Selected School Districts Research Articles

Depictions of Agency in Challenged Children’s Literature from School Libraries

The purpose of this study is to analyze depictions of agency in banned, challenged, and restricted picture books, specifically found in elementary school libraries in a selected school district. The books were identified by the American Library Association’s Office of Intellectual Freedom. Of the 156 challenges 27 were picture books that are included in the school library collections. The following research question guides this study: How is agency depicted, if at all, by the characters in the most banned, challenged, and restricted books, as identified by ALA’s OIF, specifically found in elementary school libraries in a midsized school district in the southwest? This study uses tenets from critical multicultural analysis (CMA) and elements of visual analysis (VA) to guide a critical content analysis of enactments of agency in the most banned, challenged, and restricted picture books from a selected school district’s school libraries in 2020. This study builds on and extends the existing research on intellectual freedom, agency development in children and demonstrations of agency in children’s literature.

Variability in Dietary Quality of School Lunches Meeting National School Lunch Program Standards by Socioeconomic Status and Rurality (P04-191-19)

ObjectivesRecent research suggests the possibility for significant variability in nutrient content and dietary quality (DQ) of school lunches, even when meeting National School Lunch Program (NSLP) nutrition standards. The purpose of this study was to determine whether there were differences in nutrient content and DQ by socioeconomic status (SES) and rurality, among middle school lunch menus meeting NSLP standards. MethodsAll 283 Kansas school districts were stratified into high and low SES groups (< 50% or > 50% of students received free/reduced-price lunch). Forty-five menus from low and from high SES strata (N = 90) were obtained from websites of randomly selected school districts for the same time period (first six weeks of school). Included menus were also stratified for analyses by rurality, determined by National Center for Education Statistics locales. Thirty days of each menu were portioned per NSLP standards for the middle school age group and per standardized assumptions across all menus. Portioned menus were analyzed for macro- and micro-nutrient content using ESHA Food Processor. Daily DQ scores were calculated using the Healthy Eating Index (HEI) 2015. Two-way ANOVA was used to determine differences in nutrient content and DQ by SES and rurality, with Bonferroni correction for multiple comparisons. Effect size was calculated using Cohen’s d. ResultsEighty-five menus were included in final analyses. There were significant differences between high SES vs. low SES menus for added sugar (‒0.4 g or ‒80%, Cohen’s d = 0.78, P < 0.001) and calcium (5.3 mg or 1%, d = ‒0.22, P = 0.001) favoring high SES menus, and sodium (54.1 mg or 48%, d = ‒0.66, P = 0.001) favoring low SES menus. There were no significant differences in nutrient content between city, suburban, town, or rural locales (ps > 0.05). HEI scores did not differ by SES or rurality (ps > 0.05), with mean score and standard deviation of 62.0 ± 4.0 across all schools. ConclusionsThere were few differences in nutrient content and DQ with minimal clinical significance when comparing middle school lunch menus in Kansas by SES and rurality. Efforts to improve school lunch DQ should focus on all school foodservice operations, not specifically low SES or rural, although these schools may have other foodservice needs outside the scope of this study. Funding SourcesNone.

Delivering Summer Electronic Benefit Transfers for Children through the Supplemental Nutrition Assistance Program or the Special Supplemental Nutrition Program for Women, Infants, and Children: Benefit Use and Impacts on Food Security and Foods Consumed

BackgroundThe Summer Electronic Benefit Transfers for Children (SEBTC) demonstration piloted summer food assistance through electronic benefit transfers (EBTs), providing benefits either through the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) or the Supplemental Nutrition Assistance Program (SNAP) EBT. ObjectiveTo inform food assistance policy and describe how demonstrations using WIC and SNAP models differed in benefit take-up and impacts on food security and children’s food consumption. DesignSites chose to deliver SEBTC using the SNAP or WIC EBT system. Within each site, in 2012, households were randomly assigned to a benefit group or a no-benefit control group. ParticipantsGrantees (eight states and two Indian Tribal Organizations) selected school districts serving many low-income children. Schoolchildren were eligible in cases where they had been certified for free or reduced-price meals during the school year. Before the demonstration, households in the demonstration sample had lower incomes and lower food security, on average, than households with eligible children nationally. InterventionGrantees provided selected households with benefits worth $60 per child per summer month using SNAP or WIC EBT systems. SNAP-model benefits covered most foods. WIC-model benefits could only be used for a specific package of foods. Outcome measuresKey outcomes were children’s food security (assessed using the US Department of Agriculture food security scale) and food consumption (assessed using food frequency questions). Statistical analysesDifferences in mean outcomes between the benefit and control groups measured impact, after adjusting for household characteristics. ResultsIn WIC sites, benefit-group households redeemed a lower percentage of SEBTC benefits than in SNAP sites. Nonetheless, the benefit groups in both sets of sites had similar large reductions in very low food security among children, relative to no-benefit controls. Children receiving benefits consumed more healthful foods, and these impacts were larger in WIC sites. ConclusionsResults suggest the WIC SEBTC model deserves strong consideration.

Changes in Mental Health, Bullying Behavior, and Service Use Among Eight-Year-Old Children Over 24 Years

The aim of this study was to examine changes in the mental health problems, bullying, and service use of 8-year-old children at 4 different time points (1989, 1999, 2005, and 2013) using population-based, time-trend data. Information from 4 cross-sectional samples was compared over a 24-year period. The target population was Finnish-speaking children born in 1981 (n= 1,038), 1991 (n= 1,035), 1997 (n= 1,030), and 2004 (n= 1,114) and living in selected school districts in the Turku University Hospital area in southwestern Finland. The participation rates varied from 84% (2005) to 95% (1989). Information about the children's psychiatric symptoms, bullying experience, and service use was obtained from parents and teachers using Rutter questionnaires. Child depression was measured using the Children's Depression Inventory (CDI). Parental reports showed that emotional (p<.001) and conduct (p= .001) problems among boys and emotional (p= .002) problems among girls decreased over the 24-year period. In teacher reports, there were nosignificant changes in hyperactivity, emotional, and conduct problems between 1989 and 2013. Girls' self-reported depression scores increased between 1989 and 2005, but leveled off in 2013. There were no significant decreases in bullying behavior between 2005 and 2013 despite the introduction of a nationwide school-based anti-bullying program in 2009. Mental health service use increased constantly during the study period: in 1989, 4.2% of boys and 0.9% of girls were in contact with services, and by 2013 this had risen to 15.1% and 6.1% (p< .001). No substantial increases in children's mental health problems were seen between 1989 and 2013. Service use increased constantly, indicating lower thresholds for seeking help. Bullying behavior is strongly related to mental health problems, and that is why school-based bullying interventions, including mental health perspectives, are needed.

The Desegregation Aims and Demographic Contexts of Magnet Schools: How Parents Choose and Why Siting Policies Matter

This paper is designed to specify a set of new opportunities for educators, school administrators, and scholars to realize the practical aims and strategic advantages envisioned in magnet schools. The paper is divided into three distinct sections. In Section I, we examine the extensive research literature on parents’ choice patterns and school preferences in magnet schools and other school-choice programs. In Section II, we compare the reasons parents choose particular schools with the criteria school districts use to select magnet school locations (and themes). This section highlights desegregation goals and district-level magnet school policies pegged to the following questions: What is the policy context for siting decisions in districts with magnet schools? Are siting policies strategically aligned with what is known from the research literature about parents’ school preferences? Do neighborhood characteristics play a part in magnet school siting policies and specific decision-making? In Section III, we use geographic information system (GIS) tools to add both clarity and complexity to the convergence of parent choice patterns and sociodemographic diversity in our four selected school districts. The maps depict the racial and socioeconomic characteristics of the magnet schools in each district, as well as the demographic characteristics of surrounding census tracts (extended school neighborhoods). We conclude that GIS can be a viable option for improving the citing decisions for magnet schools, and that this can allow for the merging of parent choice priorities with educational equity and diversity goals of the district.

Parent Assessments of Self-determination Importance and Performance for Students with Autism or Intellectual Disability

Fostering student self-determination is now considered an essential element of special education and transition services for children and youth with intellectual disability and/or autism. Yet, little is known about the pivotal role parents might play beyond the school campus in fostering self-determination among their children with developmental disabilities. We examined how 627 parents of children with intellectual disability or autism attending one of 34 randomly selected school districts (a) rated the importance of 7 component skills associated with self-determination, (b) assessed their children's performance in relation to those 7 skills, and (c) evaluated the overall self-determination capacities of their children. Although parents highly valued all of the self-determination skills, the degree to which their children were reported to perform the skills well was fairly low. Several factors predicted higher levels of self-determination, including educational setting, the presence of challenging behaviors, and perceived disability severity. We conclude by offering recommendations for equipping parents to better support their children's self-determination development.

Bullying and victimization among 8-year-old children: A 16-year population-based time-trend study

Background: Bullying has been recognized as a major social and health problem among children. There are only few studies about changes in the prevalence of bullying behaviour, especially among younger children. Aims: To examine changes in the prevalence of bullying behaviour at three time-points, 1989, 1999 and 2005, among 8-year-old children living in south-western Finland. Methods: Three representative cross-sectional samples of 8-year-old children from south-western Finland were compared. All children born in 1981 (n = 1038), 1991 (n = 1035) and 1997 (n = 1030) and living in selected school districts were included in the study samples. The sampling, procedure and methods were similar at all three time-points. The participation rate varied from 84% to 96%. Children, parents and teachers filled in questionnaires asking about bullying and victimization. Results: In 2005, statistically significantly fewer boys were victimized than in 1989. Among girls, there was a decreasing trend of victimization but this was statistically significant only in parental reports. More girls were frequent victims in 2005 than in 1989. Among boys, the number of bullies also decreased. However, teachers found more bullies among girls in 2005 than in 1989. Conclusion: There was a slight decrease in bullying behaviour among boys from 1989 to 2005. The main finding among girls was an almost twofold increase in teacher-reported bullies (from 5% to 9%). Bullying and its prevention are major challenges for educational and school health services. Peer relationships and a non-violent school environment are major challenges of children's lives; therefore, continuous monitoring of bullying behaviour is important.

Outdoor Play and Learning: Policy and Practice

This study describes national school district policy and practice regarding elementary school children's outdoor learning and play. District representatives from 173 randomly selected school districts completed questionnaires describing policy and practice related to recess, outdoor play, outdoor curricular studies, playground materials, ADA accessibility, and administrative support. Quantitative analyses indicate that although the largest proportion of school districts overall reported maintaining the same amount of outdoor activity time, more school districts reported decreasing time spent outdoors than school districts that reported increasing children's time outside. There were no significant differences in variables across the three different-sized school districts. These data are congruent with other findings indicating that decreasing children's outdoor time is a national trend. Data suggest administrators’ greater support for outdoor play and learning than previously identified. These findings are discussed as an opening dialogue between administration and teachers to plan for children’s quality outdoor experiences.

Clinical Care of Young Athletes in the Secondary School Setting: A Novel Model

PURPOSE: This project demonstrates a unique approach to the delivery of specialized health care to the young athlete in the secondary school setting. The goal is to provide increased access to integrated expert medical care for school-aged athletes. The model also supports the community service mission of a children's hospital and illustrates a successful business model towards growth of a sports medicine program. METHODS: In consideration of the current financial constraints placed on public school districts, a children's hospital developed a contractual plan to hire 5 ATCs to be stationed at 5 high schools in a large suburban community. Sports medicine team physicians were assigned to each high school, providing free weekly training room, game, and sports event coverage. ATCs employed by the hospital receive a guaranteed annual salary, benefits, continuing education, provisional support, and access to physician consultants. Fiscal costs to the hospital include ATC salaries and benefits, as well as material support. RESULTS: The selected school district enrolls 42,000 students with 10,500 high school students. 3,000 students (28%), participate in high school athletics. Data over the first 2 months of model implementation show signs of goal achievement. By contracting with a children's hospital for ATC sponsorship, the school district saved $150,000 in its first year. In the first 2 months, district student athletes contributed 60 individual clinic visits to the children's hospital medical facilities, generating $32,117 in billing charges. The expense to the hospital for one year's worth of ATC salary, benefits, and associated costs totals approximately $180,000. CONCLUSION: This model of integrated medical care delivery in the secondary school system ensures medical access for young athletes. It provides seamless, standardized specialty medical care to all student athletes, including underserved and disadvantaged youth. This health care delivery model offers ATCs job stability and satisfaction with guaranteed terms of employment. ATC sponsorship affords financial benefit to the public school district and allows for reallocation of funds for alternative purposes. While this model fulfills the mission inherent in a children's hospital program, it also appears to be potentially fiscally profitable.

Time‐trend changes and psychological risk factors for soiling: findings from the Finnish 16‐year time‐trend study

To study changes and associated risk factors in 8-year-old children's soiling at three time points: 1989, 1999 and 2005. Three cross-sectional representative samples were compared. All children born in 1981 (1989 sample, n = 1038), 1991 (1999 sample, n = 1035) and 1997 (2005 sample, n = 1030) living in selected school districts in south-west Finland served as study samples. Parents were asked about the child's soiling at age eight. Information about parental education level, family structure and child psychopathology was obtained from parents, teachers and children. The prevalence of soiling among 8-year-old boys was very similar (1989/1999/2005: 4.9%/4.9%/4.5%) while among girls the prevalence increased (1.0%/2.9%/3.7%; p < 0.05) during the 16-year period. Living in a non-intact family and mother's lower education level were associated with soiling among boys, while a high level of conduct, emotional and self-reported depressive symptoms was associated with soiling among girls. Hyperactivity symptoms were associated with soiling among both boys and girls. The study shows an increase in prevalence of soiling among girls. Soiling among girls is associated with psychiatric problems.

A new approach to computing hedonic equilibria and investigating the properties of locational sorting models

This paper outlines a new way to solve the traditional housing market assignment problem and uses it to investigate the properties of hedonic equilibria. Our approach to computing equilibria is based on Rosen’s (1974) bid function. It has four desirable features: (i) convergence implies a hedonic equilibrium; (ii) convergence is guaranteed if a hedonic equilibrium exists; (iii) it can solve for a new equilibrium following a shock to the market; and (iv) if multiple equilibria exist, it can identify them. The algorithm is applied to micro data from San Joaquin County, California, where the choice of a home provides access to public schools in particular school districts. First we calibrate the algorithm to approximately reproduce actual housing prices in San Joaquin County as a hedonic equilibrium. Then we introduce a policy that improves school quality in selected school districts. We find that there are several possibilities for the new equilibrium. For each of these potential equilibria, we compare the marginal willingness to pay for school quality with the rate at which the improvement is capitalized into property values. The resulting capitalization rates differ substantially from marginal willingness to pay.

High school science teachers' views of standards and accountability

AbstractPrevious literature has documented how teachers perceive both advantages and disadvantages associated with standards‐based reform. These teacher perceptions may be connected to classroom practices in terms of the extent to which standards are utilized by individual teachers. The purpose of this study was to identify how secondary science teachers characterize state science standards, modify their curricula on the basis of standards, and view the impacts of standards on students and teachers in their schools. Twenty‐two science teachers from five purposefully selected school districts were interviewed using a protocol targeting attitudes toward standards and accountability, ways teachers use standards to develop and modify curricula, impacts of standards on students and teachers, and utilization of standards‐based resources and professional development. An inductive approach was used to analyze data and produced both common views of science standards held by many teachers and profiles that characterize subgroups of teachers. Participants described both positive and negative aspects of standards‐based accountability, and roughly half of the teachers described modifying their curricula according to standards. Teachers were categorized into six different profiles: negative perspectives, game of testing, already doing it, part of the cycle, reality of teaching, and useful tools. Suggestions for different approaches to professional development are elaborated for teachers of these various profiles. © 2009 Wiley Periodicals, Inc. Sci Ed 93:1050–1075, 2009

Gender and Perceptions: Females as Secondary Principals

The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the positions of high school principal and school district superintendent, positions which continue to be particularly resistant to the advancement of females. Random selected school districts in Ohio were involved in this investigation, the participants of which completed a copy of Philip Hallinger's Principal Instructional Management Rating Scale (PIMRS), a scale which afforded the opportunity to compare the perceptions of superordinates, principals, and subordinates. The results indicated significant differences between principal gender and the responses of others on most of the subscales of the PIMRS. The mean subscale results were much higher for female principals than for male principals as well. The conclusions of this study indicate that there is significant difference in perceptions of principal leadership behavior regarding gender. Principals also judge their own leadership behavior significantly different based on gender.

THE NATURE OF WORK AND ROLES OF PUBLIC SCHOOL ADAPTED PHYSICAL EDUCATORS IN THE UNITED STATES

The purpose of this study was to describe the nature of work and roles of public school adapted physical educators in selected school districts in the United States. The greatest significance of this study was the creation of information base to guide improvement of service delivery and professional preparation. Participants of the study were 6 females and 2 males with experience teaching (range of 2-23 years) in the field of adapted physical education (APE). Data collection included individual indepths interviews, demographic data sheets and interview notes. Results showed the differences in the nature of work among APE specialists. Participants had high teaching loads (44-90 students) and served wide range of schools (1-20), which created quite different teaching profiles. Most teachers were involved in APE consulting. Results also indicated the needs to incorporate issues of consulting into teacher preparation and change the university studies more relevant to real life teaching.

Victimization and bullying among 8-year-old Finnish children

There are only few population-based time-trend studies on changes in prevalence of bullying and victimization among children. The main aim of this study was to find out whether changes have occurred in prevalence rates of bullying and victimization from 1989 to 1999 among eight-year-old children. The associations between victimization and bullying and psychiatric symptoms and their possible differences in the statistical strengths of associations between the years 1989 and 1999 were also studied. Two cross-sectional, representative samples from southern Finland were compared. All children born in 1981 (1989 sample, n = 985, response rate 95%) and 1991 (1999 sample, n = 962, response rate 86%) and living in the selected school district were included in the study samples. Children, parents and teachers were asked about bullying and victimization. The Children's Depression Inventory and Rutter's parent and teacher scales were used to study psychiatric symptoms. In 1999, fewer 8-year-old children were victims of bullying than in 1989. There was a decrease in the number of bullies but the change was statistically significant only in the parental reports. The statistical strengths of associations of victimization and bullying with psychiatric symptoms were mainly the same in 1989 as in 1999. Slightly decreased levels of victimization among 8-year-old Finnish children is a promising result, but further time-trend studies are needed, as well as qualitative studies, to obtain a deeper understanding of the bullying phenomenon and the factors reducing it. It might be that especially young children are suspectible to influences diminishing victimisation and bullying.

Have There Been Changes in Children's Psychosomatic Symptoms? A 10-Year Comparison From Finland

The aims of the study were to determine whether the prevalence of children's somatic symptoms, such as headache, abdominal pain, other pain, and nausea and vomiting, changed from 1989 to 1999 and to study the similarity of parents' and children's reports of the child's symptoms. Furthermore, the aims were to explore possible comorbidity in somatic symptoms and to investigate the associations between somatic and psychiatric symptoms. Two cross-sectional, representative samples were compared. All children born in 1981 (1989 sample, n = 985) and 1991 (1999 sample, n = 962) and living in selected school districts in southwest Finland served as study samples. The response rate for the 1989 sample was 95% and that for the 1999 sample was 86%. Both children and parents were asked about the children's somatic symptoms, whereas parents, children, and teachers were asked about psychiatric symptoms. To study psychiatric symptoms, the Children's Depression Inventory and Rutter's parent and teacher scales were used. The prevalence of frequent headaches and abdominal pain increased somewhat from 1989 to 1999. Parents often failed to recognize their children's psychosomatic problems. Child-reported somatic symptoms were associated with conduct and hyperactivity symptoms, in addition to a previously well-documented association with depression. In associations between somatic symptoms and psychiatric symptoms, there were some differences between the 1989 and 1999 samples. In clinical work, questions about somatic and psychiatric symptoms should also be addressed to children themselves, because parents and teachers do not always recognize children's symptoms. When somatic problems are being evaluated, psychiatric symptoms should be asked about, and vice versa. More research is needed to explore the reasons for the increased prevalence of somatic symptoms and their associations with psychiatric symptoms.

Mapping the Landscape of High-Stakes Testing and Accountability Programs

The No Child Left Behind (NCLB) Act of 2001 requiresstates to test more, set more ambitious improvementgoals for their schools, and increasesanctions for schools that fail to meet these goals. Togain an understanding of the potential impact of thenew law, this article describes the types of state assessmentand accountability policies that were inplace at the time the U.S. Congress enacted the NCLBAct, and how selected school districts in eight statesresponded to these policies. It concludes by identifyingfour challenges facing states and school districtsas they implement the NCLB Act.

Mapping the Landscape of High-Stakes Testing and Accountability Programs

The No Child Left Behind (NCLB) Act of 2001 requires states to test more, set more ambitious improvement goals for their schools, and increase sanctions for schools that fail to meet these goals. To gain an understanding of the potential impact of the new law, this article describes the types of state assessment and accountability policies that were in place at the time the U.S. Congress enacted the NCLB Act, and how selected school districts in eight states responded to these policies. It concludes by identifying four challenges facing states and school districts as they implement the NCLB Act.

Gender and Perceptions: Females as Secondary Principals

The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the positions of high school principal and school district superintendent, positions which continue to be particularly resistant to the advancement of females. Random selected school districts in Ohio were involved in this investigation, the participants of which completed a copy of Philip Hallinger's Principal Instructional Management Rating Scale (PIMRS), a scale which afforded the opportunity to compare the perceptions of superordinates, principals, and subordinates. The results indicated significant differences between principal gender and the responses of others on most of the subscales of the PIMRS. The mean subscale results were much higher for female principals than for male principals as well. The conclusions of this study indicate that there is significant difference in perceptions of principal leadership behavior regarding gender. Principals also judge their own leadership behavior significantly different based on gender.

Immunization status of children on school entry: area analysis and recommendations 1991.

The objective of the study was to examine the immunization status of children entering school as of September 1990 in two selected school districts in the Pittsburgh area. Immunization levels were determined by review of the students' school health/immunization records using AAP recommendations for age-appropriate vaccines for these children at the onset of the study. A telephone survey of parents was then conducted. Reasons for lack of adequate immunizations and demographic data were examined in the survey. Two hundred eighty-one records were reviewed. Only 122 (43%) of children were fully immunized (FI) according to the recommendations used. From the total, 237 (84%) families were successfully contacted by telephone; 109 (46%) children from this subset were FI. Both districts were similar for immunization status and demographic data. Seventy-one percent of the children were missing DTP, 48% HIB, and 44% OPV. All children had at least one MMR. The mean age of the children was 5.4 years (SD = 0.35). Potential missed opportunities for immunization were identified. Ninety-six percent (n = 237) of students not fully immunized (NFI) had seen a physician at least once within the past year and 65% within the past six months. Parental lack of knowledge for the need for vaccines was the reason most often identified by parents (58%) for their child's missing vaccine(s). A significant number of children in this study were found to be lacking recommended immunizations for age at entry to school despite a recent physician visit. Although many were still within the recommended age range for receiving needed immunizations, a large number of their parents stated that they did not know further vaccines were needed. Contrary to previous reports, cost, access, illness, and mobility were not identified by parents as reasons for missing vaccines in their children. Future efforts targeting immunization must emphasize better education of parents and physicians.