J Cameron Anglum
Biographic Data
| ID | 4180143 |
|---|---|
| NAME | J Cameron Anglum |
| GIVEN NAMES | J Cameron |
| FAMILY NAME | Anglum |
| SIGNATURE | ANGLUM J C |
| AFFILIATIONS | UCLouvain Saint-Louis Brussels |
| ORCID | 0000-0003-0946-8235 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
New Teachers in Rural America
How do the characteristics of new teachers vary geographically? In this article, Yujia Liu, Chanh B. Lam, J. Cameron Anglum, and Tuan D. Nguyen use a novel rurality measure, the Community Assets and Relative Rurality (CARR) index, to examine trends in teachers entering the profession across different levels of rurality, focusing on teachers in Kansas and Missouri from 2010 through 2023. They highlight pandemic-era changes in the first-year teache…
Pay reform and the early teacher pipeline
J. Cameron Anglum, Dylan Young, Jennifer Gontram, and Gary Ritter explore the intersection of district financial conditions and the teacher pipeline. As recent reports document the decline of the teaching profession, policy makers and education practitioners have pursued myriad teacher recruitment strategies, many oriented around financial incentives. Representative polling, including the authors’ recent poll of high school students, indicates th…
The Policy Preferences of Marginal Voters
Across the nation, political candidates increasingly have engaged publicly with contemporary education issues, in part seeking to attract new voters. Meanwhile, political polarization has grown, including in public opinion regarding controversial education policy topics. In this context, we examine the education policy preferences of marginal voters, those who altered their voting behaviors between the 2016 and 2020 presidential elections, by app…
STEM Teacher Characteristics and Mobility
This study examines the demographics, qualifications, and turnover of STEM teachers in Kansas and Missouri—two contiguous, predominantly rural states in the Midwestern region of the United States. The existing literature lacks detailed insights regarding U.S. STEM teachers, especially with recent economic and social changes over the COVID‐19 pandemic, and there is particularly limited evidence regarding STEM teachers in the U.S. Midwest. Utilizin…
Separate and Unequal in St. Louis? Strengths and Limitations of School-Level Funding Data Using a QuantCrit Framework
As outcome gaps persist between students of varying racial, ethnic, and socioeconomic backgrounds, it remains critical to assess how equitably school funding regimes allocate resources, perhaps most importantly in segregated areas. In this article, I apply a QuantCrit framework to examine school funding in the St. Louis region using newly available school-level data, data particularly relevant in urban settings with large potential within-distric…
Increasing Minimum Teacher Salaries
Following record-high public support for improved teacher salaries, many states initiated a variety of pandemic-era reforms to teacher compensation policies to improve teacher morale and retention. In this article, we examine a minimum teacher salary reform in Missouri, a state home to a diverse geographic landscape including major metropolitan areas and large rural regions. On the one hand, we estimate eligible teachers would receive sizable sal…
Extending understanding of the relationship between school district Covid-19 reopening plan signals and enrollment decline
Preceding the 2020-21 school year, school districts engaged their communities by sharing pandemic school reopening plans, outlining the learning modalities and support services to be made accessible to students. Existing research has highlighted a connection between a district’s primary reopening method and changes in student enrollment—a crucial aspect for gauging responsiveness to different learning environments. Conversely, limited research ha…
We need to know more about CTE teachers
Over the past year, debates over the prevalence, distribution, and effects of teacher vacancy and underqualification have dominated many education narratives. Authors J. Cameron Anglum, Andrew R. Diemer, Walter G. Ecton, and Tuan D. Nguyen consider these debates in the context of growing interest in career and technical education (CTE) in high school settings. Research on secondary CTE teachers, including the quantification of teacher shortages i…
Recruiting and Retaining Teachers in Rural Schools
Who supports MO private school choice? Evidence from likely voters in Missouri
In the first half of 2021, 33 states considered new private school choice legislation. Despite this legislative interest, public opinion on private school choice remains varied. In this paper, we examine voter support for private school choice in Missouri, a politically conservative state that lacked a private school choice program until 2021. We conduct a survey experiment to gauge support for the expansion of private school choice to religious …
Red for Ed? Heterogeneous support for increased school spending in a conservative state
Objective Following the Red for Ed movement and recent pandemic‐era impacts on public school spending, we explore preferences for increased school expenditures in conservative political contexts, including total spending, teacher salaries, and taxation. Methods Examining survey data from a representative sample of Missouri voters, including data from embedded experiments on the provision of school spending information, we estimate spending prefer…
When five shrinks to four
In rural school districts across the country, four-day school weeks have proliferated. Currently adopted in 1,600 schools in 600 school districts, 90% of which are rural, four-day school week policies have prospered largely without a robust body of evidence to support their expansion. J. Cameron Anglum presents an overview of four-day school week policy expansion and describes a few of the studies into its effects on students, families, and commu…
Integrating Computer-Based Curricula in the Classroom
Context This study analyzes the implementation of a blended learning middle school mathematics intervention in a large urban school district in the northeastern United States. Blended learning models integrate online instructional tools within traditional methods of classroom instruction. Focus of Study As their use increases in classrooms across the country, there remains much unknown about how teachers integrate blended learning strategies into…
Red for Ed? Heterogeneous support for increased school spending in a conservative state
Objective Following the Red for Ed movement and recent pandemic‐era impacts on public school spending, we explore preferences for increased school expenditures in conservative political contexts, including total spending, teacher salaries, and taxation. Methods Examining survey data from a representative sample of Missouri voters, including data from embedded experiments on the provision of school spending information, we estimate spending prefer…
Increasing Minimum Teacher Salaries
Following record-high public support for improved teacher salaries, many states initiated a variety of pandemic-era reforms to teacher compensation policies to improve teacher morale and retention. In this article, we examine a minimum teacher salary reform in Missouri, a state home to a diverse geographic landscape including major metropolitan areas and large rural regions. On the one hand, we estimate eligible teachers would receive sizable sal…
Integrating Computer-Based Curricula in the Classroom
Context This study analyzes the implementation of a blended learning middle school mathematics intervention in a large urban school district in the northeastern United States. Blended learning models integrate online instructional tools within traditional methods of classroom instruction. Focus of Study As their use increases in classrooms across the country, there remains much unknown about how teachers integrate blended learning strategies into…
When five shrinks to four
In rural school districts across the country, four-day school weeks have proliferated. Currently adopted in 1,600 schools in 600 school districts, 90% of which are rural, four-day school week policies have prospered largely without a robust body of evidence to support their expansion. J. Cameron Anglum presents an overview of four-day school week policy expansion and describes a few of the studies into its effects on students, families, and commu…
Who supports MO private school choice? Evidence from likely voters in Missouri
In the first half of 2021, 33 states considered new private school choice legislation. Despite this legislative interest, public opinion on private school choice remains varied. In this paper, we examine voter support for private school choice in Missouri, a politically conservative state that lacked a private school choice program until 2021. We conduct a survey experiment to gauge support for the expansion of private school choice to religious …
Red for Ed? Heterogeneous support for increased school spending in a conservative state
Objective Following the Red for Ed movement and recent pandemic‐era impacts on public school spending, we explore preferences for increased school expenditures in conservative political contexts, including total spending, teacher salaries, and taxation. Methods Examining survey data from a representative sample of Missouri voters, including data from embedded experiments on the provision of school spending information, we estimate spending prefer…
Extending understanding of the relationship between school district Covid-19 reopening plan signals and enrollment decline
Preceding the 2020-21 school year, school districts engaged their communities by sharing pandemic school reopening plans, outlining the learning modalities and support services to be made accessible to students. Existing research has highlighted a connection between a district’s primary reopening method and changes in student enrollment—a crucial aspect for gauging responsiveness to different learning environments. Conversely, limited research ha…
We need to know more about CTE teachers
Over the past year, debates over the prevalence, distribution, and effects of teacher vacancy and underqualification have dominated many education narratives. Authors J. Cameron Anglum, Andrew R. Diemer, Walter G. Ecton, and Tuan D. Nguyen consider these debates in the context of growing interest in career and technical education (CTE) in high school settings. Research on secondary CTE teachers, including the quantification of teacher shortages i…
Recruiting and Retaining Teachers in Rural Schools
Increasing Minimum Teacher Salaries
Following record-high public support for improved teacher salaries, many states initiated a variety of pandemic-era reforms to teacher compensation policies to improve teacher morale and retention. In this article, we examine a minimum teacher salary reform in Missouri, a state home to a diverse geographic landscape including major metropolitan areas and large rural regions. On the one hand, we estimate eligible teachers would receive sizable sal…
New Teachers in Rural America
How do the characteristics of new teachers vary geographically? In this article, Yujia Liu, Chanh B. Lam, J. Cameron Anglum, and Tuan D. Nguyen use a novel rurality measure, the Community Assets and Relative Rurality (CARR) index, to examine trends in teachers entering the profession across different levels of rurality, focusing on teachers in Kansas and Missouri from 2010 through 2023. They highlight pandemic-era changes in the first-year teache…
Pay reform and the early teacher pipeline
J. Cameron Anglum, Dylan Young, Jennifer Gontram, and Gary Ritter explore the intersection of district financial conditions and the teacher pipeline. As recent reports document the decline of the teaching profession, policy makers and education practitioners have pursued myriad teacher recruitment strategies, many oriented around financial incentives. Representative polling, including the authors’ recent poll of high school students, indicates th…
The Policy Preferences of Marginal Voters
Across the nation, political candidates increasingly have engaged publicly with contemporary education issues, in part seeking to attract new voters. Meanwhile, political polarization has grown, including in public opinion regarding controversial education policy topics. In this context, we examine the education policy preferences of marginal voters, those who altered their voting behaviors between the 2016 and 2020 presidential elections, by app…
STEM Teacher Characteristics and Mobility
This study examines the demographics, qualifications, and turnover of STEM teachers in Kansas and Missouri—two contiguous, predominantly rural states in the Midwestern region of the United States. The existing literature lacks detailed insights regarding U.S. STEM teachers, especially with recent economic and social changes over the COVID‐19 pandemic, and there is particularly limited evidence regarding STEM teachers in the U.S. Midwest. Utilizin…
Separate and Unequal in St. Louis? Strengths and Limitations of School-Level Funding Data Using a QuantCrit Framework
As outcome gaps persist between students of varying racial, ethnic, and socioeconomic backgrounds, it remains critical to assess how equitably school funding regimes allocate resources, perhaps most importantly in segregated areas. In this article, I apply a QuantCrit framework to examine school funding in the St. Louis region using newly available school-level data, data particularly relevant in urban settings with large potential within-distric…
Political science (7 works) · Psychology (7 works) · School Choice and Performance (7 works) · Economics (6 works) · Mathematics education (6 works) · Demographic economics (4 works) · Pedagogy (4 works) · Diverse Educational Innovations Studies (3 works) · Geography (3 works) · Law (3 works)