Illinois School Research Articles

SCAT5 baseline values, test-retest reliability, and reliable change metrics in high school athletes.

In the United States, more than 1 million sport-related concussions afflict children annually, with many cases undetected or unreported. The Sport Concussion Assessment Tool (SCAT) is widely used to detect concussions in high school, collegiate, and professional sports. The objective of this study was to establish baseline values for the SCAT version 5 (SCAT5) in high school athletes. Baseline SCAT5 evaluations were conducted in students (ages 14-19 years) from 19 high schools in central Illinois who were participating in various school-sponsored sports. The SCAT5 evaluations were retrospectively extracted from the electronic medical record system for analysis. Statistical analyses included the Wilcoxon rank-sum test for continuous variables and the chi-square test for categorical variables, considering significance at p < 0.05. Test-retest reliability at < 6 months, 10-14 months, and 16-20 months was computed using intraclass correlation and Spearman's rho (ρ). Reliable change indices are provided using the Iverson formula. A total of 2833 unique athletes were included, and the average age was 15.5 ± 1.14 (SD) years. There were 721 female (25.5%) and 2112 male (74.5%) athletes. Students ≥ 15 years old had more prior concussions (p < 0.001), and male athletes were more frequently hospitalized for head injury (p = 0.013). Female athletes exhibited a significantly higher prevalence of mood disorders (14.7% vs 4.6%, p < 0.001), whereas attention-deficit/hyperactivity disorder was more common in male athletes (5.2% vs 13.2%, p < 0.001). Symptom number and severity were significantly greater in female athletes (3.17 ± 4.39 vs 2.08 ± 3.49, p < 0.001; 5.47 ± 9.21 vs 3.52 ± 7.26, p < 0.001, respectively), with mood-related symptoms representing the largest differences. Female athletes and students ≥ 15 years old performed better on most cognitive assessments. Female athletes and students < 15 years old performed better on the modified Balance Error Scoring System (p < 0.001). Test-retest reliability was poor to moderate for most assessment components. Reliable change index cutoff values differed slightly by sex, with female athletes often having a greater cutoff value. This study underscores the variability of SCAT5 baseline values influenced by age, sex, and medical history among adolescent athletes. It provides a robust dataset, delineating baseline values stratified by sex and age within this demographic. Additionally, the results provide enhanced guidance to clinicians for interpretation of change and reliability of baselines.

Illinois

This report about Illinois school funding briefly describes an evidence-based model for school finance adequacy as well as budgetary considerations affecting how the model is funded. State P-12 funding priorities are identified as well as education human resource concerns. Attention is also given to state-funded alternatives to traditional public schools. Pressing issues that impact school funding, technical mechanics of state aid distributions, and public policies are primarily state budget allocations and school personnel. The state is progressing to fully fund its evidence-based model, but larger state budget allocations are needed. Attracting and retaining high-quality teachers remains challenging.

Interrogating an implementation filter: what constrains changes in teacher practice in response to professional development

ABSTRACT It is well known that teacher professional development may not result in meaningful change to classroom instruction. A recent theoretical model by McChesney and Aldridge (2021) posited that this phenomenon may be explained on account of ‘implementation barriers’ to professional development delivery. The present study thus investigated the nature, structure, and distribution of such barriers to the impact of teacher professional development on classroom practice. Using survey data collected from three Illinois school districts (N = 274), we identified six distinct but non-orthogonal barriers (e.g. school culture, relevance, teacher resistance) and found that the most commonly perceived specific implementation barriers were time constraints and pressures, other curricular mandates or demands, and stress or burnout. Repeated-measures analysis of variance also showed some differences in the profiles of the six barriers across the school districts.

Leading Indicators of Academic Achievement: Investigating the Predictive Validity of an Observation Instrument in a Large District

Instructional leaders require timely and predictive data to guide post-pandemic systemic changes. We investigated the predictability of an observational instrument, the Rigor Appraisal, and its association with achievement and other school effectiveness measures in a sample of 53 schools in Illinois. We found that increases in the Rigor Appraisal had a small to moderate and statistically significant association with achievement, a positive and moderate statistically significant association with attendance, a negative relationship between referrals and suspensions, and a positive and moderate statistically significant association with the 5Essentials. Additionally, the implementation of academic teaming was associated with greater achievement in schools with more low-income students. We also found that leaders who conducted non-evaluative instructional walks experienced a positive and statistically significant impact on achievement. As such, the Rigor Appraisal merits further study in different contexts, as it shows promise as a leading indicator that can be used for the continuous improvement of instructional systems.

Inventing the World: In and Around Illinois, 1960–75

AbstractSome of Lebbeus Woods's formative years were spent on the ‘flat, treeless plain’ at the University of Illinois School of Architecture and at various home and studio addresses in Urbana‐Champaign. Architectural historian Sharon Irish describes the dynamic setting of this urban stage and Woods's personal and professional preoccupations of the time.

Shopping Lists Increase Nutrition Quality of Foods Donated Through Food Drives

ABSTRACT During April and May 2022, four schools in rural southern Illinois hosted food drives to stock pantry shelves for summer. To test the efficacy of a brief intervention encouraging healthier donations, a random sample of foods from each drive was evaluated for nutrition quality. The Supporting Wellness at Pantries (SWAP) stoplight nutrition system was used to evaluate saturated fat, sodium, and sugar content of 1,157 foods. Results were positive with 35.2% of foods being categorized as green (choose often), 42% yellow (choose sometimes), and 22.7% red (choose rarely). No significant differences existed between drives. Providing shopping lists increases healthier donations.

A design course for every student

Integrating STEAM with human-centered design is one way to transform the teaching of high school mathematics. Susanna Kemp described how this was done at Evanston Township High School in Illinois through a project-based learning class called STEAM Design Thinking &amp; Innovation. The course equips students with real-world skills like critical thinking, creativity, communication, curiosity, collaboration, and empathy. Kemp describes the creation of the course as well as the design thinking process, shares how the course addresses critiques of design thinking, and encourages educators to develop curricula that focus on process over outcome and that de-emphasize competition.

Student knowledge gains among first-time and repeat attendees of school-based asthma education program

BackgroundBecause children spend much of their time in schools, schools can play an important role in asthma education for the one in 12 affected children in the United States. School-based asthma education programs are commonly repeated annually, however few studies have evaluated the impact of repeated participation in asthma education in school-based programs.MethodsThis observational study evaluated the impact of Fight Asthma Now© (FAN), a school-based asthma education program for children in Illinois schools. Participants completed a survey at the start and end of the program, including demographics, prior asthma education, and 11 asthma knowledge questions (maximum knowledge score = 11).ResultsAmong 4,951 youth participating in the school-based asthma education program, mean age was 10.75 years. Approximately half were male and Black. Over half reported no prior asthma education (54.6%). At baseline, repeat attendees had significantly higher knowledge versus first-time attendees (mean: 7.45 versus 5.92; p < 0.001). After the program, both first-time and repeat attendees had significant knowledge improvements (first-time: mean = 5.92◊9.32; p < 0.001; repeat: mean = 7.45◊9.62; p < 0.001).ConclusionsSchool-based asthma education is effective for increasing asthma knowledge. Notably, repeated asthma education in school leads to incremental benefits for knowledge. Future studies are needed to understand the effects of repeated asthma education on morbidity.

Qualitative Evaluation of University Students' Experience Delivering an Obesity Prevention Programme in Elementary Schools.

The Coordinated Approach to Child Health (CATCH) programme is an accredited obesity prevention programme in the United States, teaching children about nutrition, physical activity, and screen time limits. This study aimed to evaluate the perceptions of undergraduate and graduate student leaders' about their experience delivering the CATCH programme in elementary schools in Northern Illinois school districts during the 2019-2020 school year and its impact on their personal and professional skills and on programme participants. An email questionnaire was sent to eligible students. Grounded theory was used to analyze the students' responses. Two researchers assigned codes to the data and identified themes. Twenty-one students responded (50% response rate). Six identified themes include "purpose of CATCH programme," "school facilities and resources," "university students experience with CATCH lessons and activities," "benefits to university student," "benefits to children and teachers," and "identified weaknesses and suggested improvements to CATCH." University students delivering the CATCH programme appreciated the opportunity to practice in a real-world setting, gained transferable professional skills, increased programme content knowledge, identified CATCH programme benefits/strengths, and planned to apply lessons learned to future practice.

Stock Reliever/Inhaler Implementation in Illinois: Survey Results from Illinois School Nurses and Administrators

In Illinois, 11% of children are living with asthma, and over half are uncontrolled, but many children lack consistent access to rescue inhalers at school. Illinois Public Act 100-0726 allows schools to stock rescue/reliever inhalers for any person in respiratory distress. We surveyed school nurses and administrators regarding their perceptions, policies, and implementation barriers about stock relievers.

Narratives of School Library Education and Research

Researchers will share two papers exploring School Library topics interpreting the 2022 conference theme, Go Back and Get It: From One Narrative to Many. This interactive SIG session includes the presentation of papers, followed by open dialogue regarding issues raised by the papers, potential implications for practice and research, and future areas for research and collaboration. The 2022 session will include the following presentations:&#x0D; iSchool/CPS Cohort: Partnership Model for Increasing Diversity and Cultural Relevance in School Librarianship. Through a dynamic and committed partnership between the Chicago Public Schools’ Department of Curriculum, Instruction and Digital Learning and the School of Information Sciences in the University of Illinois Urbana-Champaign, the iSchool/CPS cohort of 20 diverse Chicago Public Schools’ content area classroom educators was recruited to complete requirements for adding the Illinois Library Information Specialist endorsement to their teaching licenses. This project is a shared commitment to our roles in advocating for certified school librarians in Illinois schools, focused on developing workforce skills, recruiting diverse representation to school librarianship, and meeting the needs of the students in Illinois.&#x0D; Upending Systems of Injustice: Educating Future School Library Researchers on Ethical Publishing for Scholarly Research. Publicly available publication ethics guidelines and policies are vital in creating a transparent process that prevents unethical research, publication misconduct, manipulation of the communication of research to practitioners, and the erosion of public trust. This study investigated how these unethical practices, specifically those coded as editorial misconduct, bring the authenticity and integrity of the library and information science academic research digital record into question. Employing a multi-layered approach, including key informant interviews, researchers determined the frequency and the content of ethical publishing policies and procedures in library and information science journals; exploring the ways editorial misconduct most severely impacted library and information science researchers of color, and school library researchers. Findings were used to develop recommendations for school library educators and practitioners facing these issues.

Undesignated Glucagon in Illinois: An Issue of Access and Equity.

School nurses must identify and advocate for change when student safety is at risk. Using a population-focused approach (one that addresses the needs of a whole group rather than an individual), one Illinois nurse successfully sought legislation to address the need for undesignated glucagon in all Illinois schools. This article will tell her story and describe the steps all school nurses can take to make a population-level change through legislative advocacy.

Paint a clearer picture with in situ auralizations

Communication is at the heart of everything we do as consultants. We are constantly striving for new and better ways to guide our clients to make informed decisions. In situ auralizations of major pieces of future mechanical / electrical equipment allows major stakeholders and decision makers to get an aural sense for various equipment configurations, enclosure types, and barrier wall buildups prior to installation. After the auralization, board members and homeowners from past projects had a richer understanding of the anticipated experience at the property line and nearby classroom spaces when compared to reviewing graphs and charts alone. We will explore the value of, and challenges with, this in situ auralization method, as well as some future improvements to further validate the process through the lens of two past projects—New Trier High School and Lake Bluff Middle School in Illinois.

Exploring Race and Ethnicity Representational Inequities in Illinois Medical Schools.

Purpose: Efforts to increase U.S. medical school student diversity have lagged behind the continued growth of racial/ethnic minorities in the population. A targeted, local approach may catalyze actionable change that holds schools accountable for addressing community needs through representation. The aims of our study are to (1) analyze the student racial/ethnic profiles of allopathic and osteopathic medical schools in the diverse state of Illinois and (2) compare student race/ethnicity with that of schools' local county and primary teaching hospital patient populations.Methods: Data from the Association of American Medical Colleges and American Association of College of Osteopathic Medicine were used to gather matriculated student race/ethnicity from the eight allopathic schools and one osteopathic medical school in Illinois. Representational inequity quotients (RIQs) were calculated to determine the proportion of Hispanic/Latinx, black/African American, and total underrepresented in medicine (UIM) individuals in three reference populations (U.S., county, and primary teaching hospital patient populations) relative to each medical school's student racial/ethnic profile.Results: Across Illinois schools, mean RIQs were highest (showed greater inequity) when county demographics were used as the reference population as opposed to U.S. or hospital populations. For all schools individually, Hispanic county-student RIQs were higher than RIQs based on hospital population. For a majority of schools with primary teaching hospital in Cook County, hospital-student RIQs magnified representational inequity for the black population.Conclusions: Using county data to evaluate medical school representation inequities may better reflect UIM representation goals than the U.S. population. Examining hospital demographics may further reveal other structural inequities relevant to medical education, such as primary teaching hospitals that are not adequately serving their surrounding communities. By evaluating RIQs on a local and hospital-population level, schools can periodically assess to what degree their student body and hospital populations represent their communities and adjust recruitment, retention, and service efforts.

Illinois Horizon Schools: Initial Research Findings from the Illinois Schools to Watch Program

Currently, there is a paucity of research concerning the National Forum to Accelerate Middle Grades Reform’s Schools to Watch national school improvement program. Of the handful of existing studies, very few have examined or addressed student learning or achievement. In this this study we systematically collected and analyzed data from the 34 Illinois Horizon Schools to Watch (IHSTW) schools participating in the National Forum’s Schools to Watch (STW) program. Using multiple sources of data, we examined the demographic characteristics and teacher-reported levels of best middle grades school practices in the IHSTW middle level schools that have participated in the STW program since 2003. In addition, we conducted an analysis of state-level, standardized student achievement test scores for participating IHSTW schools. We found that IHSTW schools that have participated in the program for longer periods of time demonstrated higher levels of middle school practices and standardized student achievement outcomes.

Intervention and assessment of earthquake knowledge at rural schools near the New Madrid seismic zone, USA

Possible recurrence of large earthquakes such as the 1811–1812 New Madrid sequence presents a significant hazard in the Central United States. The efficacy of earthquake educational interventions intended to mitigate the Central United States earthquake threat has not been assessed. We describe the assessment of an intervention consisting of earth science and earthquake content presentations, an earthquake simulation and preparedness video, discussions with questions and answers, and a safety drill. Elementary and middle school students in nine schools in rural Illinois were tested before and after the intervention to determine the effectiveness of the intervention. Data were collected using a 21-item, 3-construct questionnaire. Following factor analysis of the survey data, general linear mixed models were estimated to examine the effect of the intervention on student knowledge along three domains. Results indicated students’ knowledge increased significantly in local and general earthquake knowledge, as well as in general earthquake safety knowledge. Findings of this study provided evidence to improve earthquake outreach programs and to advance science teaching methods, especially in rural schools. Additionally, the assertion that interventions must be assessed was reinforced, and information gained will improve the assessment instrument and methodology.

P168 Student Vegetable Sensory Perception Questionnaire Responses Associated with School Lunch Vegetable Consumption

<h3>Background</h3> Children's willingness to try (WTT) foods is positively associated with dietary quality. Sensory characteristics of foods are likely to contribute to children's WTT and dietary intake, but there is little research investigating how sensory characteristics inform vegetable consumption in real-world settings. <h3>Objective</h3> To investigate the relationship between students' vegetable sensory perception questionnaire responses and vegetable consumption during school lunch. <h3>Study Design, Setting, Participants</h3> This repeated cross-sectional study collected data at 3 rural Illinois schools over 3 months (3 dates at 2 schools, 2 dates at 1 school) when broccoli or peas were served. Schools participated in the National School Lunch Program and had students in grades K-8. <h3>Measurable Outcome/Analysis</h3> Vegetable consumption was measured by individual direct weighing of waste remaining from standardized vegetable portions. Questionnaire data used a 3-point scale, adapted from USDA Try-Day Taste-Testing Ballots, to assess if students tried the vegetable and WTT vegetable again, and allowed students to rate the vegetable's visual appeal and taste. Descriptive statistics were used to characterize the study sample. Linear regression analyses (adjusted for grade, sex, and percent entrée consumption) were used to examine the association between students' questionnaire responses and school lunch percent vegetable consumption. <h3>Results</h3> Participants were 51% female and 49% male (n = 317 students, average of n = 40 per month per school). Responses to vegetable taste and visual appeal questions were significant predictors of percent vegetable consumption, such that students who responded positively to the questions consumed 17.1 and 17.8 percentage points more vegetables than those who responded neutrally (β = 17.1 and 17.8, respectively, <i>P</i> <.001). WTT responses significantly predicted vegetable consumption, with students who responded positively consuming 15.0 percentage points more than those who responded neutrally (β = 15.0, <i>P</i> < .001). <h3>Conclusions</h3> Students' vegetable sensory perception questionnaire responses are significant predictors of school lunch vegetable consumption. Subsequently, practitioners should consider improving the visual appeal and taste of school meals, and researchers should incorporate sensory perception measures when evaluating school meal interventions.

“They Sellin’ Us a Dream They Not Preparin’ Us for”: College Readiness, Dysconscious Racism, and Policy Failure in One Rural Black High School

This conceptual analysis examines the implementation of a state-funded college and career readiness pilot program at a small, rural all-Black school in Illinois. Drawing from ethnographic data that dates from 2010, I offer a retrospective analysis on individual based intervention programming for college and career readiness. Concerned with how young Black high school students are constructed as problems in regards to increasing readiness, I trace policy failure through the theoretical lenses of deficit ideology (Valencia in The evolution of deficit thinking: educational thought and practice, Routledge, New York, 1997) and dysconscious racism (King in J Negro Educ 60(2):133–146, 1991). This analysis illuminates how racism ultimately undermines a-contextual efforts to increase readiness for college and career.

Author Biographies

Author Biographies

After an initial period of anticoagulation, are IVC filters better than usual treatment in preventing recurrent PE?

Southern Illinois School of Medicine, Springfield, IL The authors declare no conflicts of interest.