Large School System Research Articles

The Toronto District School Board: A global city school system's structures, processes, and student outcomes

In this article we describe the ways that academic opportunity is distributed within the Toronto District School Board (TDSB), Canada’s largest and most demographically diverse public education system. By putting a range of recent outcome data into historical, organizational, and policy contexts, we provide a snapshot of how one of North America's largest school systems works in ways that simultaneously reinforce, and challenge, patterns of academic stratification. Although schooling in some global cities is shaped by decentralization, competition, and a 'school reform industry', public education in Toronto is very much characterized by centralization and increased public investment. Therefore, this paper queries whether these larger historical and structural factors lead to greater equity for racialized and minoritized communities. Through the infusion of equity-focused policies and anti-discrimination-centred interventions, can the case be made that marginalized groups are navigating the school system with greater success? Reviewing historical and recent data from the Toronto Board of Education and TDSB, we reflect on and query the extent of disparity that continues to exist, problematizing the disconnect between policy and addressing the root causes of inequality.

Best Practices for Leading Technology Change in Large Scale School Systems

Best Practices for Leading Technology Change in Large Scale School Systems

Classroom management, school staff relations, school climate, and academic achievement: testing a model with urban high schools

Urban learning environments pose distinct instructional challenges for teachers and administrators, and can lead to lower achievement compared to suburban or rural schools. Today’s educational climate increasingly emphasises a need for positive academic outcomes, often measured by standardised tests, on which student educational opportunities, teacher benefits and school funding can be based. By applying an ecological framework to the urban school environment, it could be possible to better understand and ultimately improve the educational context at multiple levels. This study examined how classroom management, staff relations and school climate contribute to academic achievement, as measured by ACT scores. In a large urban American public school system, 208 teachers from 38 high schools were surveyed. A model was tested in which, when academic achievement was accounted for over time, classroom management and staff relations contributed positively to school climate, and climate in turn contributed to academic achievement. Structural equation modeling revealed that the data fitted the proposed model. Results illustrate the roles of school and classroom factors related to academic performance and underline the importance of classroom management strategies and positive learning environments. Results suggest avenues for interventions to increase academic achievement by supporting students through the lens of an ecological framework.

Professional development for teachers plus coaching related to school-wide suspensions for a large urban school system

Little is known about how professional development models can be used to address exclusionary disciplinary practices in response to behavior management challenges in classrooms and schools. This is of great concern given data that suggests that such practices predict negative outcomes for students, including repeat suspensions, dropout and incarceration. Instead, the professional development literature has focused largely on instructional practices in the classroom. Using secondary data, the current paper sought to address this limitation by examining the potential impact of a professional development intervention, focused on classroom management strategies through training and one-on-one coaching, on reductions in disciplinary practices. School-level suspension and behavioral incidence data were available for 70 schools participating in the intervention and 1605 schools that did not participate in the intervention during the 2011–2012 school year. First, differences in demographics between the schools receiving the professional development intervention and schools that did not receive the intervention were explored. Next, a series of hierarchical regression models were estimated in order to test the level of dosage as a predictor of change in suspensions and behavior incidents. Results reveal that intervention schools experienced significantly reduced suspensions and behavior incidents in the school year following the intervention. The number of coaching sessions also predicted significant decreases in suspensions and marginally significant decreases in behavioral incidences. These findings suggest that professional development interventions may have the potential to shift teacher behavior management practices that reduce exclusionary disciplinary practices known to be detrimental to student outcomes.

School Choice and Afrocentric Charter Schools: a Review and Critique of Evaluation Outcomes

In the context of twenty-first century educational reform efforts, school choice options have led to an increase in the number of Afrocentric charter schools. As a school choice option, charter schools that incorporate an Afrocentric approach are more prevalent in large urban school systems disproportionately populated by African-American children and youth. This study examined available data on the performance of Afrocentric charter schools based on their standardized statewide adequate yearly progress (AYP) status. Using systematic research methodology, a keyword search of research databases and internet search engines, 27 Afrocentric charter schools in the USA were identified. Twenty three of the schools met the criteria for analysis, and only 34 % of those schools achieved or exceeded statewide standards in testing and met their state’s AYP goals. Implications for future studies are discussed. The research team contends that Afrocentric charter schools must gain greater legitimacy, using standardized accountability measures, in order to become a credible school choice option to failing urban public schools.

Collaborated understandings of context-specific psychosocial challenges facing South African school learners: a participatory approach

IntroductionLearners at under-resourced schools in South Africa face significant psychosocial challenges (Spaull, 2013) that negatively affect both their own wellness and that of the teachers, ultimately resulting in a lower quality of teaching and learning (Modisaotsile, 2012). The transition from a segregated apartheid education system, where resources were inequitably allocated according to race (Modisaotsile, 2012), to an inclusive education system has been fraught with challenges. Inequitable access to resources (Bruce, 2014; Spaull, 2013) and sectored poverty (Donald, Lazarus, & Lolwana, 2010) continue to play a role in contributing to the psychosocial challenges faced in South African under-resourced communities, which consequently affect the wellness of members of the school community in that context (Donald et al., 2010). Contextual challenges relevant to this article include poor living conditions in informal settlements with little access to basic amenities (Donald et al., 2010), poor parenting (Ward et al., 2014), poverty-related HIV/AIDS issues (Theron, 2009), socioeconomic influences on teenage sexuality (Miller et al., 2014), substance abuse (Tlale & Dreyer, 2013), school violence (Mampane, Ebersohn, Cherrington, & Moen, 2014), and poor parent participation within school structures (Joubert, Ebersohn, Ferreira, du Plessis, & Moen 2014; Khanare, 2012; Mncube, 2009). South African school teachers are inadequately prepared to support learners within such contexts (Masitsa, 2011; Motshekga, 2010), having only received very basic concepts of educational psychology and community development as part of their preservice training (Donald et al., 2010). This situation negatively impacts on the wellness of the individual teacher and on the larger school system. While workshops are conducted sporadically to improve the support skills of in-service teachers, these are inadequate for capacitating teachers to support learners in under-resourced urban black communities (Motshekga, 2010), commonly known in South Africa as townships.Inadequately prepared teachers are understandably anxious and overwhelmed by the complex challenges experienced by their learners (Masitsa, 2011; Modisaotsile, 2012), making it difficult for them to mobilise their potential agency (Freire, 1970/2005). An asset-based paradigm (McKnight & Kretzmann, 1993; Pillay, 2012) suggests that teachers possess the potential and willingness to support vulnerable learners if they are equipped with the knowledge and skills to do this (Hoadley, 2007; Malindi & Machenjedze, 2012; Mampane & Bouwer, 2006; Theron, 2009). In this article, the authors suggest that a participatory action learning and action research (PALAR, Zuber-Skerritt, 2012) process would be suitable to improve the capacity of participating teachers to support learners and thereby feel less overwhelmed and anxious. PALAR (Zuber-Skerritt, 2011) aims to improve professional practice and involves an iterative and collaborative process that allows professionals to iteratively and collaboratively reflect on their actions throughout the cyclic PALAR process (Zuber-Skerritt, 2012). By following the PALAR process as expanded on in the section on PALAR as a theoretical paradigm, teacher participants collaborated with each other to come to a better understanding of the psychosocial challenges faced by learners. The aim of this PALAR project was not merely for identifying contextual wellness challenges at school level, but also to add to existing indigenous knowledge (Kearney & ZuberSkerritt, 2012) with regard to how such contextual issues could be addressed (Zuber-Skerritt & Teare, 2013) to enhance wellness. Indigenous knowledge refers to existing systems or strategies generated in a communal way and based on the experiences of a specific group of people (Fasokun, Katahoire, & Oduaran, 2005, p. 61), which communities follow when identifying and addressing contextual challenges as a collective (Teare & Zuber-Skerritt, 2013). …

Sleep Data Lead Large School System to Push Back High School Start Times

Sleep Data Lead Large School System to Push Back High School Start Times

Peer Effects in Microenvironments: The Benefits of Homogeneous Classroom Groups

Many believe that classroom interactions play an important role in students’ academic achievement, but there is little evidence on peer effects within subclassroom groups. We exploit random seat assignment in a Chinese middle school to estimate how the gender of neighboring students affects a student’s academic achievement. We find that being surrounded by five females rather than five males increases a female’s test scores by 0.2–0.3 standard deviations but has no significant effects on a male’s test scores. These results suggest a low-cost way to potentially improve performance within the world’s largest school system.

School Starts Too Early for Teens, Pediatricians Agree

School Starts Too Early for Teens, Pediatricians Agree

The School for Science and Math at Vanderbilt: An Innovative Research-Based Program for High School Students.

The School for Science and Math at Vanderbilt (SSMV) is an innovative partnership program between a Research I private university and a large urban public school system. The SSMV was started in 2007 and currently has 101 students enrolled in the program, with a total of 60 students who have completed the 4-yr sequential program. Students attend the SSMV for one full day per week during the school year and 3-6wk in the summers following their ninth- to 11th-grade years, with each grade of 26 students coming to the Vanderbilt campus on a separate day. The research-based curriculum focuses on guiding students through the process of learning to develop questions and hypotheses, designing projects and performing analyses, and communicating results of these projects. The SSMV program has elevated the learning outcomes of students as evidenced by increased achievement scores relative to a comparison group of students; has provided a rigorous research-based science, technology, engineering, and mathematics elective curriculum that culminates in a Summer research internship; has produced 27 Intel and Siemens semifinalists and regional finalists over the past 4 yr; and has supported the development of writing and communication skills resulting in regional and national oral presentations and publications in scientific journals.

Miami Schools Expand ‘Typical or Troubled?’ Program

The head of one of the nation’s largest school systems lauds the value of a program focusing on early recognition and intervention for students’ mental health problems.

A Survey Study of Early Childhood Teachers’ Beliefs and Confidence about Teaching Early Math

This study reports on results from the Early Mathematics Beliefs and Confidence Survey, administered to 346 preschool teachers in a large public school system in the Midwest. Survey results depict a much more positive view of teachers’ beliefs and confidence in early math teaching than previously reported. Results also suggest that teacher confidence varies with specific types of math knowledge and teaching abilities, and assessing math learning is a specific area where teachers lack confidence. Examining confidence in their math abilities and in teaching early math, results indicate that teachers are more confident teaching math and remain confident in teaching even when confidence in their abilities is low. Implications of results for early math professional development are discussed.

Public Participation, Mayoral Control, and the New York City Public School System

In this article, I utilize the case of New York City to assess the role and influence of public-participation mechanisms operating in large urban public school systems under mayoral control. I find that the public-participation mechanisms operating under New York City’s mayor-controlled school system can produce some policy and administrative changes despite their lack of formal statutory powers. Their ability to produce such changes depends on several factors, including a citizen and administrative ability and willingness to identify and utilize opportunities for collaboration, the presence of a culture of civic engagement within local communities, and the political values reflected in formal policy advisories.

Investigating the Impact of Field Trips on Teachers’ Mathematical Problem Posing

This study examines the impact of field trip experiences on teachers’ mathematical problem posing. Teachers from a large urban public school system in the Midwest participated in a professional development program that incorporated experiential learning with mathematical problem formulation experiences. During 2 weeks of summer 2011, 68 teachers from eight low-achieving city schools explored city landmarks that were not only accessible to the general public but were also considered rich in mathematical connections. Field trips included museums, historical landmarks, a local airport, and an international sporting event. Following each field trip, teachers were asked to create inquiry-based mathematics problems grounded in these experiences to implement in their classrooms. This article discusses the impact field trips and accompanying professional development activities had on teachers’ ability to create problems that provide students with opportunities to engage in meaningful mathematics.

Implementation of Non-Pharmaceutical Interventions by New York City Public Schools to Prevent 2009 Influenza A

IntroductionChildren are important transmitters of influenza in the community and a number of non-pharmaceutical interventions (NPIs), including hand washing and use of hand sanitizer, have been recommended to mitigate the transmission of influenza, but limited information is available regarding schools' ability to implement these NPIs during an influenza outbreak. We evaluated implementation of NPIs during fall 2009 in response to H1N1 pandemic influenza (pH1N1) by New York City (NYC) public schools.MethodsFrom January 25 through February 9, 2010, an online survey was sent to all the 1,632 NYC public schools and principals were asked to participate in the survey or to designate a school nurse or other school official with knowledge of school policies and characteristics to do so.ResultsOf 1,633 schools, 376(23%) accessed and completed the survey. Nearly all respondents (99%) implemented at least two NPIs. Schools that had a Flu Response Team (FRT) as a part of school emergency preparedness plan were more likely to implement the NPI guidelines recommended by NYC public health officials than schools that did not have a FRT. Designation of a room for isolating ill students, for example, was more common in schools with a FRT (72%) than those without (53%) (p<0.001).ConclusionsImplementing an NPI program in a large school system to mitigate the effects of an influenza outbreak is feasible, but there is potential need for additional resources in some schools to increase capacity and adherence to all recommendations. Public health influenza-preparedness plans should include school preparedness planning and FRTs.

BALTIMORE CITY SCHOOLS USE MICROCOMPUTERS TO TEACH WRITING

Many school systems in the U.S. are attempting to use limited resources effectively. In a large urban school system, the problem is compounded by a large number of students and a steadily declining budget. Despite this reality, school systems are continuing to find creative ways to use computers and other technological advances to raise the achievement level of their students. Several innovative programs in the Baltimore City Public Schools are described in this article. A joint project with a local college, a federally funded project for disadvantaged pupils, a partnership with a national organization, and a joint venture with the Maryland State Department of Education, all involving the use of computers, are described. These projects suggest that there is a distinct advantage in using computers to teach students to write better. In the case of the severe problem writer, word processing may be the preferable way to help them in a school setting.

Remove, rehabilitate, return? The use and effectiveness of behaviour schools in New South Wales, Australia

Research indicates that enrolments in separate special educational settings for students with disruptive behaviour have increased in a number of educational jurisdictions internationally. Recent analysis of school enrolment data has identified a similar increase in the New South Wales (NSW) government school sector; however, questions have been raised as to their use and effectiveness. To situate the NSW experiment with behaviour schools in a broader context, the paper begins with a review of the international research literature. This is followed by a discussion of the NSW experience with the aim of identifying parallels and gaps in the research. The paper concludes by outlining important questions and directions for research to better understand and improve the educational experiences and outcomes of disruptive disaffected students in Australia’s largest school system.

A Study of Preservice Educators’ Dispositions to Change Behavior Management Strategies

Student behavior problems contribute to poor academic achievement and poor teacher retention. This study investigated preservice teachers’ dispositions to implement positive and proactive strategies for managing behavior in the general education elementary urban classroom. The author interviewed 19 preservice teachers in a large urban school system in the Southeast. Qualitative methods were used to analyze data from interviews and preservice teacher supervisors’ observation reports. Findings indicate that participants planned and used rules and routines for general classroom management but relied on reactive strategies for problem behavior. They did not demonstrate a disposition to alter classroom management strategies to prevent behavior problems. Reliance on reactive or negative strategies for behavior management can increase problem behavior and decrease academic achievement. Positive and proactive strategies are suggested.

Intentions And Feedback From Participants In A Leadership Training Program

The shortage of school leaders has led several universities to offer training programs to increase the number of qualified and certified individuals prepared to assume future leadership positions in public schools, such as assistant principals and principals. The purpose of this study was to develop, deliver and evaluate a participatory leadership training program so that more qualified individuals would take positions as leaders in the public schools. Armed with data regarding the shortage of leaders being ready to assume leadership positions in schools, a proposal was written and approved for the leadership training program that was established through grant support funding for a small university on the east coast of the United States of America. This study took place in a small suburban university with a student population of less than ten thousand students. The training university collaborated with a large county school system with which it has had partnership programs for more than 15 years. Working in collaboration with the county school system, 16 individuals were chosen in spring 2008 to participant in an educational leadership training program for 18 months. The program ended in spring 2010. The financial aspect of the leadership training program was sponsored by a federal agency. The leadership training program met its objectives satisfactorily. The 15 program participants met the states standards for certification as LeveI I, School Administrators (as assistant principals). This also suggests that the leadership training program adequately prepared participants to assume the roles of school leaders. However, there were areas that needed improvement based on feedback from the participants.

The High School Literacy Coach: Searching for an Identity

This case study examined the role of one high school literacy coach as she engaged in her daily work in a large high school in the Midwest. Over a period of six weeks, interviews and observations were conducted, and artifacts were collected to develop an indepth understanding of the evolving role of the secondary literacy coach. The findings revealed the challenges of the role as carried out within the complex setting of a large school system. Major themes identified include a lack of clarity in the definition and responsibilities of a literacy coach, the importance of features that distinguish high school literacy coaching from elementary models, the role of the administrator in high school coaching initiatives, and the instructional role of the literacy coach.