Public School District Research Articles

Theories into Practice: Building Youth Resilience through School-Community-University Partnerships

This paper describes the theoretical grounding of the Pontiac Resilience Project, a subproject of an established community-university partnership. The goal of the Pontiac Resilience Project is to reduce the toxic impact of trauma and Adverse Childhood Experiences (ACEs); support children’s healthy development; and create a healing resilient community of Pontiac. Our work critically examines the intersectionality of ACEs and childhood trauma as rooted in systemic inequities and historical racism. Grounded in critical ecological perspectives, we outline the praxis and pedagogy underlying our youth efforts of the Pontiac Resilience Project, conducted in partnership with a public school district, to inform and mobilize youths. Through a relationship-based participatory approach, youths, ages 15-18, are empowered as community change agents.

Assistive Technology Integration for Students with Speech and Language Impairments: A Mixed Methods Study

This study examines a large urban public school (UPS) district in the Midwest USA that has faced bankruptcy, state takeover of public education, and financial scams. As a result, UPS's capacity to integrate assistive technologies (AT) has been limited and is declining. This study investigates the UPS teachers' technological pedagogical content knowledge (TPACK) and how the UPS teachers integrate AT for students with speech and language impairments (SLI). This article details the UPS special education and general education teachers' TPACK across grade levels, content, and classroom settings. This article reports the UPS teachers' current integration of AT, instructional practices, implementation, and experiences integrating AT in the classroom for students with SLI. 94 UPS teachers participated in the online survey. The study found no significant differences in the UPS teachers' TPACK across classroom settings or grade levels. Results show no significant differences between the UPS teachers' TPACK in mathematics, social studies, science, or literacy content knowledge. The study revealed that UPS teachers utilize various AT tools, from basic tools like [calculators, audio/video recording devices, and voice amplifiers] to more advanced tools like [iPads, SmartBoards, and computers], for diagnostic, formative, and summative assessments. Results indicate that the UPS teachers utilize similar instructional methods across content and express mostly positive experiences integrating AT for SLI students.

Dynamic Changes Toward Reflective Practice: Documented Shifts in Speech-Language Pathologists' Evaluation Practices.

This qualitative study explored the experiences of speech-language pathologists (SLPs) in professional learning communities (PLCs) during a year-long virtual professional development (PD) opportunity using an implementation science (IS) framework in an urban public school district for dynamic assessment (DA) training. The DA presented in the PD was modified based on ongoing discussions with key stakeholders in the district, so that it could be reasonably implemented in clinical practice while preserving the integrity of the DA's purpose. SLPs in an urban district were trained virtually using DA over the course of the school year. PD topics focused on decreasing bias and incorporating evidence-based practice into SLP approaches to speech-language evaluations. The SLPs underwent three training sessions and three separate PLC sessions. The SLPs were assigned a series of case studies to complement PLC sessions. An IS framework informed each step of the PD and PLCs to ensure applicability and integration of the content. Of the 366 SLPs working in the district, 209 consented and filled out two questionnaires and three exit slips to gather information on their experiences with the DAs and PLC models. SLPs reported new insights into their practice, including changes in assessment practices, awareness of bias in assessment practices, and increased confidence in working with families during the evaluation process. Two additional themes emerged: increased collaboration and enhanced group problem-solving skills when working with peers in PLC groups, and expanded proficiencies and heightened skills when applying DA practices to evaluations. The two challenges faced by SLPs included time constraints and confidence in the mastery of DA. This study offers an approach to shifting evaluation practices in large districts to incorporate more evidence-based approaches.

Implementation of Early Language, Literacy and Numeracy (ELLN) Program: Through the Lens of the Supervisors

The qualitative – case study aimed to unveil the supportive leadership practices of supervisors in the implementation of Early Language, Literacy, and Numeracy (ELLN) in terms of fostering learner-centered pedagogical practices; providing conducive learning environment; ensuring a balanced curriculum; capacity building; fostering multi-cultural awareness; and building connections, anchored on DepEd vision, mission and core values. There were five (5) supervisors who participated in the study. Of the five (5), three (3) were Education Program Supervisors and two (2) were Public Schools District Supervisors. As to the supportive leadership of supervisors in terms of fostering learner-centered pedagogical practices, four (4) themes emerged: advocating developmentally appropriate techniques; conducting trainings; doing monitoring and evaluation; and encouraging coaching and mentoring. As to providing conducive learning environment, two (2) themes emerged: providing instructional materials; and ensuring an enabling environment. In terms of ensuring a balanced curriculum, two (2) themes emerged: adhering to standards; and contextualizing the curriculum. As to capacity building, one (1) theme emerged, which was conducting professional development activities. In terms of fostering multi-cultural awareness, one (1) theme emerged, which was promoting inclusive education. In terms of building connections, one (1) theme emerged, which was advocating stakeholder engagement. The DepEd vision, mission and core values served as guide to the supervisors.

Exploring reciprocal links between early adolescent coping and internalizing symptoms.

The rising prevalence of depression and anxiety among adolescents is a public health concern. Early adolescence is a key developmental period to reduce risks for internalizing symptoms through primary prevention programs, yet additional research is needed on modifiable factors, such as coping skills, to target to mitigate risk factors. Therefore, we investigated the reciprocal link between coping style and internalizing symptoms among a racially/ethnically diverse sample of early adolescents (n = 1273) from 12 middle schools over 1 year. We leveraged a longitudinal data set of a cluster, randomized trial of a preventive intervention from 12 middle schools in a large public-school district in the United States to test our hypotheses using multilevel modeling. The sample was 49% female and racially/ethnically diverse (39% Hispanic/Latinx, 23% Black/African American, 12% Asian or Pacific Islander, 11% other, 9% White, and 5% multiracial). Participants (ages 12-14) completed a baseline questionnaire in 7th grade (Spring 2018) and a 1-year follow-up questionnaire in 8th grade (Spring 2019). Depressive and anxious symptoms affected levels of active and avoidant coping skill use over the 1-year period of the study, indicating that symptoms can be an impetus for maladaptive coping. We also identified bidirectional links between active coping and depression in addition to avoidant coping and anxiety. Our findings have implications for augmenting coping psychoeducation within prevention programs to reduce internalizing symptoms among early adolescents and for future longitudinal and qualitative research exploring how coping skills reduce risks for internalizing symptoms throughout adolescence and into early adulthood.

Balancing the scale: Investigating the effect of frontloading and backloading salary structures on teacher turnover

This study investigates the impact of frontloading salary structures (higher early-career salaries) on teacher turnover using data from South Carolina public school districts in the U.S. from FY2014- FY2023. Employing a Difference-in-Differences (DID) model, the analysis reveals that frontloading salary schedules is associated with lower turnover among novice teachers but have a less pronounced effect on seasoned educators. The study highlights that the impact of frontloading varies by district demographics and teacher qualifications. Results indicate that higher experience premiums for early-career teachers can increase turnover when compared to mid-career premiums, suggesting a need for balanced salary structures, targeted financial incentives.

Sharing Stories Versus Explaining Facts: Comparing African American Children's Microstructure Performance Across Fictional Narrative, Informational, and Procedural Discourse.

Both fictional oral narrative and expository oral discourse skills are critical language competencies that support children's academic success. Few studies, however, have examined African American children's microstructure performance across these genres. To address this gap in the literature, the study compared African American children's microstructure productivity and complexity across three discourse contexts: fictional narratives, informational discourse, and procedural discourse. The study also examined whether there were age-related differences in microstructure performance by discourse type. Participants were 130 typically developing African American children, aged 59-95 months old, enrolled in kindergarten through second grades in a Midwestern U.S. public school district. Wordless children's books were used to elicit fictional narratives, informational, and procedural discourse. Indicators of microstructure performance included measures of productivity (i.e., number of total words and number of different words) and complexity (i.e., mean length of communication unit and complex syntax rate). The effects of genre and age on microstructure performance were assessed using linear mixed-effects regression models. Children produced longer discourse and used a greater diversity of words for their fictional stories compared to their informational or procedural discourse. Grammatical complexity was greater for fictional narratives and procedural discourse than informational discourse. Results showed greater productivity and complexity among older children compared to younger children, particularly for fictional and informational discourse. African American children exhibit variation in their microstructure performance by discourse context and age. Understanding this variation is key to providing African American children with support to maximize their oral language competencies.

The Role of a School-Community Partnership in Enhancing Inclusive Special Education within a School District

ABSTRACT This study examined the role of a school-community partnership in enhancing special education within a public school district. Specifically, it sought to understand both the influences on and the influences of the school-community partnership. Factors considered by the partnership included research, data, expertise, resource constraints, and lived experiences. The partnership’s influence included changes in classroom practices and professional development, as well as increased knowledge about inclusive special education and families’ goodwill toward the school district. Though the partnership did not have a district-level policy influence on special education, it did have a demonstrable influence in localized yet impactful ways.

School mask policies and SARS-CoV-2 seroprevalence among school-age children-United States, September to December 2021.

During the U.S. Fall 2021 school semester, the estimated proportion of previously uninfected school-aged children who experienced a first infection with SARS-CoV-2 was lower in areas where public school district policies required masks for all staff and students compared with areas where the school districts had no mask requirements. Because children are more likely than adults to experience asymptomatic or mild SARS-CoV-2 infections, the presence of infection-induced antibodies is a more accurate measure of infection history than clinical testing. The proportion of children with these antibodies (i.e., seroprevalence) can improve our understanding of SARS-CoV-2 by detecting more infections and eliminating potential bias due to local testing and reporting practices. Enhanced robustness of surveillance for respiratory infections in children, including records of mitigation policies in communities and schools, as well as seroprevalence data, would establish a better evidence base for policy decisions and response measures during future respiratory outbreaks.

Toward Equity and Transparency: A Content Analysis of Florida Elementary Acceleration Policies

In 2012, Florida adopted the Academically Challenging Curriculum to Enhance Learning (ACCEL) statute establishing minimum requirements for local education agencies to provide access to accelerated learning options for eligible K–12 public school students. This study examined Florida public school district acceleration policies for elementary students one decade after the enactment of the statute. We analyzed Student Progression Plans, school board policies, and district websites to explore the status of acceleration policy in the state, compare the accessibility of acceleration information across districts, and identify policy elements that support equity and those that create potential barriers for elementary students with advanced learning needs who could benefit from acceleration. The findings of this study indicated several areas for improvement, including the accessibility of acceleration information, the service options available to K–5 students, the protocols districts use, criteria for decision-making, and the implementation of acceleration. In addition, we discuss implications for school districts developing or revising acceleration policies and several avenues for future research. The preregistration and open-access materials for this study are available at https://osf.io/yc3xd/ .

Adult immigrant students’ identity positioning and english-only ideologies in the US: a quantCrit case study

This QuantCrit case study examines how adult emergent multilingual language learners (EMLLs) attending English language skills classes at a public school district in the US construct their linguistic identities in response to English-only ideologies. The small sample size was limited to adults enrolled in the program (n = 19), as this study is intended to be duplicated in different spaces to account for multilingual and cultural diversity. The study asks the question, how do adult EMLLs attending an English class position themselves and their perceived English fluency? To answer this question, participants completed a mixed-methods survey that addresses demographics, languages, perception of one’s own language ability, and perception of what others think about one’s language abilities. The findings were analyzed through the lens of Darvin and Norton’s (2015) Model of Identity Investment that considers identity, ideology, and capital and the raciolinguistics perspective (Flores and Rosa 2015). The results indicate that there is a significant relationship between English-only ideologies and participants’ constructed linguistic identities and reveal a troubled relationship between the way participants position themselves against the deficit-oriented perceptions of English-only speaking Americans. Overall, the results emphasize the importance of centering adult EMLLs’ linguistic and cultural transnational assets in designing curricula, policy, and research.

From the field to the classroom: Exploring instructors’ motivation and the teacher identity in dual credit career and technical education programs

AbstractCompared to other educators, career and technical education (CTE) instructors often possess significant industry knowledge but limited pedagogical skills. Some may define their jobs as role models or trainers for the next generation of professionals, rather than teachers. In this case study, we interviewed 12 CTE dual credit instructors at a CTE center offering CTE dual credit programs to all eligible high school students within an urban public school district located in the southeastern United States. Specifically, this study explored CTE instructors’ educational and professional trajectories, motivations to teach, and identification as teachers. We sought to understand how previous work experiences and other social contexts influenced the teacher identity of CTE dual credit instructors at The Center. Findings about teacher preparation and teacher identity can generate practical recommendations for recruiting and retaining highly competent instructors for CTE dual credit programs.

A Comparative Study of Middle School’s Ethical Climate in Indonesia

This study aims to: (1) describe the level of ethical climate at middle schools, (2) compare the ethical climate at public schools based on teacher-student analysis, public school-private school analysis and district level analysis, and (3) explore findings to gain an intensive understanding of issues within the ethical climate realm at middle schools. Using a mixed-method approach with both quantitative and qualitative components, the research involved 360 participants across four schools (288 students and 72 teachers). Proportional stratified random sampling and a modified questionnaire based on Schulte’s instruments were used for collecting data during the quantitative phase. During the qualitative phase, the data were gathered through focused group discussions (FGDs), involving 20 teachers and 4 school principals. The results showed that the level of ethical climate at middle schools in the region was high at an average score of 3.285 out of 4 (82.125%). Notably, there were discrepancies between teacher and student perspectives. The study confirmed that the perceptions were significantly different between teachers and students and among the four schools. However, no discernible disparity in the ethical climate was found between public and private schools. In the qualitative phase, the study highlighted the imperative of discouraging negative behaviors, specifically teenage delinquency and bullying. Socioeconomic disparities were barriers to student interaction, prompting the recommendation for schools to intensify character building for consistent positive behavior. The promotion of honesty was particularly emphasized to mitigate cheating and bullying.

Facilitators and Barriers to Implementing a Comprehensive Sexual Health Education Policy in Chicago Public Schools.

In 2013, the Chicago Public Schools (CPS) district passed a policy requiring schools to deliver comprehensive sexual health education (SHE) to all K-12th grade students. A performance improvement case study was conducted in the 2019-2020 school year to evaluate the implementation of the policy and identify lessons learned to support implementation in schools. Key informant interviews were conducted with 11 school principals and 29 teachers to discuss SHE implementation at their school. Interviews were recorded, transcribed, and analyzed to assess school and classroom factors that affect implementation. Themes that cut across these factors were then identified and summarized by 2 evaluators. The following themes were identified across key informant interviews: (a) principal prioritization of SHE helps ensure SHE is implemented, (b) the expansion of school and teacher capacity facilitates SHE implementation, and (c) the creation of accountability mechanisms in classrooms and schools fosters adherence to SHE policy. Principals play a crucial role in building capacity to deliver SHE and ensuring SHE accountability mechanisms are implemented in their school. CPS is using these findings to adjust technical assistance and resources provided to principals and SHE instructors.

Small government takeover: The politics of public-school board dissolution and the impact on student achievement

ABSTRACT State takeovers of public-school districts are a controversial method to help fix struggling schools across the United States. This article considers the reasons behind takeovers, their effects on schools and communities, and both the positive and negative aspects of state involvement. We examine various state laws and specific examples from 3 Texas public school districts to understand how takeovers influence school performance, community participation, and district operations. Additionally, we consider the role of factors like socioeconomic conditions and political climate in determining the success of state interventions. Our goal is to contribute to the ongoing conversation about whether state takeovers are an effective solution for the complex challenges facing underperforming schools and school districts. To that end, we conclude by offering recommendations for future policy development and implementation.

RECASTing racial coping stress in school: Self-efficacy as buffer for adolescent agency.

The consequences of racism and racial stress on the academic and social well-being of adolescents are profound and well-documented. However, our understanding of how adolescents navigate racial stress and develop the agency to address discriminatory encounters, particularly in settings where educators struggle to intervene with microaggressions, remains limited. Research into the development of racial coping self-efficacy (RCSE) and coping skills has shown promise in enhancing the overall well-being of youth. In this study, we employ racial encounter coping appraisal and socialization theory (RECAST) to investigate the relationships among key school-based factors that influence how students cope with racial challenges. Specifically, we examine the role of RCSE, agency, stress, vigilance, and sense of belonging in the school environment for students. Participants included 645 high school students from a diverse public school district who completed an online survey during a single class period. Analyses examined the mediating and moderating effects of RCSE, racial coping stress (RCS), and racial vigilance on agency. RCSE reduced the negative influence of RCS on student racial agency in resolving racial conflicts with teachers and peers, particularly for Latinx students. Implications for advancing RECAST-based interventions to help adolescents develop the agency to problem solve traumatic racial events in schools are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Utah

Many changes to education were made this past year in the state of Utah. Priorities involved early literacy programs, increasing teacher salaries, increasing opportunities for school choice, and the elimination of school grades. Higher education is set to undergo a major reconstruction this upcoming year. FY2024 is set for a 10.18% increase to the Minimum School Program (MSP), which is the primary funding source for public school districts and charter schools.

Evaluating Pedagogical Practices in Science Classrooms: A Randomized Controlled Trial Study on Teacher Virtual Professional Development with Virtual Mentoring and Coaching

In this randomized control study, we evaluated science teachers’ pedagogical practices via classroom observations following ongoing, intensive, and structured instructional support sessions. These sessions included virtual professional development (VPD) and virtual mentoring and coaching (VMC) that accompanied a literacy-infused science curriculum. Using a low-inference observational instrument, we explored the direct impact of VPD and VMC on fifth-grade science teachers’ observed time allocation in a randomized controlled trial (RCT) validation study. The observations were collected three times during science instruction from 121 teachers in 68 schools from 35 public school districts in the U.S. state of Texas, during the 2017-2018 school year. Preliminary findings revealed pedagogical differences in time allocation among teachers between treatment and control classrooms. We identified improved instructional practices within treatment classrooms, which suggests the intervention had a positive effect by enhancing the quality of pedagogy as well as the content-area instruction in science.

Toxic finance: underinvestment in Philadelphia’s school buildings, 1993–2021

ABSTRACT Public school districts in the United States borrow over a trillion dollars for their facilities each year from the municipal bond market, yet more than half of these school buildings need significant repair. In this paper, we examine the relationship between a single school district infamous for its infrastructure needs, the School District of Philadelphia (SDP), and municipal bond market lending practices. Using a critical school finance framework, we ask what role municipal market lending has played in the SDP’s toxic schools. After a review of relevant literatures, we calculate the efficiency of SDP’s bond revenues and expenditures between 1993-2021. We find that for every dollar the municipal bond market lent the district for capital expenditure, the SDP could only spend 43 cents. Discussing the historical and policy context of this finding, we argue that Philadelphia’s schools are toxic because their financing has been toxic.

DISTRIBUTED LEADERSHIP, READINESS FOR CHANGE, AND RESILIENCY OF ELEMENTARY SCHOOL HEADS IN A DIVISION: BASIS FOR CAPACITY ENHANCEMENT PLAN

For educational quality and equity to rise, effective school leadership is necessary. This research assessed and analyzed the distributed leadership, readiness for change, and resiliency of Elementary School Heads in the Division of Zambales. A quantitative descriptive survey research design was employed with 57 Elementary School Heads as participants. The 7 Public Schools District Supervisors assessed their school heads to verify and validate the survey results. Based on the findings generated, the responses of the school heads and the ratings given to them by the PSDS are equal. Significant variations exist in the distributed leadership, readiness for change, and leadership resilience of elementary school heads when grouped according to age, position, highest educational attainment, and number of relevant training attended. There is a significantly high positive correlation between the elementary school heads' readiness for change and leadership resilience and a significantly moderate correlation between distributed leadership and readiness for change and between distributed leadership and leadership resilience. The Capacity Enhancement Plan is anchored on providing sufficient resources to make meaningful contributions to the school, and expanding the capacity of schools to provide professional learning and development programs to teachers relevant to leadership roles.