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Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2017-18, First Look
From the Introduction: "Using data from the School Survey on Crime and Safety (SSOCS), this report presents findings both on crime and violence in U.S. public schools and on the practices and programs schools have implemented to promote school safety. [...] The findings presented in this report are based on a nationally representative, stratified, random sample of 4,803 U.S. public schools. [...] The purpose of this report is to introduce new NCES [National Center for Education Statistics] data through the presentation of tables containing descriptive information. The tables in this report contain totals and percentages generated from bivariate cross-tabulation procedures."
National Center for Education Statistics
Diliberti, Melissa; Jackson, Mickey; Correa, Samuel . . .
2019-07
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Adapting Course Placement Processes in Response to COVID-19 Disruptions: Guidance for Schools and Districts
From the Preface: "This report had two overall objectives. The first objective was to interrogate the consequences--intended and unintended--that may have arisen as a result of the strategies that schools and districts adopted to determine students' course placements for the 2020-2021 school year. We address this goal by comparing and contrasting three potential strategies and subsequently examining the ways in which the pandemic may have influenced the consistency of decisionmaking under these strategies, as well as the extent to which these strategies work equally well for all students, regardless of student or school demographics. The second objective was to articulate an investigatory framework that can be applied to a wide variety of assessment scenarios and that can guide and inform local decisionmaking by schools and districts. It is our hope that this report encourages schools and districts to systematically interrogate the equity implications of strategy adoption and to explore the potential of unintended negative consequences of particular strategies for specific kinds of decisions. This report is the first of three that will examine the impacts of COVID-19 [coronavirus disease 2019]-related assessment disruptions on school and district processes."
RAND Corporation
Schweig, Jonathan David; McEachin, Andrew; Kuhfeld, Megan . . .
2021
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Divergent and Inequitable Teaching and Learning Pathways During (And Perhaps Beyond) the Pandemic: Key Findings from the American Educator Panels Spring 2021 COVID-19 Surveys
From the Webpage Description: "The 2020-2021 school year has been like no other. Because of the COVID-19 [coronavirus disease 2019] pandemic, most kindergarten through grade 12 (K-12) schools across the United States have reduced in-person learning for students to a few days per week or have been physically closed for most of the school year. In this Data Note, researchers use surveys of teachers and principals to provide a picture of students' learning experiences in K-12 schools that have adopted a variety of operational models (e.g., fully in-person, hybrid, fully remote) during the 2020-2021 school year. The findings consistently indicate that remote schooling was associated with fewer instructional opportunities and potentially poorer student outcomes compared with in-person schooling. These outcomes include less teacher-reported curriculum coverage, more teacher-reported student absenteeism, and lower principal-reported achievement in mathematics and English language arts (ELA). Nevertheless, teachers and principals who have been in remote settings this school year appear to be far more comfortable with the idea of providing remote instruction in some form, even after the pandemic recedes. Taken together, these findings suggest that the pandemic has set schools on diverging pathways depending on whether they were mostly remote or in person over the course of this school year. Using these findings, the authors make several recommendations to policymakers, school and district leaders, and researchers to support K-12 teaching and learning over the next several years."
RAND Corporation
Kaufman, Julia H.; Diliberti, Melissa
2021
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Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2015-16
"This report presents findings on crime and violence in U.S. public schools, using data from the 2015-16 School Survey on Crime and Safety (SSOCS:2016). First administered in school year 1999-2000 and repeated in school years 2003-04, 2005-06, 2007-08, 2009- 10, and 2015-16, SSOCS provides information on school crime-related topics from the perspective of schools. Developed and managed by the National Center for Education Statistics (NCES) within the Institute of Education Sciences of the U.S. Department of Education and supported by the National Institute of Justice of the U.S. Department of Justice, SSOCS asks public school principals about the prevalence of violent and serious violent crimes in their schools. Portions of this survey also focus on school security measures, disciplinary problems and actions, school security staff, the availability of mental health services in schools, and the programs and policies implemented to prevent and reduce crime in schools."
United States. Department of Education; National Center for Education Statistics
Diliberti, Melissa; Kemp, Jana; Hansen, Rachel . . .
2017-07
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Indicators of School Crime and Safety: 2017
"Establishing reliable indicators of the current state of school crime and safety across the nation and regularly updating and monitoring these indicators are important in ensuring the safety of our nation's students. This is the aim of 'Indicators of School Crime and Safety'. [...] This report covers topics such as victimization, teacher injury, bullying and cyberbullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur away from school are offered as a point of comparison where available."
United States. Department of Education; National Center for Education Statistics; United States. Bureau of Justice Statistics . . .
Musu-Gillette, Lauren; Zhang, Anlan; Wang, Ke . . .
2018-03
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Changes in School Composition During the COVID-19 Pandemic: Implications for School-Average Interim Test Score Use
From the Webpage Description: "School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions. After the U.S. Department of Education offered assessment waivers to all 50 states in 2019-2020, many educators and policymakers advocated for assessment programs to be restarted in the 2020-2021 school year to evaluate the state of teaching and learning and to inform policies for recovery from the coronavirus disease 2019 (COVID-19) pandemic. However, the use of school-aggregate test scores for these purposes relies on the assumption that differences in aggregate scores can be accurately interpreted as representing real and meaningful differences in school progress and performance. There are serious concerns about the accuracy of such interpretations even under routine schooling conditions, but the pandemic may exacerbate these issues and further compromise the comparability of these test scores. In this report, RAND researchers investigate one specific issue that may contaminate utilization of COVID-19-era school-aggregate scores and result in faulty comparisons with historical and other proximal aggregate scores: changes in school composition over time. To investigate this issue, they examine data from NWEA's [Northwest Evaluation Association] Measures of Academic Progress (MAP) Growth assessments, interim assessments used by states and districts during the 2020-2021 school year."
RAND Corporation
Schweig, Jonathan David; Kuhfeld, Megan; Diliberti, Melissa . . .
2022
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District Leaders' Concerns About Mental Health and Political Polarization in Schools: Selected Findings from the Fourth American School District Panel Survey
From the Webpage: "Policymakers had hoped that the 2021-2022 school year would be a chance to recover from coronavirus disease 2019 (COVID-19) pandemic-related disruptions to schooling. Instead, media reports of staff shortages, heated or even violent school board meetings, increased student misbehavior, low student and teacher attendance, and enrollment declines suggest increased -- rather than decreased -- problems during this third pandemic school year. To learn about the prevalence of these challenges nationwide, RAND researchers surveyed 359 district and charter network leaders in the American School District Panel between October 25, 2021, and December 10, 2021. Survey results suggest that districts are confronting serious challenges in the 2021-2022 school year that might be getting in the way of student learning. Although some challenges, such as student and staff mental health, are nearly universal across districts, other challenges are more localized. Historically marginalized districts are confronting extra challenges this school year, such as getting students back in school and low teacher attendance, while a higher percentage of historically advantaged districts are encountering political polarization about COVID-19."
RAND Corporation
Diliberti, Melissa; Schwartz, Heather L.
2022
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COVID-19 and the State of K-12 Schools: Results and Technical Documentation from the Spring 2020 American Educator Panels COVID-19 Surveys
From the Document: "This report provides additional information about the sample, survey instrument, and resultant data for the coronavirus disease 2019 (COVID-19) surveys that were administered to principals and teachers in spring 2020 via the RAND Corporation's American Educator Panels (AEP). The results are intended to inform policy and education practice related to educators' and students' needs during the time of the COVID-19 pandemic."
RAND Corporation
Hamilton, Laura S.; Grant, David; Kaufman, Julia . . .
2020
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Which Parents Need the Most Support While K-12 Schools and Child Care Centers Are Physically Closed?
From the Webpage: "The coronavirus disease 2019 (COVID-19) pandemic has been particularly challenging for parents as schools and child care centers closed or switched to distance learning in spring 2020. Parents have become not only their children's primary teachers but also their full-time caretakers (if they had not already taken on that role). For parents who were employed full-time, as well as for those who experienced job loss and financial challenges during this period, these child care and teaching burdens may have felt insurmountable. Nearly half of parents of children in public schools (grades K-12 [kindergarten-12th grade]) who responded to a recent national survey indicated that they had some or a lot of worry about juggling their many responsibilities while everyone was at home, and a separate survey indicated that parents' most pressing needs included additional money to pay for necessities and help keep children 'engaged in good activities'."
RAND Corporation
Kaufman, Julia H.; Hamilton, Laura S.; Diliberti, Melissa
2020
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Digital Divide and COVID-19: Teachers' Perceptions of Inequities in Students' Internet Access and Participation in Remote Learning
From the Description: "RAND researchers investigate the relationship between teachers' reports of their students' internet access and their interaction with students and families during school closures related to the coronavirus disease 2019 (COVID-19) pandemic. These data are drawn from the American Instructional Resources Survey, which was fielded in May and June 2020 and included questions to teachers regarding their instruction during school closures as a result of the COVID-19 pandemic. When teachers deliver remote instruction, their capacity to communicate with students and their families is shaped by home internet access. Researchers found that half of teachers estimated that all or nearly all of their students had access to the internet at home, and teachers in schools located in towns and rural areas, schools serving higher percentages of students of color, and high-poverty schools were significantly less likely to report that all or nearly all of their students had access to the internet at home. Researchers also found that gaps in internet access among students in higher-poverty versus lower-poverty schools--as reported by their teachers--varied greatly by state. These data suggest that existing inequities for students in rural and high-poverty schools might be exacerbated by students' limited access to the internet and communication with teachers as remote instruction continues."
RAND Corporation
Stelitano, Laura; Doan, Sy; Woo, Ashley . . .
2020
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Prepared for a Pandemic? How Schools' Preparedness Related to Their Remote Instruction During COVID-19
From the Webpage Description: "The emergence of COVID-19 [coronavirus disease 2019] in the United States in spring 2020 forced nearly all U.S. schools to transition rapidly to remote learning. However, a minority of U.S. public schools were prepared for a crisis on the level of COVID-19. Using responses to the American Educator Panels, RAND researchers investigate how schools' pre-pandemic planning translated into remote learning practices and principals' confidence in student achievement during the COVID-19 pandemic. Principals detailed the infrastructure preparations that their schools had made before the COVID-19 pandemic began. Specifically, principals were asked whether, before the pandemic started, their schools had undertaken the following five practices: providing devices (e.g., laptops, tablets) to, at a minimum, those students who need them training teachers on delivering online instruction using a learning management system providing fully online or blended learning courses establishing plans to deliver instruction during a prolonged school closure."
RAND Corporation
Diliberti, Melissa; Schwartz, Heather L.; Hamilton, Laura S. . . .
2020
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Teaching and Leading Through a Pandemic: Key Findings from the American Educator Panels Spring 2020 COVID-19 Surveys
From the Document: "Educators and students in schools across the United States have faced sweeping, unprecedented changes to teaching and learning as a result of the coronavirus disease 2019 (COVID-19) pandemic, which shuttered school buildings in spring 2020. This Data Note offers teachers' and principals' perspectives on some of those changes and presents their implications for education policymakers and practitioners. [...] We address the following key topics: [1] distance learning and curriculum coverage during school closures; [2] principals' perceptions of school challenges and needs; [3] school and teacher contact with families and students; [4] teacher training on remote instruction; [5] teachers' needs for additional support; [6] priorities and plans for the summer and next school year."
RAND Corporation
Hamilton, Laura S.; Kaufman, Julia; Diliberti, Melissa
2020
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Urban and Rural Districts Showed a Strong Divide During the COVID-19 Pandemic: Results from the Second American School District Panel Survey
From the Document: "Over the course of the coronavirus disease 2019 (COVID-19) pandemic, progressively more complete data have shed light on the tremendous variation in districts' approaches to schooling (Burbio, 2021; Diliberti and Kaufman, 2020; Gross, Opalka, and Gundapaneni, 2021; and National Center for Education Statistics, undated-b). Some districts have provided fully remote learning since the outset of the pandemic, some have mostly provided in-person learning, and others have fallen somewhere in between. In this report, we reveal the extent of the divisions in public education during the 2020-2021 school year, from the mode of delivery to the length of the school day."
RAND Corporation
Schwartz, Heather L.; Grant, David; Diliberti, Melissa . . .
2021
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American School District Panel Winter 2021 COVID-19 Survey
From the Webpage: "A total of 434 district leaders from school districts and charter management organizations (CMOs) took the second survey of the American School District Panel between January 21 and March 5, 2021. This tool presents weighted survey results that are nationally representative of school districts in the United States."
RAND Corporation
Schwartz, Heather L.; Diliberti, Melissa; Grant, David . . .
2021
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Teachers Are Not All Right: How the COVID-19 Pandemic is Taking a Toll on the Nation's Teachers
From the Webpage: "The pandemic has put unprecedented demands on teachers, who were asked to pivot instruction to the cloud and find new ways of connecting with families and students. Julia Kaufman and Melissa Diliberti offer fresh evidence on how teachers are faring as they navigate these unprecedented times. Their review of teacher surveys available to date shows: Teachers' workloads spiked last spring and haven't let up. On average, teachers are working six more hours per week than before the pandemic. All teachers, but especially those teaching remotely and in high-poverty schools, are struggling to provide instruction, engage students, manage technology, and much more. Morale has fallen sharply and seems to be getting worse as challenges compound and build. According to a survey by RAND, about one-quarter of all teachers reported they were likely to leave the teaching profession by the end of the year."
The Evidence Project
Kaufman, Julia H.; Diliberti, Melissa
2021-01
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COVID-19 and the State of K-12 Schools: Results and Technical Documentation from the Spring 2021 American Educator Panels COVID-19 Surveys
From the Preface: "This report provides additional information about the sample, survey instrument, and resultant data for the coronavirus disease 2019 (COVID-19) surveys that were administered to principals and teachers in spring 2021 via the RAND Corporation's American Educator Panels (AEP). This survey is part of a series that included spring 2020 and fall 2020 COVID-19 surveys. Technical documentation and reports based on those surveys are available at RAND Corporation, undated-b. The results of these surveys are intended to inform policy and education practice related to educators' and students' needs during the COVID-19 pandemic and beyond."
RAND Corporation
Kaufman, Julia H.; Diliberti, Melissa; Hunter, Gerald Paul . . .
2021
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COVID-19 and the State of K-12 Schools: Results and Technical Documentation from the Fall 2020 American Educator Panels COVID-19 Surveys
From the Webpage: "In spring 2020, the coronavirus disease 2019 (COVID-19) pandemic led to an unprecedented and sweeping shift in the landscape of public schooling in the United States. Beginning in March, schools across the country closed their doors and adopted remote learning supports that varied in degree and type. In May 2020, researchers from the RAND Corporation drew on RAND's American Educator Panels (AEP) to both document how schools were navigating these challenging circumstances and examine disparities in the supports schools were able to provide to teachers and students. Several reports based on these surveys provided a nationally representative picture of teaching and learning throughout spring 2020. In October 2020, RAND researchers once again surveyed principals and teachers through the AEP to gather information about how educators are approaching and experiencing the 2020-2021 school year. This report provides additional information about the sample, survey instrument, and resultant data for the COVID-19 surveys that were administered to principals and teachers during October 2020 via the RAND Corporation's AEP."
RAND Corporation
Kaufman, Julia H.; Diliberti, Melissa; Hunter, Gerald Paul . . .
2020
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