Ashley J Carey
Biographic Data
| ID | 5806965 |
|---|---|
| NAME | Ashley J Carey |
| GIVEN NAMES | Ashley J |
| FAMILY NAME | Carey |
| SIGNATURE | CAREY A J |
| AFFILIATIONS | University of Massachusetts Lowell |
| ORCID | 0000-0002-6135-5740 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Beyond Learning Loss
The pandemic disrupted schools’ ability to provide students with essential academic and social-emotional resources. To date, research on pandemic-related learning loss has focused on standardized test scores and absenteeism, leaving the impact on student experiences underexplored. This study examines 6 years of student survey data to assess how student experience outcomes changed before, during, and after the pandemic. Using piecewise growth mode…
Erased from the permanent record
State education data systems often undercount non-binary students, constraining schools’ ability to support them. This study examines the scope and implications of non-binary erasure in school data collection. Drawing on survey responses from nearly 13,000 students across seven Massachusetts districts, we find that current practices substantially undercount non-binary students, who also report less positive experiences of school culture, includin…
Time well spent? Teacher perspectives on time-saving reforms
American teachers spend far more time on direct instruction than teachers in other countries, leaving little room for tasks like planning, collaboration, and student support. Policy makers have proposed numerous time-saving reforms, yet teachers rarely have a voice in assessing the viability of approaches. Drawing on a national survey and focus group, Ashley J. Carey, Breanne Lucy, and Jack Schneider examine teacher perspectives on five major ref…
Red Light! Green Light! An Analytic Frame & Learning Device for Race Talk
Predominantly White educator groups often struggle to talk about race, even when that is their explicit aim. This study examines conversational patterns in one district’s antiracist book study to explore how individual comments promote or obstruct racial dialogue. We find that contributions that blocked race talk (what we call red lights) dominated discussions, reinforcing norms of race avoidance, while those that opened and encouraged race talk …
That Middle School Is Trash!!!” Public Knowledge about Local Schools on Social Media
Purpose: Americans frequently turn to online social networking sites (OSNs) as a source of news and information. Yet the role of OSNs in knowledge formation about local public schools remains underexamined. This study explores how public knowledge about local schools is constructed on Facebook. Research Methods/Approach: This ethnographic case study centers on a large “private” Facebook group in the community of Oldtown (pseudonym). Drawing on di…
Deliberating across difference
Dialogue, listening, and compromise are essential elements of living in a democracy. In a highly partisan time, is it possible to reestablish common ground when it comes to how best to educate our children in and for democracy? Authors Brendan Sheran, Ashley Carey, Jack Schneider, Rebecca Woodland, and Kathryn McDermott, who are affiliated with Center for Education Policy (CEP) at the University of Massachusetts Amherst, outline a process called …
Student Experience Outcomes in Racially Integrated Schools
In this study, we examine eight social and emotional outcomes (e.g., student engagement, sense of belonging) analyzing differences for students who attend racially diverse schools. Drawing on survey responses from roughly 26,000 students, we find that racially diverse schools are associated with more positive social and emotional outcomes for all students. Strikingly, we find that these outcomes are most uniformly positive among white students, w…
Student Experience Outcomes in Racially Integrated Schools
In this study, we examine eight social and emotional outcomes (e.g., student engagement, sense of belonging) analyzing differences for students who attend racially diverse schools. Drawing on survey responses from roughly 26,000 students, we find that racially diverse schools are associated with more positive social and emotional outcomes for all students. Strikingly, we find that these outcomes are most uniformly positive among white students, w…
Student Experience Outcomes in Racially Integrated Schools
In this study, we examine eight social and emotional outcomes (e.g., student engagement, sense of belonging) analyzing differences for students who attend racially diverse schools. Drawing on survey responses from roughly 26,000 students, we find that racially diverse schools are associated with more positive social and emotional outcomes for all students. Strikingly, we find that these outcomes are most uniformly positive among white students, w…
Deliberating across difference
Dialogue, listening, and compromise are essential elements of living in a democracy. In a highly partisan time, is it possible to reestablish common ground when it comes to how best to educate our children in and for democracy? Authors Brendan Sheran, Ashley Carey, Jack Schneider, Rebecca Woodland, and Kathryn McDermott, who are affiliated with Center for Education Policy (CEP) at the University of Massachusetts Amherst, outline a process called …
Red Light! Green Light! An Analytic Frame & Learning Device for Race Talk
Predominantly White educator groups often struggle to talk about race, even when that is their explicit aim. This study examines conversational patterns in one district’s antiracist book study to explore how individual comments promote or obstruct racial dialogue. We find that contributions that blocked race talk (what we call red lights) dominated discussions, reinforcing norms of race avoidance, while those that opened and encouraged race talk …
That Middle School Is Trash!!!” Public Knowledge about Local Schools on Social Media
Purpose: Americans frequently turn to online social networking sites (OSNs) as a source of news and information. Yet the role of OSNs in knowledge formation about local public schools remains underexamined. This study explores how public knowledge about local schools is constructed on Facebook. Research Methods/Approach: This ethnographic case study centers on a large “private” Facebook group in the community of Oldtown (pseudonym). Drawing on di…
Beyond Learning Loss
The pandemic disrupted schools’ ability to provide students with essential academic and social-emotional resources. To date, research on pandemic-related learning loss has focused on standardized test scores and absenteeism, leaving the impact on student experiences underexplored. This study examines 6 years of student survey data to assess how student experience outcomes changed before, during, and after the pandemic. Using piecewise growth mode…
Erased from the permanent record
State education data systems often undercount non-binary students, constraining schools’ ability to support them. This study examines the scope and implications of non-binary erasure in school data collection. Drawing on survey responses from nearly 13,000 students across seven Massachusetts districts, we find that current practices substantially undercount non-binary students, who also report less positive experiences of school culture, includin…
Time well spent? Teacher perspectives on time-saving reforms
American teachers spend far more time on direct instruction than teachers in other countries, leaving little room for tasks like planning, collaboration, and student support. Policy makers have proposed numerous time-saving reforms, yet teachers rarely have a voice in assessing the viability of approaches. Drawing on a national survey and focus group, Ashley J. Carey, Breanne Lucy, and Jack Schneider examine teacher perspectives on five major ref…
Psychology (4 works) · School Choice and Performance (4 works) · Sociology (3 works) · Academic achievement (2 works) · Accountability (2 works) · Data collection (2 works) · Gender Studies (2 works) · Mathematics education (2 works) · Parental Involvement in Education (2 works) · Pedagogy (2 works)