Search

Over the past few decades, we have witnessed a surge in publicly funded pre-K programs in the United States. Today, policy makers in 45 states and the District of Columbia have adopted them. Combining information from twelve datasets, we use event history analysis (EHA) to examine the influence of a set of predictors on states' decisions to adopt public pre-K. Findings indicate that party dominance in the legislature, legislative professionalism, and unemployment rates are associated with pre-K adoption; regional proximity to previously adopting states is also significant. The authors discuss implications for policy makers and advocates considering future legislative action in the early childhood education sector, including the expansion of pre-K eligibility requirements.

Following increased attention to racial disparities in police use of force, national conversations have focused on the role of law enforcement, including in public schools. This study examines transparency with regard to the presence of law enforcement in schools. Leveraging novel school-level and district-level data from the state of Florida, this research shows that the majority of schools and about a third of school districts do not make information on law enforcement presence in schools publicly available. Furthermore, the study finds that schools and districts serving more White student bodies have higher levels of transparency around law enforcement than those serving less-White demographics, an important finding given the racialized context of current policy discussions around policing in US schools and society more broadly. These findings inform ongoing debates about law enforcement in schools while also raising implications for policy and practice around the racialized nature of government transparency.

Purpose: While studies of collective leadership tend to focus on administrators and teachers, schools have other staff present that contribute to leadership in ways that affect the students. We focus on school resource officers (SROs), which have become increasingly common in suburban, predominately White schools and elementary schools because, absent law enforcement responsibilities, little is known about SROs in these settings. We examine perceptions of SRO impacts while exploring differences across roles and between White and non-White participants. Methods: The study is mixed methods, drawing on interviews, focus groups, and surveys of SROs, administrators, teachers, students, and parents. The setting is a suburban county with SROs in all elementary schools. Findings: We describe seven domains of SRO impacts ranging from school climate to learning environments. SROs are often seen as providing general assistance similar to a vice principal, with some describing SROs as an auxiliary "third administrator." In addition, SROs tend to over-estimate their positive effects compared to school-based stakeholders and underestimate their role in student discipline compared to non-White stakeholders. Implications for Research and Practice: Understanding that SROs in elementary schools can be seen as part of schools' collective leadership helps us to understand the influence they have on students and the school environment. We question the appropriateness of SROs inclusion in collective leadership, suggesting school leaders not rely on SROs for non-law enforcement duties, if at all. The results have implications for future collective leadership studies and understanding why efforts to remove police from schools have often stalled.

Programs that improve teaching effectiveness represent a core strategy to improve student educational outcomes and close student achievement gaps. This article compiles empirical values of intraclass correlations for designing effective and efficient experimental studies evaluating the effects of these programs. The Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) data are used to estimate empirical design parameter values in the setting of students nested within teachers nested within schools. The results show that intraclass correlations at the school level are relatively stable, and those at the teacher level increase along with grade level. We illustrate the utility of the results by demonstrating how to leverage this information to design more efficient and effective experimental studies.

For the past decade and a half, many institutions of higher education have asked about high school disciplinary experiences, including suspensions, on their applications. Advocates have argued that this "discipline box" has a negative effect on suspended students' likelihood to apply and be accepted to institutions of higher education with such a box. This study leverages application-level data along with novel historical records of institutions' undergraduate applications to examine the relationship between a discipline box and application and acceptances for suspended students. Leveraging both student and institution fixed effects, the study finds mixed evidence with regard to whether the presence of a discipline box is systematically related to students' likelihood to apply or be accepted to IHEs with discipline boxes, once accounting for other factors. Implications for policy are discussed and suggestions for future research that can address existing data limitations are proposed.

This study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners' science learning. More specifically, it traces multilingual learners' science academic achievement vis‐à‐vis science test scores over a six‐year period using the nationally‐representative Early Childhood Longitudinal Study of 2010–11 (ECLS‐K:2011) data set. We use regression analyses with panel data to explore the relationship of reclassification with MLs' science achievement at a national scale, and then, how variation in contextual factors (including family, school, and individual characteristics) shapes this relationship. Results show that, after controlling for covariates and prior test scores, reclassification is not significantly associated with differential science test scores when compared to students that retain their EL status. Results further show that reclassification is associated with higher science achievement for MLs who were previously in a dual‐language program but lower scores for those with higher prior achievement. We conclude with implications for the reclassification process, as well as directions for future research on reclassification, multilingual learners, and academic achievement. [ABSTRACT FROM AUTHOR]

As linguistic diversity continues to increase in the United States public school system, schools are expected to meet the needs of their ever‐changing student body. While much attention within education research has understandably focused on multilingual learners' (MLs) English language acquisition, an emergent body of work points to science as an important subject for attention among elementary MLs. We suggest that understanding what science and language inputs are afforded to MLs in schools can contribute to understanding the needs and opportunities for enhancing MLs' science learning. This study leveraged nationally representative data from the Early Childhood Longitudinal Study of 2010–2011 to explore the science and language inputs available to MLs in elementary school. Using descriptive statistics, our analysis of science and language inputs provides evidence on what MLs have, or do not have, access to inside of their schools. Science inputs appear to be relatively evenly distributed across classrooms serving non‐MLs, MLs, and subgroups therein. In comparison, language inputs are differentially distributed across ML subgroups, but they are distributed in ways that may align with student needs. However, while the science inputs do not necessarily vary across subgroups, the language inputs do, and this may affect how students can engage with science inputs. In understanding what science and language inputs MLs are afforded, this study provides a foundation for how to improve formal learning environments for them, especially regarding science learning. [ABSTRACT FROM AUTHOR]

Research using school discipline and infraction data has contributed to public policy conversations by helping elucidate the effects of and disproportionate experience of school disciplinary outcomes. This research brief presents results from an analysis of the public availability of such data from state departments of education. Findings suggest that while public availability of discipline data has not changed significantly over the past decade, states are more likely to disaggregate such data by subgroups. Unfortunately, such data remain generally focused on a small number of exclusionary practices rather than nonpunitive or nonexclusionary alternatives. Infraction data are slightly less available than discipline data and significantly less likely to be disaggregated by subgroup. [ABSTRACT FROM AUTHOR]

Research Summary: The increasing presence of armed security personnel in schools has led to concerns about the criminalization of students. While many schools use sworn law enforcement (e.g. school resource officers or SROs), many schools also use security guards who are not sworn law enforcement. Recent policy changes in a number of states and political pressures resulting from acts of mass school violence have led policymakers to face decisions between the use of SROs and security guards. This study informs this policy debate by empirically examining the relationships between security guards and SROs with rates of student behavior, discipline, and arrest using nationally representative data from the Civil Rights Data Collection. Controlling for observable covariates and school district fixed effects, we find that, in contrast to SROs, the use of security guards in schools is not systematically related to student arrest or suspension rates. The findings suggest that non‐sworn security guards may provide a form of security personnel that minimizes the criminalization of students relative to SROs. Policy Implications: As school districts nationwide grapple with how to respond to school shootings and other acts of school violence, policymakers have frequently turned to the use of school security personnel, including SROs and security guards, as a response. Doing so, however, has been contentious given concerns about the overcriminalization of students. This study provides evidence to inform these policy debates by demonstrating the relationships between security guards and SROs and a number of outcomes. The results suggest that the use of security guards as a policy response may minimize arrests and exclusionary discipline relative to the use of SROs. [ABSTRACT FROM AUTHOR]

Systems-level data dashboards, those that provide education data aggregated to or used by leaders from school to state to federal levels, have become increasingly prevalent in the field of education both in the United States and in many education systems worldwide. This study provides a systematic review of the literature on systems-level data dashboards in K–12 schooling. The review demonstrates that research on systems-level dashboards lags that of student and teacher-focused learning analytics dashboards; that academic achievement remains the primary focus of dashboards, but contextual and non-test-score outcomes are now included in many dashboards and that use of dashboards by educators and the public is lower than desired but may be improved through alternative dissemination methods. It also demonstrates that research on the impacts of dashboards is particularly limited, a concern given the potential for unintended negative consequences. The article discusses the need to further incorporate systems-level dashboards into the organizational structures of education systems in order to enhance their utility for improving outcomes. The findings provide insights for stakeholders designing and using dashboards and hold the potential to improve dashboard use and student outcomes. [ABSTRACT FROM AUTHOR]

Law enforcement officers (often called school resource officers or SROs) are an increasingly common feature in schools across the United States. Although SROs' roles vary across school contexts, there has been little examination of why. One possible explanation is that SROs perceive threats differently in different school contexts and that the racial composition of schools may motivate these differences. To investigate this possibility, this study analyzes interviews with 73 SROs from two different school districts that encompass schools with a variety of racial compositions. Across both districts, SROs perceived three major categories of threats: student-based, intruder-based, and environment-based threats. However, the focus and perceived severity of the threats varied across districts such that SROs in the district with a larger proportion of White students were primarily concerned about external threats (i.e. intruder-based and environment-based) that might harm the students, whereas SROs in the district with a larger proportion of Black students were primarily concerned with students themselves as threats. We consider how these results relate to understandings of school security, inequality among students, racially disparate experiences with school policing, and school and policing policy. [ABSTRACT FROM AUTHOR]

Introduction: Both obesity and sedentary behavior (SB) are associated with negative health consequences including cardiovascular disease, diabetes, certain cancers and all-cause mortality. To date, perceived barriers and facilitators to interrupting SB in adults living with obesity have not been identified., Objective: This study aimed to identify these perceived barriers and facilitators by conducting a behavioral analysis underpinned by the theoretical domains framework (TDF) and the Capability, Opportunity, Motivation-Behavior (COM-B) model to enhance knowledge and inform future intervention development., Methods: A purposive and snowball sample ( N  = 21) of adults living with obesity took part in semi-structured interviews, guided by the TDF, to investigate perceived barriers or facilitators to interrupt SB. Transcribed interviews were inductively coded using reflexive thematic analysis. Key themes and subthemes were generated by grouping similar and recurring codes. Finally, subthemes were mapped to the TDF and COM-B., Results: Five key themes were identified, which influence SB across all domains of living. These relate to (i) physical and mental wellbeing; (ii) motivational readiness; (iii) roles, responsibilities and support; (iv) weight bias and stigma; and (v) the environment. These themes were then deductively mapped to all 14 TDF domains and all six of the COM-B constructs., Conclusion: A complex interplay of individual, societal and policy factors contributes to the development and habituation of SB patterns in adults living with obesity. Factors identified in this study could assist in the development of interventions, strategies and policies designed to interrupt or reduce sedentary behavior in this population., Competing Interests: All authors declare no conflicts of interest., (© 2023 The Authors. Obesity Science & Practice published by World Obesity and The Obesity Society and John Wiley & Sons Ltd.)

Overweight and obesity are consistently associated with lower physical activity (PA) levels and greater sedentary behavior (SB) in population studies. To date, no review has evaluated the factors associated with these behaviors in the specific population who have developed obesity/overweight. The aim of this systematic review was to identify the correlates/determinants of SB and PA in adults with overweight and obesity. Five databases were searched for studies, which reported factors or outcomes relating to PA or SB in adults living with overweight/obesity, published from 1980 to 2021. The factors were categorized using a socioecological model, strength, and direction of association. Of 34,058 articles retrieved, 45 studies were included, and 155 factors were identified. Self-efficacy, intrinsic motivation, exercise enjoyment, self-perceived good health, and social support were consistently associated with higher levels of PA. Consistent negative correlations were married females, increased BMI, obesity severity, pain, number of comorbidities, lack of time, energy, and willpower, and hilly terrain. Few studies (n = 12) examined SB, and no evidence for consistent associations were found. This review identified several correlates specific to PA in this population. Further studies are required to identify directionality and distal correlates for PA and all correlate levels of SB., (© 2023 The Authors. Obesity Reviews published by John Wiley & Sons Ltd on behalf of World Obesity Federation.)

Predicting the survival outcomes of patients with colorectal cancer (CRC) remains challenging. We investigated the prognostic significance of the transcriptome and tumour-infiltrating lymphocyte T-cell receptor (TIL/Tc-TCR) repertoire and analysed TIL/Tc-TCR sequences of The Cancer Genome Atlas (TCGA) and the Clinical Proteomic Tumor Analysis Consortium (CPTAC) CRC cohorts. Using a multivariate Cox regression, we tested whether TIL/Tc-TCR repertoire, patient and tumour characteristics (stage, sidedness, total non-synonymous mutations, microsatellite instability (MSI) and transcriptional signatures) correlated with patient overall survival (OS) and designed a prognostic nomogram. A multivariate analysis (C-index = 0.75) showed that only patient age, disease stage, TIL/Tc degree of infiltration and clonality were independent prognostic factors for OS. The cut-offs for patients’ allocation to TIL/Tc abundance subgroups were determined using a strategy of maximally selected rank statistics with the OptimalCutpoints R package. These were “high”, “low” and “very high” (90 th percentile) TIL/Tc infiltration-stratified OS (median not reached, 67 and 44.3 months; p < 0.001); the results were validated in the CPTAC cohort. TIL/Tc clonality was prognostic (median OS in “high” vs. “low” clonality not reached and 67.3 months; p = 0.041) and independent of TIL/Tc infiltration. Whilst tumour sidedness was not prognostic, the “very highly” infiltrated tumours were prevalent among right-sided CRCs (p = 0.039) and showed distinct immunological features, with lower Th1 signature (p = 0.004), higher PD-L1 expression (p < 0.001) and likely enrichment in highly suppressory IL1R1+ Tregs (FoxP3 and IL1R1 overexpression, p < 0.001). TIL/Tc abundance and clonality are independent prognosticators in CRC and, combined with clinical variables, refine risk stratification. We identified a subset of CRCs with “very high” TIL/Tc infiltration, poor prognosis and distinct genetic and immunologic features, which may benefit from alternative therapeutic approaches. These results need validation in prospective patient cohorts.

Heterogeneity of descriptors and outcomes measured and reported in sedentary behaviour (SB) research hinder the meta-analysis of data and accumulation of evidence. The objective of the Core Research Outcomes for Sedentary Behaviour Interventions (CROSBI) consensus study was to identify and validate, a core outcome set (COS) to report (what, how, when to measure) in interventional sedentary behaviour studies. Outcomes, extracted from a systematic literature review, were categorized into domains and data items (COS v0.0). International experts (n = 5) provided feedback and identified additional items, which were incorporated into COS v0.1. A two round online Delphi survey was conducted to seek consensus from a wider stakeholder group and outcomes that achieved consensus in the second round COS (v0.2), were ratified by the expert panel. The final COS (v1.0) contains 53 data items across 12 domains, relating to demographics, device details, wear-time criteria, wear-time measures, posture-related measures, sedentary breaks, sedentary bouts and physical activity. Notably, results indicate that sedentary behaviour outcomes should be measured by devices that include an inclinometry or postural function. The proposed standardised COS is available openly to enhance the accumulation of pooled evidence in future sedentary behaviour intervention research and practice.