Unified School Research Articles

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

School District Discourse Coalitions and Equity-Focused Policy Innovations in Oakland, California 2020–2021

Purpose: To better understand how district leaders at urban school districts innovate and design policies, this study investigated how actors in one district, Oakland Unified School District, discussed ways to improve their education system at school board meetings during 2020 and 2021. Approach: The research used a case study approach to develop a process of inquiry, drawing on theoretical literature on innovation in social fields, empirical work on urban education reforms, and methodological considerations from critical social analysis techniques. It used a variety of qualitative methods to identify critical policy issues and policy innovations, and examined the way actors in two coalitions, each with a different approach to change, used discourse to convey their ideologies about racial equity and justice. Findings: District actors collaboratively designed and passed five innovative policies: school safety, remote learning, climate change, Black reparations, and mental health. While one group, the incumbent discourse coalition, focused attention on fiscal stability and closing underperforming schools, another, the challenger discourse coalition, conveyed strategies on improving schools and surrounding communities through new education policies. Though unexpected crises expedited innovation, the perspectives of the dominant culture were most privileged in the final designs of resolutions. Implications: By using broad theories and generalizable concepts this study shows how discourse in policymaking can be examined in other settings and illustrates ways similar school districts may innovate in their systems.

The implications of digital school quality information for neighbourhood and school segregation: Evidence from a natural experiment in Los Angeles

A digital information explosion has transformed cities’ residential and educational markets in ways that are still being uncovered. Although urban stratification scholars have increasingly scrutinised whether emerging digital platforms disrupt or reproduce longstanding segregation patterns, direct links between one theoretically important form of digital information – school quality data – and neighbourhood and school segregation are rarely drawn. To clarify these dynamics, we leverage an exogenous digital information shock, in which the Los Angeles Times’ website revealed measures of a particularly important school quality proxy – schools’ value-added effectiveness – for nearly all elementary schools in the Los Angeles Unified School District. Results suggest that although the information shock had no detectable effects on residential sorting or neighbourhood racial segregation, it did exert modest effects on school sorting – particularly for Latino and Asian students – albeit not in ways that materially diminished school racial segregation because the racial compositions of high- and low-value-added schools were broadly similar both before and after the information shock. We conclude that the urban stratification implications of digital information may be more nuanced than often appreciated, with effects operating through mechanisms beyond residential segregation and reflecting racial heterogeneity in constraints and preferences vis-à-vis specific types of information.

OCR concerned with district's mask policy

Case name: Letter re: Show Low Unified School District, No. 08‐21‐1132 (OCR 09/05/23).

Screening Teachers Effectively Across Roles and Classrooms

A growing literature points to the conclusion that information collected while screening applicants has the potential to improve teacher hiring decisions. However, this work sheds little light on the extent to which the predictive validity of screening assessments varies across teacher types or teaching contexts. The author uses information on applicant teachers’ performance on prehire screening assessments in the Los Angeles Unified School District to see whether the relationship between performance on specific screening assessments and the outcomes of hired teachers varies across teacher types or student characteristics. The author finds little evidence that the predictive validity of screening instruments varies between elementary or single-subject teachers, or when teachers serve larger proportions of low-income students or English learners. However, the author finds suggestive evidence that screening instruments predict teachers’ outcomes somewhat differently in special education contexts. Taken as a whole, these results suggest teacher screening systems do not need to be highly differentiated to be useful or can be adapted relatively easily. This bolsters the case for using prehire screening to improve teacher quality and may also indicate the skills and attributes that define teacher quality are largely similar across roles and contexts.

The role of noncontiguous attendance zones in shaping school populations: A case study of Tucson, Arizona and Fort Bend, Texas

Noncontiguous school attendance zone boundaries (AZBs) have a unique, relatively uncommon shape that assign two or more non-adjacent residential areas to the same school. Given their ability to shape school enrollments by taking advantage of residential sorting, noncontiguous AZBs have historically been linked to explicit efforts to both segregate and desegregate schools. In this paper, we use a novel, longitudinal dataset of AZBs and descriptive quantitative and geospatial methods to understand how the relationship between noncontiguous zones, school diversity, and neighborhood demographics changed from 1990-2020 in two southwestern school districts—Tucson Unified School District, Arizona and Fort Bend Independent School District, Texas. Each district has a unique legal history and demographic context that informs their use of noncontiguous AZBs. We find noncontiguous AZBs are more strongly associated with racially diverse schools and are more likely to bring together neighborhoods with different compositions in Tucson compared to Fort Bend. However, the association between Tucson’s noncontiguous AZBs and racially diverse schools has waned since 1990, as the district has negotiated the end of its court-ordered desegregation plan. Our findings provide insight into when and how noncontiguous AZBs can effectively contribute to ethnoracially diverse schools.

A shared vision for a school: developing a learning community

ABSTRACT Background Developing a school as a learning community is a complex process necessitating active engagement from the entire school community. This paper reports on a study from Finland that focused on exploring learning community development grounded in a shared vision. Purpose We sought to investigate the development of a school community with a separate primary and lower secondary school as it progressed towards becoming a unified comprehensive school. The research involved close school-university collaboration to support the community’s transformative journey. Our particular interest in this paper is the relationship between the shared vision and learning community development. Method At the conclusion of the development project, seven semi-structured interviews were conducted with members of the school management team. Thematic analysis of the interview data was undertaken to identify their perceptions of how the shared vision was linked to learning community development. Findings The in-depth analysis revealed five major themes: (1) communication of the shared vision and transparency; (2) present and absent themes in the shared vision; (3) tradition and innovation; (4) the long-term nature of school development; and (5) the role of the vision in everyday school life. The analysis drew attention to how a school’s past and present influence a shared vision and school development. Conclusion This study provides insights into how the preconditions of a school community contribute to the implementation of a shared vision as a catalyst for change. Recognising the distinct needs and starting points of schools is crucial, emphasising the importance of understanding the pre-existing context in school development.

The Impact of School Climate on Teachers’ Self-efficacy Towards a Comprehensive Program for Professional Development

This study evaluated the school climate and the teachers' self-efficacy with a goal to propose a comprehensive program for teachers' professional development. Based on the findings, the researcher concluded the following: (1) The majority of teacher respondents are female, aged 31 to 40, holding Master’s degrees, and collectively possess over ten years of experience across all school departments. (2) School climate, especially student interactions, was highly manifested among the four indicators evaluated by teachers. Teacher relations ranked second, followed by leadership and decision-making. Attitude and culture were rated lowest but still assessed as highly implemented. (3) Teachers expressed highest self-efficacy in digital literacy, followed by instructional strategies, student engagement, and classroom management, indicating confidence in various teaching aspects. (4) School climate significantly impacts teachers' self-efficacy, influencing empowerment, motivation, and confidence in engaging students and using instructional methods effectively. (5) A proposed teacher professional development program aims to enhance teachers' self-efficacy through targeted initiatives focused on school climate improvement. Based on the study's conclusions, the following recommendations are suggested(1) Focus on raising awareness of attitude and culture within the school through initiatives like cultural competence training and diversity workshops. (2) Encourage collaboration among teachers from different departments to enhance understanding of teaching practices and promote a unified school climate. (3) Provide ongoing support and resources for integrating technology into teaching practices, including training on new tools and effective digital resource incorporation. (4) Foster cross-departmental collaboration among teachers to enrich teaching experiences and promote a sense of shared efficacy. (5) Execute a comprehensive teacher professional development program to cultivate a positive school climate, promote collaboration, and empower educators for an enriched teaching environment.

The Effects of Unified School Enrollment Systems on School Demographics and Outcomes: Evidence From New Orleans’ Transition to a Centralized School Lottery

Unified enrollment (UE) systems were designed to improve efficiency, equity, and transparency in school choice processes, but research has focused on efficiency gains. This study examines whether moving from decentralized enrollment processes to UE mitigates or exacerbates racial segregation that often occurs in choice systems. Specifically, we examine a subset of charter schools in New Orleans that had enrolled disproportionately high numbers of White students prior to entering UE. We find that UE entry was associated with increased enrollment of non-White students in these schools without offsetting declines in White enrollment, facilitated by schools also increasing total enrollment after entering UE. We find no meaningful impacts of UE on school accountability measures, student or teacher mobility, or student discipline.

Os fatores associados dos alunos do ensino fundamental e médio no Equador: análise do ciclo de avaliação Ser Estudiante 2020-2021

This article analyzes the influence of personal and family factors on academic success in students of General Basic Education (EGB) and General Unified High School (BGU) in Ecuador during the evaluation "Ser Estu-diante (SEST) cycle 2020 - 2021". The SEST assessment evaluates knowledge, skills, abilities and attitudes of Ecuadorian students. It also deploys questionnaires of associated factors that construct social, cultural and economic variables of families, teachers and the environment of educational institutions. A two-level hierar-chical linear model is used to measure the impact of the factors associated with school performance. In sum, personal and family environment factors, in which students develop, are elements that contribute to improve their school performance.

Twitter as a counter-storytelling site for students of Color working to abolish the police

PurposeGiven the historical legacy of policing Black bodies, this research focuses on the structures of anti-Blackness within school policing and the strategies students of Color activists use as they work to defund or abolish police departments in the Los Angeles Unified School District (LAUSD).Design/methodology/approachSpecifically, this article looks to Twitter as a counter-storytelling space for students of Color activists to organize and build movements to end anti-Black school policing. Through the frameworks of critical race theory (CRT) and Black critical theory (BlackCrit), this research applies inductive coding to analyze 42 Twitter posts from three students of Color-led organizations based in Los Angeles.FindingsThis document analysis presents four themes, which describe four dominant strategies students of Color activists use in their campaigns to defund or abolish school police in the LAUSD: (1) centering Blackness and Black student experiences, (2) making demands for the elimination of funding and support for school police, (3) calling for a shift in funding to support Black students and (4) employing multiple tactics concurrently.Research limitations/implicationsThese findings demonstrate the importance of developing and centering a critical understanding of anti-Blackness to achieve racial and educational justice within social movements.Originality/valueMoreover, the demands of students of Color activists reflect visions of public schools free from anti-Black school policing.

Development and Standardization of Mathematics Achievement Test for Unified Senior Secondary School Class 2 Promotion Examination in Ondo State, Nigeria

Advancement in science and technology is what can bring about rapid transformation of any country. Mathematics is a veritable tool in the understanding of science and technology. Despite the importance, the trend of secondary school students’ performance in Mathematics in external examinations is worrisome. Perhaps, non-availability of standardized achievement test for formative assessment or for promoting the students to the certificate class could be the cause. The purpose of this study was to develop and standardize Mathematics Achievement Test (MAT) for unified senior secondary school class 2 promotion examination in Ondo State. Seventy five SSS2 students randomly selected from Akoko metropolis of the state constituted the sample. MAT for SSS2 was the instrument for this study. The instrument was developed and standardized following various stages of test development and standardization processes. Out of the initial 75 items drafted, 50 items formed the final MAT. The final MAT was valid and reliable. The reliability coefficients were (0.97 and 0.89) using test retest and Kuder-Richardson-20 methods of reliability respectively. From the results obtained, the following conclusions were drawn: The MAT was developed by the researcher, the validated test items were in line with the mathematics curriculum for senior secondary school class 2 students in Ondo State, the developed and validated MAT exhibited good measure of difficulty and discrimination indices. Based on the findings and the conclusion of this study, it was recommended among others that the developed MAT should be used by mathematics teachers teaching senior secondary school class two students in Ondo State and the examination unit of the Ondo State Ministry of Education should make use of this MAT to improve on the quality of their examinations.

Challenges Posed During and After the COVID-19 Pandemic: Implications for Special Education Teachers

The COVID-19 pandemic affected the ways in which school districts provide educational services to all students, especially students with disabilities. Eligible U.S. students with disabilities have a right to a free, appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA), and students with disabilities who are not eligible under the IDEA may also have a right to receive a FAPE under Section 504 of the Rehabilitation Act. School personnel need to attend to both of these important federal laws when providing educational services. Shortly after the pandemic began, the U.S. Department of Education, through the Office of Civil Rights and the Office of Special Education and Rehabilitation Services, issued guidance to school districts making it clear that despite school closures, school district personnel had to continue providing FAPE under the IDEA and Section 504. Following the return to school, the Office of Civil Rights investigated the Los Angeles Unified School District in California and the Fairfax County Schools for discriminating against students with disabilities by failing to provide educational services during the pandemic. In this article, we briefly review the guidance from the U.S. Department of Education and discuss important implications for teachers of students with disabilities.

Reflection of Late Imperial Discussions on Education of “Foreigners” in The Practice of National Construction of Soviet Russia (1918—1925, on the Example of the Orenburg Region)

The author traces the continuity between the projects of integration of “foreigners” into the imperial space by means of an education system without the rigid conditions of linguistic and cultural homogenization of Muslims, dating back to the late imperial period, and the first decrees of the Soviet authorities on the “free national development” of representatives of all ethnicities and nationalities of the Soviet Republic. This right was realized especially visibly in the construction of a new system of education. The work shows the steps of the People's Commissariat of the Kazakh Autonomous Republic (KASSR) to create a unified labor school, to train teaching staff, including for Kazakh schools, to organize the publication of new textbooks and manuals on the history of the Kyrgyz Republic in both Russian and Kazakh languages.

Challenge and Response: A Study on the Special Olympics Unified Schools Program in China

Challenge and Response: A Study on the Special Olympics Unified Schools Program in China

A Study on the Perception of Safety Management in Middle School Physical Education Teachers

Purpose of the Study The purpose of this study is to establish a school safety culture through research on safety management as perceived by middle school physical education teachers. Research Method This study was conducted through in-depth interviews using a purposive sampling method from August 1 to September 30, 2024. Results: First, mandatory implementation of prevention education and safety education manuals and programs to increase prevention awareness. RAM is required. Second, regular facility and teaching management inspections are necessary and safety accidents can be prevented. Third, awareness of prevention and follow-up measures must improve a safe educational environment through institutional improvements in safety liability. Fourth, a safety training manual should be developed and unified and systematic training should be conducted. Conclusion Application to actual classroom environment. There is a need to develop a unified school safety education manual and systematic program.

OCR identifies concerns with district's service animal policy

Case name: Letter re: Higley Unified School District, No. 08‐33‐1603 (OCR 02/14/23).

OCR concerned with district's service animal policy

Case name: Letter re: Murrieta Valley Unified School District, no. 09‐22‐1650 (OCR 04/14/23).

Public Schools and Their Pensions: How Is Pension Spending Affecting U.S. School Districts?

Abstract State and local government decisions about how school funding is raised and allocated have profound impacts on American public education; in recent years, experts have documented large increases in one type of spending in particular: public pensions. Because most data on school district pension expenditures are at the state level, it has so far been difficult to assess what changes local school districts have made in response. In this paper, I analyze a new dataset of the annual pension expenditures of approximately 200 unified school districts across the United States from 2005 to 2016. Consistent with findings in the literature, I find that pension expenditures rose in real terms in most of them, but also that there has been significant variation in that growth. Moreover, in a descriptive analysis, I find that larger within-district pension expenditure growth is associated with (1) greater revenue growth in the subsequent year and (2) reductions in school district employment, mainly through reductions in the number of non-teaching staff. Finally, there is evidence that districts’ responses to rising pension expenditures may depend on state political institutions, in particular whether the states have mandatory collective bargaining for teachers.

46 Are Reading Strategies Related to the Orthographic Depth of Languages Acquired Through Bilingual Education?

Objective:This longitudinal study investigates whether reading strategies are influenced by the orthographic depth of languages, specifically Spanish or Cantonese, acquired through enrollment in bilingual immersion programs. Spanish shares an alphabet with English and is considered a phonologically transparent language (Sun et al., 2022). Research has shown that second language learners of Cantonese, an opaque language, performed better on orthographic awareness tasks that involve whole-word visual information processing (Wang and Geva, 2003). We hypothesize that students enrolled in a bilingual immersion program will outperform peers in general education (GENED) on selected reading tasks. More specifically, those in Spanish-immersion programs will perform better on English tasks involving phonological processing; whereas those in Cantonese-immersion programs will perform better on single-word/character processing tasks.Participants and Methods:Participants (n=102) were native English speakers recruited from the San Francisco Unified School District. Our sample included 42 females and 60 males. Thirty-nine identified as White, 33 Mixed Race, 25 Asian, 4 Latinx, and 1 Black. Thirty-nine children were in GENED, 33 in Spanish immersion programs (Sp), and 30 in Cantonese immersion programs (Cn). Each child was assessed on a core language/behavioral battery at Kindergarten (T1) and 2nd-3rd grade (T2). Time 2 participants were between 7 and 9 years old.Those that scored at least one standard deviation below the mean (SS=85) on a nonverbal intelligence screener (KBIT-2 Matrices) were excluded to mitigate confounds of intellectual disabilities. Groups' performance in English was compared on English tasks involving phonological processing (CTOPP-2 Blending Words and Elision) and single-word/character information processing tasks (WJ-IV Letter Word Identification and KABC-II Rebus).Results:Simple main effects analysis showed that time did have a statistically significant effect on test performance (p <0.001). At T2, analysis revealed a significant impact of school enrollment on Blending Words [F (2, 51.0) = 4.19, p = 0.018]. As predicted, post-hoc analysis revealed the students enrolled in the Spanish-immersion program significantly outperformed those in general education on this task. Across the other three tasks, those enrolled in Spanish and Cantonese immersion programs performed as strong as or better than those in GENED, but the variability was not statistically significant.Conclusions:This study uniquely isolated the effects of bilingual education without confounding factors of access to resources of a more heterogeneous socioeconomic sample. Mixed results partially supported our hypotheses: Spanish-immersion participants performed significantly better than those in GENED on one English phonological processing task (Blending Words). Although Cantonese immersion students had a higher mean performance than those in GENED on single-word/-character processing tasks, the variance was not statistically significant. This implies that bilingual education may offer advantages in either reading strategy. According to the literature, characteristics of a language may influence literacy acquisition; thus, subsequent research may continue to examine the effect of learning multiple languages with varying levels of orthographic depth on the development of English reading strategies.