the emerging field of social-emotional learnin

DS research methodology

62 females, 90 males; mean age ± S.D. =21.1 ± 7.5 years

isualizing models in compelling wayscan make analytics data straightforward for non-specialists to observe and understand.

Blackboard(http://www.blackboard.com/) can record logs for user activity in courses

analyze log traces in an online learning sessionto make inferences about students’motivational orientations.

Huang et al. In Press; Lai et al. 2016; Liu et al. 2015

self-efficacy

United States

Furthermore, Moffitt et al. (2011) find that the emotional skill of self-control inchildhood is associated with better physical health, less substance dependence, betterpersonal finances, and fewer instances of criminal offending in adulthood.

(http://www.casel.org/

Wikipedia

createopportunities

shocked not only artificial intelligenceexperts, who thought such an event was 10 to15 years away, but also educators,

data scienceresearch methodology is becoming even more important in an educational context.

This bias makes it likely that theinstructors are more aware of research-based teaching practicesand resources than the average instructor.

Society’s educational debts before instruction were largeenough that women and Black men’s average posttest scoresdid notreach the White men’s average pretest scores.

We used the overall gain from pre- to postinstruction tointerpret the size of the educational debts. We reasoned thatthe average shift over one semester provided context forinterpreting the educational debts. To account for uncertaintyin the model, we used the standard error for each predictedscore. An overlap between one standard error barsapproximately produces ap-value of 0.05 for a one-sidedttest. However, we did not use overlap as a binary indicator ofsignificance

To clean the data, we removed the pretest or posttest score

equity asequality of outcomes

Kendi

data cannot speak for itself

These categories do not represent any natural or scientifictruth about students but are social constructs

All data are socially constructe

QuantCrit emerged as aquantitative perspective7

Critical race theory (CRT) began in the 1970s43−45to addresssocial injustices and racial oppression. CRT emphasizesexamining oppressive power structures, challenging the ideasof objectivity, and considering the intersectionality ofindividual’s identities.45

howed that men had higher self-efficacy for chemistryconcepts and chemistry tasks than women.

to determine what inequities incontent knowledge existed before and after introductory collegechemistry courses.

emical concept inventory scores

hiring committees might consider recruiting more BIPOC STEM faculty.

Latinx, non first-generation females have the highestpersistence

658.8298 (197.9638)2001600Critical reading632.7423 (213.6140)

That is, greater levels of familial support produced better outcomes that contributed to student persistence

financial aidstatus alsoimpacted persistenceearly on in their programs

students’ ethnicity, gender, SAT mathematics score, and GPA, all significantly predicted STEM persistencefor BIPOC students

is the effect of incomeand generational status, aswomen with higher income were more likely to exhibit positive outcomes in STEM

men make approximately 22% more in salary than women after graduation

explore the intersection of ethnicity, gender, and first-generation status,

Implications for future research and practitionerssuggest further attention needs to be paid to Black first-generation studentsin STEM

Results highlight

subheadings that matched our research questions: Positionality Statements, Community Input, Racial/Ethnic Categories, White Reference Groups, New Approaches, and Interpretations.

(Crenshaw 2010

Applying QuantCrit is reckoning with the racist structures that have existed and exist, and examining your role in them

Random sampling from a population of interest is often the preferred approach to ensure that findings are gen-eralizable, and deviations from a random sample can recon-figure and obfuscate the population being represented.

This practice is part of what is referred to as the jingle-jangle fal-lacy

Careful consideration of who is included in that n is a suggested practice in QuantCrit (Castillo & Gillborn, 2022).Other opportunities to unpack the math arise and illumi-nate ways in which biases, inequities, and hasty generaliz

(henceforth, mean)

assumptions is essential for con-ducting any rigorous quantitative research,

Likert scales, these measures provide crude quantification of socially complicated phenomena.

The outcomes of quantitative research may challenge the systems that mar-ginalize individuals or perpetuate marginalization

This understanding should be embodied in the classroom and is not something to be added to or subtracted from a lesson. CQL, in essence, contextualizes quantitative education

aim of social transformation

Baez argued that critical research is inherently political and that critical scholars must consider the privilege and authority that their words carry in their capacity to liberate and to oppress.

Please see these sources for further discussion.

Psychometrics and intelligence testing,

eugenics movement

I produced this manuscript from the position of numerous privileged social identities, including that of being a cisgen-der, heterosexual, White male.

I write in the first person to underscore the personal and subjective nature of this statement.

This manuscript is structured as follows. In accordance with good practices of CritQuant and QuantCrit, I first offer a positionality statement to situate myself, my influences, and my biases within the context of this manuscript (Castillo & Gillborn, 2022; Diemer et al., 2023). Second, I discuss the history of quantitative methods to motivate the need for CQL. Third, I introduce the emerging fields of QuantCrit and CritQuant by providing supporting scholarship and tenets. Fourth, I suggest five fundamental considerations for developing CQL: definitions, mathematics, assumptions, design, and language. Examples of how each may appear in statistics classrooms are provided. Fifth, I differentiate CQL from CritQuant and QuantCrit and suggest the role of CQL in supplementing these two quantitative frameworks. Finally, I conclude with thoughts on the scope of CQL and its potential impact on educational scholarship.

theory–agnostic

Data literacy schol-ars have also called for social justice around the production and consumption of data

quantitative methods are often taught under the implicit assumptions that the methods are objective, and the numbers speak for themselves.

ong others, the emerging fields of CritQuant (critical quantitative studies) and QuantCrit (quantitative critical race theory; both articulated below)

1)

Using complex multilevel models,

Therefore, we encourage the use of other metrics to capture the academic preparation of students

what possible alternative assessments may be used in place of ACT and SAT test scores remains to be seen.

even though research has shown that they are weak and inadequate predic-tors of college retention for racially minoritized students

write posi-tionality statements (Secules et al., 2021)

researchers often implicitly regard themselves as objective observers,

igh school GPA and college course work are better indicators of a students’ prior academic preparation, especially for marginalized and minoritized students.

How does lived experience affect how one approaches research?

Additionally, centering individual demographic variables (e.g., race, gender, and ability) instead of structural inequities positions marginalized and minoritized students as solely responsible for their lack of representation in STEM fields. These unrecognized beliefs can lead to misinterpreta-tions of people’s experiences, which in turn negatively affects campus decision making and policies (Sultana, 2007).

Consequently, the prioritization of individuals from privileged groups in STEM has produced research and pol-icies that are susceptible to the structural inequities and personal biases that have historically harmed and excluded marginalized and minoritized communities.

We argue that engaging in critical research is an effort to re-center the students, to create safer and healthier environ-ments for them to pursue their passions.

uity efforts in STEM, many of whom aim to increase the rep-resentation of marginalized and minoritized students in STEM fields for the betterment of our institutions and the U.S. econ-omy

(Bell, 1995; hooks, 2000; Watson, 2005; Siebers, 2008; Mignolo, 2012). The common theme in these theoretical perspectives is their assertion that society has produced oppressive structures

; humans and their experiences are a by-product of the structures in which they are embedded

breaks down when study-ing human experiences.

Postpositivists

Nonetheless, we all identify with and embrace the need for our fields and institutions to continually improve research and deci-sion making aimed at tackling campus inequalities and injustices.

(the authors)

QuantCrit researchers also strive to develop research teams with diverse experiences, perspectives, and identities.

Counter-narratives represent the experiences and perspectives of minoritized people and often contradict our culture’s dominant narratives

identities as being socially constructed and fluid.

o interpret quantitative findings as objective facts.

Researchers often fail to adequately discuss the biases introduced in data collection and analysis methods

don’t have to speculate about the causes

It is a scandal that ethnic minoritykids are more likely to go to university than poor white ones’

White

are all the product of human labor

both race andsocial class simultaneously

numbers are rarelysubjected

those in power when they appear to lend authoritative ‘scientific’ backing to a favoured stereotype.

‘Crime Statistics Bureau’ doesn’t exist

Yet large “leaks” in the metaphorical STEM pipeline likely occur by early child-hood in the U.S.

A practical implication of these findings is that factors present before kindergarten may largely explain racial and ethnic underrepresentation in STEM.

This unexplained

However, the study’s antecedent, opportunity, and pro-pensity factors do not fully explain the observed racial dis-parities.

largely consistent

We hypothesized

followed from the fall of kindergarten to the spring of fifth grade

Asian students were initially less likely than White students to display advanced science achieve-ment in kindergarten (i.e., 7% versus 16%, respectively). Asian students then were more likely than White students to display advanced science achievement by fifth grade (i.e., 16% versus 13%, respectively).

operationalized consistently

We used White, non-Hispanic students as the reference group

Internalizing Problem Behaviors subscale consisted of four items (i.e., is the child lonely, sad, anxious, or displays low self-esteem). Problem behavior frequency was rated using a four-point response scale ranging from “never” to “very often.” Higher scores indicated that the behavior occurred more frequently. The internal consistency reliability coefficients for the externalizing and internalizing problem behaviors scales were .89 and .78, respectively (Tourangeau et al., 2019)

he science achievement measure was designed to assess a student’s understanding about the physical, life, and Earth and space sciences as well as scientific inquiry. The mathe-matics achievement measure was designed to assess a stu-dent’s conceptual knowledge, procedural knowledge, and problem solving. The mathematics achievement measure included items on number sense, properties, and operations; measurement; geometry and spatial sense; data analysis, sta-tistics, and probability; and patterns, algebra, and functions. The reading achievement measure was designed to assess basic reading skills (e.g., print familiarity), vocabulary, and reading comprehension

item response theory (IRT)

Emergent literacy (α = .57) was a standardized composite score of five items related to literacy activities. The first three items assessed the frequency of parents engaging in book reading and picture book reading with the child as well as the child reading outside school. The last two items reported the number of books that their child owned and how long the parent spent on reading to their child. We added standardized scores of the first three items and the last two items to obtain the standardized composite score

dichotomous

attrition

We analyzed the public-use version of the nationally repre-sentative Early Childhood Longitudinal Study

Hypothesis 1: Based on prior work examining the early onset and relative stability of racial or ethnic achievement disparities (e.g., Morgan et al., 2016; Von Hippel et al., 2018), we hypothesized that Black, Hispanic, or AINAPI students would be less likely than White students to dis-play advanced science or mathematics achievement during elementary school in unadjusted analyses. We expected the observed differences to be large (Morgan et al., 2016; Plucker & Peters, 2016; Rambo-Hernandez et al., 2019). We hypothesized that Black, Hispanic, or AINAPI stu-dents would be less likely than White students to display advanced levels of science or mathematics achievement by the end of kindergarten and throughout elementary school (Freyer & Levitt, 2004; Rambo-Hernandez et al., 2019; Von Hippel et al., 2018).

Use of universal screen-ing using standardized measures

Research Question 1: Are Black, Hispanic, or AINAPI students less likely than White students to display advanced science or mathematics achievement during elementary school? If so, how large are the observed gaps

Among antecedent, opportunity, and propensity factors, propensity factors most strongly predict student achievement

lead poisoning, environmental pollutants,

Black, Hispanic, and AINAPI students are more likely to experience concentrated poverty that results in fewer learn-ing opportunities and corresponding racial and ethnic achievement disparities during school because of histori-cally racialized policies and practices as well as ongoing residential and community segregation

(Fryer & Levitt, 2004; Henry et al., 2020; Morgan et al., 2016; National Assessment of Educational Progress [NAEP], 2015, 2020; Navarro et al., 2012; Reardon & Galindo, 2009; Von Hippel et al., 2018).

2.6 percentage point increase in publica-tions, a 4.3 percentage point increase in citations, and a .03

3% to 4%

13% to 16%

A thoughtful program can prepare students to be consumers of research, but also be able to access and analyze data to improve their organizations.

The educational research paradigm wars of the 1990s

First, we encourage individual faculty in educational leadership and policy preparation programs to emphasize through course-work both basic data analytic techniques, such as those presented here, and basic quantitative research concepts.

Past research links poverty concentration to higher rates of special education enroll-ments

From 2003-2004 to 2016-2017, special education enrollment fell by 32,000 students, while statewide enrollment grew by approximately one million.

Department of Education (ED)

Educational leaders are thus uniquely positioned to draw on data in their local settings to monitor equity issues pertaining to special education students and other historically underserved groups.

which found that the Texas Education Agency systematically denied students special education services

to change the discourse. If we can control the discourse, we can contr

health and well-being. Thus, the poverty that exists in one part of the world is related to the affluence in another part. Similarly, the poverty that exists on one side of town is related to the affluence and

understandings. Culture is what people mak

People have literally died for education, yet we keep hearing that certain families do not value it

eferred to as "ac

mplies, "If you come to school not reading you get treated as if you have no right to be in sc

These Children Don't Have Enough Exposure/Experiences

students' parents were less likely to have transportation to travel across the city or that it was not particularly safe for Black people to be found in the school's neighborhood after d

place students' academic struggles in the larger context of social failure including health, wealth, and funding gaps that impede their school success.

They know the game

ages of fourteen and twenty-four made up only 4.7 percent of thecity’s population, they accounted for 40.6 percent of the stop-and-friskchecks by police. More than 90 percent of those stopped were innocent.

A University of Marylandstudy showed that in Harris County, which includes Houston,prosecutors were three times more likely to seek the death penalty forAfrican Americans, and four times more likely for Hispanics, than forwhites convicted of the same charges

Sometimes these blind spots don’t matter. When we ask Google Mapsfor directions, it models the world as a series of roads, tunnels, andbridges. It ignores the buildings, because they aren’t relevant to the task.When avionics software guides an airplane, it models the wind, the speedof the plane, and the landing strip below, but not the streets, tunnels,buildings, and people.

All of us carry thousands of models in our heads.

Maybe they predicted that a left-handed reliever would give up lots of hitsto right-handed batters—and yet he mowed them down

complex tapestry of probabilities

managers now knowprecisely where every player has hit every ball over the last week, over thelast month, throughout his career, against left-handers, when he has twostrikes, and so on

Rhee developed a teacherassessment tool called IMPACT, and at the end of the 2009–10 schoolyear the district fired all the teachers whose scores put them in thebottom 2 percent. At the end of the following year, another 5 percent, or206 teachers, were booted out

using these algorithms called humans that are really biased,

That kind of auditing is more common now, he says, since reports of biased algorithms have increased

200 million people in the United States each year

basically, well-meaning liberal white people—are part of the problem in struggling for social justice.

But forces of oppression can be difficult to detect when you benefit from them (we call this a privilege hazard later in the book).d-undefined, .lh-undefined { background-color: rgba(0, 0, 0, 0.2) !important; }.d-08965af7-15f0-4167-901a-aa80e2b72f3c, .lh-08965af7-15f0-4167-901a-aa80e2b72f3c { background-color: var(--pubpub-active-discussion-highlight-color, rgba(45, 46, 47, 0.5)) }2Yolanda Yang, Jillian McCarteng the choices you make (or don’t get to make) each day. These systems of power are as real as rain. But forces of oppression can be difficult to detect when you benefit from them (we call this a privilege hazard later in the book). And this is where data come in: it was a set of intersecting systems of power and privilege that D?Yolanda Yang4 years agoPeople with privilege cannot recognize, even if they do, they are less likely to make any change, as this would decrease their benefit?Jillian McCarten2 years agoOne quote that I think of often is “when one has held a position of privilege for so long, equality feels like oppression.” ?Login to discuss.

race and gender

result of many unnamed colleagues and friends who may or may not have considered themselves feminists.

major systems of oppression are interlocking

idea that these dimensions cannot be examined in isolation

eminism begins with a belief in the “political, social, and economic equality of the sexes,”.d-undefined, .lh-undefined { background-color: rgba(0, 0, 0, 0.2) !important; }1Michela Banks

computers