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COVID-19 Testing in K-12 Schools: Insights from Early Adopters
From the Webpage: "To help schools safely return to in-person instruction and expand coronavirus disease 2019 (COVID-19) testing of teachers, other staff, and students, it will be imperative to successfully scale up and spread promising practices from K-12 [kindergarten-12th grade] schools and districts that were early adopters of COVID-19 testing in the fall semester of 2020. This report describes approaches that early adopters of COVID-19 testing in U.S. K-12 schools were using as of December 2020, highlighting key facilitators that made testing feasible, acceptable, and effective in these schools. In the first half of the report, the authors describe the landscape of testing as of December 2020, summarize the benefits and costs of early adopters' testing programs, and offer recommendations to school leaders, district officials, and policymakers for implementing feasible, acceptable, and effective COVID-19 testing in K-12 schools. They then profile COVID-19 testing programs in selected schools, districts, and states, with a focus on describing the practical details of their testing approaches, challenges they had to overcome, and key factors that facilitated their efforts."
RAND Corporation
Faherty, Laura J.; Master, Benjamin K.; Steiner, Elizabeth D. . . .
2021
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Changes in College and Career Readiness Supports During the First Year of the COVID-19 Pandemic
From the Webpage Description: "High schools play a crucial role in helping students plan for and transition to postsecondary education and career pathways. During the coronavirus disease 2019 (COVID-19) pandemic, supporting all students in their transition to life after high school remains important for postsecondary success. [...] Emerging evidence suggests that high school students' postsecondary aspirations and their engagement with school counselors have changed during the pandemic. In this Data Note, the authors compare nationally representative survey response data from the 2020 and 2021 Learn Together Surveys (LTS) to examine differences in how high school teachers and principals provided supports to students for successful postsecondary transitions before and during the first year of the pandemic. Drawing on responses from 2,126 9th- to 12th-grade teachers and 702 high school principals to the 2021 LTS and responses from 2,279 9th- to 12th-grade teachers and 640 high school principals to the 2020 LTS, the authors compare educators' responses across various school-level characteristics, including student free or reduced-price lunch eligibility, enrollment of nonwhite students, and school locale. The authors found equity gaps in which groups of students reportedly received sufficient supports for postsecondary transitions and recommend strategies for improving students' equitable access to and engagement with such supports."
RAND Corporation
Mulhern, Christine; Steiner, Elizabeth D.
2022
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Well-Being of Secondary School Principals One Year into the COVID-19 Pandemic
From the Webpage: "Effective principals are critical for improving student achievement, but they face numerous challenges in their jobs. Research suggests that the coronavirus disease 2019 (COVID-19) pandemic has likely exacerbated the job-related stress that principals experience. Thus, there is an urgent need to understand the job-related stressors that principals face. Understanding principals' views on this topic at a national level can help policymakers and education leaders identify ways to support principal wellness; reduce job-related stress; and improve job satisfaction, performance, and retention. In this Data Note, the authors use nationally representative data from the 2021 Learn Together Surveys (LTS) to examine the state of secondary principals' well-being and job-related stressors one year into the COVID-19 pandemic. Twice as many principals as employed U.S. adults experienced frequent job-related stress during this time. Drawing on LTS responses from 1,686 secondary principals, the authors explore how the frequency of job-related stress varies across different principal characteristics, such as experience, race/ethnicity, and gender, and school contexts, such as student populations served, school size, and locale (city, suburban, and town/rural). The authors also examine how principals' job-related stressors are associated with their schools' mode of instruction. They recommend strategies to encourage state and local policymakers to consider principals' well-being and take steps to mitigate job-related stressors now and in the long term."
RAND Corporation
Woo, Ashley; Steiner, Elizabeth D.
2022
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