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Positive school climate is associated with myriad positive student, staff, and school outcomes, including increased achievement and decreased problem behavior. Hence, universal evidence-based practices are necessary to increase school climate. One universal approach with evidence of effects on school climate is School-Wide Positive Behavior Interventions and Supports (SWPBIS). However, little research exists evaluating the effects of SWPBIS on school climate focus on student perceptions. Furthermore, researchers have rarely examined differences in students' perceptions of school climate in rural and urban schools and differences of SWPBIS effectiveness in rural and urban schools. Therefore, we used state-wide school climate data for elementary students in the U.S. state of Georgia and examined differences between rural and urban locale and SWPBIS implementation. Using multilevel structural equation modeling, we found that rural schools implementing SWPBIS with high levels of fidelity had significantly higher positive school climate than urban schools. Implications and limitations are discussed.

Special education teacher employment began to decline in 2006, concurrent with increased paraprofessional employment. At the same time, the prevalence of students with disabilities in several categories changed substantially, and the proportion of students being served in general education settings increased as well. The purpose of this study was to determine whether the decline in special education teacher employment was related to increased paraprofessional employment, and if the increase in paraprofessional employment was related to shifts in the composition of students with disabilities, educational placements, or more general state-level factors. We created a panel dataset for 2006-2015 and analyzed these relationships using a two-way fixed effects model. We found that, although changes in paraprofessional employment were unrelated to changes in special educator employment, they were related to changes in the prevalence of students with autism spectrum disorder. In addition, states with larger populations and higher K12 expenditures employed more paraprofessionals.

Previous research shows that low-income and first-generation college students are less likely to obtain the benefits associated with attending graduate school. No-loan programs, which typically administer financial aid through institutional grants, are designed to improve access and success among students from low-income backgrounds, but we know very little about the influence of no-loan programs after students enroll and eventually graduate from college. This study examines the impact of no-loan program participation on graduate school enrollment by leveraging a novel institutional dataset and applying regression discontinuity, difference-in-differences, and propensity score weighting approaches. Results indicate that no-loan program participation has a positive and relatively consistent impact on graduate school enrollment among low-income and first-generation students.

BackgroundSince its release in 2015, the hoverboard has been associated with injuries in children and adolescents. However, its public health implications have yet to be explored in the orthopedic literature across multiple centers.Purpose/questionsWe sought to assess the nature of orthopedic injuries and the use of clinical resources related to the hoverboard at four high-volume, regional pediatric hospitals.MethodsDepartmental databases of emergency department (ED) consultations and urgent orthopedic clinic (UC) visits were queried for hoverboard injuries. A retrospective medical record review was performed for patients presenting over a 3-month period at four institutions. Data on demographics, injuries, clinical course, and resource use were analyzed. The frequency of hoverboard-related consultations was compared to those for monkey bar-related injuries at the primary study institution.ResultsEighty-nine patients with orthopedic hoverboard injuries presented to the ED and/or UC in the study period. Hoverboard injuries represented 2.2% of orthopedic ED consultations at the primary institution, compared to 1.5% for monkey bar injuries. Sixty-nine out of 89 (77.5%) total injuries involved the upper extremity, including 47 (52.8%) distal radius fractures, the most common hoverboard-related diagnosis. All but one injury (97.8%) underwent radiography, and eight (9%) required surgery. No patients reported wearing protective gear at the time of their injury.ConclusionsHoverboards were associated with a variety of pediatric orthopedic injuries and required the use of significant resources in the ED, UC, and operating room. These data may represent a starting point for further prospective multi-center studies and public health efforts toward prevention of hoverboard injuries.

Two distinct literature bases exist documenting the benefits of study aboard participation and state-adopted merit-aid policies. However, few, to date, have estimated the impact of merit-aid adoption on study abroad participation. Results from our study demonstrate the potential positive externality merit-aid policy adoption has on study abroad participation. In addition, we find that increases in study abroad participation is concentrated primarily within public doctoral/research institutions and institutions with students from more affluent families.

To address local workforce needs and expand access to affordable bachelor's degrees, some states allow community colleges to offer bachelor's degree programs. Despite concerns that community college baccalaureate (CCB) programs will duplicate efforts and cut into the market share of nearby 4-year institutions, extant literature has yet to examine the impact of CCB adoption on bachelor's degree program enrollment and bachelor's degree production at 4-year institutions. Using program-level data, our findings show that local CCB degree programs have a negative effect on overall bachelor's degree enrollment and bachelor's degree production at 4-year institutions, but this effect is concentrated primarily within for-profit 4-year institutions. This study represents the first comprehensive evaluation of the impact of CCB degree programs on neighboring 4-year institutions.

Background/Context: As of 2018, a total of 19 states allow at least one community college to offer baccalaureate degrees. Previous researchers have suggested that community college baccalaureate (CCB) adoption will lead to a host of unintended consequences, including decreases in associate degree production. Purpose/Objective/Research Question/Focus of Study: This study empirically examines the impact of CCB adoption on associate degree production and adds to conversations surrounding the consequences of CCB adoption. Research Design: We use a quantitative quasi-experimental research design to examine the effect of CCB adoption on associate degree production. Findings/Results: When comparing adopting and non-adopting community colleges within the state of Florida, the authors find that the adoption of CCB degree programs has a positive impact on overall associate degree production, but this impact varies considerably according to the type of academic degree program. Conclusions/Recommendations: Opponents of CCB legislation have argued that giving community colleges the authority to confer baccalaureate degrees will detract from the sub-baccalaureate institutional mission of community colleges, but our results suggest that the adoption of a CCB degree program is associated with an overall increase in associate degree production. Findings from this work should be an important consideration for policymakers seeking to increase baccalaureate degree production in addition to--not at the expense of--associate degree programs.

Bullying continues to be a major concern in U.S. schools and is the focus of myriad prevention and intervention efforts. Researchers have recently cited school-wide positive behavior interventions and supports (SWPBIS) as a prevention framework for reducing school-based bullying. Therefore, we examined the effect of universal SWPBIS implemented with fidelity on students' self-report of bullying victimization. We used school-level propensity score matching to compare 76,248 students' self-report of bullying victimization in 118 schools that implemented SWPBIS with fidelity and 118 matched comparison schools. Random-effects regression models found no statistically significant difference between treatment groups on students' self-report of bullying victimization. Recommendations and limitations are discussed.

Background: After arthroscopic Bankart repair (ABR) for anterior glenohumeral instability (GHI), adolescent athletes have higher rates of subsequent recurrent GHI than any other subpopulation. Elucidating which adolescents are at highest risk of postoperative recurrent GHI may optimize surgical decision-making. Purpose: To identify prognostic factors associated with subsequent recurrent GHI requiring revision stabilization surgery (RSS) after ABR. Study Design: Case-control study; Level of evidence, 3. Methods: The study included patients 12 to 21 years old who had undergone ABR for anterior GHI at a pediatric tertiary care hospital by 1 of 5 sports medicine fellowship–trained surgeons between 2000 and 2020. A multivariate Cox proportional hazards model, with percentage of patients with recurrent GHI undergoing subsequent RSS, was used with a time-to-event outcome analysis. The Cox model effects were expressed as the hazard ratio (HR). All tests were 2-sided, with an alpha of.05. Results: Records of 488 adolescent patients with ABR (78% male; mean age, 16.9 ± 1.98 years) were analyzed. Of these, 86 patients (17.6%) underwent subsequent RSS for recurrent GHI, yielding a cumulative risk of 8.8% at 2 years, 16.5% at 5 years, and 20% at 15 years. RSS occurred at a mean of 2.6 ± 2.1 years after ABR. Risk factors for RSS included >1 preoperative dislocation (2 dislocations: HR = 7.4, P =.0003; ≥3 dislocations: HR = 10.9, P <.0001), presence of a Hill-Sachs lesion (small: HR = 2.5, P =.0114; medium-large: HR = 4.2, P =.0004), younger age (1-year decrease: HR = 1.2, P =.0015), and participation in contact sports (HR = 1.8, P =.01). Adolescents with only 1 preoperative dislocation had a cumulative incidence of RSS (3.2%), which was significantly lower than those with 2 (24.2%) or ≥3 preoperative dislocations (33.5%). Conclusion: The number of dislocations before index ABR was the strongest risk factor for recurrent GHI requiring RSS in adolescents with anterior GHI, with 2 dislocations conferring >7-fold increased risk compared with a single preoperative dislocation. Other significant risk factors included the presence of a Hill-Sachs lesion, younger age, and participation in contact sports. [ABSTRACT FROM AUTHOR]

The notion of merit-aid is not a new development in higher education. Although previous researchers have demonstrated the impact of state-adopted merit-aid funding on student decision-making, fewer studies have examined institutional pricing responses to broad-based merit-aid policies. Using a generalized difference-in-difference approach, we extend previous empirical work by examining the impact of merit-aid on institutional pricing strategies while considering both the institution's tuition-setting authority and the relative strength of the merit-aid program. In this study, we find that colleges and universities with the authority to set their own tuition increased their in-state tuition and fees following broad-based merit-aid policy adoption; however, institutions with state-controlled tuition-setting authority respond to broad-based merit-aid policies by lowering their in-state tuition and fees. Our findings suggest that the incentives and dynamics of each state's policy environment are significant determinants of institutional responses to state-level policy adoptions.

The growth of the public discourse on college completion and student debt has pushed policymakers and institutional leaders to implement a variety of policies aimed at incentivizing student completion. This article examines state-adopted excess credit hour (ECH) policies on student completion and median debt outcomes. Using a quasi-experimental approach, we find little evidence that ECH policies positively affect student completion. However, we find statistically large estimates that adoption of ECH policies increase median student debt. Students from marginalized backgrounds (i.e., first-generation and low-income) appear to be most adversely affected by ECH policies. As states face constant pressures for resources, the adoption of tuition-based surcharges does not significantly alter student course-taking behaviors, rather shifts the cost burdens from the state to the individual student for perceived inefficiencies in students' course-taking behaviors.

Information technology (IT) spending has increased in every sector of higher education during the past decade despite a lack of meaningful data pertaining to its impact on productivity. This study, which was guided by the production theory, used a unique data set and dynamic fixed-effects panel model to examine the relationship between IT funding and institutional productivity in the form of teaching, research, and service outputs. Findings revealed that investments in IT are positively related with teaching and service outputs for private and nondoctoral institutions, whereas investments in IT are positively associated with research outputs for public and doctoral institutions.

Responsibility center management (RCM) budgeting systems devolve budget responsibility while creating funding formulas that provide incentives for academic units to generate revenues and decrease costs. A growing number of public universities have adopted RCM. The desire to grow tuition revenue has often been cited as a rationale for adoption. Previous research has not assessed the effect of RCM on institution-level tuition revenue. Traditional regression methods that calculate "average treatment effects" are inappropriate because RCM policies differ across universities. This study employed a synthetic control method (SCM) approach. The SCM approximates the counterfactual for an RCM adopter by creating a synthetic control institution composed of a weighted average of nonadopters. The SCM estimates the effect of RCM separately for each adopter rather than estimating the average effect across multiple adopters. We used SCM to analyze the effect of RCM adoption on tuition revenue at 4 public research universities that adopted RCM during 2008 to 2010. We found a positive relationship between RCM and tuition revenue at Iowa State University, Kent State University, and the University of Cincinnati. The magnitude of this relationship was moderately large relative to placebo adopters. We found no relationship between RCM and tuition revenue at the University of Florida.

Despite the growing call for local autonomy and flexibility, few scholars have examined the role of school district-level flexibility on resource allocation and staffing patterns. Leveraging the charter system law within the State of Georgia, we utilize a generalized difference-in-differences approach to estimate the impact of flexibility of system-level expenditures and staffing changes. We find evidence of increases in central office spending and staffing post-conversion to a charter system. In addition, we find evidence that local support is replaced by the state-funded supplemental funding.

Grounded in policy-relevant research, the Institute of Higher Education at the University of Florida is focused on supporting local, state, and national postsecondary policy development as well as training the next generation of institutional leaders. IHE conducts rigorous scholarship focused on postsecondary policy analysis and supporting the evaluation needs of local colleges/universities within the state of Florida. Given the current economic and political climate surrounding community colleges, two data points emerge as defining for the two-year sector. Specifically, data surrounding the financial support of community colleges as well as the number of community college students transferring between the two- and four-year sectors are crucial for future success. Both variables are especially important given the federal proposal for free community colleges and the growing focus on baccalaureate degree production.