Robert Shand
Biographic Data
| ID | 6007077 |
|---|---|
| NAME | Robert Shand |
| GIVEN NAMES | Robert |
| FAMILY NAME | Shand |
| SIGNATURE | SHAND R |
| AFFILIATIONS | American University |
| ORCID | 0000-0001-8151-3913 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Effects of Qualitative Accountability on School Improvement Efforts
A critical component of performance evaluation in education is feedback. Increasingly, school-level accountability systems in the United States have featured qualitative evaluations by outside experts to complement test-based accountability and provide schools with formative feedback to help them improve. This paper exploits the staggered implementation of a school accountability system in New York City between 2009 and 2014. Employing a fuzzy re…
The Cost of Culturally Divisive Conflict on US K-12 Public Schools
This article examines the prevalence of culturally divisive conflict in U.S. public schools during the 2023–2024 school year as well as the costs that school districts incurred responding to such conflict. Our analysis of culturally divisive conflict centers on community-level attacks challenging: (1) teaching about issues of race and racism; (2) rights and protections for LGBTQ+ students; and (3) student access to a full range of books. These at…
Applying a Framework for More Effective District-wide School–Community Partnerships
This article explores the critical role of school–community partnerships in addressing holistic student needs and enhancing instructional efficacy. While prior research has delved into school-level factors, this study focuses on the organizational dynamics within local education agencies. We collaborate with a large district that implemented a comprehensive framework to support partnerships by aligning goals, measuring progress, and fostering eff…
The Relationship Between Teacher Collaboration and Instructional Practices, Instructional Climate, and Social Relations
There is growing consensus about the importance of teacher collaboration. Less clear are the mechanisms by which teacher collaboration can positively impact student achievement. We address this gap by examining two questions using panel data methods. First, does the degree to which teachers collaborate predict future growth in conditions relevant to student learning, including teachers’ instructional practice, instructional climate, and trust rel…
Does Essa Assure the Use of Evidence-based Educational Practices
The Every Student Succeeds Act (ESSA) of 2015 requires that K-12 educational agencies invest federal education funds in evidence-based practices. We estimated what percentage of Title I funds at a large school district are invested in practices supported by a single study meeting one of the top three tiers of evidence as defined by ESSA. Over 95% met this bar. When studies about each practice from four research repositories were considered, the p…
The Unexpected Benefits of a Research-Practice Partnership’s Efforts to Strengthen Budgetary Decision-Making
Our research-practice partnership (RPP) focused on developing and testing metrics and tools to foster improved evidence-based budgetary decision-making. We expected our research findings to directly influence decisions about program expansion, contraction, or elimination. Instead, unexpected findings led to unexpected uses: changes in program implementation, administrative data collection processes, and the kinds of information provided to inform…
Restorative Practices
School disciplinary practices affect student academic and life outcomes. Many schools have recently shifted towards the prevention of behavioral disorders rather than the punishment of such disorders, but disciplinary actions are still disproportionately meted out to Black students. We took advantage of a natural experiment in a large school district to investigate the costs and effects of a school-wide intervention based on the principles of res…
Program Value-Added
We assessed whether an adaptation of value-added analysis (VAA) can provide evidence on the relative effectiveness of interventions implemented in a large school district. We analyzed two datasets, one documenting interventions received by underperforming students, and one documenting interventions received by students in schools benefiting from discretionary funds to invest in specific programs. Results from the former dataset identified several…
Evaluating Educational Interventions That Induce Service Receipt
Educational interventions are complex: Often they combine a diagnostic component (identifying student need) with a service component (ensuring appropriate educational resources are provided). This complexity raises challenges for program evaluation. These interventions, which we refer to as service mediation interventions, affect additional resources students receive that mediate the impact measured. Evaluations of these types of programs that so…
The Economic Value of Social and Emotional Learning
There is a growing body of research emphasizing the advantages of teaching students social and emotional (SE) skills in school. Here we examine the economic value of these skills within a benefit-cost analysis (BCA) framework. Our examination has three parts. First, we describe how the current method of BCA must be expanded to adequately evaluate SE skills, and we identify important decisions analysts must make. Second, we review the evidence on …
The Economic Value of Social and Emotional Learning
There is a growing body of research emphasizing the advantages of teaching students social and emotional (SE) skills in school. Here we examine the economic value of these skills within a benefit-cost analysis (BCA) framework. Our examination has three parts. First, we describe how the current method of BCA must be expanded to adequately evaluate SE skills, and we identify important decisions analysts must make. Second, we review the evidence on …
The Unexpected Benefits of a Research-Practice Partnership’s Efforts to Strengthen Budgetary Decision-Making
Our research-practice partnership (RPP) focused on developing and testing metrics and tools to foster improved evidence-based budgetary decision-making. We expected our research findings to directly influence decisions about program expansion, contraction, or elimination. Instead, unexpected findings led to unexpected uses: changes in program implementation, administrative data collection processes, and the kinds of information provided to inform…
Program Value-Added
We assessed whether an adaptation of value-added analysis (VAA) can provide evidence on the relative effectiveness of interventions implemented in a large school district. We analyzed two datasets, one documenting interventions received by underperforming students, and one documenting interventions received by students in schools benefiting from discretionary funds to invest in specific programs. Results from the former dataset identified several…
Evaluating Educational Interventions That Induce Service Receipt
Educational interventions are complex: Often they combine a diagnostic component (identifying student need) with a service component (ensuring appropriate educational resources are provided). This complexity raises challenges for program evaluation. These interventions, which we refer to as service mediation interventions, affect additional resources students receive that mediate the impact measured. Evaluations of these types of programs that so…
The Economic Value of Social and Emotional Learning
There is a growing body of research emphasizing the advantages of teaching students social and emotional (SE) skills in school. Here we examine the economic value of these skills within a benefit-cost analysis (BCA) framework. Our examination has three parts. First, we describe how the current method of BCA must be expanded to adequately evaluate SE skills, and we identify important decisions analysts must make. Second, we review the evidence on …
Evaluating Educational Interventions That Induce Service Receipt
Educational interventions are complex: Often they combine a diagnostic component (identifying student need) with a service component (ensuring appropriate educational resources are provided). This complexity raises challenges for program evaluation. These interventions, which we refer to as service mediation interventions, affect additional resources students receive that mediate the impact measured. Evaluations of these types of programs that so…
Restorative Practices
School disciplinary practices affect student academic and life outcomes. Many schools have recently shifted towards the prevention of behavioral disorders rather than the punishment of such disorders, but disciplinary actions are still disproportionately meted out to Black students. We took advantage of a natural experiment in a large school district to investigate the costs and effects of a school-wide intervention based on the principles of res…
Program Value-Added
We assessed whether an adaptation of value-added analysis (VAA) can provide evidence on the relative effectiveness of interventions implemented in a large school district. We analyzed two datasets, one documenting interventions received by underperforming students, and one documenting interventions received by students in schools benefiting from discretionary funds to invest in specific programs. Results from the former dataset identified several…
Does Essa Assure the Use of Evidence-based Educational Practices
The Every Student Succeeds Act (ESSA) of 2015 requires that K-12 educational agencies invest federal education funds in evidence-based practices. We estimated what percentage of Title I funds at a large school district are invested in practices supported by a single study meeting one of the top three tiers of evidence as defined by ESSA. Over 95% met this bar. When studies about each practice from four research repositories were considered, the p…
The Unexpected Benefits of a Research-Practice Partnership’s Efforts to Strengthen Budgetary Decision-Making
Our research-practice partnership (RPP) focused on developing and testing metrics and tools to foster improved evidence-based budgetary decision-making. We expected our research findings to directly influence decisions about program expansion, contraction, or elimination. Instead, unexpected findings led to unexpected uses: changes in program implementation, administrative data collection processes, and the kinds of information provided to inform…
The Relationship Between Teacher Collaboration and Instructional Practices, Instructional Climate, and Social Relations
There is growing consensus about the importance of teacher collaboration. Less clear are the mechanisms by which teacher collaboration can positively impact student achievement. We address this gap by examining two questions using panel data methods. First, does the degree to which teachers collaborate predict future growth in conditions relevant to student learning, including teachers’ instructional practice, instructional climate, and trust rel…
The Effects of Qualitative Accountability on School Improvement Efforts
A critical component of performance evaluation in education is feedback. Increasingly, school-level accountability systems in the United States have featured qualitative evaluations by outside experts to complement test-based accountability and provide schools with formative feedback to help them improve. This paper exploits the staggered implementation of a school accountability system in New York City between 2009 and 2014. Employing a fuzzy re…
The Cost of Culturally Divisive Conflict on US K-12 Public Schools
This article examines the prevalence of culturally divisive conflict in U.S. public schools during the 2023–2024 school year as well as the costs that school districts incurred responding to such conflict. Our analysis of culturally divisive conflict centers on community-level attacks challenging: (1) teaching about issues of race and racism; (2) rights and protections for LGBTQ+ students; and (3) student access to a full range of books. These at…
Applying a Framework for More Effective District-wide School–Community Partnerships
This article explores the critical role of school–community partnerships in addressing holistic student needs and enhancing instructional efficacy. While prior research has delved into school-level factors, this study focuses on the organizational dynamics within local education agencies. We collaborate with a large district that implemented a comprehensive framework to support partnerships by aligning goals, measuring progress, and fostering eff…
Psychology (7 works) · Political science (5 works) · Sociology (5 works) · Computer Science (4 works) · Educational Assessment and Improvement (4 works) · Psychological intervention (4 works) · Public relations (4 works) · School Choice and Performance (4 works) · Business (3 works) · Evaluation and Performance Assessment (3 works)