Set 4: Highlighted Presidential Sessions—AERA 2019 Annual Meeting
 
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Set 4: Highlighted Presidential Sessions

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  1. The Opt Out Movement: Promoting Democratic Schooling through the Voice of Teachers, Parents, and Students
  2. The Resurgence of Zero Tolerance?: Combating the School-to-Prison Pipeline in a Post-Truth Era
  3. “Critical Bifocality” in a “Post-Truth” Era: The Increasing Necessity of Exploring Structure and Agency through Multimodal Methodologies to Address the Role of Education in Deepening Inequalities
  4. Educational Goods: Values-Driven and Evidence-Informed Decision Making
  5. Rethinking the Resource Discourse
  6. Digital Equity and Computer Science for All: Research Addressing the Normative, Political, Technical, and Pedagogical Dimensions of School Reform
  7. Some of Your ‘Faves’ are Problematic: Disrupting Common Yet Problematic Narratives, Theories, and Practice in Education
​1) The Opt Out Movement: Promoting Democratic Schooling through the Voice of Teachers, Parents, and Students

Over several decades, students in New York have been subject to a growing number of tests ostensibly intended to hold students, teachers, and schools accountable. This has given rise to resistance from parents, teachers, and students who question the focus on collecting so-called objective data and the subsequent narrowing of the curriculum, and who have collaboratively pushed back against high-stakes testing through local, regional, and statewide groups.
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Chair: David W. Hursh (University of Rochester, Rochester Coalition for Public Education)

Participants:
  • Zhe Chen (University of Rochester)
  • Sarah Kathleen McGinnis (University of Rochester)
  • Jeanette Deutermann (Long Island Opt Out)
  • Lisa Rudley (New York State Allies for Public Education)
  • Katie Zahedi (Linden Avenue Middle School; Red Hook CSD SUNY)
  • Jamaal Bowman (Cornerstone Academy for Social Action)
  • Nicholas Tampio (Fordham University)
  • Oren Pizmony-Levy (Teachers College, Columbia University)
  • Nancy Green Saraisky (Teachers College, Columbia University)
  • Robert L. Lingard (University of Queensland)

​Discussant: Camille A. Martina (University of Rochester)
​2) The Resurgence of Zero Tolerance?: Combating the School-to-Prison Pipeline in a Post-Truth Era

Over the past 15 years, the movement to combat the school-to-prison pipeline has made important gains in shifting public discourse away from zero tolerance, winning changes in school discipline policy, and advancing positive and restorative alternatives. But the movement now faces a major challenge as the federal administration pushes for zero tolerance policies and arming school staff and weakens civil rights enforcement — without evidence or research to support its efforts. 
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Chair: Mark R. Warren (University of Massachusetts, Boston)

Participants:
  • Russell J. Skiba (Indiana University, Bloomington)
  • Daniel Losen (UCLA Civil Rights Project)
  • Judith Browne-Dianis (Advancement Project)
  • Jonathan Stith (Alliance for Educational Justice)
  • Zakiya Sankara-Jabar (Dignity in Schools Campaign)

​Discussant: Linda Darling Hammond (Learning Policy Institute, Stanford University)
3) “Critical Bifocality” in a “Post-Truth” Era: The Increasing Necessity of Exploring Structure and Agency through Multimodal Methodologies to Address the Role of Education in Deepening Inequalities

“Critical bifocality” offers a way to think about epistemology, design, and the politics of education research in light of new forms of macro-level structural dynamics associated with the refractive implications of globalization and neoliberalism, in this case, in the U.S., a nation that is arguably, in terms of income inequality, the most unequal society in the world. This enables us to consider how researchers might account empirically for global, national, and local societal transformations. 

Chair: Lois Weis (University at Buffalo, SUNY)

Participants:
  • James D. Anderson (University of Illinois at Urbana-Champaign)
  • Michelle Fine (The Graduate Center, CUNY)
  • Adam Gamoran (William T. Grant Foundation)
  • Joyce King (Georgia State University)
  • Rubén G. Rumbaut (University of California, Irvine)
  • Lois Weis (University at Buffalo, SUNY)
  • Terrenda Corisa White (University of Colorado, Boulder)
​4) Educational Goods: Values-Driven and Evidence-Informed Decision Making

Good educational decision making requires good evidence. However, for social scientists to provide relevant evidence, they must know what values are pertinent to the kinds of choices available to decision makers. Social scientists need a moral compass in order to discern the evidence relevant to decisions. Decision makers themselves, of course, need a moral compass. Good decisions require relevant evidence and judgment guided by good values.

Chair: Helen F. Ladd (Duke University)

Participants:
  • Helen F. Ladd (Duke University)
  • Susanna Loeb (Brown University)
  • Harry Brighouse (University of Wisconsin, Madison)
5) Rethinking the Resource Discourse

School finance discussions have largely been shaped by litigation dating back to 1989 and the so-called Third Wave of finance litigation. Plaintiffs set aside equality and equal-protection arguments and embraced adequacy arguments, alleging that states failed to provide a minimally adequate education as required by education clauses in their respective state constitutions. While this approach has met with some success in courts, it is also self-limiting. 

Chair: Sarah Elizabeth LaCour (University of Colorado, Boulder)

Participants:
  • Kevin G. Welner (University of Colorado, Boulder)
  • Robert Kim (Rutgers University)
  • Jennifer King Rice (University of Maryland)
  • John Jackson (Schott Foundation)
​6) Digital Equity and Computer Science for All: Research Addressing the Normative, Political, Technical, and Pedagogical Dimensions of School Reform

State and national support for computer science education has been sweeping and visible as political and educational leaders push policies to make computer science coursework count toward graduation in secondary schools. Yet, while participation numbers have almost doubled in recent years, the rates of students of color and girls participating in advanced coursework remains small and lower than in any other subject area. 

Chair: Joanna Goode (University of Oregon)

Participants:
  • Zoë B. Corwin (University of Southern California)
  • Janice Cuny (National Science Foundation)
  • Frieda McAlear (Kapor Center for Social Impact)
  • Jean J. Ryoo (University of California, Los Angeles)
  • Abril Vela (Chicago Public Schools)
  • Brenda Wilkerson (Anita Borg Institute)
  • Brenda Wilkerson (Anita Borg Institute)
7) Some of Your ‘Faves’ are Problematic: Disrupting Common Yet Problematic Narratives, Theories, and Practice in Education

This session addresses harmful yet often popular theories, narratives, and practices in the field of education. It incorporates diverse perspectives from scholars and leaders with an array of knowledge, and highlights critical tensions, conflicts, and nuances. The audience in the room, as well as those not present physically, will be able to engage in the conversation using Twitter hashtag #AERAproblematicFaves. 

Chair: Constance Iloh (University of California, Irvine)

Moderator: H. Samy Alim (University of California, Los Angeles)

Participants:
  • Ann M. Ishimaru (University of Washington)
  • Nelson Flores (University of Pennsylvania)