Calendar


February 2020

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  • ITP Ed Sciences: Larry Hedges
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  • ITP Ed Sciences: Wisconsin Evaluation Collaborative (WEC)
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  • ITP Ed Sciences: Henry May
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  • ITP Ed Sciences: Stephen Raudenbush
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February 28, 2020
March 6, 2020
  • ITP Ed Sciences: Working with school districts

    March 6, 2020  12:30 pm - 2:00 pm
    NOTE SPECIAL LOCATION: Wisconsin Idea Room, School of Education

    I. Examples of collaborationwith MMSD

    Example I: MEP’s evolvingrelationship with 9 on track (Katie Eklund & Kira Hicks (MMSD))

    Example II: Independent researchers: Erica Halverson, Percival Matthews?

    Example III: Contracting (WEC-Annalee)

    II. Building relationships and navigating the ERC

    Chris Harrison (MMSD) on the ERC

    Member of MMSD Central Office Leadership Team on deciding what work to support (Jay Affeldt)

    Casey Pellien on the UW side of the research equation and how that intersects with ERC

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March 13, 2020
  • ITP Ed Sciences: Jayanti Owens "What Drives Racial/Ethnic Disparities in School Discipline?"

    March 13, 2020  12:00 pm - 1:30 pm
    259 Educational Sciences

    Dr. Jayanti Owens
    Dept. of Sociology
    Brown University

    Are Black and Latinx students suspended and expelled from school at higher rates than White students because of their greater exposure to punitive schools (“racialized sorting”)or because they are perceived and/or treated more harshly for identical misbehavior in the same types of schools (“differential behavior perceptions” and “differential treatment/support,” respectively)? This article disentangles these three key mechanisms of racial disparities in school discipline by combining school administrative data with an online video vignette experiment with 1,000 teachers across the U.S. As front-line actors, teacher-respondents provide both textual and quantitative reports of a randomly-assigned student’s misbehavior and their decisions on whether to instigate school intervention. I find that racialized school sorting plays the largest role: if White students were to equally attend disadvantaged and minority schools, they would experience similarly high rates of school discipline as Black and Latinx students. Differential behavior perceptions and differential treatment/support also gain some empirical support.

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