Using state data sets and meta-analysis of low-powered studies to evaluate a school-based dropout prevention program for students with disabilities

Tom Munk, Ning Rui, William Zhu, Elaine Carlson
Studies in Educational Evaluation, Volume 68, 2021 [PDF]
https://doi.org/10.1016/j.stueduc.2020.100969

Abstract: This study explores the use of state data sets and meta-analysis of low-powered studies to evaluate a school-based dropout prevention program for students with disabilities. The program was implemented in several states. A randomized controlled trial was infeasible because schools were not chosen at random; furthermore, pretest data were minimal. The use of extant state data allowed these obstacles to be overcome by providing valid pre- and post-intervention outcomes as well as a large selection of schools and variables to create reasonable matches for the treatment schools. Results from four states were synthesized meta-analytically to evaluate whether the program had a significant impact on any of seven proximal and distal outcome variables. No such impacts were demonstrated. More importantly, this paper demonstrates and explains the methodological steps and choices involved in a quasi-experimental evaluation approach that may be applied to cases for which large amounts of extant data are available.

A Preliminary Study of Leadership Montgomery’s Racial Equity Action Leadership Program

Karen Gray-Adams, Jenna Scott, William Zhu
Westat, 2020 [PDF] [Learn More about REAL Program]

Executive Summary: Understanding the importance of equity within organizations, Leadership Montgomery (LM) created the Racial Equity Action Leadership (REAL) program in 2019. Recognizing the importance of this effort, LM contracted with Westat to design and implement a strategic study of the REAL program with the goal of sharing overarching outcomes of year 1 for the program, including identifying key takeaways. One overarching research question, how has the REAL program played a role in shaping racial equity mindsets, guided the study of the program. Critical race theory (CRT) was the most relevant conceptual framework chosen for the study because CRT places a problem in social, political, and historical contexts while considering issues of privilege, racism, and other forms of oppression. Drawing on both quantitative and qualitative methods, the study team conducted surveys, collected narratives, and embedded a participant observer for the entirety of the course. Additionally, individuals from one organization were case study participants with whom the study team conducted focus groups. Overall, race and racism and the knowledge and skills needed to implement change were foremost for the cohort. Understanding one’s own identity and increased knowledge to foster communication in the workplace were tools the cohort found useful. Next steps for the cohort include implementation of skills and tools provided with the understanding that effective change will take time, but the journey has begun.

The Skew of Pathways: The Structural Explanation for the Asian American Academic Achievements

William Zhu
American Sociological Association (ASA) Annual Meeting, 2019 [Contact me for PDF]

Abstract: This paper develops a structural explanation for why 1.5 and second generation Asian Americans on average have higher academic achievement than white Americans in the United States. The paper hypothesizes two pathways to upward mobility in the American job mobility structure: developing interpersonal skills to obtain managerial occupations and developing technical skills to obtain technical occupations. From Asian immigrant parents' perspective, the first pathway is less accessible due to cultural disadvantages in the white American social environment. Meanwhile, the second pathway is more accessible because of insignificant disadvantages in the white American academic environment (especially in the STEM fields). To maximize their children’s likelihood of obtaining upward mobility, Asian immigrant parents encourage their children to prioritize time and energy toward the second pathway. Consequently, 1.5 and 2nd generation Asian Americans have higher academic achievements but lower likelihood to obtain upper-managerial positions than white Americans. This paper suggests that to reduce racial disparities in academic achievements, education and industry organizations should foster "cultural-inclusive environments".