Kentucky School Research Articles

Strong Community-Academic Partnerships Led to Successful Implementation of Farm to School Programs in Rural Kentucky Schools

Strong Community-Academic Partnerships Led to Successful Implementation of Farm to School Programs in Rural Kentucky Schools

Investigation of bias in the automated assessment of school violence

ObjectivesNatural language processing and machine learning have the potential to lead to biased predictions. We designed a novel Automated RIsk Assessment (ARIA) machine learning algorithm that assesses risk of violence and aggression in adolescents using natural language processing of transcribed student interviews. This work evaluated the possible sources of bias in the study design and the algorithm, tested how much of a prediction was explained by demographic covariates, and investigated the misclassifications based on demographic variables. MethodsWe recruited students 10–18 years of age and enrolled in middle or high schools in Ohio, Kentucky, Indiana, and Tennessee. The reference standard outcome was determined by a forensic psychiatrist as either a “high” or “low” risk level. ARIA used L2-regularized logistic regression to predict a risk level for each student using contextual and semantic features. We conducted three analyses: a PROBAST analysis of risk in study design; analysis of demographic variables as covariates; and a prediction analysis. Covariates were included in the linear regression analyses and comprised of race, sex, ethnicity, household education, annual household income, age at the time of visit, and utilization of public assistance. ResultsWe recruited 412 students from 204 schools. ARIA performed with an AUC of 0.92, sensitivity of 71%, NPV of 77%, and specificity of 95%. Of these, 387 students with complete demographic information were included in the analysis. Individual linear regressions resulted in a coefficient of determination less than 0.08 across all demographic variables. When using all demographic variables to predict ARIA’s risk assessment score, the multiple linear regression model resulted in a coefficient of determination of 0.189. ARIA performed with a lower False Negative Rate (FNR) of 15.2% (CI [0 – 40]) for the Black subgroup and 12.7%, CI [0 – 41.4] for Other races, compared to an FNR of 26.1% (CI [14.1 – 41.8]) in the White subgroup. ConclusionsBias assessment is needed to address shortcomings within machine learning. In our work, student race, ethnicity, sex, use of public assistance, and annual household income did not explain ARIA’s risk assessment score of students. ARIA will continue to be evaluated regularly with increased subject recruitment.

Kentucky Public Librarians and Health Information: Experiences, Resource Use, Community Needs, and Roles for Academic Health Sciences Librarians

Public libraries serve as sources of health information, and partnerships between public and academic health sciences libraries may improve a community’s access to and understanding of health information. Librarians at a medical school in Kentucky conducted interviews with public librarians to better understand their experiences with health information with the goal of informing future outreach to public libraries. All participants reported receiving requests for health-related information at least occasionally. Most participants used books to answer health questions, although a wide range of electronic resources were also used. Implications for academic health sciences librarians are discussed.

Integrating Aquaculture to Support STEM Education: A Qualitative Assessment to Identify High School Students’ Attitudes, Interests, and Experiences

This study explored the impact of an active project-based, aquaculture constructivist-learning program, as perceived by high school students. The purpose of this case study was to discover if participation in the program influenced students’ interest, engagement, and future educational and career aspirations in science, technology, engineering, and mathematics (STEM) when integrating aquaculture in and outside the classroom. Likewise, the study also wanted to explore students’ knowledge about aquaculture and skill development after their participation in the program. The study employed a qualitative methods approach to explore students’ attitudes and experiences. Qualitative data were collected from post-student focus groups at three different public, rural high schools in Kentucky. Other qualitative data included teacher journal reflections (e.g., personal documents) and public newspaper articles (e.g., public documents). Four emergent themes were found: (1) Students show excitement and enthusiasm in the hands-on, aquaculture program; (2) students show attention to detail in the hands-on, aquaculture tasks, it sticks, and are more responsible; (3) students are collaboratively engaged with their peers; and (4) greater interest and confidence in STEM through practical application. Results demonstrated that the program engaged learners in real-world problem-solving and decision-making situations while working collaboratively in small works. It also appears that students gained an important life skill, responsibility, as well as self-confidence in STEM, after participating in the program.

Students’ perceptions of school resource officer performance

ABSTRACT In recent years, school resource officers (SROs) and their role in the context of school safety have become a popular topic of research. In this study, we analyze data from 31,156 students from over 100 schools in Kentucky to better understand how students perceive SROs in their school environment. The findings reveal that males, students who liked having an SRO at their school, students who saw their SRO at several locations on campus during the typical school day, and students who viewed their SRO as more than a law enforcer had a higher opinion of the SRO working at their school. Interestingly, school-level variables had no impact on these relationships. Implications for policy and future research are also discussed.

The CATCH My Breath Vaping Prevention Curriculum: An Evaluation of Impacts in Central Appalachian Middle and High Schools, 2019-2023.

Since 2015, the rise in e-cigarette use among youth has concerned public health authorities. After peaking in 2019, usage rates have declined but remain high. In 2023, 10% of high school and 4.6% of middle school students reported current use. This report describes the implementation and evaluation of a school-based e-cigarette prevention program, CATCH My Breath (CMB), in 8 central Appalachian counties. These counties have some of the highest rates of tobacco use, poor health, and premature death in the United States. A total of 6217 students across 25 middle and high schools in West Virginia and Kentucky received the CMB program from 2019 to 2023. Lists of participating counties, schools, and teachers were maintained on a rolling basis over the 4 years of the project. Program reach and impact on e-cigarette knowledge and use are reported. Thirteen-item pre- and post-tests were completed electronically by students before and after each course delivery. Questions assessed knowledge about e-cigarettes, current (past 30-day) e-cigarette use, and interest in future use. From 2019 to 2023, there were 9399 deliveries of the 4-session CMB course, primarily to middle school students. Approximately 84% reported being less likely to use e-cigarettes following the program. Significant improvements in e-cigarette knowledge and beliefs on 5 of 8 items were observed, including a significant increase in knowledge composite score (4.15-4.75, P < .001). From pre- to post-test, declines in current e-cigarette use (5.1% to 4.4%; P = .005) and peer influence (4.9% to 4.0%; P = .025) were also observed. CMB was feasible, effective, and well-received in a convenience sample of central Appalachian counties and schools. This curriculum, combined with other policy initiatives, offers hope for curbing the growing epidemic of youth e-cigarette use and nicotine dependence. The success of this project contributed to a decision by the West Virginia Bureau for Public Health and the West Virginia Department of Education to launch a joint effort to bring CMB to middle schools in all 55 counties during the next 3 school years of 2023-2026.

A Critical Policy Analysis of Kentucky School Districts’ Trauma-Informed Education Plans

A Critical Policy Analysis of Kentucky School Districts’ Trauma-Informed Education Plans

Use of a project-based aquaponics curriculum in rural Kentucky school districts increases secondary students’ understanding of ecosystems

There is a need for secondary schools to provide more authentic, hands-on experiences in science, technology, engineering, and mathematics (STEM) and, specifically, project-based investigation environments in the classroom that manifest the next generation science standards (NGSS) following practices they prescribe. This study investigated how, and to what extent, a contextualized aquaponics project-based investigation (APBI) 10-week model unit affected high school students’ understanding of standard-based ecological relationships and concepts concerning interactions in ecosystems and, specifically, the phenomena carrying capacity and bacterial nitrification process. Using a quantitative method, quasi-experimental research design, three different student groups who participated in the authentic, hands-on APBI curriculum (i.e., treatment groups) and a control group were given a pre- and post-content-aligned test (&lt;i&gt;n&lt;/i&gt;=88), which measured changes in students’ ecological knowledge. The results in this study revealed that the curriculum was an effective method to provide meaningful learning and content understanding of standard-based ecological concepts and relationships. The evidence from this study suggests that authentic instructional experiences can facilitate students’ understanding of standard-based ecological concepts and knowledge of ecosystems, as the three treatment group students showed statistically significantly higher mean difference (improvement) sum scores after taking the pre- and post-content-aligned assessment when compared to the control group. Overall, the gain in understanding can be attributed to the project-enhanced unit implemented in this study. The implications of this study suggest APBI models may create authentic science learning environments that promote student learning of scientific concepts. In addition, APBI can offer engaging curricula that articulates NGSS.

Copy Once or Twice? Isomorphic Pressures and Special District Fiscal Reserves

Both general purpose local governments and special districts accumulate and drain fiscal reserves to prepare for and respond to financial uncertainty. Whether or not fiscal reserves behavior are subject to isomorphic pressures is an emerging question in the literature. While multiple papers have provided evidence of a single isomorphic pressure, no paper has separately tested for three distinct isomorphic pressures in the fiscal reserves literature. With a panel dataset of Kentucky school districts from 2004 to 2019, this article uses descriptive and inferential methods to provide evidence of coercive, normative, and mimetic isomorphic pressures. Collectively, these findings not only build the literature on special districts but call into question the role of normative pressures from the Government Finance Officers Association and coercive pressures from state-imposed fiscal reserve rules.

Effects of a short school-based vaping prevention program for high school students

Educational programs that address adolescents’ misperceptions of e-cigarette harms and benefits and increase refusal skills play an important role in preventing initiation and use. This study evaluates changes in adolescents’ e-cigarette perceptions, knowledge, refusal skills, and intentions to use following a real-world implementation of a school-based vaping-prevention curriculum. Study participants were 357 9th-12th grade students from one high school in Kentucky, United States who participated in a 60-minute vaping prevention curriculum from the Stanford REACH Lab’s Tobacco Prevention Toolkit. Participants completed pre- and post-program assessments regarding their e-cigarette knowledge, perceptions, refusal skills, and intentions to use e-cigarettes. Matched paired t-tests and McNemar tests of paired proportions were applied to assess changes in study outcomes. Following the curriculum, participants indicated statistically significant changes on all 15 survey items related to e-cigarette perceptions (p’s < 0.05). Participants demonstrated improved knowledge that e-cigarettes deliver nicotine in the form of an aerosol (p <.001), reported that if a friend offered them a vape it would be easier to say no (p <.001), and indicated they would be less likely to take the vape (p <.001) after receiving the curriculum. Other survey items related to knowledge, refusal skills, and intentions did not demonstrate significant changes. Overall, participation in a single session vaping-prevention curriculum was associated with several positive changes in high school students’ e-cigarettes knowledge, perceptions, refusal skills, and intentions. Future evaluations should examine how such changes affect long-term trajectories of e-cigarette use.

Traci L. Hedrick, MD, MSc, FACS, FASCRS.

Dr. Traci Hedrick grew up in a small town in West Virginia prior to attending the University of Kentucky, where she earned her BS in Human Studies summa cum laude and was a member of Phi Beta Kappa. She then attended the University of Kentucky School of Medicine, receiving her M.D. in 2002. While at Kentucky, she was the top student in her class, receiving the valedictorian award and special “Best of Clerkship” awards in Anatomy, Pathology, and Surgery. Her medical school accolades also include election to junior Alpha Omega Alpha (AOA), a named scholarship, and an award from the American Medical Women's Association. Dr. Hedrick began her residency in surgery at the University of Virginia in 2002, winning the Intern of the Year Award, the Academic Achievement Award for the third-year resident with the best academic and scholarly record, the Curtis Tribble Teaching Award in 2006, and a Mulholland Teaching Award in 2007 and 2009, her Chief year. Also, during her Chief year, she won the department's award for the resident who has most contributed to the education of the junior residents (by election by the residents) and then the prestigious Association of Women Surgeons Outstanding Resident Award. Along the way, Traci also garnered several awards for her research projects conducted during 2 years of research under the direction of Dr. Robert Sawyer. Besides numerous publications, she won the Surgical Infection Society Research Training Fellowship Award and completed the requirements for a Master of Clinical Research degree.

Introduction

Introduction The articles in this issue of Current Issues in Middle Level Education include a celebration of the National Association of Professors of Middle Level Education, a report of a research study, and a summary of best practices. Bridget Coleman and Nancy Ruppert are current and past presidents of the National Association of Professors of Middle Level Education (NAPOMLE). As this journal is the journal of NAPOMLE, we wanted to celebrate NAPOMLE’s 25th anniversary. Coleman and Ruppert reviewed several documents related to NAPOMLE’s history and mission; they also contacted several past leaders. Michael DiCicco and Ryan Alverson contributed an article that adds to the literature on Schools to Watch. Their study, based on schools in Kentucky, provides additional information about successful middle schools. Holly Thornton suggested best practices for online middle level education. As online teaching and learning continue, these ideas can assist middle level educators as they reflect and renew their commitments to student learning. As always, we extend gratitude to Jennifer Gerrald at Georgia Southern University for her support of the journal.

Examining Teaching and Learning Environments among Kentucky Schools to Watch and Non-Schools to Watch Schools Using TELL Survey Data

In 2017, the state of Kentucky distributed the Teaching, Empowerment, Leading, and Learning (TELL) survey to gain an understating of the learning environments in Kentucky schools. Many of the items on the TELL survey addressed key components of the School to Watch criteria and rubric. Researchers were interested in the teaching and learning conditions in Kentucky middle schools that contributed to successful school environments as defined by the Schools to Watch criteria, and to use results from the TELL survey to see what high scoring schools were doing well according to the teachers and principals that completed the survey. Researchers compared the 12 STW schools in Kentucky to other top scoring schools using TELL survey and STW report data. Findings suggest Kentucky STW schools are performing slightly above average compared to all other middle schools in all areas of the TELL survey. However, only two STW schools scored in the top 10 of the survey and the top scoring schools performed much better on the survey. Researchers discuss the implications of these results and suggest areas for future research.

Kentucky School Administrator Perspectives on Trauma-Informed Practices: Implications for Critical Supervision

This study explored Kentucky school administrators’ perceptions, knowledge, and beliefs about trauma-informed practices, competence in promoting these practices, and the extent to which school administration preparation programs provided relevant training. Participants reported they were not adequately trained in their school administration programs and believed they needed additional training and support to implement trauma-informed practices. The Culturally Responsive, Trauma-informed Educator Identity framework outlines essential knowledge and skills needed to promote trauma-informed practices, and implications for critical supervision are explored.

Bystander Program to Reduce Sexual Violence by Witnessing Parental Intimate Partner Violence Status

Youth who witness parental intimate partner violence are at increased risk for sexual violence. Existing data from a cluster RCT were used to determine the effectiveness of Green Dot bystander intervention to reduce sexual violence among high-school students who did and did not witness parental intimate partner violence. A secondary analysis was conducted in 2021 of extant data from a 5-year cluster RCT. A total of 26 high schools in Kentucky were randomized to intervention or control condition in 2010. A total of 15,863 surveys were analyzed from baseline, 30,014 from partial intervention implementation (Years 1 and 2), and 25,907 from full implementation (Years 3 and 4). The sample was stratified to include students who witnessed or did not witness parental intimate partner violence. The bystander intervention program was delivered in 2 stages. During partial implementation, a persuasive speech describing rates, risk factors, and bystander-based approaches to violence prevention was provided to most students in schools randomized to the intervention. During full implementation, an in-depth 5-hour skill-based bystander training was provided to popular opinion leaders among the students in intervention schools (10%-15%). The primary outcome was sexual assault measured as perpetration and victimization. Secondary outcomes included sexual harassment and stalking, measured as victimization and perpetration. During full implementation, among students who witnessed parental intimate partner violence, the intervention was associated with significant reductions in sexual assault perpetration (β= -0.21, p<0.01), sexual harassment perpetration (β= -0.29, p<0.001), sexual assault victimization (β= -0.25, p<0.01), and sexual harassment victimization (β= -0.45, p<0.001). For students who did not witness parental intimate partner violence, the intervention was only associated with reductions in sexual harassment (β= -0.19, p<0.001) and stalking (β= -0.09, p<0.01) victimization. As implemented in the parent RCT, the bystander training was more effective at reducing violent outcomes among those who witnessed parental intimate partner violence than in those who did not witness parental intimate partner violence. This study is registered at www. gov, under identifier NCT01878097.

Smoke-free Ordinances and Youth Tobacco Use in Kentucky.

Determine associations of strength of local smoke-free laws and urban/rural location with cigarette and smokeless tobacco use among high school students in grades 10 and 12. Secondary data analysis from the 2004-2018 biennial Kentucky Incentives for Prevention Survey. Public high schools in Kentucky. N = 353502 10th/12th graders. County-level smoke-free law status from the Kentucky Center for Smoke-free Policy; Rural Urban Continuum Codes; self-reported last 30-day alcohol, marijuana, cigarette, and smokeless tobacco use. Generalized estimating equations modeling assessed the association of law status and urban/rural location with tobacco use across cohorts, controlling for demographics and other substance use. Students in counties with a comprehensive smoke-free law were 23% less likely to smoke cigarettes and 16% less likely to use smokeless, compared to those in counties without a law. Students in counties with moderate/weak laws did not differ in likelihood of use for either product, compared to those in counties without a law. Students in urban counties were 14% less likely to smoke, but there was no difference in likelihood of smokeless use by urban/rural location. Comprehensive smoke-free laws are associated with a lower likelihood of youth cigarette and smokeless use. Rural youth may be at increased risk of cigarette smoking relative to youth in urban areas.

Examining the Determinants of Expenditure Forecasts

ABSTRACT Local governments forecast revenues and expenditures as part of their budget process. Despite growing evidence of biased revenue forecasts, there is limited research on expenditure forecast bias. To contribute the literature, this article uses theory on the forecast information set that considers factors associated with biased expenditure forecasts. Two-way fixed effects regression models are estimated with a panel of all Kentucky school districts from 2001 to 2014. 82.1% of districts overestimated expenditures. Model estimates show that revenue forecasts and fiscal reserves are associated with expenditure forecast bias, indicating that forecasters consider financial factors in their information set.

Fiscal Shocks, Budgetary Pressures, and Public Education Expenditure Stabilization

ABSTRACT Fiscal shocks exert budgetary pressures on school districts and constrain their ability to provide public education. An emerging literature examines the role of fiscal reserves to mitigate expenditure cuts in school districts. In the U.S. context, this article provides evidence that Kentucky school districts from school years 2001–2002 to 2013–2014 drained fiscal reserves and cut expenditures in response to revenue decreases. Further, school districts drained fiscal reserves to stabilize non-instructional expenditures, which have fixed costs. Collectively, the findings presented in this article build evidence that school districts strategically respond to budgetary pressures.

Sexual Minority High School Boys' and Girls' Risk of Sexual Harassment, Sexual Violence, Stalking, and Bullying.

We report the prevalence and number of violent events of sexual violence, sexual harassment, stalking, and bullying experienced among sexual minority girls, sexual minority boys, heterosexual girls, and heterosexual boys. We conducted covariate-adjusted analyses of variance on 16,243 high school youth from 13 schools in Kentucky. Sexual minority boys and girls and heterosexual girls had higher rates of all forms of violence compared with heterosexual boys, but rates of violence between sexual minority girls and boys were statistically equivalent. Prevention and intervention programs must incorporate elements of minority stress theory to disrupt heterosexist norms that contribute to violence.

Effect of COVID-19 on Emergent Stroke Care: A Regional Experience.

Anecdotal evidence suggests that the coronavirus disease 2019 (COVID-19) pandemic mitigation efforts may inadvertently discourage patients from seeking treatment for stroke with resultant increased morbidity and mortality. Analysis of regional data, while hospital capacities for acute stroke care remained fully available, offers an opportunity to assess this. We report regional Stroke Team acute activations and reperfusion treatments during COVID-19 mitigation activities. Using case log data prospectively collected by a Stroke Team exclusively serving ≈2 million inhabitants and 30 healthcare facilities, we retrospectively reviewed volumes of consultations and reperfusion treatments for acute ischemic stroke. We compared volumes before and after announcements of COVID-19 mitigation measures and the prior calendar year. Compared with the 10 weeks prior, stroke consultations declined by 39% (95% CI, 32%-46%) in the 5 weeks after announcement of statewide school and restaurant closures in Ohio, Kentucky, and Indiana. Results compared with the prior year and time trend analyses were consistent. Reperfusion treatments also appeared to decline by 31% (95% CI, 3%-51%), and specifically thrombolysis by 33% (95% CI, 4%-55%), but this finding had less precision. Upon the announcement of measures to mitigate COVID-19, regional acute stroke consultations declined significantly. Reperfusion treatment rates, particularly thrombolysis, also appeared to decline qualitatively, and this finding requires further study. Urgent public education is necessary to mitigate a possible crisis of avoiding essential emergency care due to COVID-19.