School District Research Articles

Teacher Mental Health and District Employee Support in Rural Communities: A Sequential Exploratory Mixed Methods Study

Although existing research explores the need for mental health for students in P-12 schools, scholarship regarding mental health needs and support for teachers is lacking, particularly in rural contexts. This study used sequential exploratory mixed methods to explore mental health needs and support in school districts in a predominantly rural state. Analysis included qualitative survey data from P-12 teachers in school districts about how teaching impacts mental health, and a quantitative analysis of employee assistance programs in participant school districts. Findings demonstrated teachers struggling with mental health, and a lack of employee support available. Implications and exploration of district policy are discussed.

The Floor Is (Y)Ours: Auxiliary Staff Voices Their Persona

ABSTRACTThe current study investigated the perspectives of auxiliary staff regarding their profession. This study used a holistic multiple‐case study design and a qualitative research method. The sample consisted of 45 auxiliary staff who worked in various K12 public schools in the central districts of a city in Turkey and voluntarily participated in the study. The study's participants, which was designed using a case study design, consisted of 45 auxiliary staff working in 11 K12 public schools in the central districts of a province in Turkey who voluntarily participated in the study. A maximum variation sampling strategy, a purposeful sampling technique, was employed for sample selection. Semi‐structured interviews were conducted with each participant to gather data for this study. An inductive content analysis method was used to analyze the collected data, and the findings were interpreted accordingly. The results revealed that auxiliary staff perform multiple roles, such as sanitation, kitchen duties, environmental monitoring, administrative tasks, and technical work. Moreover, the auxiliary staff perceived that their various roles contributed to the overall well‐being of the school community in schools.

District enters into resolution agreement

Case name: The School District of Osceola County, No. 04‐23‐1468 (OCR 11/06/23).

Centralization and Long-Term System Performance: Evidence From State Takeovers of School Districts

Does centralization affect the performance of public institutions in the long run? Can states more successfully improve struggling bureaucracies than local governments? This paper explores these questions in the context of educational governance with a focus on state takeovers of school districts in the U.S.—a shift away from the traditional school board governance arrangement toward more centralized decision-making at the state level. In recent decades, takeovers have become a more common policy response to perceived low performance of public school systems. This paper extends an earlier study on the topic to examine the longer-run effects of this form of political centralization on system performance. Using a nationwide sample and up-to-date event study methods, the paper finds no evidence that takeovers of districts between 2010 and 2018 generated improvements in student reading and math performance, up to nearly a decade after takeover occurred. Takeovers lasting a greater number of years are not associated with differential impacts. Findings are not driven by compositional changes in student populations or bias due to variation in treatment timing. This form of political centralization from local to state levels therefore does not appear to be a consistent tool for improving the performance of public institutions.

Culturally Responsive Teaching (CRt) and Critical Race Theory (CRT): When Is CRt not CRT?

Florida’s Banyan School District attempts to implement culturally responsive teaching (CRt) in the midst of critical race theory (CRT) challenges. This case illustrates how negotiations among the superintendent and stakeholders are multifaceted and fraught with the dynamics of political pressures, funding issues, personal beliefs, professional goals, and students’ preferences. When given the opportunity to listen and respond to the requests of students of color and their families while implementing new state policies, what factors influence educators’ abilities to serve all stakeholders well? This case explores CRt and CRT as frames for educators to use as they reflect on personal and systemic beliefs and practices at their school site.

A Taxometric Analysis and External Validation of the Latent Structure of Student Risks and Needs.

The present study applied taxometric analyses to the Washington Assessment of Risks and Needs of Students (WARNS)-an instrument designed to assess multiple domains of functioning related to justice system involvement arising from school disengagement-a trajectory referred to as the school to prison pipeline. Previous taxometric studies of constructs related to juvenile justice system involvement found dimensional rather than taxonic (dichotomous) latent structures. Participants were 5008 students from 89 Washington school districts who completed the WARNS as part of standard educational practices. The results were uniformly consistent with a dimensional latent structure. Also supporting a dimensional latent structure, dichotomized WARNS scores were significantly less strongly associated with student arrests, school suspensions, and school skip days than continuous WARNS scores. These findings support the dimensionality of risk and needs and have implications for assessments undertaken to improve school and social outcomes for at-risk youth.

Perceptions of principals and district officials regarding how the school district supports principals’ instructional leadership

The 21st century places significant demands on our educational system. It is an opportune time to re-imagine the mission, operations, and skills expected of school district offices. The focus of this study was on the school district’s role in strengthening principals’ instructional leadership capacity for improving educational outcomes. Using a case study design, interviews were conducted with 10 principals and 14 district officials in one school district. The findings showed that district officials placed instructional leadership at the core of their role in their interactions with principals. They continued to monitor curriculum delivery and provided reports but also assumed a mentoring approach in working with principals. The study further highlighted that principals did not always implement recommendations to improve instruction at schools as they felt overwhelmed by work demands. Principals expressed the need for professional development tailored to their instructional leadership roles and on-site workshops. The findings indicate that there is aneed for greater communication between principals and district officials where principals can openly deliberate issues related to instructional leadership confronting their schools with a view to problem solving. Moreover, district officials could enable the sharing of best instructional practices among schools.

The Effect of Project-Based Learning Model and Independence on Creative Thinking Skills

The effect of Project Based Learning (PjBL) model and learning independence, on creative thinking skills in the material of multiplication and division of whole numbers. This study aims 1) to determine the effect of the PjBL model on creative thinking skills of grade V elementary schools in Bantul district; 2) to determine the effect of learning independence on creative thinking skills of grade V elementary schools in Bantul district, (3) to determine the interaction effect of PjBL and learning independence on creative thinking skills in Bogor district. The research method used was experimental. Data analysis using Analysis of Variance (ANOVA). From the results of the research analysis concluded 1 There is a significant effect of PjBL model on creative thinking skills of fifth grade elementary school in Bantul district. This is evidenced by the acquisition of Sig = 0.008 < 0.05 and Fcount = 8.517. (2) There is a significant effect of learning independence on creative thinking skills of fifth grade elementary school in Bantul regency. This is evidenced by the acquisition of Sig value = 0.000 < 0.05 and Fcount = 36.057. (3) There is a significant interaction effect of PjBL model and learning independence on creative thinking skills of fifth grade elementary school in Bantul district. This is evidenced by the acquisition of Sig value = 0.032 < 0.05 and Fcount = 5.864. The improvement of mathematics learning outcomes has an important learning independence in the learning process. The conclusion of this research is that the PjBL model provides opportunities for students to explore activities and learning independence.

Integrating Bima's Traditional Expressions in the Education of Social Ethics and Norms

Objective: The objective of this study is to incorporate Bima cultural expressions in ethical education and social standards. Theoretical Framework: Bima's oral tradition, especially in the form of traditional expressions, reflects a rich and diverse cultural heritage. These expressions contain educational, religious, moral, and social values that are passed down from generation to generation The integration of these traditional expressions into school education can be an effective strategy to teach ethics and social norms to students. Despite this considerable potential, however, the integration of the traditions in question into the formal curriculum is still minimal Method: This research uses a qualitative approach with a case study method, which was chosen to understand the integration of oral traditions through traditional expressions in ethics and social norms education in schools in Bima district, West Nusa Tenggara. The research participants consisted of high school teachers and students who were purposively selected based on the relevance of their knowledge related to this research topic. Data were collected through participatory observation, in-depth interviews, and documentation, focusing on the use of Bima traditional expressions in the learning process. Data analysis was conducted thematically, including coding, categorisation, and interpretation of findings, as well as triangulation to ensure the validity and reliability of the research results Results and Discussion: Based on the data obtained and analysed, it was found that; 1) Teachers integrate traditional expressions to provide students with an understanding of the importance of perseverance, responsibility, and the relationship between knowledge and behaviour. 2) Traditional expressions are used to give moral advice to students. 3) Teachers consistently use traditional expressions to instil ethics and social norms to students. Although not all students respond directly, the use of these expressions helps students understand the importance of ethical behaviour in everyday life. 4) The integration of Bima oral tradition in education helps preserve local culture amidst globalisations. Research Implications: This research enhances the literature on oral tradition in education, particularly in Bima, by developing a new framework for integrating it into formal education. It can also guide the development of a more inclusive, culture-based local curriculum, enhancing the learning environment and providing recommendations for education policy makers.

Technological Due Process: Review, Optimization, and Prospects

The Houston Independent School District case has revealed the challenges of transparency, impartiality, and human review mechanisms that automated administrative systems face in practice. The case shows that the automated administrative system needs to solve the problems of insufficient transparency and impartiality challenges while enhancing efficiency. At the theoretical level, the connotation of technical due process is further enriched in order to effectively respond to the complex and realistic needs. At the practical level, automated administrative systems with scenarios are constantly applied. In the face of the generalization of technical due process, we need to be alert to potential technical bugs and legal risks. In order to ensure the healthy development of the automated administrative system, it is necessary to pay attention to system updating and continuous optimization in the future, and introduce new technologies to improve the performance. At the same time, establish a sound error correction and human intervention mechanism to ensure that the automated system can be corrected quickly in the event of an error, and to strengthen the timeliness and effectiveness of human intervention. In addition, improving the transparency and fairness of the system, and perfecting manual intervention and decision support tools are also important directions for future development. The research will provide a reference for the optimization and improvement of automated administrative systems.

Slowing the Churn: What’s Really Behind Superintendent Turnover in Ellington City School District?

This case describes the atypically high churn rate of superintendents in Ellington City School District from 2011 to 2022. The case explores the tenures and controversies of four superintendents: Norris, Larkin, Martinez, and Hall (all pseudonyms). Detailing allegations of employee mistreatment, racism, sexism, and school board secrecy, this case raises several questions: How does a superintendent or school board address racial tension in a school district? What factors hinder superintendents from leading effectively? What is the role of the school board, and how are board members held accountable for their actions?

Impacts of fiscal stress labels on student achievement and achievement gaps

AbstractThis paper considers the effects of Ohio fiscal stress labels on student achievement and achievement gaps. We estimate data on math and English Language Arts achievement and achievement gaps in school districts from 2009 to 2018. Two‐way fixed effects estimates indicate that student achievement declines by between 0.038 and 0.048 standard deviations when their schools receive a fiscal stress label designation, although these effects become insignificant when using stacked differences‐in‐differences. We find that fiscal stress label receipt leads to a statistically significant closing of the White–Black achievement gap, but find more negligible changes in the achievement gaps across gender and socioeconomic groups.

Developing an achievement test on length measurement

In this study, it was aimed to explain the development process of the achievement test related to the subject of measuring length in the 2nd grade mathematics course. Within the scope of the study, in line with the 2018 Primary School Mathematics Curriculum, the list of achievements related to the subject of measuring length in the second-grade mathematics course was determined and a specification table was created according to the achievements. In line with this table, 25 multiple-choice trial items were created. The items were placed in the test in accordance with the level of difficulty and face validity of the test after receiving expert opinion. A period of 30 minutes was determined for the implementation of the test. The test was applied one-to-one with the think aloud technique to 5 students who had studied the subject of length measurement in the 3rd grade. According to the results obtained in the applications, necessary arrangements were made on the points that were not understood in the items. For the application of the test, 211 students studying in the central primary schools in Efeler district of Aydın province in the second semester of 2021-2022 academic year were determined by random sampling method. The results of the test were analyzed by TAP test analysis program and Tetrachoric Factor analysis. Twenty-two items with an item discrimination index of 0.40 and above were included in the test. However, as a result of the tetrachoric factor analysis, 2 more items were removed from the test due to the fact that the items' Measure of Sampling Adequacy (MSA): value and item loadings were below the expected value. Thus, a final test consisting of 20 multiple-choice items was created to be used in the study. As a result of the reliability analysis of the test, the KR 20 value was found to be 0.85. The answer time of the test was determined as 25 minutes. It was revealed that the test is a valid and reliable test that can determine the achievement of 2nd grade students on the subject of length measurement.

Connecting young people to Country through marine turtle conservation: exploring three case studies in Western Australia’s Pilbara region

The world’s oceans are confronting many challenges, which are affecting threatened species such as marine turtles. To address these challenges, it is imperative that pro-environmental behaviors are cultivated in the wider community, and young people are provided opportunities to overcome socio-economic and geographical barriers to meaningfully experience nature. In the Pilbara region of Western Australia, Aboriginal Traditional Custodians share a deep connection and caring relationship with Country. Collaboration and partnership between Traditional Custodians and conservation programs are essential for empowering Aboriginal young people as future conservation leaders and to achieve long-term conservation goals. Western Australia’s Department of Biodiversity, Conservation and Attractions, a government department, has been working with schools and community organisations across the Pilbara to support access to remote Sea Country and marine turtle conservation experiences for Aboriginal young people. By examining three case studies demonstrating the collaboration among the North West Shelf Flatback Turtle Conservation Program, West Pilbara Turtle Program, Waalitj Foundation, Onslow School and Roebourne District High School, this article explores the importance of building partnerships, providing additional on-Country opportunities for young people, and enabling future pathways for the longevity of long-term conservation programs and the health of the environment and communities.

Assessing School Managers Occupational Stress and Coping Strategies: Their Influence on Managerial Competence

Occupational stress is a pervasive concern across various professions, significantly impacting individuals' well-being and job performance. In the educational sector, school managers, including principals, head teachers, and teachers-in-charge, face unique challenges that contribute to high levels of stress and lead to unfavorable working conditions and significant occupational stress. The study aimed to examine the level of occupational stress experienced by school managers in Guiuan, Eastern Samar, identify their coping strategies, and assess how these factors influence their managerial competence. A purposive sampling technique was used to select participants who could provide the most relevant information for the study's objectives. It employed a descriptive correlational survey design to assess the relationship between occupational stress, coping strategies, and managerial competence among school managers in Guiuan. The respondents include 48 school managers from three school districts within Guiuan. Findings revealed that school managers in Guiuan experience high levels of occupational stress due to factors such as poor working environments, curriculum implementation challenges, and economic issues. Effective coping strategies identified include delegation of duties, developing close staff relationships, and practicing good time management. Furthermore, a significant majority of school managers demonstrate outstanding managerial competence, indicating strong leadership abilities despite the high levels of stress. It concluded that while school managers in Guiuan face significant occupational stress, they employ commendable coping strategies and exhibit high levels of managerial competence. The importance of addressing occupational stress and supporting school managers in Guiuan, Eastern Samar, through targeted interventions and policies aimed at enhancing their coping strategies and managerial competence.

School-Based Health Care: An Overview.

The school building provides a unique opportunity to prevent, identify, and treat illness in children. School staff must be prepared to care for children with acute and chronic health care needs and pediatricians should be aware of the health resources available in local schools for their patients. This article provides an overview of multiple school-based health topics including the roles of various school health professionals, medication administration in the school setting, the legal protections around health information, school-based health centers, and the rise of telehealth. Most importantly, this article reminds providers that school-based health resources are all unique to each school and school district; all parents of children with health needs should meet with their school's administration to understand what resources are available. [Pediatr Ann. 2024;53(12):e435-e437.].

The Role Of Mental Health Education In Mitigating Pandemic-Related Psychological Distress In Children

Children with pre-existing conditions, such as ADHD and anxiety, are particularly vulnerable to the mental health consequences of the pandemic. Disruptions to routine and social interactions have exacerbated their symptoms, leading to increased stress and depression. This article examines the role of mental health education in schools as a critical tool for mitigating these challenges. Mental health education equips children with essential stress-management skills through evidence-based interventions such as coping skills training, emotional regulation practices, and resilience-building. The article features case studies that detail the effectiveness of programs like the Los Angeles Unified School District's teletherapy initiative, which provided virtual mental health support to over a million students, significantly reducing stress and anxiety levels during the pandemic. Programs such as the Comprehensive School Mental Health Systems (CSMHS) employ a multitiered approach, addressing prevention, early intervention, and support for severe mental health concerns in collaboration with community health professionals. The Positive Behavioral Interventions and Supports (PBIS) framework also highlights successful integration into U.S. school systems, ensuring a supportive environment through behavioral reinforcement and targeted mental health education

Addressing student behavior to meet everyone’s needs

Problem behavior disrupts classrooms across the United States, impacting student learning. Despite the adverse consequences, teachers often exclude disruptive students from school as a punitive and default response to problem behavior. Alternatives to exclusion are becoming increasingly popular in many school districts to improve behavior and keep students in the classroom. But these alternatives tend to group students without identifying and addressing their individualized needs. Nasaskyia R. Hicks reviews the existing literature on punitive school discipline, considers the benefits of alternative discipline, and strengthens the underexplored gaps in research by conceptualizing an approach teachers can use.

Comprehensive energy footprint of electrified fleets: School bus fleet case study

This paper proposes a comprehensive framework for estimating the energy footprint and benefits of electrified vehicle fleets prior to their deployment. To support this analysis, it introduces a control-oriented electric bus simulator model that not only captures driving power requirements but also incorporates a thermal model for cabin behavior and a Heating Ventilation and Air Conditioning (HVAC) system for heating and cooling. By analyzing current bus routes and road terrain data, the energy demand and economic effects are estimated, taking into account the current operational characteristics of school buses. As a case study, it examines the potential advantages of electrifying school bus fleets in the Central School District in Ohio, USA, with a focus on energy savings and environmental impact reduction. Our findings suggest that transitioning to electric school buses could achieve up to 76% energy savings compared to gasoline buses and 67% energy savings compared to diesel buses. Economically, when converted to operational costs, this results in a savings of 52%–65% compared to gasoline and 27%–47% compared to diesel under the average price rate. The accuracy of our model is calibrated using actual operational data from school bus fleets. Furthermore, this study provides foundational insights into the charging requirements through the energy footprint analysis. This study contributes to the advancement of sustainable transportation by presenting comprehensive preliminary analysis results for vehicle electrification through a specific case study. It emphasizes the practical implementation of electric school buses and optimized vehicle efficiency, aligning with broader eco-friendly initiatives in the transportation sector.

How youth of color with mental disabilities are excluded from school: A DisCrit and logistic regression analysis.

In the United States, youth of color, youth with a trauma history, and youth with disabilities are suspended and expelled at higher rates than their white peers without disabilities and trauma. Few researchers examine how this gap intersects to impact exclusionary discipline. DisCrit guides the article because it explains the pathways that lead to the overrepresentation of disabled youth of color in school exclusionary discipline through public policy. The purpose is to analyze the Minnesota Student Survey (2019) to examine how the impact of trauma on exclusionary discipline varies by race and disability. The main goal of this study was to examine the impact of ACEs on exclusionary discipline outcomes for youth of color with mental disabilities (MD). In the Minnesota Student Survey (2019), we use a representative sample (N=104,043) of students' self-reported data from all public school districts in Minnesota. We conducted a logistic regression analysis of students with ACEs on exclusionary discipline. ACEs (odds ratios [OR]=1.91) and youth with MD (OR=1.36) are strongly associated with exclusionary discipline among youth of color. Lastly, the odds of exclusionary discipline are higher for youth with ACEs and a known MD than those youth without an MD but with ACEs among youth of color (OR=0.74) and white youth (OR=0.75). The results confirmed youth of color with MD are at higher risk for exclusionary discipline with undersupported ACEs than their white peers without MD. Implications for social work collaboration are discussed for school mental health services.