Chris Redding
@ch_redding
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Assistant Professor of Educational Leadership
Joined September 2019
The @vupeabody alum were represented well at this year's @UF commencement. Great celebrating our new grads with colleagues I went to grad school with. @ch_redding @btskinner
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Homegrown teachers make small but statistically meaningful improvements in student achievement in English language arts. They are also more likely to identify as Black compared with other beginning teachers & less likely to exit the district. @ch_redding
https://t.co/PmbntFZlSJ
journals.sagepub.com
Teachers’ preference to remain close to where they grew up is recognized as a defining feature of the teacher labor market. Using a unique data set from a large...
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If you have undergraduate or master's students interested in a doctorate studying educational leadership and policy, I'd love to chat with them next week during our info session. Fully-funded PhD assistantships and a hybrid EdD for working professionals. https://t.co/6DlYmmjito
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Join @UF_COE as a faculty member in Educational Leadership and Policy. We are currently searching for tenure-track and clinical positions. https://t.co/elHr2xcOSU
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Interested in the intersections of education policy and special education? Apply now for @UF_COE Project EASE PhD program. Full funding, and opportunities to collaborate with @UF_EdPolicy and @UFLiteracy. https://t.co/wzQXMMTkpE
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Come study special education and literacy policy and practice with @UF_EdPolicy and @UFLiteracy! Full funding for four full-time, on-campus Ph.D. students.
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New article by @ch_redding and @JasonAGrissom examines whether gifted program participation in elementary school benefits elementary students’ achievement and nonachievement outcomes
journals.sagepub.com
Growing concerns about inequitable access have made public investment in gifted programs controversial in many school districts, yet advocates maintain that gif...
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A fresh look at 35 studies finds that student achievement tends to improve amid the disruption. Columnist @jillbarshay's latest: https://t.co/FtDftlaUEL
hechingerreport.org
School turnarounds are dramatic moves -- sometimes jettisoning the entire teaching staff -- that eschew slow, incremental change.
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We take our results to suggest that historically underserved schools can benefit from sharp increases in resources and support but that district and state stakeholders should weigh the benefits against the disruption that the process can bring to school systems and communities.
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School turnaround shows limited success in improving student test scores in the first year of implementation, with positive associations concentrated in the second through fourth years of implementation.
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When separating the results by turnaround models, transformation, turnaround, and restart models are associated with improvements in test scores. We find no evidence of a significant relationship between school closure or state turnaround conducted under NCLB waivers.
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We synthesized results from 35 studies to examine the relationship between school turnaround and various student outcomes. We find that school turnaround is associated with improved attendance, standardized test scores, and graduation rates.
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I’m excited to share a new paper with @edu_tuan in @EEPAjournal: “The Relationship between School Turnaround and Student Outcomes: A Meta-Analysis”
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States that prohibit collective bargaining made deeper cuts than the their experience of the recession would predict. Results suggest that organized teachers’ unions might be one safeguard against potentially harmful cuts to education.
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The cuts made in states with collective bargaining were not as drastic. For states that mandate CBAs, spending on both teacher and non-teacher expenditures was higher and the student-teacher ratio was lower than states that restrict CBAs.
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Using state and year fixed effects, we examined how states that allowed or mandated teacher collective bargaining agreements (CBAs) made fewer cuts in per pupil spending than states that restrict CBAs.
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We compiled longitudinal data on state-level educational spending, politics, demographics, economic well-being, and various measures of union strength to examine the role of teachers’ unions in states’ varied budgetary responses to the Great Recession.
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With co-author, Walker Swain (@walkerswain), I’m excited to share our new paper in Educational Policy: “Teachers’ Union Power in a Budget Crunch: Lasting Ramifications of Differential Spending Responses to the Great Recession” https://t.co/5zNH8xSDi2
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New study shows that affluent students are 7x more likely to be identified for gifted and talented programs than low-income kids. https://t.co/rTQbavzoI8 via @marta_w_aldrich
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