Differences in Learning Patterns in Illinois School Districts and What We Can Learn from Them: https://dpi.uillinois.edu/wp-content/uploads/2023/10/IWERC_Learning-Renewal-Patterns-in-Illinois-_v2.pdf
Cost, Location, and Academics: How Illinois High School Seniors Decide on a 4-year College. 2022 Illinois College-Going Survey Series: https://dpi.uillinois.edu/wp-content/uploads/2023/07/Outmigration_Report-1_final2.pdf
Technical guide. 2022 Illinois College-Going Survey Series: https://dpi.uillinois.edu/wp-content/uploads/2023/07/Outmigration_tech-guide_final2.pdf
3 Misconceptions About Pandemic-Related Learning Loss (published in The 74): https://www.the74million.org/article/3-misconceptions-about-pandemic-related-learning-loss/
A Descriptive Analysis of the Illinois Educator Preparation Profiles (IEPP) 2020 Release: https://dpi.uillinois.edu/wp-content/uploads/2022/10/IEPP_FINAL_revised1.18.23.pdf
Trends in School Instructional Modality During the 2020-21 School Year: Learning During the Pandemic in Illinois Series: https://dpi.uillinois.edu/wp-content/uploads/2022/10/Learning-During-the-Pandemic-Part-1_2022.pdf
Does School Instructional Modality Predict Average School Achievement?: Learning During the Pandemic in Illinois Series Part 2: https://dpi.uillinois.edu/wp-content/uploads/2022/10/Learning-During-the-Pandemic-Part-2_2022.pdf
Does School Instructional Modality Predict Average School Achievement?: Learning During the Pandemic in Illinois Series Part 3: https://dpi.uillinois.edu/wp-content/uploads/2022/10/Learning-During-the-Pandemic-Part-3_2022.pdf
Addendum 1: Learning During the Pandemic in Illinois Series: https://dpi.uillinois.edu/wp-content/uploads/2022/10/Addendum-08162022_v2.pdf
Cross-National Variation in School Reopening Measures During the COVID-19 Pandemic, with Kate Steed Hoffman and Christine Min Wotipka
Abstract: To contain the initial spread of the SARS-CoV2 virus and the COVID-19 disease, many countries opted to close schools. However, the importance of schooling to mitigate inequalities motivated many economies to reopen schools after having formulated various COVID-19 mitigation and containment strategies. Using an exploratory sequential mixed method design, we explore the measures undertaken by countries when reopening schools and how these measures varied cross-nationally. We find that countries formulated a wide number (total: 242) and range of school reopening measures to mitigate the spread of the virus in the early months of the COVID-19 pandemic. From a policy diffusion theoretical perspective, findings from our statistical analyses suggest that cross-national diversity in policies is related to both internal and external country factors such as peer emulation mechanisms, income, and past pandemic experiences. We urge international agencies for more explicit guidelines for effective school reopening measures.
Estrategias Comunitarias de Resolución de Problemas Matemáticos en una Comunidad Maya en Yucatán. [Community Strategies to solve Mathematic problems in a Mayan community of Yucatan with Felicia Darling. .D(in press). Revista LatinoAmericana de Estudios Educativos
Abstract: This paper draws from a six-month study in México that explores the extent to which math instruction in a Yucatec Maya middle school capitalizes upon community approaches to problem solving. In this Maya village, math scores are low and dropout rates are high. Still, local approaches to problem solving provide clues for teaching math, engineering, and maker skills in México, the US. Findings: (1) illustrate the tension between community and school mathematics knowledge; (2) contribute to the expanding definition of what counts as legitimate mathematics knowledge; and (3) illuminate two community approaches to problem solving involving autonomy and improvisational mindset.
The TALIS Video Observation System, coauthored with Courtney A. Bell (University of Wisconsin), Yi Qi (ETS), Margaret W. Witherspoon (ETS), Heather Howell (ETS)
September, 2020. OECD Publications
In this document we described the observation system of the TALIS Video Study. It provides an overview of the main design features of the two types of observation codes, the six domains of teaching which were measured and the quality control rating processes of the observation system.
School and institutional effects on secondary education transitions in Mexico
Jul 26, 2017 International Journal of Educational Research
This study investigates school and institutional effects on student transitions to upper secondary, higher education, and the labor market in Mexico. I focus on school and institutional effects related to school resources, level of decentralization, and type of curriculum. Under the framework of human capital and signaling theory, I propose that the decision to pursue upper secondary and higher education depends on two main factors: first are the perceived returns to education at a school of certain characteristics; and second, the institutional characteristics of the attended school, such as level of centralization and type of curriculum. Using fixed effects and logistic regression models, I find evidence that schools matter in Mexico to foster transitions from lower secondary education to upper secondary education, particularly for students in the third quintile of test scores and higher. Similarly, I find evidence of school size as an important explanatory variable for transition outcomes in upper secondary education. Also, the socioeconomic status of schools is important and institutional effects vary on each transition outcome for graduates from upper secondary education. I show that vocational education is only relevant for labor market entry when socioeconomic status is not considered.
Floca, Melissa, Ana Barbara Mungaray-Moctezuma, Max Matus, Mariana Barragan-Torres, Alfonso Basulto, Zaira Razu Aznar and John Porten. 2017. 2016 Survey on Education and Migration in San Diego and Tijuana: 9th and 10th Graders. [Data file and code book]. La Jolla: Center for U.S.-Mexican Studies.
Lecciones para la ley de carrera de las maestras y los maestros
Jul 31, 2019 Nexos México
En 2017, inicié un trabajo de investigación en la Universidad de California (Predictive Validity of Entrance Teacher Exams in Mexico and Implications for Teacher Evaluation Reform) analizando la relación entre la evaluación de ingreso y desempeño para las dos primeras generaciones de la RE de 2013: las cohortes de 2014/2016 y 2015/2017. En este ensayo presento las principales lecciones del estudio, así como una serie de recomendaciones a considerar para el diseño de los nuevos procesos de evaluación de ingreso.
EDUCATION AND INEQUALITY IN A CROSS-BORDER MEGALOPOLIS
Sep 12, 2016 UC Mexico Initiative
Propuesta Ciudadana El México que Queremos
Oct 5, 2015
Reúne las reflexiones que han compartido los expositores que participaron entre 2010 y 2012, y otros sobresalientes mexicanos invitados especialmente para ser parte de esta obra. Sus ideas nos convocan a imaginar un México del cual nos podríamos sentir aún más orgullosos y a pensar que es posible alcanzarlo: una nación caracterizada por la igualdad de oportunidades, por el aprecio a la cultura de la legalidad y el respeto a la ley, por considerar a la solidaridad y al mérito como virtudes sociales importantes, por la promoción de la vida artística y filosófica… México campeón del mundo.
Creemos que este esfuerzo retrata un ejercicio de introspección colectiva que atestigua la posibilidad de que muy diversas perspectivas coexistan fructíferamente, las numerosas coincidencias que hay en las aspiraciones de los mexicanos y las muchas voluntades dispuestas a comprometerse con la superación del país.