County Public Schools Research Articles

Findings from the Mighty Girls Efficacy Trial: Changes in Acceptance of Dating Violence

Background/Objectives: Test efficacy of the social emotional learning (SEL)-based Mighty Girls program, a program culturally tailored for English-speaking Hispanic/Latino girls in seventh grade comprised of classroom sessions and a virtual reality computer game. We hypothesized that the curriculum would decrease risky sexual behaviors in a program that can be used as part of a comprehensive sex education curriculum or as a stand-alone program. Methods: A randomized group trial was conducted in which 22 low-income, predominately Hispanic schools within the Miami-Dade County Public School System were randomly assigned to intervention (consented n = 335) and control (consented n = 217) conditions. All study activities occurred after school. Primary outcome measures were resistance self-efficacy, acceptance of dating violence, sexual intentions, and sexual behavior. Assessments occurred at baseline, immediately post-intervention, 3-, 12-, and 24-months post-intervention. Changes in outcomes from baseline to 24 months were modeled using multi-level models to account for nesting of students within schools with full information maximum likelihood to account for missing data and baseline school attendance and enrollment in free and reduced lunch as covariates. Analyses are also controlled for multiple testing. Results: The program had a significant effect on reducing acceptance of dating violence at 24 months post-intervention (estimate = −0.083, p ≤ 0.05), but no effect on resistance self-efficacy, sexual intentions, or sexual behavior (p ≥ 0.58). Conclusion: Study findings demonstrate that a social emotional learning (SEL) curriculum can impact sexual behaviors such as susceptibility to dating violence. Low baseline levels for sexual intentions and behaviors as well as a high baseline of efficacy may have impacted findings for the other outcomes.

How have Teaching Methods in the English Department in Various LCPS Changed Since ChatGPT has Emerged? (4,254)

The study is based within Loudoun County Public Schools, focusing on four different high schools English departments: John Champe High School, Lightridge High School, Briar Woods High School, and Freedom High School, and it explores the impact of ChatGPT on teaching methods. To thoroughly investigate the impact of generative artificial intelligence, a two-part survey method was used that combines both multiple-choice questions and free response. This method revealed that digital assignments and hyperfixation on ensuring academic integrity are the common themes amongst English departments in high schools. English teachers expressed decreased trust in students, and a consensus was made that teaching practices were adapted to accommodate for the increase in improper use of technology. Therefore, the study highlights the benefits and challenges of ChatGPT in education, and it emphasizes further research in this area.

Public Health Youth Ambassador Program: Educating and Empowering the Next Generation of Public Health Leaders to Build Thriving Communities

Summary: Through a collaboration among Fairfax County Health Department (FCHD), Fairfax County Public Schools (FCPS), Morehouse School of Medicine (MSM), George Mason University College of Public Health, federally qualified health centers, hospital systems, non-profits, and other agencies, this initiative targets underserved high school students as a way to increase diversity among community health professionals, build generational health, and provide participants with tools to enhance their post-secondary educational and career opportunities.

Court rules against former coach

Case name: Bush v. Frederick County Public Schools, No. 23‐1127 (4th Cir. 02/15/24).

Court rules against former coach

Case name: Bush v. Frederick County Public Schools, No. 23‐1127 (4th Cir. 02/15/24).

Court rules against former coach

Court rules against former coach

Court rules against former coach

Case name: Bush v. Frederick County Public Schools, No. 23‐1127 (4th Cir. 02/15/24).

Carceral Care in Kentucky: The Case of a School Safety Plan

In this case study, we analyze commentary made in school board meetings by both board members and community members over a period of five years in Jefferson County Public Schools, Kentucky, as a school safety reform around school policing took shape. We review meeting minutes, public commentary, and policy documents to illustrate how carceral ideas shaped stakeholders’ views about safety, security, and what should happen in schools regarding police and students. We conclude with abolitionist perspectives about repair and investment in communities.

Estimates of Teach for America Effects on Student Test and Nontest Academic Outcomes Over Time

This article examines the impact of Teach for America (TFA) on following-year student test and nontest outcomes in Miami-Dade County Public Schools. Using data from 2010 through 2021, this article measures the extent to which student exposure to TFA is followed by improved outcomes in the future, relative to students with other early-career teachers in the same school. In particular, this article measures days missed due to absences or suspensions, course grades in each core subject, and progression in math courses. We find that students taught by TFA math teachers go on to have higher grades in math courses in the following year and are less likely to miss school due to being absent or suspended. However, while students in TFA classrooms score higher on math and ELA assessments in a given year, these test score gains fade out by the following year.

School’s Role in Obesity Prevention

Fast food, advanced transportation, and behind the desk jobs characterize the lifestyle of the majority of Americans. Unfortunately, this lifestyle has resulted in one of America’s worst epidemics: obesity. In 2000, over 15% of Americans aged 6-19 were obese/overweight. In 2020, this statistic grew tremendously, when obesity was prevalent in 22.2% of people aged 12 to 19-years old in America alone (CDC 2022). In an effort to battle obesity, government and societies have turned to schools to be the firsthand prevention for the pandemic. This has been evident in past national and state legislation regarding what students eat at lunch. However, the focus of these actions has been on school food, but the importance of exercise within schools has been overlooked. Using a survey, the aim of this research is to analyze the exercise patterns of high school students in an Orange County Public School. The findings conclude that about 30% of students are getting the recommended amount of exercise through the school each day, but most of these students are doing so through extra-curricular sports. Therefore, the students who are getting enough exercise are doing s because they want to, not because the school is making them. Consequently, schools need to play a bigger role in challenging obesity by requiring more mandatory exercise for students.

Implementation of a Cancer Education Program in Rural Counties with the Lowest HPV Vaccination Rates and Health Rankings.

Human papillomavirus (HPV) is the most common sexually transmitted infection (STI). To address STIs, one rural county public school district developed a series of Family Life Programs to educate pre-teens about pertinent health information. The Schooling Cancer Program (SCP) was developed in partnership with the local Cancer Research and Resource Center to raise awareness about cancer risk factors including HPV-related cancers and HPV prevention methods. We collected a post-evaluation survey from students who attended a SCP session at one of the targeted middle schools. The SCP educated students about topics focusing on healthy lifestyles. The survey asked students' knowledge on the SCP topics, HPV knowledge, tobacco usage, and factors that reduced cancer development. 87% agreed that tobacco products are associated with cancer, and 81% did not agree that E-cigarettes are scientifically proven to be safer than cigarettes. Although we do not have pre-evaluation data about these students' HPV knowledge, our evaluation survey shows that 80% of students correctly identified HPV as the most common STI, and 84% of students correctly identified the factors that decrease their risk of developing cancer. Through this initiative, students learned essential health concepts and HPV-related risk factors.

INFLUENCE OF PROVISION OF INCENTIVES BY HEAD TEACHERS ON TEACHERS’ WORK PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN NAKURU COUNTY, KENYA

Recent reports on education in Kenya underscore the importance of head teachers adopting effective instructional leadership practices and teachers enhancing their pedagogical knowledge and skills in order to guarantee high-quality education and academic achievement within the countrys school systems. Giving teachers incentives is one of the instructional leadership strategies that headteachers can use. This studys goal was to ascertain how the head teachers incentives affected teachers work performance in Kenyas Nakuru County public elementary schools. The study was informed by the Hallinger and Murphy (1985) Model of Instructional Leadership and the Campbell et al. (1993) Theory of Job Performance. The study employed a convergent parallel design and a mixed methods research methodology. In order to gather and analyze data from a target population of 57,800 students, 7,741 teachers, 680 head teachers from 680 schools, and 11 Quality Assurance and Standards Officers (QASOs), the study simultaneously used quantitative and qualitative research methodologies. Cluster sampling was used to choose a sample of 68 elementary schools for the investigation. Through simple random sampling, 60 students and 329 teachers were chosen from these sampled schools. Additionally, 68 head teachers and 9 QASOs were chosen through the use of a purposeful sample. A focus group discussion guide, questionnaire, interview schedule, and document analysis checklist were the research tools employed. A pilot research with a sample size of 35 teachers was carried out in 7 public elementary schools in Baringo County. The quantitative data were analyzed using descriptive and inferential statistics, notably frequency counts, percentages, Spearman rank correlation, and regression analysis. The Statistical Package for Social Sciences (SPSS) version 25 was used to test the hypothesis at a significance level of 0.05. Tables were used to depict the results as frequencies and percentages. Thematic analysis and story presentations were used to display qualitative data. According to the study, head teachers incentives had a statistically significant positive effect on teachers job performance in Nakuru Countys public elementary schools. The study emphasizes the value of teachers work performance for overall school outcomes, giving head teachers and other education stakeholders important information to consider while focusing on efforts for providing incentives for teachers and legislation that support such programs. This would foster an environment where teachers may work as efficiently and effectively as possible, enhancing student achievement in KCPE examinations in public primary schools. KEY WORDS: Provision of Incentives, Teachers Work Performance, Instructional Leadership, Public Primary Schools

A Case Study on the Efficacy and Usage of Assistive Technologies in Howard County Schools, MD

Assistive technology is equipment that is designed to improve the capabilities of students with disabilities. For many students with disabilities, these technologies enable essential life skills such as daily communication and independence inside and outside of the classroom. This study assesses the efficacy, usage, and implementation of assistive technology in Howard County Public Schools (HCPSS) in Maryland, in order to determine any potential barriers and deficiencies towards the effective implementation of the said devices. A voluntary sample of 59 members of 1200 HCPSS staff was asked questions about the assistive technologies used in the county, their effectiveness, potential barriers towards implementation, training given, and available resources. Responses generally indicated that assistive technologies were beneficial, with the 83% of respondents selecting 4 or 5 out of 5 for the effectiveness of assistive technologies in academic and social contexts. Respondents elaborated that technologies allowed students with severe disabilities to communicate, socialize, work independently, and improve reading and writing skills. On the other hand, drawbacks such as distractions and dependencies created by the technologies were noted. Respondents felt confident towards the resources and support provided by the county, noting an assistive technology department and specialists available for support. However, respondents commonly reported that they were under-trained, received only occasional, limited workshop sessions, and were constantly behind on training. Thus, recommendations were drafted to improve training and staff awareness towards assistive technologies, such as required comprehensive training sessions for special education staff and a universal assistive technology guide to be provided. 

Smallholder Farmers’ Engagement in School Feeding Programme and Learner Participation in Public Primary Schools in Makueni County, Kenya

The editorial board announced that this article has been retracted on August 31, 2023. If you have any further question, please contact us at: jel@ccsenet.org

Parental Rights Laws and the Impact on Mental Health Services and Counseling for Adolescents.

Parental Rights Laws and the Impact on Mental Health Services and Counseling for Adolescents.

Interdisciplinary Collaboration: A School Wellness Team Model

This column will focus on a PK–5 public elementary school located in a suburban area in Montgomery County, Maryland. There are approximately 900 students enrolled for the 2022–2023 school year, with 89 percent receiving free and reduced-price lunch. The student population consists of about 85 percent Hispanic, 11 percent African American, and less than 5 percent other races. About 72 percent of the students receive support for multilingual learners. Spanish, followed by French, are the most common languages spoken at home among students (Montgomery County Public Schools, 2021). The school is a Title I school that receives additional funding throughout the school year for use toward various programs that serve the students. The school also receives funding through a community school grant, which can provide services to the families of students, including food assistance, navigating school programs, and connection to community providers. New students are enrolled throughout the school year, especially newcomers who have just immigrated to the United States. The majority of students arrive from Central American countries, and some endure traumatic journeys to get to their new country. Other students experience separation from families during and after arriving to the United States. Once settled in their new country, they may witness violence in the community. The community surrounding the focus school experiences violence, including shootings, which students report to school staff that they have heard or witnessed.

Accelerating teacher effectiveness: the power of partnerships

PurposeThe purpose of this paper is to describe a thriving partnership between Frostburg State University and the Garrett County Public Schools that aims to improve teacher effectiveness and retention through the implementation of a robust induction program. The initiative includes sustained, strategic mentoring; extensive professional development; and validated, competency-based microcredentials aligned to high-leverage practices.Design/methodology/approachThe study included surveys and structured interviews with teaching fellows and their instructional coaches.FindingsHaving ample support and mentoring can make a significant difference for novice teachers. Partnerships between universities and local school districts can provide this critical support.Research limitations/implicationsA limitation that cannot be ignored is the small number of participants in this program, all of whom are teaching in a rural school system. However, researchers working with larger school districts would add valuable knowledge to the field of study.Practical implicationsThis paper includes implications for designing new induction programs or improving existing ones.Social implicationsMentoring, a major component of high-quality induction programs, has the potential of providing important benefits to beginning teachers including increased motivation, self-confidence, growth in professional identity, and reduced stress and anxiety.Originality/valueAs school systems are struggling to retain qualified teachers, high-quality induction programs are necessary.

The power of teachers’ perceptions

Florida’s Broward County Public Schools and the University of Chicago engaged in a Research-Practice Partnership (RPP) to scale teacher practices that support students’ critical thinking. As part of the RPP, Jeanne Century’s research team conducted research to determine what barriers might limit the spread of these practices. The findings show that teacher biases about students’ ability to engage in critical thinking, as well as their self-efficacy, might limit the extent to which teachers are willing to change their practices. Because teacher perceptions have been linked to students’ race, gender, and socioeconomic status, these perceptions may have consequences for efforts to promote equity. To improve teacher perceptions, districts can change their messaging about student abilities, boost teacher self-efficacy, and directly address teacher perceptions.

THE EFFECT OF MEDIA USE ON THE QUALITY OF LEARNING OUTCOMES IN ENGLISH LANGUAGE IN PUBLIC SECONDARY SCHOOLS IN MBOONI EAST SUB-COUNTY, KENYA

The study sought to accentuate instructional media use and the quality of learning outcomes in English language in public secondary schools. Its purpose was to determine the effect of instructional media use on the quality of learning outcomes in English language in public secondary schools in Mbooni East Sub-County, Makueni County. The study employed a mixed approach with a descriptive survey design. Data was collected from Extra County, County and Sub-county public secondary schools using questionnaires, interview schedules and tests for the students where a 97.33% response rate was achieved. The dependent variable was learning outcomes in English language among students in public secondary schools in Mbooni East Sub-county, Kenya while the independent variable was instructional media use. The target population was teachers of English, heads of languages department and form their students in the Sub-county. Simple random sampling was used to select the students while purposive sampling was used to select the teachers of English and the Heads of Department languages. A sample of 12 teachers, 12 heads of the languages department and 313 students were involved. The instruments’ validity was determined through expert opinion from the school of Education of Machakos University. The reliability of the instruments was ascertained during piloting a sample that was not part of the study. Two approaches were used in analyzing the data, that is, descriptive and thematic approaches for quantitative and qualitative respectively. Quantitative data was analyzed through descriptive statistics and presented in frequencies, means and percentages with the aid of Statistical Package for Social Sciences (SPSS). Content analysis was used to analyze qualitative data which was thematically presented in prose. The study reveals that the quality of learning outcomes in English language in the sub-county is slightly below average, sub-county schools perform poorer and female students outshine their male counterparts. It was concluded that instructional media use enhances learning outcomes in English language. The study recommends that the Ministry of Education should equip public schools with instructional resources. In addition, the Quality Assurance and Standards officers and school principals should emphasize to teachers to use instructional media in teaching English language. Parents and other stakeholders in schools through the Board of Management should also come up with strategies on how to provide instructional media for use by teachers to enhance learners’ quality of learning outcomes.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0023/a.php" alt="Hit counter" /></p>

Resegregation will not happen on our watch: The political and social context surrounding voluntary integration in Wake County Public School System

As resegregation occurs across the country, some school districts are pursuing voluntary integration. This qualitative case study uses critical policy analysis to explore the political and social contexts surrounding the early stages of developing a voluntary integration plan in Wake County Public School System, North Carolina. Through analysis of interviews with school board and community members as well as a range of documents, findings indicate that population growth and residential development, the proliferation of unregulated school choice, varied perspectives of community stakeholders, inequitable distribution of power and resources, and school board politics largely shape the process of developing a voluntary integration plan. Recommendations are provided for school district policies, cross-sector collaboration, and state-level policies that could strengthen the potential success of voluntary integration plans.