the common good. Such definitions typically involve the world of ideas and ideals, which seems to lean more toward a more passive leadership role. However, presidents frequently complement these definitions with discussions of what leaders do, clearly establishing leadership as active rather than passive. Such discussions most often focus on decision making in leadership and the necessity of persuasion to facilitate decisions once made. Finally, presidents emphasize the reciprocal nature of leadership and the necessity of collaboration in leading, particularly given the ultimate importance of and focus on people. This idea of leadership typifies a western/Anglo understanding of leadership not always consistent with other cultural definitions.