Stacey A Rutledge
Biographic Data
| ID | 2824452 |
|---|---|
| NAME | Stacey A Rutledge |
| GIVEN NAMES | Stacey A |
| FAMILY NAME | Rutledge |
| SIGNATURE | RUTLEDGE S A |
| AFFILIATIONS | Florida State University |
| ORCID | 0000-0003-4341-2753 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 32 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Exploring teen well-being and social media use during the pandemic summer of 2020
Social media has become a ubiquitous activity for teens in the United States with most going online daily. Legitimate concerns about teen well-being and mental health have often pointed to social media as a negative influence, yet prior research finds that social media use for teens is complex and multifaceted. This study first explores the concept of well-being, and its connection to social media use prior and during the Covid-19 pandemic. We th…
Improving Ninth Graders’ Academic Outcomes Through Personalization for Academic and Social-Emotional Learning (Pasl)
Personalization for academic and social-emotional learning (PASL) is a systemic approach to high school reform that works to strengthen and bridge preexisting academic and social-emotional systems within schools and classrooms. Analyzing student administrative records from 12 schools in a large Florida urban district, we found that, on average, PASL was associated with fewer unexcused absences of ninth graders. Its effects were stronger for stude…
Improving SEL outcomes for US 9th graders
I’m being heard right now’
Qualitative researchers often turn to focus groups as an efficient and effective way to gather data in a collective context. A common critique is that they play into power dynamics present at the site, privileging dominant, high status, and more vocal participants. Traditional focus group structures also rely on participants to trust the interviewer, without building rapport or clarity about the research process itself. We describe an approach to…
(Dis)connected
This study examines the role of six popular social networking sites (SNSs)—Instagram, Snapchat, Facebook, Twitter, YouTube, and Pinterest—in a high school setting. Students, teachers, and administrators were interviewed to learn how they use these SNSs to support a variety of functions in the school setting, including professional development, classroom learning, self-directed learning, and socializing. Participants also were asked about how they…
The Embedded Lesson Approach to Social Media Research
Introduction to New Frontiers in Scaling Up Research
In 2002, Congress passed the Education Sciences Reform Act (ESRA), which created the Institute of Education Sciences and dramatically changed how the federal government funded education-related res
Scaling Personalization
Scaling in educational settings has tended to focus on replication of external programs with less focus on the nature of adaptation. In this article, we explore the scaling of Personalization for Academic and Social-emotional Learning (PASL), a systemic high school reform effort that was intentionally identified, developed, and implemented with adaption in mind for both the innovation and the scaling process itself. Drawing on focus group and ind…
Understanding Effective High Schools
This article presents findings from a year-long multilevel comparative case study exploring the characteristics of effective urban high schools. We developed a comprehensive framework from the school effectiveness research that guided our data collection and analysis at the four high schools. Using value-added methodology, we identified two higher and two lower performing high schools in Broward County, Florida. We found that the two higher perfo…
How Teacher Evaluation Methods Matter for Accountability
Policymakers are revolutionizing teacher evaluation by attaching greater stakes to student test scores and observation-based teacher effectiveness measures, but relatively little is known about why they often differ so much. Quantitative analysis of thirty schools suggests that teacher value-added measures and informal principal evaluations are positively, but weakly, correlated. Qualitative analysis suggests that some principals give high value-…
How Principals “Bridge and Buffer” the New Demands of Teacher Quality and Accountability
In this mixed‐methods study, we examine the degree to which district‐ and building‐level administrators accommodate teacher‐quality and test‐based accountability policies in their hiring practices. We find that administrators negotiated local hiring goals with characteristics emphasized by federal and state teacher‐quality policies, such as knowledge of the subject and teaching skills. While district administrators and principals largely “bridged…
The Challenge of Improving Instruction in Urban High Schools
We are grateful to the Field-Initiated Studies Education Research Grant Program at the U.S. Department of Education and the Research on School Reform Initiative at the Spencer Foundation. The opinions expressed here are solely those of the authors and not of the U.S. Department of Education or the Spencer Foundation. Research assistance was provided by Jenifer Blaxall, Sophia Hughes, Valerie Moyer, Simrit Dhesi, and Sarah Graff. Requests for repr…
How Teacher Evaluation Methods Matter for Accountability
Policymakers are revolutionizing teacher evaluation by attaching greater stakes to student test scores and observation-based teacher effectiveness measures, but relatively little is known about why they often differ so much. Quantitative analysis of thirty schools suggests that teacher value-added measures and informal principal evaluations are positively, but weakly, correlated. Qualitative analysis suggests that some principals give high value-…
Understanding Effective High Schools
This article presents findings from a year-long multilevel comparative case study exploring the characteristics of effective urban high schools. We developed a comprehensive framework from the school effectiveness research that guided our data collection and analysis at the four high schools. Using value-added methodology, we identified two higher and two lower performing high schools in Broward County, Florida. We found that the two higher perfo…
Introduction to New Frontiers in Scaling Up Research
In 2002, Congress passed the Education Sciences Reform Act (ESRA), which created the Institute of Education Sciences and dramatically changed how the federal government funded education-related res
How Principals “Bridge and Buffer” the New Demands of Teacher Quality and Accountability
In this mixed‐methods study, we examine the degree to which district‐ and building‐level administrators accommodate teacher‐quality and test‐based accountability policies in their hiring practices. We find that administrators negotiated local hiring goals with characteristics emphasized by federal and state teacher‐quality policies, such as knowledge of the subject and teaching skills. While district administrators and principals largely “bridged…
The Challenge of Improving Instruction in Urban High Schools
We are grateful to the Field-Initiated Studies Education Research Grant Program at the U.S. Department of Education and the Research on School Reform Initiative at the Spencer Foundation. The opinions expressed here are solely those of the authors and not of the U.S. Department of Education or the Spencer Foundation. Research assistance was provided by Jenifer Blaxall, Sophia Hughes, Valerie Moyer, Simrit Dhesi, and Sarah Graff. Requests for repr…
I’m being heard right now’
Qualitative researchers often turn to focus groups as an efficient and effective way to gather data in a collective context. A common critique is that they play into power dynamics present at the site, privileging dominant, high status, and more vocal participants. Traditional focus group structures also rely on participants to trust the interviewer, without building rapport or clarity about the research process itself. We describe an approach to…
The Embedded Lesson Approach to Social Media Research
Scaling Personalization
Scaling in educational settings has tended to focus on replication of external programs with less focus on the nature of adaptation. In this article, we explore the scaling of Personalization for Academic and Social-emotional Learning (PASL), a systemic high school reform effort that was intentionally identified, developed, and implemented with adaption in mind for both the innovation and the scaling process itself. Drawing on focus group and ind…
The Challenge of Improving Instruction in Urban High Schools
We are grateful to the Field-Initiated Studies Education Research Grant Program at the U.S. Department of Education and the Research on School Reform Initiative at the Spencer Foundation. The opinions expressed here are solely those of the authors and not of the U.S. Department of Education or the Spencer Foundation. Research assistance was provided by Jenifer Blaxall, Sophia Hughes, Valerie Moyer, Simrit Dhesi, and Sarah Graff. Requests for repr…
How Principals “Bridge and Buffer” the New Demands of Teacher Quality and Accountability
In this mixed‐methods study, we examine the degree to which district‐ and building‐level administrators accommodate teacher‐quality and test‐based accountability policies in their hiring practices. We find that administrators negotiated local hiring goals with characteristics emphasized by federal and state teacher‐quality policies, such as knowledge of the subject and teaching skills. While district administrators and principals largely “bridged…
How Teacher Evaluation Methods Matter for Accountability
Policymakers are revolutionizing teacher evaluation by attaching greater stakes to student test scores and observation-based teacher effectiveness measures, but relatively little is known about why they often differ so much. Quantitative analysis of thirty schools suggests that teacher value-added measures and informal principal evaluations are positively, but weakly, correlated. Qualitative analysis suggests that some principals give high value-…
Understanding Effective High Schools
This article presents findings from a year-long multilevel comparative case study exploring the characteristics of effective urban high schools. We developed a comprehensive framework from the school effectiveness research that guided our data collection and analysis at the four high schools. Using value-added methodology, we identified two higher and two lower performing high schools in Broward County, Florida. We found that the two higher perfo…
Introduction to New Frontiers in Scaling Up Research
In 2002, Congress passed the Education Sciences Reform Act (ESRA), which created the Institute of Education Sciences and dramatically changed how the federal government funded education-related res
Scaling Personalization
Scaling in educational settings has tended to focus on replication of external programs with less focus on the nature of adaptation. In this article, we explore the scaling of Personalization for Academic and Social-emotional Learning (PASL), a systemic high school reform effort that was intentionally identified, developed, and implemented with adaption in mind for both the innovation and the scaling process itself. Drawing on focus group and ind…
The Embedded Lesson Approach to Social Media Research
(Dis)connected
This study examines the role of six popular social networking sites (SNSs)—Instagram, Snapchat, Facebook, Twitter, YouTube, and Pinterest—in a high school setting. Students, teachers, and administrators were interviewed to learn how they use these SNSs to support a variety of functions in the school setting, including professional development, classroom learning, self-directed learning, and socializing. Participants also were asked about how they…
I’m being heard right now’
Qualitative researchers often turn to focus groups as an efficient and effective way to gather data in a collective context. A common critique is that they play into power dynamics present at the site, privileging dominant, high status, and more vocal participants. Traditional focus group structures also rely on participants to trust the interviewer, without building rapport or clarity about the research process itself. We describe an approach to…
Improving SEL outcomes for US 9th graders
Exploring teen well-being and social media use during the pandemic summer of 2020
Social media has become a ubiquitous activity for teens in the United States with most going online daily. Legitimate concerns about teen well-being and mental health have often pointed to social media as a negative influence, yet prior research finds that social media use for teens is complex and multifaceted. This study first explores the concept of well-being, and its connection to social media use prior and during the Covid-19 pandemic. We th…
Improving Ninth Graders’ Academic Outcomes Through Personalization for Academic and Social-Emotional Learning (Pasl)
Personalization for academic and social-emotional learning (PASL) is a systemic approach to high school reform that works to strengthen and bridge preexisting academic and social-emotional systems within schools and classrooms. Analyzing student administrative records from 12 schools in a large Florida urban district, we found that, on average, PASL was associated with fewer unexcused absences of ninth graders. Its effects were stronger for stude…
Psychology (9 works) · Computer Science (7 works) · Mathematics education (6 works) · World Wide Web (6 works) · Sociology (5 works) · Early Childhood Education and Development (4 works) · Educational Assessment and Improvement (4 works) · Parental Involvement in Education (4 works) · Personalization (4 works) · Political science (4 works)