Kenneth Shores
Biographic Data
| ID | 4178196 |
|---|---|
| NAME | Kenneth Shores |
| GIVEN NAMES | Kenneth |
| FAMILY NAME | Shores |
| SIGNATURE | SHORES K |
| AFFILIATIONS | University of Delaware |
| ORCID | 0000-0003-3039-420X |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 76 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Holding Out or Holding Back? Shifts in Kindergarten Redshirting and Retention Since the Covid-19 Pandemic
This study examined changes in kindergarten redshirting and retention practices in Delaware since the COVID-19 pandemic. Using student-level data from fall 2010 to fall 2023, we found that redshirting rates spiked dramatically in fall 2021, with the largest relative increases among historically underrepresented groups including Black, Hispanic, and low-income students. Retention showed a long-term declining trend that was disrupted only in 2021, …
Weighting for progressivity? An analysis of implicit tradeoffs associated with weighted student funding in Tennessee
Contamination bias in the estimation of child maltreatment causal effects on adolescent internalizing and externalizing behavior problems
BACKGROUND: When unaddressed, contamination in child maltreatment research, in which some proportion of children recruited for a nonmaltreated comparison group are exposed to maltreatment, downwardly biases the significance and magnitude of effect size estimates. This study extends previous contamination research by investigating how a dual-measurement strategy of detecting and controlling contamination impacts causal effect size estimates of chi…
Unreviewed science in the news: The evolution of preprint media coverage from 2014–2021
It has been argued that preprint coverage during the COVID-19 pandemic constituted a paradigm shift in journalism norms and practices. This study examines whether and in what ways this is the case using a sample of 11,538 preprints posted on four preprint servers—bioRxiv, medRxiv, arXiv, and SSRN—that received coverage in 94 English-language media outlets between 2014 and 2021. We compared mentions of these preprints with mentions of a comparison…
Measuring Preferences for Income Equality and Income Mobility
This paper quantifies preferences for income equality and mobility by generating statistics that are uncorrelated with beliefs and can be interpreted as marginal rates of substitution (MRS). All things being equal, U.S. residents are willing to reduce average income by $2,744 to reduce the 90/10 income inequality ratio one unit, and $1,228 to increase income mobility from the bottom quintile one percentage point. Democrats and Independents have s…
Stark Decline in Journalists’ Use of Preprints Postpandemic
The COVID-19 pandemic accelerated the use of preprints, aiding rapid research dissemination but also facilitating the spread of misinformation. This study analyzes media coverage of preprints from 2014 to 2023, revealing a significant postpandemic decline. Our findings suggest that heightened awareness of the risks associated with preprints has led to more cautious media practices. While the decline in preprint coverage may mitigate concerns abou…
The Distribution of School Resources in the United States: A Comparative Analysis Across Levels of Governance, Student Subgroups, and Educational Resources
Levels of governance (the nation, states, and districts), student subgroups (racially and ethnically minoritized and economically disadvantaged students), and types of resources (expenditures, class sizes, and teacher quality) intersect to represent a complex and comprehensive picture of K-12 educational resource inequality. Drawing on multiple sources of the most recent available data, we describe inequality in multiple dimensions. At the nation…
Fiscal Federalism and K–12 Education Funding: Policy Lessons from Two Educational Crises
We synthesize and critique federal fiscal policy during the Great Recession and COVID-19 pandemic. First, the amount of aid during both crises was inadequate to meet policy goals. Second, the mechanisms used to distribute funds were disconnected from policy goals and provided different levels of aid to districts with equivalent levels of economic disadvantage. Third, data tools are missing, making it difficult to understand whether funds were use…
Disparities in Modes and Content of Civic Engagement: An Analysis Using Data from the Current Population Survey
Objective We describe disparities in civic engagement along two axes: the modal, describing the extent to which civic engagement is structured, and its content, describing the extent to which civic engagement has partisan objectives. Accordingly, this structure creates four domains of civic engagement: associational–partisan (e.g., voting), social–partisan (e.g., boycotting), associational–civic (e.g., participating in parent–teacher organization…
Get Real! Inflation Adjustments of Educational Finance Data
Use of education finance data is ubiquitous. Yet, because the academic calendar circumscribes two calendar years, researchers have linked the Consumer Price Index (CPI) to three different dates: fall, spring, and academic fiscal years. We demonstrate that linking the CPI to these different academic years results in identifying different trends in U.S. educational spending during the Great Recession. Descriptive inferences should not be sensitive …
Categorical Inequality in Black and White: Linking Disproportionality Across Multiple Educational Outcomes
We characterize the extent to which Black-White gaps for multiple educational outcomes are linked across school districts in the United States. Gaps in disciplinary action, grade-level retention, classification into special education and Gifted and Talented, and Advanced Placement course-taking are large in magnitude and correlated. Racial differences in family income and parent education are strikingly consistent predictors of these gaps, and di…
Assessment for Monitoring of Education Systems: The U.S. Example
Standardized tests are regularly used as education system monitoring tools to compare the average performance of students living in different states or belonging to different subgroups (e.g., defined by race/ethnicity, sex, or parental income) and to track their progress over time. This article describes some uses and design features of tests in system monitoring contexts. We provide the example of the National Assessment of Educational Progress …
The Geography of Racial/Ethnic Test Score Gaps
The authors estimate racial/ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million standardized math and English language arts (ELA) tests administered to public school students from 2009 to 2013. They show that achievement gaps vary substantially, ranging from nearly zero in some places to larger than 1.5 standard deviations in others. Econ…
The Geography of Racial/Ethnic Test Score Gaps
The authors estimate racial/ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million standardized math and English language arts (ELA) tests administered to public school students from 2009 to 2013. They show that achievement gaps vary substantially, ranging from nearly zero in some places to larger than 1.5 standard deviations in others. Econ…
Categorical Inequality in Black and White: Linking Disproportionality Across Multiple Educational Outcomes
We characterize the extent to which Black-White gaps for multiple educational outcomes are linked across school districts in the United States. Gaps in disciplinary action, grade-level retention, classification into special education and Gifted and Talented, and Advanced Placement course-taking are large in magnitude and correlated. Racial differences in family income and parent education are strikingly consistent predictors of these gaps, and di…
Get Real! Inflation Adjustments of Educational Finance Data
Use of education finance data is ubiquitous. Yet, because the academic calendar circumscribes two calendar years, researchers have linked the Consumer Price Index (CPI) to three different dates: fall, spring, and academic fiscal years. We demonstrate that linking the CPI to these different academic years results in identifying different trends in U.S. educational spending during the Great Recession. Descriptive inferences should not be sensitive …
The Distribution of School Resources in the United States: A Comparative Analysis Across Levels of Governance, Student Subgroups, and Educational Resources
Levels of governance (the nation, states, and districts), student subgroups (racially and ethnically minoritized and economically disadvantaged students), and types of resources (expenditures, class sizes, and teacher quality) intersect to represent a complex and comprehensive picture of K-12 educational resource inequality. Drawing on multiple sources of the most recent available data, we describe inequality in multiple dimensions. At the nation…
Fiscal Federalism and K–12 Education Funding: Policy Lessons from Two Educational Crises
We synthesize and critique federal fiscal policy during the Great Recession and COVID-19 pandemic. First, the amount of aid during both crises was inadequate to meet policy goals. Second, the mechanisms used to distribute funds were disconnected from policy goals and provided different levels of aid to districts with equivalent levels of economic disadvantage. Third, data tools are missing, making it difficult to understand whether funds were use…
Stark Decline in Journalists’ Use of Preprints Postpandemic
The COVID-19 pandemic accelerated the use of preprints, aiding rapid research dissemination but also facilitating the spread of misinformation. This study analyzes media coverage of preprints from 2014 to 2023, revealing a significant postpandemic decline. Our findings suggest that heightened awareness of the risks associated with preprints has led to more cautious media practices. While the decline in preprint coverage may mitigate concerns abou…
Disparities in Modes and Content of Civic Engagement: An Analysis Using Data from the Current Population Survey
Objective We describe disparities in civic engagement along two axes: the modal, describing the extent to which civic engagement is structured, and its content, describing the extent to which civic engagement has partisan objectives. Accordingly, this structure creates four domains of civic engagement: associational–partisan (e.g., voting), social–partisan (e.g., boycotting), associational–civic (e.g., participating in parent–teacher organization…
Assessment for Monitoring of Education Systems: The U.S. Example
Standardized tests are regularly used as education system monitoring tools to compare the average performance of students living in different states or belonging to different subgroups (e.g., defined by race/ethnicity, sex, or parental income) and to track their progress over time. This article describes some uses and design features of tests in system monitoring contexts. We provide the example of the National Assessment of Educational Progress …
Assessment for Monitoring of Education Systems: The U.S. Example
Standardized tests are regularly used as education system monitoring tools to compare the average performance of students living in different states or belonging to different subgroups (e.g., defined by race/ethnicity, sex, or parental income) and to track their progress over time. This article describes some uses and design features of tests in system monitoring contexts. We provide the example of the National Assessment of Educational Progress …
The Geography of Racial/Ethnic Test Score Gaps
The authors estimate racial/ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million standardized math and English language arts (ELA) tests administered to public school students from 2009 to 2013. They show that achievement gaps vary substantially, ranging from nearly zero in some places to larger than 1.5 standard deviations in others. Econ…
Disparities in Modes and Content of Civic Engagement: An Analysis Using Data from the Current Population Survey
Objective We describe disparities in civic engagement along two axes: the modal, describing the extent to which civic engagement is structured, and its content, describing the extent to which civic engagement has partisan objectives. Accordingly, this structure creates four domains of civic engagement: associational–partisan (e.g., voting), social–partisan (e.g., boycotting), associational–civic (e.g., participating in parent–teacher organization…
Get Real! Inflation Adjustments of Educational Finance Data
Use of education finance data is ubiquitous. Yet, because the academic calendar circumscribes two calendar years, researchers have linked the Consumer Price Index (CPI) to three different dates: fall, spring, and academic fiscal years. We demonstrate that linking the CPI to these different academic years results in identifying different trends in U.S. educational spending during the Great Recession. Descriptive inferences should not be sensitive …
Categorical Inequality in Black and White: Linking Disproportionality Across Multiple Educational Outcomes
We characterize the extent to which Black-White gaps for multiple educational outcomes are linked across school districts in the United States. Gaps in disciplinary action, grade-level retention, classification into special education and Gifted and Talented, and Advanced Placement course-taking are large in magnitude and correlated. Racial differences in family income and parent education are strikingly consistent predictors of these gaps, and di…
The Distribution of School Resources in the United States: A Comparative Analysis Across Levels of Governance, Student Subgroups, and Educational Resources
Levels of governance (the nation, states, and districts), student subgroups (racially and ethnically minoritized and economically disadvantaged students), and types of resources (expenditures, class sizes, and teacher quality) intersect to represent a complex and comprehensive picture of K-12 educational resource inequality. Drawing on multiple sources of the most recent available data, we describe inequality in multiple dimensions. At the nation…
Fiscal Federalism and K–12 Education Funding: Policy Lessons from Two Educational Crises
We synthesize and critique federal fiscal policy during the Great Recession and COVID-19 pandemic. First, the amount of aid during both crises was inadequate to meet policy goals. Second, the mechanisms used to distribute funds were disconnected from policy goals and provided different levels of aid to districts with equivalent levels of economic disadvantage. Third, data tools are missing, making it difficult to understand whether funds were use…
Weighting for progressivity? An analysis of implicit tradeoffs associated with weighted student funding in Tennessee
Contamination bias in the estimation of child maltreatment causal effects on adolescent internalizing and externalizing behavior problems
BACKGROUND: When unaddressed, contamination in child maltreatment research, in which some proportion of children recruited for a nonmaltreated comparison group are exposed to maltreatment, downwardly biases the significance and magnitude of effect size estimates. This study extends previous contamination research by investigating how a dual-measurement strategy of detecting and controlling contamination impacts causal effect size estimates of chi…
Unreviewed science in the news: The evolution of preprint media coverage from 2014–2021
It has been argued that preprint coverage during the COVID-19 pandemic constituted a paradigm shift in journalism norms and practices. This study examines whether and in what ways this is the case using a sample of 11,538 preprints posted on four preprint servers—bioRxiv, medRxiv, arXiv, and SSRN—that received coverage in 94 English-language media outlets between 2014 and 2021. We compared mentions of these preprints with mentions of a comparison…
Measuring Preferences for Income Equality and Income Mobility
This paper quantifies preferences for income equality and mobility by generating statistics that are uncorrelated with beliefs and can be interpreted as marginal rates of substitution (MRS). All things being equal, U.S. residents are willing to reduce average income by $2,744 to reduce the 90/10 income inequality ratio one unit, and $1,228 to increase income mobility from the bottom quintile one percentage point. Democrats and Independents have s…
Stark Decline in Journalists’ Use of Preprints Postpandemic
The COVID-19 pandemic accelerated the use of preprints, aiding rapid research dissemination but also facilitating the spread of misinformation. This study analyzes media coverage of preprints from 2014 to 2023, revealing a significant postpandemic decline. Our findings suggest that heightened awareness of the risks associated with preprints has led to more cautious media practices. While the decline in preprint coverage may mitigate concerns abou…
Holding Out or Holding Back? Shifts in Kindergarten Redshirting and Retention Since the Covid-19 Pandemic
This study examined changes in kindergarten redshirting and retention practices in Delaware since the COVID-19 pandemic. Using student-level data from fall 2010 to fall 2023, we found that redshirting rates spiked dramatically in fall 2021, with the largest relative increases among historically underrepresented groups including Black, Hispanic, and low-income students. Retention showed a long-term declining trend that was disrupted only in 2021, …
Sociology (8 works) · Psychology (7 works) · Economics (6 works) · School Choice and Performance (6 works) · Political science (5 works) · Computer Science (4 works) · Economic growth (4 works) · Demographic economics (3 works) · Education Discipline and Inequality (3 works) · Geography (3 works)