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2022 Distinguished Contributions to Research in Education Award Lecture
Thursday, April 13, 1:30 to 2:30 pm
Hyatt Regency Chicago, East Tower - Ballroom Level - Grand Ballroom B

Speaker: William H. Schmidt (Michigan State University)

Title: Inequality in U.S. Mathematics Education: The Roles Race and Socioeconomic Status Play

Previous studies have shown the strong influence that SES, together with its relationship to the curriculum (opportunities to learn), has had both directly and indirectly on student achievement in mathematics across the world. For the US, the results indicated that approximately 1/3 of the SES inequality in the US is produced by the indirect relationship that SES has through its relationship to students’ opportunities to learn mathematics. Reardon, has suggested through his studies of 328 metropolitan US school districts, that SES may be more strongly related to performance than race (Reardon, 2015; Reardon, Weathers, Fahle, Jang, & Kalogrides, 2019). This was especially true in segregated school districts where he found that the gap in performance was more strongly related to the SES of the schools and not the racial composition. Numerous other studies have provided evidence that race is also strongly related to student performance.

This paper, using five different sources of data examines the question; what relationship do each of race and SES have directly on student performance as well as on the various components of schooling at both the system level and the classroom level. Such relationships suggest the possibility of indirect effects on student performance. The system level components are those defined at the school level, the neighborhood of the school, and the district of the school.

The results show variation as to the presence of the relationship of SES or race to the components of schooling as well as directly to student performance. They are striking as, in some cases, both SES and race are related to particular components of schooling producing indirect effects to performance. In other cases, however, only one of the two has a relationship to other schooling components. As to whether each is influenced more by Race or SES, the results will challenge many preconceived notions and suggest that the answer to the question posed in the title is that it depends on the component of schooling in question.

2021 Distinguished Contributions to Research in Education Award Lecture
Friday, April 14, 1:30 to 2:30 pm
Hyatt Regency Chicago, East Tower - Ballroom Level - Grand Ballroom B

Speaker: Carol D. Lee (Northwestern University)

Title: How the Science(s) of Human Learning and Diversity (SoLD) Can Inform Foundational Truths About the Centrality and Complexity of Diversity: Wrestling With Interrogations of Race and Resiliency — From a Grandma's Lens

Current syntheses across disciplines examine the complexity of how humans learn and develop across the life span. These syntheses make clear the centrality of participation in cultural practices and the essentiality of diversity in pathways of development. While in theory these ideas are deeply complex, this presentation illustrates through everyday practices these complex relationships. These real world illustrations of foundational principles provide guidance for how we can address the underlying contributors to the public displays of current and historical hatred, the systemic negative othering fueling fights over what and how to teach about race, gender, sexual orientation, about the conundrums of our history – for they demonstrate resilience in the face of challenge, of foundational dispositions for empathy and ethics, and the possibilities of wrestling with complexity. The presentation concludes with exemplars of how as researchers we can study and document these complexities in the service of equity and wholistic learning and development.

2022 Distinguished Public Service Award Lecture
Saturday, April 15, 1:30 to 2:30 pm
Hyatt Regency Chicago, East Tower - Ballroom Level - Grand Ballroom B

Speaker: Peggy G. Carr (National Center for Education Statistics)

Title: A Bold, Inclusive Roadmap for the Future: Our Pursuit of More Equitable Educational Outcomes for All

As a pioneer in federal statistics during a career spanning four decades, NCES Commissioner Peggy G. Carr has overseen revolutionary changes in national and international large-scale assessments and statistical data collections that have improved public understanding of what students know and can do, identified the magnitude of achievement and opportunity gaps, and expanded the reporting of data on equity and fairness. Dr. Carr will reflect on how her personal educational journey has—and continues to—shape her work; what the country will need from NCES and the educational research and statistics community to create equitable opportunities for all students; and NCES’ strategic plan to support the education information ecosystem of the future.

2022 E. F. Lindquist Award Lecture
Friday, April 14, 1:30 to 2:30 pm
Hyatt Regency Chicago, East Tower - Ballroom Level - Grand Hall I

Speaker: Daniel M. Koretz (Harvard University)

Title: A Legacy of E. F. Lindquist: Improving Balance in Educational Measurement

E. F. Lindquist’s work exemplified a critically important balance that has atrophied in the measurement field in recent decades. Lindquist was perhaps the most prolific developer of achievement tests in American history. He was an accomplished applied statistician who published an exposition of generalizability theory a decade before Cronbach and his colleagues began publishing their work. Yet despite those accomplishments, Lindquist maintained a strong focus on fundamental practical questions of test use and impact, including the inherent limitations of tests. More than half a century ago, he published a trenchant discussion of major challenges that confront the field to this day. My contention is that this balance has weakened and that the educational measurement field now focuses too little on practical issues of the sort that concerned Lindquist. As a consequence, the field has not adequately dealt with some important weaknesses in current practice, including some that have been known for decades. In this presentation, I first briefly note indications of this changing focus. I then describe several well-documented, serious problems in current practice that have not been sufficiently addressed. Finally, I discuss obstacles we must confront if we are to re-establish a healthier balance between mathematical and procedural issues on the one hand and practical issues of test use and inference on the other.

2022 Early Career Award Lecture
Friday, April 14, 1:30 to 2:30 pm
Hyatt Regency Chicago, East Tower - Ballroom Level - Grand Hall J

Speaker: Nelson Flores (University of Pennsylvania)

Title: What Can Bilingual Education Teach Us About Race in the Post–Civil Rights Era?

In this presentation, I trace the roots of contemporary approaches to bilingual education within anti-Black, white settler colonial and imperialist logics that provided the foundation of the Bilingual Education Act passed in 1968. I examine the ways that these racial logics have informed contemporary framings of bilingual education as part of a broader reconfiguration of race in the post-Civil Rights era that recruited a cadre of racialized leaders into reliance on deficit ideologies as part of their advocacy for racial equity.

2022 Social Justice in Education Award Lecture
Friday, April 14, 7:00 to 8:00 pm
Hyatt Regency Chicago, West Tower - Lobby Level - Crystal Ballroom A

Speaker: Tyrone C. Howard (University of California, Los Angeles)

Title: Seeking Justice in Unjust Schools and Classrooms: Implications for Education Researchers and Practitioners

At a time in which high levels of political contentiousness about what should be taught in schools have only intensified, the pursuit of justice remains ever present for millions of students nationwide. At a time of unprecedented demographic transformation in the US, efforts to eliminate race-based discussions, exclude content on sexual orientation and gender identity, and erasure the persistence of colonialism in school curriculum only lifts up the persistence of exclusion of many students. This talk will focus on the attacks on democratic and inclusive education, and how the work of educational researchers, practitioners, and policymakers can disrupt and dismantle unjust learning opportunities in schools and colleges.