Sade Bonilla

My @PNASnews study w/ @ProfTDee & @EmilyKPenner is out! Pre-registered #RDD study finds @SFUnified grade-9 ethnic-studies course → increased HS graduation pnas.org/cgi/doi/10.107…

Excited to share early evidence about high school Career and Technical Education (CTE) during COVID-19 in this newly-out article w/@doughesm, @edpolicywonk, & @semcguinness in the Peabody Journal of Education. A brief #CareerTechEd 🧵: doi.org/10.1080/016195…

Really excited to be joining @PennGSE today along with @StanfordCEPA alum @Ericka_Weathers. Looking forward to working with The #EdPolicy division with @magottfried

🎧KCRW Los Angeles just interviewed Assistant Professor Sade Bonilla about her research on 9th grade ethnic studies classes and their incredible impact on student success. Tune in here: kcrw.co/3tJZSbx

Really important to highlight how my @PNASNews study with @ProfTDee & @EmilyKPenner points to impacts on educational attainment which are critically important for economic and social well-being.

We have started @aefpweb communities for education scholars who identify as: first-gen, scholars of color, doc students, policymakers/practitioners, LGBTQ+, and those who work in developing countries. If you are interested in joining, fill this out: aefpweb.org/community-grou…

@Todd_Rudick @EmilyKPenner @ProfTDee @SFUnified We look at this in two ways: we do an RD at the schools without ES classes and find Y1>Y2. We also combine a Diff in Diff approach with the RD to isolate the impact of ES vs. status quo (those other electives) & show Y1>Y2. It’s in the supplemental materials 😎

My @PNASnews study w/ @ProfTDee & @EmilyKPenner is out! Pre-registered #RDD study finds @SFUnified grade-9 ethnic-studies course → increased HS graduation pnas.org/cgi/doi/10.107…

@brek68148789 @PNASNews @ProfTDee @EmilyKPenner @SFUnified During our study California switched to a new testing system and did not release test scores publicly for our largest cohort. So we were unable to include them. HS grad & college enrollment are highly predictive of later on mental & physical health, civic engagement, earnings etc

@edpolicywonk @PNASNews @ProfTDee @EmilyKPenner @SFUnified Was there any improvement on standardized test scores? That data must be available, but I don’t see it in the paper.

@Todd_Rudick @PNASNews @ProfTDee @EmilyKPenner @SFUnified GPA increases were calculated using core required classes. So English, Science, Math, History & excluded electives (ethnic studies being one of them) & PE.

@imbernomics @PNASNews @ProfTDee @EmilyKPenner @SFUnified Social psychological interventions offer insights & from other traditions (community psychology, sociology etc.). They all lean on importance of social identity. ES pedagogy also followed good teaching. Combined w/powerful content to engage students at a pivotal transition.

@imbernomics @PNASNews @ProfTDee @EmilyKPenner @SFUnified Sure, I think the content was socially relevant & emphasized critical thinking. Students saw themselves reflected in the curricula & learned strategies to be socially engaged. Empowerment & ⬆️ feelings of belongingness for students traditionally marginalized.

@imbernomics @PNASNews @ProfTDee @EmilyKPenner @SFUnified Potentially. I think unlikely b/c implementing schools were persistently struggling w/grad rates. Alt. explanation is self-selected high A teachers. We do VA models with their non-ES students & district teachers to see if they outperformed in general… no evidence of that.

@JoeThiel1 @imbernomics @PNASNews @ProfTDee @EmilyKPenner @SFUnified Yes, they are transformational! important to note this is an intense & novel intervention: year-long course by highly trained teachers with PD from university ES experts at a pivotal transition point into 9th grade. HS grad is particularly salient outcome (low for target pop.)

@imbernomics @edpolicywonk @PNASNews @ProfTDee @EmilyKPenner @SFUnified This is my question. The effect just seems so large. Are other supports triggered by the <2.0 gpa?

@imbernomics @PNASNews @ProfTDee @EmilyKPenner @SFUnified @imbernomics - yes, the district implemented other interventions at this threshold (e.g., tutoring). We do an RD for non-ethnic studies offering schools & find null effects of the other things. We also do a DD/RD to isolate the ES effect sans “other things” & find robust results

@realScottPeters @PNASNews @ProfTDee @EmilyKPenner @SFUnified The Ethnic studies just-eligible students had a graduation rate of about ~90 versus ~75 percent for those who just missed.

@realScottPeters @PNASNews @ProfTDee @EmilyKPenner @SFUnified It’s the estimate at the RD threshold: the effect of being just eligible versus not.

This @StanfordSFUSD partnership research benefited from the support and encouragement of MANY people including @sfusd_high @SFUnified @StudentExpNet @wtgrantfdn @StanfordEd @StanfordCEPA @UMassCSSR @UMasseduc @UMassAmherst

These longer-run findings contribute to the growing #quantitative evidence on the transformational effects of culturally relevant pedagogy w/critical-content on social justice, anti-racism, stereotypes and contemporary social movements → promote student engagement