US Public Schools Research Articles

Lifetime cancer risks from hazardous air pollutants in US public school districts

BackgroundChildren are sensitive to the health impacts of environmental contaminants, but research assessing outdoor environmental exposures for children and schools is underdeveloped. There are no national-level studies examining geographical and...

Self-regulated learning in English-language learners who are persisting despite failure on a high school exit exam

Purpose This study aims to explore whether English-language learners (ELLs) who have struggled to pass a high school exit exam (HSEE) self-report that they are able to self-regulate their learning. It is of interest to find out whether, in addition to limited English proficiency, these students are struggling to exert control over their learning. Design/methodology/approach Using semi-structured interviews, the study sought the perspectives of eight ELLs who had repeatedly failed their state-mandated HSEE. Interviews were transcribed using a modified grounded theory approach, and thought units were coded with a focus on the following elements of SRL: self-understanding, goal directedness, flexibility and strategy use. Findings Results indicated that all interviewees demonstrated a greater, more specific awareness of their academic weaknesses than their strengths. Half the interviewees demonstrated an awareness of how they learned. Similarly, half of them verbalized that they approached learning flexibly. None of the interviewees reported using evidence-based strategies. However, all interviewees were goal-oriented. Research limitations/implications This research approach may limit the external validity of the results. The richness of the data may also be limited because interviews were conducted in English. Practical implications The findings from this study have implications for educating ELLs in an era of standards-based education and helping them pass HSEEs. Social implications These results also have implications for advancing social justice through informed educational policy. Originality/value This paper fills a gap in the literature by extending the theory of SRL, which is associated with academic success in diverse students, to ELLs, a rapidly growing demographic in US public schools that is struggling to achieve academic success.

Social disparities in exposure to noise at public schools in the contiguous United States

Children are vulnerable to environmental hazards and spend significant portions of their days at school. However, just one national-level study has examined school-level environmental inequalities (in air pollution exposures), and none have examined disparate exposures to noise pollution, even though noise impacts children's health and development. We integrated data from 2014-2015 on the locations and socio-demographics of each public school in the contiguous US (n=94,432) with road and aviation transportation noise estimates. Using bivariate and multivariate statistics, we tested for disparities in road and aviation noise exposure across schools. Among the 49,697,890 children attending contiguous US public schools, we found that those attending schools most highly exposed to road noise or aviation noise were significantly more likely to be eligible for free/reduced price meals (economically deprived), and to be Hispanic, black, or Asian/Pacific Islander (API). They were less likely to be white or of another race. In multivariate generalized estimating equations (GEEs) controlling for school district effects, we found that schools with greater proportions of Hispanic, black or API students, schools with higher enrollment, and schools serving the youngest students had significantly more road noise and greater odds of aviation noise exposure. In the GEEs, a higher proportion of economically-deprived students in schools was associated with greater road noise, but not aviation noise. Overall, our analyses indicate that America's racial/ethnic minority children bear the brunt of transportation noise exposures at school, which may unequally impact their academic performance, health, and future potential.

Generational status, immigrant concentration and academic achievement: comparing first and second-generation immigrants with third-plus generation students

BackgroundImmigrants and their children are the fastest-growing demographic group in the United States, and schools are often the first social institution young immigrants engage with on a sustained basis. As such, the academic achievement of immigrant students can be viewed as an indicator of their incorporation and a predictor of educational and employment outcomes in adulthood. In this study, we examined the factors associated with differences in mathematics achievement between first, second, and third-plus generation students in the US.MethodsWe analyzed the data from the Programme for International Student Assessment (PISA) 2012. Our analytic sample included 3700 15 year-old students attending US public and private schools. We used information on students’ background and school characteristics from the student and school questionnaires. We used multiple linear regression models to predict mathematics achievement. To address the sampling design of PISA and the use of plausible values we fitted the models using the IDB Analyzer.ResultsOur analysis shows that the families and schools of second-generation students are more similar to their first-generation than their third-plus generation peers. Once we control for student background characteristics and school contextual factors, the achievement gap between first-generation students and their second and third-plus generation peers disappears. Our results suggest that what we observed as generational differences in achievement are more likely to be gender, racial, and socioeconomic gaps.ConclusionsOur findings imply that student background and school contextual factors counteract some of the disadvantages that first-generation students face in the US. Our results also support existing evidence about the second-generation advantage in academic achievement. Taken together, these findings suggest that mathematics achievement can be addressed by policies and practices that support all students alongside policies and practices that target immigrant students.

The nature of science identity and its role as the driver of student choices

BackgroundA major concern in science education involves the under-representation of many groups in science and technology fields, especially by gender (Brotman and Moore, J Res Sci Teach 45:971–1002, 2008; Clark Blickenstaff, Gend Educ 17:369–386, 2006), stemming from an intersection of systemic obstacles (Cantú, Equity Excell Educ 45:472–487, 2012; Rosa and Mensah, Phys Rev Phys Educ Res 12:020113, 2016). Research on persistence of minoritized populations within science trajectories has often highlighted identity as particularly important (Archer et al., Sci Educ 94:617–639, 2010; Barton and Calabrese, Am Educ Res J 50:37–75, 2007; Barton et al., Am Educ Res J 50:37–75, 2013; Merolla and Serpe, Soc Psychol Educ 16:575–597, 2013).ResultsThis study quantitatively investigated the nature of science identity in over 1300 seventh and ninth grade students from a range of urban US public schools using survey data on science identity, choice preferences, and optional science experiences. Factor analyses validated this conceptualization of science identity as integrating perceived internal and external identity components. Regression analyses revealed the importance of this conceptualization of science identity for driving students’ choices at this crucial developmental period. Furthermore, science identity had a complex differential function in supporting students’ optional science choices by gender.ConclusionsThe novel contribution to the science identity field highlights the specific multi-component ways in which students endorse science identity in middle school and early high school. There was an important finding that science identity has a complex differential function in supporting student’s optional science choices by gender. Thus, at this age, developing a strong science identity is especially critical for girls.

Promoting English Learners’ Willingness to Communicate in Content-area Classrooms

There has been a major shift in the demographic landscape in US public schools within the last decade. The population of English learners (ELs) has increased rapidly. How to increase opportunities for them to learn is the focal point of discussion in many urban and rural schools. With this change in the cultural and linguistic landscape, content-area teachers are challenged to meet the needs of ELs due to the lack of resources in teacher professional development. Among the numerous studies of pedagogical strategies about teaching ELs, few have focused on fostering ELs’ development of speaking. In this article, we review literature through the theoretical lens of willingness to communicate (WTC). Framed by a discussion of the individual, linguistic, and contextual factors which influence WTC, five principles of promoting ELs’ WTC are suggested. We argue that the understanding of factors influencing ELs’ WTC and strategies to promote their WTC serve as crucial components of the knowledge, skills, and dispositions which effective teachers of ELs must have.

Differences in Physician Compensation Between Men and Women at United States Public Academic Radiation Oncology Departments

A pay gap between men and women has been identified in many medical specialties. However, radiation oncology has been excluded from most analyses. This study sought to determine whether such a disparity exists among physicians in US public academic radiation oncology departments. Radiation oncology physician faculty at US public academic medical schools were identified in states that report public university radiation oncology faculty salary. Information pertaining to sex, academic rank, experience, clinical volume, and academic productivity were collected. Simple (1 predictor) and multiple (more than 1 predictor) generalized linear mixed-effect models for compensation were used to simultaneously assess the impact of physician-level and institutional-level variables, while accounting for potential correlations within institutions. To minimize the impact of faculty members working less than a full-time equivalent, a Monte Carlo simulation-based sensitivity analysis was conducted, and faculty with reported salaries under $175,000 were excluded. A total of 247 eligible faculty (81 women, 166 men) with public salary data were identified at 22 US public academic radiation oncology departments in 14 states. Unadjusted mean salary was 12.6% ($48,974) lower for women ($341,173; 95% confidence interval [CI], $304,581-$382,162) than it was for men ($390,147; 95% CI, $353,693-$430,358; P<.01). A $26,458 gap (6.4%) in mean salary between men ($411,829; 95% CI, $367,282-$461,780) and women ($385,371; 95% CI, $342,388-$433,749) persisted on multivariable analysis after accounting for other factors (P<.01). The salary gap remained statistically significant on sensitivity analysis. Mean salary for women at US public academic radiation oncology departments was lower than mean salary for men, after adjusting for confounders. Our analysis was limited to public data and could not account for relevant private personal choices and departmental factors. The salary gap may differ in other practice environments. Further research is warranted to determine the cause of this disparity, whether it exists in other practice environments, and how to successfully address it.

Gender Difference in Verbal Performance: a Meta-analysis of United States State Performance Assessments

A comprehensive, statistical review of gender differences in verbal performance has not been conducted in several decades and the majority of previous work on this topic used published studies that often include small, non-representative samples. The introduction of national legislation in US public schools required schools to assess and publicly report verbal performance, thus providing verbal assessment data for millions of American students. The current study presents a meta-analysis of gender differences in US state verbal assessments. Data were collected from the departments of education in 16 states representing more than 10 million US students in grades 3 through 11. Results indicated a small gender difference favoring females for overall verbal performance (d = 0.29). However, when type of assessment was considered, the female advantages in reading (d = 0.19) and language arts (d = 0.29) were smaller than in writing performance (d = 0.45). The small gender differences in verbal performance increased in a linear pattern from grades 3 to 8 and then remained steady in high school.

Friday Night Lights Out: The End of Football in Schools

In this essay, ethicists grounded in philosophy (Curren) and law (Blokhuis) argue that the US public schools' sponsorship of tackle football is ethically indefensible and inconsistent with their educational aims. Their argument relies on three ethical principles and a growing body of evidence that many students who play football suffer traumatic brain injury and cognitive impairment that undermine their academic success and life prospects, whether or not they suffer concussions. The authors also address educational claims made on behalf of football, the legal principles governing custodial responsibilities of schools and parents, factors that limit the moral and legal significance of children's consent to participate in football programs, and evidence that sponsorship of football programs subjects educational institutions to unsustainable financial risk.

From Hierarchical Power Structures to Rhizomatic Possibilities: An Argument for Affective Systems in US Public Schools

For more than 100 years, the US public education system has remained faithful to its hierarchical power structure, constructing knowledge at the top through state and federal efforts, then disseminating it down to districts, schools, administrators, teachers, and finally students. This paper argues that the assumed naturalism of this hierarchical power structure has resulted in a system that consistently fails to provide adequate services to urban, poor students of color as evidenced by the high rates of school dropout among this population. The contemporary issue of dropout in urban public schools is first located in the historiography of the Progressive Era. Next, a critically reflexive case study of the author's experience working as a dropout prevention counselor for a large urban school district is presented. Lastly, the issue of dropout is re-located through affective contextualization, articulating what could emerge with a shift from hierarchical power structures to rhizomatic possibilities.

Counter engagement: parents refusing high stakes testing and questioning policy in the era of the common core

This study is a critical discourse analysis of the New Jersey Opt-Out Movement. In 2015, and in response to the increasing standardization of US public school instruction, and over-use of high-stakes testing, NJ parents began to refuse to allow their children to take a key end-of-the year exam, the PARCC. We employ the concepts of master and counter narratives to exam the qualitative data that was collected in an online-questionnaire, a focus group, and refusal letters. We argue that these parents have refused this exam for their children based on differing reasons, that parents effectively changed the master narrative of the PARCC to grow their movement, and their refusal letters were key in promoting a new counter narrative.

Accountability Reform and Responsive Assessment for Immigrant Youth

Immigrant students, one of the fastest-growing populations in US public schools, have been linguistically and culturally disadvantaged by accountability policies that rely only on standardized tests. Recent changes to these policies allow for the use of performance-based assessment tasks (PBATs) as an assessment indicator to supplement standardized tests. In this article, we explore how 1 highly successful high school that works exclusively with recently arrived immigrant teenagers has incorporated PBATs into its curriculum. We find that school leaders, teachers, and students agree that the use of rigorous performance assessments accomplishes language learning, content mastery, and test preparation simultaneously.

Culturally Sustaining Pedagogy: How Teachers Can Teach the New Majority in Public Schools

BLACK HISTORY BULLETIN VOL. 81, NO. 2 | 23 22 | BLACK HISTORY BULLETIN VOL. 81, NO. 2 81 81 No.2 No.2 24 | BLACK HISTORY BULLETIN VOL. 81, NO. 2 No.2 81 CULTURALLY SUSTAINING PEDAGOGY: HOW TEACHERS CAN TEACH THE NEW MAJORITY IN PUBLIC SCHOOLS By Sheikia Talley-Matthews and Greg Wiggan Since the beginning of common schools in the nineteenth century,American education has served the purpose of transmitting White Euro-American norms and culture.1 Social studies teachers and their classrooms have often been ground zero for perpetuating fragmented hegemonic historical accounts of United States and world history that portray White Euro-Americans as saviors of humanity. The teaching of distorted information from American textbooks has caused students of color to become disengaged with history and social studies, while denying them opportunities to explore the contributions of their own cultural groups.2 Figure 1. US Public School Population, 2017-18 School Year (NCES, 2017) We raise the question; how should social studies teachers teach the new 51.9 percent non-White majority of public school students? According to Milner (2012), the racial demographics of the new non-White majority students in public schools would lead most educators to label them as urban and different.3 Therefore, social studies teachers must have content knowledge to teach multicultural lessons. They must also have pedagogical knowledge to know what culturally responsive methods work for their students, such as those outlined by the National Council for the Social Studies (NCSS). To be effective, teachers must understand the social, political, cultural, and physical environments in which students live and learn. In connection with the theme of “Black Migrations,” this article will help teachers implement culturally sustaining pedagogy in social studies classrooms. Culturally Sustaining Pedagogy Django Paris and H. Samy Alim’s work, Culturally Sustaining Pedagogies (CSP), challenges educators to decenter Whiteness in teaching practices.4 CSP seeks to foster and sustain the value of languages, literacies, histories, and cultural ways of being for minority communities through education. The goals of CSP are built upon Gloria LadsonBillings ’s concept of culturally responsive pedagogy (CRP), in which teachers use students’ home culture and community experiences as pedagogical tools, as well as to promote academic success.5 The goals of CRP are for teachers to become culturally aware and to use multicultural education strategies in their classrooms. Paris,Alim, and Ladson-Billings recognize that culture is constantly evolving among students, and that teacher pedagogy must reflect student cultures. Theory into Practice For the purpose of discussion, we ask the question: what does CSP look like in a social studies lesson on Black migrations? As noted, teachers must have content and pedagogical knowledge. However, teachers’ content knowledge should expand further than the class text: it should also include primary source data and additional readings and artifacts to support subject matter content. How can teachers engage students with the topic of Black migration in a way that is culturally sustaining to minority communities? In light of the NCSS standards for history, which aim to enable learners to develop historical comprehension so they can reconstruct historical events, music could be used as a pedagogical tool. For example, the lyrics of Big Daddy Kane’s old school hiphop song “Word to the Mother (Land)” may be helpful in introducing Black migrations. Take a stand [in] the fight for power Cause we’ve been here before the Mayflower Living superior abiding by nature The history of the Asiatic one paid the Price to be paid in slavery Like the name of Antonio was gave to me But knowledge of self broke every shackle and chain Now I declare myself as the Big Daddy Kane The teacher, teaching a lesson to be heard That’s word, to the mother my brother So discover the truth of one another Cause here’s the real deal upon our skin color Lay down white, yellow, red or pink But the color of black is most dominant The rising and sizing can never cease [Marley Marl: what you going say now?] Peace!6 81 No.2 BLACK HISTORY BULLETIN VOL. 81, NO. 2 | 25 After reviewing the lyrics, the teacher could ask students to deconstruct...

Obesity Prevention Interventions in US Public Schools: Are Schools Using Programs That Promote Weight Stigma?

IntroductionDespite substantial research on school-based obesity prevention programs, it is unclear how widely they are disseminated. It is also unknown whether schools use obesity programs that inadvertently promote weight stigma or disordered weight-control behaviors.MethodsIn spring 2016, we distributed an online survey about school wellness programming to a simple random sample of US public school administrators (N = 247 respondents; 10.3% response rate). We analyzed survey responses and conducted immersion/crystallization analysis of written open-ended responses.ResultsSlightly less than half (n = 117, 47.4%) of schools offered any obesity prevention program. Only 17 (6.9%) reported using a predeveloped program, and 7 (2.8%) reported using a program with evidence for effectiveness. Thirty-seven schools (15.0%) reported developing intervention programs that focused primarily on individual students’ or staff members’ weight rather than nutrition or physical activity; 28 schools (11.3% of overall) used staff weight-loss competitions. School administrators who reported implementing a program were more likely to describe having a program champion and adequate buy-in from staff, families, and students. Lack of funding, training, and time were widely reported as barriers to implementation. Few administrators used educational (n = 12, 10.3%) or scientific (n = 6, 5.1%) literature for wellness program decision making.ConclusionEvidence-based obesity prevention programs appear to be rarely implemented in US schools. Schools may be implementing programs lacking evidence and programs that may unintentionally exacerbate student weight stigma by focusing on student weight rather than healthy habits. Public health practitioners and researchers should focus on improving support for schools to implement evidence-based programs.

Geographic and social disparities in exposure to air neurotoxicants at U.S. public schools

Children are especially vulnerable to the health and developmental impacts of environmental hazards and they spend significant portions of their days at school. Yet there are no national-level studies examining school-level environmental inequalities and few have examined disparate exposure to neurological air toxicants, even though chronic exposure to air pollution impacts children's brain functioning. We paired information about the geographic locations and demographics of each public school in the US with air neurotoxicant exposure estimates pertaining to 24 known neurotoxicants included in the US Environmental Protection Agency's National Air Toxics Assessment. Using bivariate and multivariate statistics, we tested for environmental injustices in air neurotoxicant exposure at 84,969 US public schools. Metropolitan New York City (EPA Region 2) is the geographic region most burdened by air neurotoxicant exposures at schools since one-third of all schools in that region are in the top 10% (at "high risk") for ambient neurotoxicant exposure among all schools nationwide. Students attending “high risk” public schools nationwide are significantly more likely to be eligible for free/reduced price meals, and to be Hispanic, black, or Asian/Pacific Islander (API). They are significantly less likely to be white or of another race. In a multivariate generalized estimating equation controlling for school district effects, schools with greater proportions of Hispanic, black, and API students, schools with higher enrollment, and schools located in more urban (vs. rural) counties face greater risks. Schools serving the youngest students (e.g., pre-kindergarten) have greater levels of risk than schools serving older students. Across all analyses, this study shows that racial/ethnic minority children are bearing the brunt of air neurotoxicant exposures at school, which may be unequally impacting their school performance and future potential.

Spatial and temporal analysis of energy use data in Los Angeles public schools

School buildings are significant energy consumers. They are important targets for energy efficiency improvements, which can reduce energy spending and meet energy policy goals for state and federal governments. In the US, few studies have quantified electricity and natural gas consumption patterns in schools. Such information vitally supports energy planning and benchmarking. We present an analysis of high-detail electricity and natural gas consumption for schools in Los Angeles County over an extended period of time. Using a robust database of monthly account-level consumption, we examine electricity and natural gas consumption trends for hundreds of schools in relation to key structural and categorical characteristics, including size, geography, and school type. Results show that school energy use varies greatly across socio-demographic, structural, and climate factors. Correlations between electricity and natural gas consumption are time dependent and seasonally distinct. The analysis provides a useful case study with benchmarks for US public schools and demonstrates challenges with devising large-scale studies of school energy use. We conclude with a discussion of policy implications.

Exploring Primary ESL Teachers’ Beliefs and Practices: A Case Study

This study explores the relationship between teachers’ beliefs and the pedagogical practices of two English-as-a-second-language (ESL) teachers for the primary grades in the US public schools— one native English speaking teacher (NEST) and one non-native English speaking teacher (NNEST) in an elementary school in northern California. Drawing on classroom observation and interview data, the researcher describes the pedagogical practices of both teachers, and then investigates the relationship between beliefs and practices. Based on the data, the author has concluded that both teachers’ beliefs tend to be consistent with their respective teaching practices, but the NEST and the NNEST hold different beliefs with regard to the nature of second language (L2) learning, the role of learners’ first language (L1) in L2 learning, the role of ESL learners’ cultural background in L2 learning and teachers’ role in L2 teaching. This study serves to add empirical evidence to the growing body of literature on teachers’ beliefs and practices. In so doing, it also sheds light on further research that could be done on the NEST and the NNEST’s beliefs.

Teacher peer excellence groups (TPEGs)

PurposeThe purpose of this paper is to study the viability of implementing a protocol-guided model designed to provide structure and focus for teacher collaboration from Shanghai in today’s US public schools. The authors examine whether the new model, Teacher Peer Excellence Group (TPEG), fosters the desired key features of productive communities of practice where teachers can jointly construct, transform, preserve, and continuously deepen the meaning of effective teaching. The authors also explore the extent to which existing school conditions – principal instructional leadership, trust, teacher efficacy, and teachers’ sense of school-wide professional community – enable or moderate the desired outcomes.Design/methodology/approachData for this paper are drawn from a series of surveys administered to teachers from 24 pilot schools in six school districts over two school years. Descriptive and multilevel modeling analyses are conducted.FindingsThe findings provide encouraging evidence that, given sufficient support and guidance, teachers report higher levels of engagement in deprivatized practice and instructional collaboration. These findings also hold after controlling for key enabling conditions and school characteristics.Social implicationsThe TPEG approach challenges school leaders to take on the responsibilities of helping teachers make their practice public, sharable, and better – three critical objectives in the shift to develop the profession of teaching.Originality/valueThe indication of TPEG model’s positive impact on strengthening the features of communities of practice in selected public schools provides the impetus for further efforts in understanding the transformational changes needed and challenges ahead at the classroom, school, and district levels.

Integrating School Districts: Diversity, Balance, and Welfare

Despite significant efforts, segregation in the US public schools still persists. It mainly occurs between, but not within, school districts. To overcome this problem, inter-district admissions have been introduced, and many school districts have been integrated in a handful of states. We study district integration from a market-design perspective. For each desired policy, we provide admission rules and algorithms so that the policy goal is established. We provide a novel framework that opens avenues for market-design research.

Beyond acknowledgement of whiteness: Teaching white theatre teachers to examine their racial identity

ABSTRACTWhile some US public school theatre programs seek to move away from an annual token play of color, the white canon persists. This reflexive essay examines one professor’s pedagogical approaches in working with white pre-service theatre teachers as they direct short plays with high school students. The work interrogates intersections of identity, critical race theory, performance, representation and education theory and invites the field of theatre education to move beyond an acknowledgement of whiteness towards critical analysis of such racialization. The author examines her own practice as she seeks to embody culturally responsive theatre pedagogy (and invites her students to do the same), thus interrogating all identities rather than the common approach of viewing whiteness as given, non-diverse and normalized.