Associate Professor Michael Gottfried and graduate students Jay Plasman and Cameron Sublett, all from the Department of Education, presented papers at the 41st Annual Conference of the Association for Education Finance and Policy (AEFP) in Denver, Colo. March 17-19. The conference theme The Perils of Research Irrelevance: Balancing Data Use Against Privacy Concerns, invited researchers seeking to improve educational outcomes through research, but this entails high-quality scholarship and that policymakers, practitioners, and the public at large, recognize the importance of this scholarship for student achievement.
Plasman and Gottfried presented the paper “The Role of Timing of High School Career and Technical Education Coursetaking on High School Dropout and College-Going Behavior;” Gottfried and Sublett presented the paper “Older versus Younger Children with Disabilities: The Effect of Kindergarten Entry Age on Achievement and Social Development?;” Gottfried presented, along with Bryant Hopkins and Leanna Stiefel from New York University and Amy Ellen Schwartz from Syracuse University, the paper “Does ‘Being There’ Explain Some Inequalities? The Impact of Special Education on Attendance for Black Male Elementary School Students;” Gottfried along with Anna Bargagliotti from Loyola Marymount University presented the paper “The Effects of Kindergarten Mathematics Instructional Practices on Young Children’s Noncognitive Development;” and Sublett presented the paper “Exploring the Relationship between Online Coursetaking and Community College Students’ Academic Success.”
The mission of the Association for Education Finance and Policy (AEFP) is to promote understanding of means by which resources are generated, distributed and used to enhance human learning. The AEFP is a non-profit professional and academic association representing a variety of disciplines, perspectives and points of view. The AEFP promotes its mission by: encouraging intellectually rigorous education finance and policy-related inquiry and scholarship capable of improving understanding and practice; distributing theoretical and practically useful knowledge; stimulating responsible public and professional deliberation and debate regarding findings, practical policy applications and research methods; expanding the spectrum of scholars and practitioners from multiple intellectual disciplines and professional fields examining education finance and policy; and, encouraging development and expansion of an international community of scholars, policy analysts and professional practitioners concerned for education finance and policy as a field of scholarship and professional activity.