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Journal articles on the topic 'Suburban School Districts'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Rotberg, Iris C. "Crossroads: Integration and segregation in suburban school districts." Phi Delta Kappan 101, no. 5 (2020): 44–49. http://dx.doi.org/10.1177/0031721720903828.

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As U.S. suburbs become more racially and ethnically diverse, they have the opportunity to make their schools similarly diverse. But integration is not assured, even in districts with significant demographic diversity. Iris Rotberg draws on Montgomery County Public Schools, a suburban Maryland district, to illustrate the opportunities and risks present in many other suburban districts. While large numbers of Montgomery County students attend diverse schools, segregation is a growing problem in the higher-poverty schools, and Black and Latinx students attending these schools have become more seg

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Rhodes, Anna, and Siri Warkentien. "Unwrapping the Suburban “Package Deal”." American Educational Research Journal 54, no. 1_suppl (2017): 168S—189S. http://dx.doi.org/10.3102/0002831216634456.

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Large disparities in educational quality exist between cities and surrounding suburban school districts and are increasing between suburban districts—a trend that emerged over the past several decades and shows signs of growing. Using in-depth interviews, this study examines how children are sorted into different school districts across a metropolitan area. We find that the ideal educational arrangement for nearly all parents is to live in a neighborhood that guarantees access to neighborhood schools that meets their expectations, something we call the “package deal.” Parents look to the subur

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Baum-Snow, Nathaniel, and Byron F. Lutz. "School Desegregation, School Choice, and Changes in Residential Location Patterns by Race." American Economic Review 101, no. 7 (2011): 3019–46. http://dx.doi.org/10.1257/aer.101.7.3019.

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This paper examines the residential location and school choice responses to the desegregation of large urban public school districts. We decompose the well documented decline in white public enrollment following desegregation into migration to suburban districts and increased private school enrollment and find that migration was the more prevalent response. Desegregation caused black public enrollment to increase significantly outside of the South, mostly by slowing decentralization of black households to the suburbs, and large black private school enrollment declines in southern districts. Ce

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4

Holme, Jennifer Jellison, Sarah Diem, and Anjalé Welton. "Suburban School Districts and Demographic Change." Educational Administration Quarterly 50, no. 1 (2013): 34–66. http://dx.doi.org/10.1177/0013161x13484038.

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Grooms, Ain A. "Money or diversity? An implementation analysis of the Voluntary Transfer Program in St. Louis, 1999-2009." education policy analysis archives 24 (February 15, 2016): 20. http://dx.doi.org/10.14507/epaa.24.2131.

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A dual transfer program was created in 1983 in the St. Louis metropolitan area following a 1972 lawsuit brought upon the city, charging it with withholding an equal educational opportunity for Black students. Through this program, Black students from St. Louis City are provided with free transportation to one of 15 suburban school districts, and White students from the surrounding suburbs are eligible to attend city magnet schools. At its peak in 1999, enrollment reached approximately 15,000 students, of which over 13,500 were from St. Louis City. Following the lifting of the court order in 19

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Hyman, Joshua. "Does Money Matter in the Long Run? Effects of School Spending on Educational Attainment." American Economic Journal: Economic Policy 9, no. 4 (2017): 256–80. http://dx.doi.org/10.1257/pol.20150249.

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This paper measures the effect of increased primary school spending on students' college enrollment and completion. Using student-level panel administrative data, I exploit variation in the school funding formula imposed by Michigan's 1994 school finance reform, Proposal A. Students exposed to $1,000 (10 percent) more spending were 3 percentage points (7 percent) more likely to enroll in college and 2.3 percentage points (11 percent) more likely to earn a postsecondary degree. The effects were concentrated among districts that were urban and suburban, lower poverty, and higher achieving at bas

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Cowen, Joshua M. "Who Are the Homeless? Student Mobility and Achievement in Michigan 2010–2013." Educational Researcher 46, no. 1 (2017): 33–43. http://dx.doi.org/10.3102/0013189x17694165.

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This article provides provide a new, systematic profile of more than 18,000 homeless students in Michigan, utilizing rich administrative data from all test-taking students in Grades 3–9 during three academic years. These data are part of a larger study of school choice and student mobility in that state. Homelessness is a condition found disproportionately away from suburban school districts. African American and Hispanic students are more frequently homeless, and homeless students are almost universally impoverished. They are far more mobile between districts and zip codes than their non-home

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Vang, Maiyoua. "Racial Composition of School District on School Leaders′ Responses to State Takeover: A Field Experiment on the Application of Michigan’s Emergency Manager Law." Journal of Educational and Social Research 7, no. 2 (2017): 31–41. http://dx.doi.org/10.5901/jesr.2017.v7n2p31.

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Abstract Michigan’s Public Act 436, commonly referred to as the Emergency Manager Law, has provided for state installed emergency managers to oversee financially distressed municipalities as well as school districts. Given that a number of Michigan school districts, suburban, rural, and urban, have been operating at a deficit for several years and yet only the financial status of majority Black school districts (Detroit, Highland Park, Muskegon Heights) have triggered this takeover law, this field experiment investigated the effect of school district’s racial composition on both the level of s

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Hopkins, Megan, Maxie Gluckman, and Tara Vahdani. "Emergent Change: A Network Analysis of Elementary Teachers’ Learning About English Learner Instruction." American Educational Research Journal 56, no. 6 (2019): 2295–332. http://dx.doi.org/10.3102/0002831219840352.

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We study how a suburban U.S. district in the early stages of demographic change developed systems of support for teachers of English learners (ELs). Using district- and school-level social network and interview data, we examine elementary teachers’ EL-related professional learning opportunities, and how district and school organizational contexts enabled or constrained these opportunities. We find that the separation of language and content at the district level limited teachers’ learning opportunities, yet school leaders mitigated this separation by implementing structures that fostered norms

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Gallagher, Ryan M., Joseph J. Persky, and Haydar Kurban. "The Growth of Local Education Transfers." Public Finance Review 46, no. 6 (2017): 1002–23. http://dx.doi.org/10.1177/1091142117697422.

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We argue that previous research studying the relationship between a growing elderly population and local support for public education has overlooked a key component to public education finance: redistribution payments made by older households. A fuller accounting of these payments indicates that a growing elderly population might very well prove to be a boon to local public school students not a burden as has been previously suggested. Beginning with a national sample of suburban school districts, this article shows that a higher elderly to student ratio within a district actually increases pe

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Hinrichs, Peter. "When the Bell Tolls: The Effects of School Starting Times on Academic Achievement." Education Finance and Policy 6, no. 4 (2011): 486–507. http://dx.doi.org/10.1162/edfp_a_00045.

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A number of high schools across the United States have moved to later bell times on the belief that their previous bell times were too early for the “biological clocks” of adolescents. In this article I study whether doing so improves academic performance. I first focus on the Twin Cities metropolitan area, where Minneapolis and several suburban districts have made large policy changes but St. Paul and other suburban districts have maintained early schedules. I use individual-level ACT data on all individuals from public high schools in this region who took the ACT between 1993 and 2002 to est

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Amsterdam, Daniel. "Toward the Resegregation of Southern Schools: African American Suburbanization and Historical Erasure inFreeman v. Pitts." History of Education Quarterly 57, no. 4 (2017): 451–79. http://dx.doi.org/10.1017/heq.2017.28.

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This article reconstructs the story behindFreeman v. Pitts(1992), one of the main US Supreme Court cases that made it easier for school districts to terminate court desegregation orders and that, in turn, helped to propel a widely documented trend: the resegregation of southern schools. The case in part hinged on the question of whether school officials in an Atlanta suburb were responsible for the racial segregation that had developed in the area alongside the rapid settlement of African Americans there in the late twentieth century. Thus, along with shedding new light on how the South transi

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Guenther, Karl, Todd Swanstrom, and Thomas F. George. "Pursuing the Anchor Mission in a Fragmented Suburban Setting." Metropolitan Universities 30, no. 4 (2019): 42–54. http://dx.doi.org/10.18060/23364.

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Increasingly, suburban universities find themselves in communities facing challenges that inner cities have had to deal with for decades, including concentrated poverty, housing vacancy, and underperforming school districts. While the problems are similar, the institutional context is different. Compared to central cities, suburban municipal governments generally lack the resources necessary to sustain robust community economic development initiatives. Further, suburbs often lack the rich landscape of nonprofit organizations that were built up over many decades in central cities. This article

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Weiss, Elaine. "Tailoring integrated student supports to rural contexts." Phi Delta Kappan 101, no. 2 (2019): 46–51. http://dx.doi.org/10.1177/0031721719879155.

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Rural poverty rises to higher levels than poverty in urban and suburban areas, and rural communities and their schools face greater isolation, which means that families must travel farther than their urban and suburban counterparts to access available services and learning opportunities. Elaine Weiss describes two rural communities, one in Arkansas and another in Kentucky, that provide models for how rural communities might create ways for students and families to access resources that otherwise would be out of reach. Grant funding allowed one district to open up additional spots in a local pr

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Goldhaber, Dan, Katharine O. Strunk, Nate Brown, Natsumi Naito, and Malcolm Wolff. "Teacher Staffing Challenges in California: Examining the Uniqueness of Rural School Districts." AERA Open 6, no. 3 (2020): 233285842095183. http://dx.doi.org/10.1177/2332858420951833.

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Using unique data from California on teacher job vacancies, we investigate staffing challenges across the urbanicity spectrum, focusing on the extent to which the characteristics of rural school systems explain the differences in staffing challenges as measured by vacancy rates and emergency credentialed teachers, relative to other urbanicities. We find that rural districts have significantly and substantially higher staffing challenges than districts from different urbanicity classifications (urban, suburban, and towns). Some of these differences are explained by district-level attributes, su

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Cyna, Esther. "Equalizing Resources vs. Retaining Black Political Power: Paradoxes of an Urban-Suburban School District Merger in Durham, North Carolina, 1958–1996." History of Education Quarterly 59, no. 1 (2019): 35–64. http://dx.doi.org/10.1017/heq.2018.50.

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Two separate school districts—a city one and a county one—operated independently in Durham, North Carolina, until the early 1990s. The two districts merged relatively late compared to other North Carolina cities, such as Raleigh and Charlotte. In Durham, residents in both the county and city systems vehemently opposed the merger until the county commissioners ultimately bypassed a popular vote. African American advocates in the city school district, in particular, faced an impossible trade-off: city schools increasingly struggled financially because of an inequitable funding structure, but a m

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Hodges, Jaret, and Jessica Ottwein. "Spending Floors in Gifted Education Services." Rural Educator 42, no. 1 (2021): 32–45. http://dx.doi.org/10.35608/ruraled.v42i1.1106.

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For nearly two decades, the state of Texas mandated gifted education services and provided funding to public school districts. One policy that was unique to the state is the mandatory minimum spending. This research examines how these mandatory minimum spending floors influence spending in public school districts within the state and how that influence varies across locales. Our findings provide evidence that rural public school districts in Texas were more likely to operate near to the mandatory state minimum spending for gifted education than non-rural public school districts. In particular,

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Ayscue, Jennifer B., Genevieve Siegel-Hawley, John Kucsera, and Brian Woodward. "School Segregation and Resegregation in Charlotte and Raleigh, 1989-2010." Educational Policy 32, no. 1 (2016): 3–54. http://dx.doi.org/10.1177/0895904815625287.

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Desegregated schools are linked to educational and social advantages whereas myriad harms are connected to segregated schools, yet the emphasis on school desegregation has recently receded in two North Carolina city-suburban school districts historically touted for their far-reaching efforts: Charlotte and Raleigh. In this article, we use cross-case analysis to explore segregation outcomes associated with policy changes by analyzing enrollment and segregation trends from 1989 to 2010 in metro Charlotte and metro Raleigh. Both Charlotte-Mecklenburg and Wake County school systems are experiencin

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Kelly, Matthew Gardner. "The Curious Case of the Missing Tail: Trends Among the Top 1% of School Districts in the United States, 2000–2015." Educational Researcher 49, no. 5 (2020): 312–20. http://dx.doi.org/10.3102/0013189x20922999.

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This article investigates trends in the relative wealth of the richest school districts in the United States between 2000 and 2015. For the purposes of discussion, I focus on the top 1% of districts. I argue that trends in school funding for the richest districts deserve greater attention from education researchers. Districts in the top 1% of the cost-adjusted, national school funding distribution are disproportionately suburban, affluent, and White. The relative wealth of these districts increased sharply (31.59%) between 2000 and 2015. Disaggregating these trends reveals large variation betw

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Dhaliwal, Tasminda K., and Paul Bruno. "The Rural/Nonrural Divide? K–12 District Spending and Implications of Equity-Based School Funding." AERA Open 7 (January 2021): 233285842098254. http://dx.doi.org/10.1177/2332858420982549.

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In the 2013–2014 school year, the state of California implemented a new equity-minded funding system, the Local Control Funding Formula (LCFF). LCFF increased minimum per-pupil funding for educationally underserved students and provided greater autonomy in allocating resources. We use the implementation of LCFF to enrich our understanding of rural school finance and explore the implications of equity-based school finance reform across urbanicity (i.e., between rural, town, suburban, and urban districts) and between rural areas of different remoteness. Drawing on 15 years of financial data from

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Dukes, Charles, Sharon M. Darling, and Kristina Bielskus-Barone. "States’ Description of Common Core State Standards to Support Students with Severe Disabilities." Research and Practice for Persons with Severe Disabilities 42, no. 3 (2017): 143–54. http://dx.doi.org/10.1177/1540796917715016.

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A review of State Department of Education and school district websites was conducted to determine how policy related to the Common Core State Standards (CCSS) was communicated to teachers of students with severe disabilities. Four states were selected: California, New York, Illinois, and Pennsylvania. State Department of Education websites and three local school districts within each state were chosen for review using locale codes to ensure representation of city, suburban, and rural districts. A total of 16 websites were analyzed using an original instrument designed to capture information ab

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Israel, Marla, Nancy Goldberger, Elizabeth Vera, and Amy Heineke. "An unlikely destination." International Journal of Educational Management 31, no. 5 (2017): 580–97. http://dx.doi.org/10.1108/ijem-09-2016-0190.

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Purpose The purpose of this paper is to describe a university-multi-school district partnership that positively affected the lives of P-12 immigrant, migrant and refugee students and their parents through an iterative collaboration of talent and resources among institutions. Design/methodology/approach This is a case study describing a university-school partnership grant-funded program detailing the processes, products, and implications for policy and practice. Findings University faculty and public school educators must work through intentional, contextually informed partnerships. It is throu

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Hamilton, Douglas N., Peter N. Ross, Rosanne Steinbach, and Kenneth A. Leithwood. "Differences in the Socialization Experiences of Promoted and Aspiring School Administrators." Journal of School Leadership 6, no. 4 (1996): 346–67. http://dx.doi.org/10.1177/105268469600600401.

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This study examined the socialization of seven promoted and seven aspiring vice-principal candidates in a large suburban school district. Evidence from these interviews indicates that the following socialization experiences were highly valued in the selection process, especially regarding the promoted candidates: having administrative experience at the system level; possessing a focused orientation toward preparation; understanding and practising instructional leadership; developing a strong support system (e.g., mentoring); and possessing highly valued personal qualities such as being change-

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Bell, Teri L., Kay Sather Bull, Jeanne M. Barrett, Diane Montgomery, and Adrienne E. Hyle. "Future Special Education Teachers Perceptions of Rural Teaching Environments." Rural Special Education Quarterly 12, no. 4 (1993): 31–38. http://dx.doi.org/10.1177/875687059301200405.

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For many rural communities, the recruitment and retention of special educators has emerged as a prominent concern. The purpose of this study was to assess the attitudes of future special educators regarding urban, suburban, and rural teaching environments. Specifically, research objectives focused on social, cultural, personal and professional attitudes, future career decisions, and their relationship to teaching locale. Findings indicate that, generally, special education students had chosen their career field for altruistic reasons. The variables that drew beginning teachers to school distri

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Diem, Sarah, Erica Frankenberg, Colleen Cleary, and Nazneen Ali. "The Politics of Maintaining Diversity Policies in Demographically Changing Urban-Suburban School Districts." American Journal of Education 120, no. 3 (2014): 351–89. http://dx.doi.org/10.1086/675532.

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Gehrke, Rebecca Swanson, and Kathleen Mccoy. "Considering the Context: Differences between the Environments of Beginning Special Educators who Stay and those who Leave." Rural Special Education Quarterly 26, no. 3 (2007): 32–40. http://dx.doi.org/10.1177/875687050702600305.

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Rural schools and other traditionally hard-to-staff schools continue to struggle with the recruitment and retention of qualified special education teachers. Beginning special educators are two and one half times more likely to leave their positions than their general education counterparts. The study reported here extends the literature base on teacher retention by exploring factors that contribute to the professional growth and job satisfaction of a particular group of beginning special educators in a variety of settings, including rural, urban, and suburban districts, both elementary and sec

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Hodges, Jaret. "Assessing the Influence of No Child Left Behind on Gifted Education Funding in Texas: A Descriptive Study." Journal of Advanced Academics 29, no. 4 (2018): 321–42. http://dx.doi.org/10.1177/1932202x18779343.

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No Child Left Behind (NCLB) has defined the past 15 years of public K-12 education. An incentive structure built around adequate yearly progress created an environment that was not aligned with gifted education. Texas, with over 11% of the total identified gifted population in the United States, state funding for gifted, and incentivized identification policies, made an ideal case study to analyze the ramifications of NCLB on gifted education. This article explores how Texas responded to NCLB and that response’s influence on district-level funding for gifted education. In total, 16 years of fi

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Eckert, Jonathan. "Collective Leadership Development: Emerging Themes From Urban, Suburban, and Rural High Schools." Educational Administration Quarterly 55, no. 3 (2018): 477–509. http://dx.doi.org/10.1177/0013161x18799435.

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Purpose: Applying an analytic model to better understand collective leadership development, this study examines three high schools: one urban, one suburban, and one rural. Each school’s unique structure and context tests the model’s explanatory power. Research Methods: Using a multiple-case study design, data consisting of interviews with teachers and administrators ( n = 64), document analysis, and observations were collected from each of the three high schools to describe and explain variation in collective leadership development, practice, and student outcomes. Findings: Schools’ efforts to

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Diem, Sarah, Anjalé D. Welton, Erica Frankenberg, and Jennifer Jellison Holme. "Racial diversity in the suburbs: how race-neutral responses to demographic change perpetuate inequity in suburban school districts." Race Ethnicity and Education 19, no. 4 (2014): 731–62. http://dx.doi.org/10.1080/13613324.2014.946485.

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Peterson, Patricia J., Alma M. Sandigo, Susan E. Stoddard, Kathleen Abou-Rjaily, and Judith Ulrich. "Changing Lives on the Border: Preparing Rural, Culturally Responsive Special Educators." Rural Special Education Quarterly 39, no. 2 (2019): 71–81. http://dx.doi.org/10.1177/8756870519879066.

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Arizona teacher education programs are largely concentrated in urban or suburban areas, with the majority of practicum experiences and student teaching placements located in the same metropolitan areas. However, in Arizona, 35% of K–12 students are served by the 135 school districts that qualify as “rural.” In the extreme southwest corner of Arizona bordering Mexico, 70% of these rural K–12 students are of Hispanic background with Spanish as their first language, and 26.7% of these Hispanic families are living below the poverty line. The “Grow Your Own” programs described here, developed throu

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Bennett, Jacob S., and Benji Cohen. "What Have You Done for Me Lately? Educational Research and Urban Schools." Education and Urban Society 51, no. 2 (2017): 175–94. http://dx.doi.org/10.1177/0013124517714866.

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Educational scholars have argued that poverty can hamper student achievement. In this critical discussion paper, we provide a historiography of how urban poverty increased in America over the last 30 years of the 20th century. We contend that educators and educational researchers working in P-12 urban schools should understand how federal urban policies contributed to the academic opportunity gap. To show how these federal polices still affect urban youth today, we provide demographic, housing, and crime data from two school districts in Nashville, Tennessee. These data shed light on the adver

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Sohn, Hosung, Ross Rubenstein, Judson Murchie, and Robert Bifulco. "Assessing the Effects of Place-Based Scholarships on Urban Revitalization: The Case of Say Yes to Education." Educational Evaluation and Policy Analysis 39, no. 2 (2016): 198–222. http://dx.doi.org/10.3102/0162373716675727.

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We find evidence of enrollment increases in both Syracuse and Buffalo following the announcement of a placed-based scholarship program, Say Yes to Education. While the Syracuse increases were accompanied by enrollment declines in surrounding suburban districts, the Buffalo increases coincided with declines in private school enrollments. Buffalo and Rochester also saw enrollment increases relative to trends following the announcement of Say Yes in Syracuse, suggesting that part of the increase in Syracuse might be attributable to factors other than Say Yes. We also find evidence of increases in

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Katz, Susan J. "Border Crossing: A Black Woman Superintendent Builds Democratic Community in Unfamiliar Territory." Journal of School Leadership 22, no. 4 (2012): 771–88. http://dx.doi.org/10.1177/105268461202200405.

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Much of the earlier research on women in leadership has told the stories of White women. Since there are very low numbers of superintendents of color both male and female nationwide, there have been very few stories reported of women leaders of color (Brunner & Grogan, 2007). This article describes the leadership issues involved when one Black woman crossed a border (geographically and culturally) to lead a school district. Delia (pseudonym) became the first woman and the first person of color to lead a small suburban school district whose population was very different from what she was an

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Darden, Edwin C., and Elizabeth Cavendish. "Achieving Resource Equity Within a Single School District." Education and Urban Society 44, no. 1 (2011): 61–82. http://dx.doi.org/10.1177/0013124510380912.

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This article examines the failure of school districts to distribute nonmoney resources—controlled primarily by the board of education—equally among students in affluent neighborhoods versus low-income areas. It is largely an urban phenomenon, although some county-wide and large suburban school systems display similar patterns. Such practices represent a failure to achieve the vision of equity championed in Brown v. Board of Education of Topeka. The main aspects of the opportunity gap addressed in this article are teacher assignment, staff-based budgeting, formal equality over equity, general e

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Zhao, Qi, Bo Chen, Ruiping Wang, et al. "Cohort profile: protocol and baseline survey for the Shanghai Suburban Adult Cohort and Biobank (SSACB) study." BMJ Open 10, no. 7 (2020): e035430. http://dx.doi.org/10.1136/bmjopen-2019-035430.

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PurposeThe Shanghai Suburban Adult Cohort and Biobank (SSACB) was established to identify environmental, lifestyle and genetic risk factors for non-communicable chronic diseases (NCDs) in adults (20–74 years old) living in a suburban area of Shanghai with rapid urbanisation.ParticipantsTwo of eight suburban district were purposely selected according to participant willingness, health service facilities, population, geographic region and electronic medical record system. From these suburban districts, four communities were selected based on economic level and population size. At stage three, on

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Shaw, Brian P. "Music Education Opportunities in Ohio K–12 Public and Charter Schools." Journal of Research in Music Education 69, no. 3 (2021): 303–20. http://dx.doi.org/10.1177/0022429420986123.

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The purpose of this study was to examine which Ohio schools offered curricular music courses and the rates at which students participated in those courses. The analysis involved descriptive statistics, analysis of variance, logistic regression, and partially nested multilevel modeling using data from the Ohio Department of Education ( N = 3,222 schools). The investigation revealed that charter schools offered music courses far less often than public schools. However, in charter schools that did offer music, students participated at higher rates than those in public schools. Nearly all public s

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Taylor, Kristin Vanderlip. "Building school community through cross-grade collaborations in art." International Journal of Education Through Art 16, no. 3 (2020): 351–70. http://dx.doi.org/10.1386/eta_00038_1.

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This qualitative study examines multiple collaborative art experiences across ages and classrooms during two years at a suburban public school in one of the largest school districts in the United States. Students in two middle-school elective art courses engaged in contemporary art education projects to strengthen visual and verbal communication skills as they partnered with younger peers in primary grades, including the following activities: collaborative earthworks, toy designs and mixed-up animal sculptures. These multi-age socially-constructive art experiences provided students with opport

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POSEY-MADDOX, LINN, MAXINE MCKINNEY de ROYSTON, ALEA R. HOLMAN, RAQUEL M. RALL, and RACHEL A. JOHNSON. "No Choice Is the “Right” Choice: Black Parents’ Educational Decision-Making in Their Search for a “Good” School." Harvard Educational Review 91, no. 1 (2021): 38–61. http://dx.doi.org/10.17763/1943-5045-91.1.38.

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In this article, Linn Posey-Maddox, Maxine McKinney de Royston, Alea R. Holman, Raquel M. Rall, and Rachel A. Johnson examine Black parents’ educational decision-making in the racial and educational contexts of predominantly white suburban districts, majority-Black urban schools with an Afrocentric focus, and racially diverse urban public and private schools. Undertaking a qualitative meta-analysis, they ask, How and why is anti-Black racism salient in Black parents’ educational decision-making around schooling? Their findings reveal that race and anti-Black racism are central to Black parents

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Gillespie, Robert, Joshua A. Russell, and Donald L. Hamann. "String Music Educators’ Perceptions of the Impact of New String Programs on Student Outcomes, School Music Programs, and Communities." Journal of Research in Music Education 62, no. 2 (2014): 175–87. http://dx.doi.org/10.1177/0022429414531987.

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The purpose of this study was to examine the impact of newly initiated string programs on teachers, schools, districts, communities, and existing music program administration and students. Research questions pertained to (a) locations, student access, and instructional offerings; (b) educators; and (c) perceived impact on student outcomes. Data from 64 participants were analyzed. Results indicated that new string programs were largely developed at the middle and high school levels, located in suburban (59%), urban (23%), and rural (18%) areas, with instruction held during the regular school da

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Kilpatrick, Jeremy. "Editorial." Journal for Research in Mathematics Education 17, no. 5 (1986): 322. http://dx.doi.org/10.5951/jresematheduc.17.5.0322.

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Testing is on people's minds these days. In Georgia, students face standardized tests or other state-mandated tests every year but one (fifth grade) between kindergarten and 12th grade. Reports have surfaced of large numbers of Georgia kindergarteners who cried because they could nor do the California Achievement Test, which, as of 1988, they must “pass” to be promoted to first grade. Other reports claim that many high school students have become complacent about taking standardized tests because they cannot see what relevance the tests have. Meanwhile, chambers of commerce offer monetary rewa

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Baker, Bruce D. "Gifted Children in the Current Policy and Fiscal Context of Public Education: A National Snapshot and State-Level Equity Analysis of Texas." Educational Evaluation and Policy Analysis 23, no. 3 (2001): 229–50. http://dx.doi.org/10.3102/01623737023003229.

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Should we be concerned if educational resources for gifted and talented children vary widely from school to school, district to district, or state to state? Does it matter whether those resources are distributed unevenly by race or social class? This article begins by addressing the basic underlying question: Do gifted and talented children require supplemental resources at all? Two alternate theoretical perspectives are discussed. Under one, the standards-based cost function, there is no need to provide supplemental resources to gifted children, whereas under the alternative resource-cost mod

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Kitchener, Deborah, Janet Murphy, and Robert Lebans. "Developing New Literacies through Blended Learning." International Journal of Virtual and Personal Learning Environments 2, no. 3 (2011): 32–49. http://dx.doi.org/10.4018/jvple.2011070103.

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This article reports on the implementation and impact of two blended models of teacher professional learning that promote innovative classroom practice and improved literacy and numeracy in six school districts in Ontario, Canada. The Advanced Broadband Enabled Learning Program (ABEL), situated at York University in Toronto, Ontario, Canada, transforms how teachers learn and teach through a strategic blend of face-to-face interaction, technological tools and resources, online interaction and support. Learning Connections (LC), its sister project, uses the same model to improve literacy and num

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Williams, Sheneka M., Walker A. Swain, and Jerome A. Graham. "Race, Climate, and Turnover: An Examination of the Teacher Labor Market in Rural Georgia." AERA Open 7 (January 2021): 233285842199551. http://dx.doi.org/10.1177/2332858421995514.

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Teacher turnover across the country presents a persistent and growing challenge for schools and districts, with the highest rates of turnover geographically concentrated in the American South. Research on teacher staffing and turnover problems consistently highlight two subsets of schools as struggling to attract and retain well-credentialed, effective educators—predominantly Black schools and rural schools. However, research has rarely explicitly examined the schools that meet both these criteria. We use administrative records and unique climate survey data from Georgia to examine how the int

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Jones-Parkin, Tricia, Faith Thomas, Kelie Hess, and Aubrey Snyder. "Employment First and transition: Utah school-to-work initiative." Journal of Vocational Rehabilitation 54, no. 3 (2021): 265–71. http://dx.doi.org/10.3233/jvr-211135.

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BACKGROUND: Utah’s School-to-Work Initiative is funded by a Partnerships in Integrated Employment Systems Change grant. Our project focuses on building school-level collaborative teams to support transitioning students with the most significant disabilities. Participating students complete work experiences and paid internships leading to permanent competitive integrated employment prior to exit. OBJECTIVE: By integrating two predictors for post-secondary employment, our framework implements customized employment to demonstrate Employment First for students with the most significant disabilitie

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Buckmiller, Tom, Matt Townsley, and Robyn Cooper. "Rural High School Principals and the Challenge of Standards-Based Grading." Theory & Practice in Rural Education 10, no. 1 (2020): 92–102. http://dx.doi.org/10.3776/tpre.2020.v10n1p92-102.

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The purpose of this study was to better understand how principals in rural schools are thinking about assessment and grading practices and if they anticipate implementing policy changes in the near future that may require increased support. Principals of schools in rural areas often face challenges that are significantly different from those of their urban and suburban counterparts. The researchers used a mixed-method survey to better understand if progressive grading policies were a part of the vision for principals of rural high schools, if they possessed conceptual underpinnings of such pra

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Zdroik, Jennifer, and Philip Veliz. "The Influence of Pay-To-Play Fees on Participation in Interscholastic Sports: A School-Level Analysis of Michigan’s Public Schools." Journal of Physical Activity and Health 13, no. 12 (2016): 1317–24. http://dx.doi.org/10.1123/jpah.2016-0099.

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Background:School districts in the United States are turning toward new sources of revenue to maintain their interscholastic sports programs. One common revenue generating policy is the implementation of participation fees, also known as pay-to-play. One concern of the growing trend of participation fees is how it impacts student participation opportunities. This study looks at how pay-to-play fees are impacting participation opportunities and participation rates in the state of Michigan.Methods:Through merging 3 school-level data sets, Civil Rights Data Collection, the Common Core of Data, an

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DeAngelis, Karen J. "A Look at Returning Teachers." education policy analysis archives 21 (February 18, 2013): 13. http://dx.doi.org/10.14507/epaa.v21n13.2013.

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Research shows that one-quarter to one-third of teachers who leave the profession return, the majority after only a short absence. Though returning teachers can constitute a substantial share of newly hired teachers in schools each year, little is known about them, the factors associated with their decisions to return, or the schools to which they return. In this study, I use a 20-year longitudinal dataset to examine the characteristics of returning teachers as well as the personal, school, and district factors associated with their return both to the profession and to particular schools. In a

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Hines, S. Maxwell, Maureen Murphy, Michael Pezone, Alan Singer, and Sandra L. Stacki. "New Teachers' Network: A University-Based Support System for Educators in Urban and Suburban “Ethnic Minority” School Districts." Equity & Excellence in Education 36, no. 4 (2003): 300–307. http://dx.doi.org/10.1080/714044338.

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Palmer, Emily Lilja, and Karen Seashore Louis. "Talking about Race: Overcoming Fear in the Process of Change." Journal of School Leadership 27, no. 4 (2017): 581–610. http://dx.doi.org/10.1177/105268461702700405.

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Purpose We investigated the way in which structured, multiyear conversations about race and institutional racism occurred in suburban secondary schools with changing racial demographics. Research Framework The study draws on interpretive research traditions, in that we assume that how teachers understand race and racism will influence how they work with colleagues and students. As such, the research examines to what extent talking about race and learning about institutional racism affects educators’ mental models and their classroom practices. Method Secondary schools in three districts that h

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Graf, Mercedes, and Richard N. Hinton. "Correlations for the Developmental Visual-Motor Integration Test and the Wechsler Intelligence Scale for Children-III." Perceptual and Motor Skills 84, no. 2 (1997): 699–702. http://dx.doi.org/10.2466/pms.1997.84.2.699.

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Previous studies have indicated that scores on the Developmental Test of Visual Motor Integration correlate higher with Performance than Verbal and Full Scale IQs of the Wechsler Intelligence Scale for Children-Revised. WISC–III and Visual Motor Integration—3R scores from 99 boys and 46 girls ranging in age from 6 to 16 years were obtained by certified school psychologists to study the relationship between the two measures. Participants were drawn from six suburban Chicago school districts, two being very affluent. These Pearson correlations for standard scores ranging from .34 to .57 and foll

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