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Each year, SC TEACHER administers the SC Teacher Exit Survey to public K-12 classroom teachers who are not renewing their teaching contracts. The survey is designed to offer insights into how working conditions and other factors relate to teachers' decisions to either teach in another school district or leave the classroom. This report highlights the SC Teacher Exit Survey results for the 2023-24 academic year. The SC Teacher Exit Survey is designed to categorize teachers into different types of mobility based on their professional choices and circumstances.

This First Look report introduces new National Household Education Survey data that provides estimates for children in the United States from birth through the age of 5 who were not yet enrolled in kindergarten by 2023 on early childhood care and education arrangements. The report also presents data on parents' ratings of factors that affected their choice of child care arrangements, degree of difficulty finding care, reported reasons for difficulty finding the desired care arrangement, and on their participation in various learning activities at home with their children.

Purpose: The purpose of the study was to evaluate the implementation and impact of the IDEA Public Schools' Mathematics Curriculum Redesign (MCR) effort, funded by an Innovation and Research (EIR) grant. Methods: The study used a quasi-experimental matching design to examine the effect of MCR on student achievement outcomes. The study compared outcomes between the two cohorts of students at IDEA Public Schools that piloted the MCR and matched cohorts of students in IDEA schools that had delayed implementation of MCR. Results:?The study found statistically significant differences in IDEA Geometry test scores (ES = 0.39) between treatment and comparison group students in Grade 9 and on AP Calculus exam scores between treatment and comparison group students in Grade 12 (ES = 0.57). The study also found that the MCR program met the evaluation threshold for fidelity of implementation for the two out of three key program components (development of redesigned math curriculum and teacher use of math curriculum) in some years. The program did not meet the evaluation threshold for fidelity of implementation for the third key program components (teacher training and professional development to use redesigned math curriculum) in any of the years. Implications:?Because curriculum development and implementation are ongoing and iterative, realizing all of the benefits is not immediate and may take more time to achieve desired results. Continuous improvement of the curriculum and consistent supports to teachers will contribute to continued benefits for teachers and students while moving toward reaching anticipated student outcomes.

Preceding the body of the report, a brief review of the literature is provided to acquaint the reader with similarities and differences between national and local trends regarding the demographic characteristics of the physician population. The goal of the statewide residency study was to develop a strategy for the design and allocation of physician residencies consistent with statewide needs. A graphic model of the physician manpower production process was developed which enhanced understanding of the manpower problems facing Louisiana. Through the model, available data, and personal interviews with senior medical students and postgraduate trainees, data were compiled and analyzed regarding the need for physicians in Louisiana in 1982, where and how the number of physicians can be increased, the status of primary care treatment, likely sites for practicing physicians, and related concerns. The general conclusions point to several significant manpower production problems in Louisiana in its preparation for future needs for physician services. The study committee proposed several recommendations to meet the problem. (Appendixes contain supplementary tables and interview forms.) (AG)

Six pages of text highlighting the Federal-State Program of Vocational Rehabilitation for disabled persons in the fiscal years of 1967-71 accompany 32 tables of statistical data. The publication furnishes answers related to the personal and program-associated characteristics of persons rehabilitated under the program. Information for individual States and agencies is shown for fiscal year 1971. Vocational rehabilitation agencies in 50 States, the District of Columbia, Puerto Rico, the Virgin Islands, and Guam furnished the data which were collected on a basic report form; since three different versions of the form were used during the five-year period, the data, in some instances, either are not entirely comparable from year to year or else are not available for each year. National information is shown for fiscal year 1971 and, wherever possible, for the preceding four years. The State data book, customarily issued following this publication, will not be published for fiscal year 1971; instead, many of the characteristic items are included in this document, including the State ranking table. By request, information is shown for agencies for the blind. (Author/AJ)

The systematic development of horticulture curriculum for Indiana was the focus of this research project which validated a job task list for use in instructional material development. The job title catalog, A Landscape Gardener, was selected from those currently available through the Vocational-Technical Consortium of States (V-TECS) program. A purposive study as outlined in the V-TECS technical reference handbook was undertaken to validate this job title catalog for Indiana. Survey instruments were sent to job incumbent personnel in horticulture businesses and data from twenty returned surveys was tabulated and analyzed. From the selected list of 165, job incumbents selected 109 as those most commonly performed, also indicating tools commonly used and amount of time spent at various tasks. Finally the validated list of tasks contained in the job title catalog were sequenced to facilitate further work in instructional materials development. (Survey instruments and survey data are included in the appendixes.) (JH)

This study analyzed Pennsylvania School Climate Survey data from students and staff in the 2021/22 school year to assess the validity and reliability of the elementary school student version of the survey; approaches to scoring the survey in individual schools at all grade levels; and perceptions of school climate across student, staff, and school groups. The survey encourages data-informed efforts in participating Pennsylvania schools to foster supportive learning environments that promote social and emotional wellness for students and staff. The study validated the elementary school student survey but found that one domain--safe and respectful school climate--did not meet the reliability threshold and thus suggests that revisions are needed. At all grade levels noninstructional staff had the most positive perceptions of school climate, followed by classroom teachers then students. The study found that different approaches to combining the school climate scores of students, teachers, and noninstructional staff within schools yielded slightly different distributions of school climate summary index scores. It also found that different performance category thresholds resulted in similar distributions of schools across categories. Scores calculated using simple averages were strongly and positively correlated with scores calculated using a more complex approach (Rasch models), suggesting that both approaches deliver similar information. School climate scores varied across student groups (defined by race/ethnicity, gender, and grade level) within schools and across school groups. Larger schools and schools with higher percentages of Black students tended to have lower school climate scores than other schools. The findings can inform the Pennsylvania Department of Education's decisionmaking on revisions to the elementary school student survey, approaches to scoring and reporting survey results, and efforts to increase participation in future survey administrations.

These are the appendixes for the report, "Strengthening the Pennsylvania School Climate Survey to Inform School Decisionmaking." This study analyzed Pennsylvania School Climate Survey data from students and staff in the 2021/22 school year to assess the validity and reliability of the elementary school student version of the survey; approaches to scoring the survey in individual schools at all grade levels; and perceptions of school climate across student, staff, and school groups. The three appendixes in the document include: (1) Data and methods; (2) Supplemental findings; and (3) Additional findings.

Using data from the National Longitudinal Study of Youth 1997, we examine differences in educational experiences and in social and economic mobility for youths experiencing poverty relative to their more affluent peers. We also explore the extent to which different educational experiences are associated with greater mobility for students experiencing poverty. We find that youths from poverty are less than half as likely as their more affluent peers to earn a living wage, reach the top quartile of income, or attain a high level of economic wellbeing and stability. They also have less educational opportunity in their youth, particularly when it comes to academic experiences. Meanwhile, the educational experiences where there are the largest inequities are also the ones that are most predictive of long-term mobility for students from poverty, suggesting that having the opportunity to do well in school may help young people improve their economic standing and achieve broader levels of wellbeing later in life. At the same time, students experiencing poverty who have exceptional academic outcomes on average still do not manage to exceed the average adult income of the typical student not coming from poverty. Altogether, our findings point to both the importance and inadequacy of academic experiences for breaking the cycle of intergenerational poverty.

Four deans of instruction in small, rural junior colleges and four deans of instruction in large, urban junior colleges were interviewed, and faculty members from the small junior colleges were surveyed, in order to ascertain their opinions regarding faculty development procedures. It was found that: (1) deans felt in-service workshops to be essential while faculty were generally unconvinced as to the usefulness of such workshops; (2) consultants were felt to be useful by both deans and faculty; (3) varying methods of faculty evaluation were used, and in the small colleges the deans played a personal role in the evaluation process while in the large colleges where evaluation procedures were more systematic the deans' role was less important; (4) deans in small colleges tended to favor faculty exchange programs while deans in large colleges had reservations as to the utility of such a practice; (5) tangible recognition for teaching excellence or outstanding service was almost unanimously approved by both faculty and deans; (6) faculty and deans approved of community involvement/service as a means of faculty development; and (7) overall, while there was no great difference in the opinions of faculty members and deans' perceptions as to the deans' role in the faculty development process, there seemed to be a nominal breakdown in communications resulting in some unnecessary misunderstandings. An extensive bibliography and the survey instruments are appended. (JDS)

The Career and Occupational Development (COD) assessment of the National Assessment of Educational Progress (NAEP) was made up of about 70 percent free response exercises requiring hand scoring. This paper describes the techniques used in developing the "scoring guides" for these exercises and summarizes the results of two empirical studies of the application of these scoring guides. The guides used in the hand scoring were sets of nominal (descriptive) category systems. No attempt was made to arrange the categories along any ordinal continuum according to either quality or content. However, categories were considered to be either acceptable or unacceptable. The readers were given a scoring guide in which each category is given a descriptive title and illustrated by a number of sample responses. (RC) Primary type of information provided by report: Procedures (Scoring).

The Faculty Survey of Student Engagement (FSSE) complements the National Survey of Student Engagement (NSSE). FSSE measures faculty members' expectations of student engagement in educational practices that are empirically linked with high levels of learning and development. The survey also collects information about how faculty members spend their time on professorial activities, such as teaching and scholarship, and what kinds of learning experiences their institutions emphasize. This overview provides general information about the institutions and faculty members that participated in the 2024 FSSE administration, and highlights ways institutions can use their results to identify areas of institutional strength, as well as aspects of the undergraduate experience that may warrant attention.

The Institute of Education Sciences (IES), the research arm of the U.S. Department of Education, is the nation's leading source for rigorous, independent education research, evaluation, and statistics. IES's National Center for Education Research (NCER) supports rigorous research that addresses the nation's most pressing education needs from early childhood to adult education. IES's National Center for Special Education Research (NCSER) supports a comprehensive program of education research designed to expand knowledge and understanding of infants, toddlers, and youth with and at risk for disabilities to improve their developmental, education, transition, and postsecondary outcomes. This paper makes the case that IES Development and Innovation research can support the development of usable, feasible, and affordable approaches (practices, programs, or policies) to help schools meet the mental health needs of their students and staff. The goal of this research is to ensure that school-based interventions are contextually appropriate, implemented with high fidelity, and more likely to produce equitable outcomes than current practice. [This paper was published in the "School Mental Health".]

Use of the term Background knowledge, in conjunction with Reading Comprehension, has become convoluted and vague over the past several decades of research. Showing the abundance of uses of the term in multiple domains and disciplines has relegated it to being an automatic inclusion in key notes and conclusions of research on the topic of improving reading skills. This study aims to redefine Background Knowledge for clarity of thought in future investigations. Also, with data revealing national standard reading scores at an impasse for over forty years now, the redefined concept of Background Knowledge is offered as a starting point for use with new technologies that show great promise in the search for methods to improve reading for all students.

Catholic schools have seen more than a 30% decline in enrollment over the past 20 years. While some of the decline in enrollment may have been spurred by secular trends or the Church abuse scandal, the increase in schools of choice, principally public charter schools, may explain at least some of this decline. In this paper we estimate the effect of the opening of charter schools in proximity to Catholic schools across the entire U.S. We find that the opening of a nearby charter school has a negative impact on Catholic school enrollment and increases the likelihood that the school will close. We also find that charter openings induce greater racial isolation. Findings are especially pronounced in K8 schools, rather than high schools.

This is the 12th edition of EdChoice's Schooling in America survey. The purpose of this annual survey is to gauge public opinion on a range of issues in K-12 education, including school choice policies and parents' schooling experiences. From April 9 to April 30, 2024, we surveyed 2,319 current school parents and 1,502 members of the general population. We report polling results based on a nationally representative sample of both groups. Nearly 4,000 interviews were conducted online and over the phone. In this year's survey, we also asked new questions related to recent issues in education pertaining to transparency, accountability, technology, and artificial intelligence. The survey yielded many findings including: (1) School safety is now the top reason to choose a school for charter (37%), private (36%) and homeschool (53%) parents; (2) Most Americans (70%) and nearly two-thirds of parents (64%) say K-12 education is on the wrong track; (3) The majority of school parents think standardized tests are an important accountability measure, especially for teachers (67%), schools (65%), and school districts (65%); and (4) Two-thirds of parents (66%) say that schools should teach students how to use artificial intelligence responsibly.

California has a two-tiered credential structure for education administrators. The first tier is the Preliminary Administrative Services Credential. An individual who has completed all requirements for a preliminary credential but does not have an offer of employment in an administrative position may apply for a Certificate of Eligibility, which does not expire. Once an individual secures an administrative position, the holder of a Certificate of Eligibility may apply for the Preliminary Administrative Services Credential. The second tier is the Clear Administrative Services Credential. To receive the Clear Administrative Services Credential, individuals must successfully complete a 2-year induction program. The state's 2-year induction model focuses on job-embedded, individualized support that includes: (1) coaching with a trained coach for at least 40 hours per year, (2) personalized professional development for at least 20 hours per year, and (3) multiple assessments that capture competency toward the practices outlined in the state's professional standards for administrators. These assessments include an initial assessment to inform a participant's individual induction plan, benchmark assessments to measure progress over the course of the program, and a summative assessment to demonstrate that participants have completed program requirements and to support programs in recommending participants for the clear credential. This report explores the landscape of new administrator induction in California using statewide survey data and case studies of administrator induction programs. The California Commission on Teacher Credentialing (CTC), which accredits and oversees all administrator induction programs, conducts a program completer survey asking about administrators' experiences with their induction programs and overall preparedness when they apply for their clear credential. This report analyzes 4 years of survey data from 6,812 administrators who completed induction between September 2017 and August 2021. It also draws on qualitative data from six case studies of administrator induction programs that were highly rated on the program completer surveys to highlight exemplary structures and practices.

Hybrid school enrollments are trending up and many parents express a diverse range of reasons for enrolling their children in hybrid schools. Yet little is known about the pedagogical goals pursued by hybrid schools. We aim to help close this gap in the literature with a stated preferences experiment of hybrid school leaders' perceptions of program success. Sixty-three school leaders participated in a survey experiment in which we randomly assigned attributes to hypothetical programs and asked school leaders to identify the most successful program. We find that hybrid school leaders consider a broad range of student outcomes when evaluating program success, including labor market outcomes, civic outcomes, and family life. Students' religious observance produced the largest effect sizes, a reasonable finding considering that roughly two-thirds of the schools represented in our sample have some religious affiliation. We do not find evidence that test score outcomes and higher education matriculation contribute meaningfully to perceived success.

We study changes to teacher working conditions from 2016-17 to 2022-23, covering school years before, during, and after the COVID pandemic. We show working conditions were improving leading into the pandemic but declined when the pandemic arrived. Perhaps more surprisingly, the pandemic was not a low point: teacher working conditions have continued to decline during the post-pandemic period. Teachers report worsening working conditions along many dimensions including the level of classroom disruptions, student responsibility, and safety, among others. They also report declines in trust between themselves and principals, parents, and other teachers. Trends in working conditions since the pandemic are similar in schools serving more and less socioeconomically advantaged students. However, schools in districts where online learning was the predominant mode of instruction during the 2020-21 school year have experienced larger declines than other schools.

This chartbook is the 14th version to be produced for the Appalachian Regional Commission (ARC) by the Population Reference Bureau (PRB). The Chartbook describes the diversity of the Appalachian Region on a host of demographic and economic measures and provides an important annual view of the area and its people. The data contained in the 2018-2022 Chartbook describe how residents in the Appalachian Region were faring before and during the COVID-19 pandemic that began in March 2020. Nearly half of the years during this time period were pre-pandemic and half were during the pandemic era. Thus, this Chartbook is a blend of these two eras. As future data releases reflect the post-pandemic era, data users will have additional insights on the long-term changes that the pandemic brought to Appalachia's social and economic dynamics. Most of the data shown here come from the 2018-2022 American Community Survey (ACS), a nationwide study collected continuously every year in every county in the United States by the U.S. Census Bureau. The ACS is designed to provide communities with reliable and timely demographic, social, economic, and housing data each year. To provide as much county-level data as possible, we use ACS 5-year data files which provide reliable estimates for geographic areas with fewer than 20,000 people. Since many counties in the Appalachian Region have fewer than 20,000 residents, these data permit comparable statistics for all 423 counties in the Region. The primary purpose of the ACS is to measure the changing characteristics of the U.S. population in a way that is continually updated. The estimates in this Chartbook, therefore, are data collected over the five-year (or 60-month) period from January 2018 through December 2022. These ACS estimates are not averages of monthly or annual values, but rather an aggregation of data collected continuously over that time period.

The Annual Literacy Survey is a survey for teachers and other school staff, asking about their attitudes to literacy as a whole, as well as reading, writing and speaking and listening. There were responses from 1,535 teachers from across primary, secondary and other settings. As outlined in report, the survey particularly interested in how this would differ across primary and secondary settings, as well as by different roles and levels of seniority. Teaching writing, as suggested by the report on children and young people's writing in 2023, plays a key role in supporting writing enjoyment (Clark, Bonafede, Picton & Cole, 2023). In this report, open-ended comments showed appreciation of prescriptive structures and support provided by teachers.

In 2022, for the first time since 2015, as part of the Annual Literacy Survey, the National Literacy Trust ran a survey for teachers and other school staff, asking about their attitudes to literacy as a whole, as well as reading, writing and speaking and listening. They received responses from 1,535 teachers from across primary, secondary and other settings. The survey was anonymous, and asked teachers to tell about the sorts of provision they had in their schools, and also about their own attitudes to literacy and what they saw their role to be. The authors were particularly interested in how this would differ across primary and secondary settings, as well as by different roles and levels of seniority. The below findings outline how teachers feel about and interact with a range of literacy issues. The hope is that these findings will help inform literacy provision and practice, providing support and inspiration for teachers and other educators. This report forms part of a series, alongside reading and writing, that outline the findings in relation to these specific areas.

In 2022, for the first time since 2015, as part of the Annual Literacy Survey, the National Literacy Trust ran a survey for teachers and other school staff, asking about their attitudes to literacy as a whole, as well as reading, writing and speaking and listening. They received responses from 1,535 teachers from across primary, secondary and other settings. The survey was anonymous, and asked teachers to tell about the sorts of provision they had in their schools, and also about their own attitudes to literacy and what they saw their role to be. The authors were particularly interested in how this would differ across primary and secondary settings, as well as by different roles and levels of seniority. Children and young people's reading for enjoyment was at an all-time low in 2023, with just 2 in 5 (43.4%) 8- to 18-year-olds saying that they enjoyed reading (Clark, Picton & Galway, 2023). As the release of the new Reading Framework (DfE, 2023) signposted, teachers have a key role to play in addressing this, both as reading role models and through explicit teaching of reading strategies. To achieve this, teachers should consider themselves as readers (Cremin et al, 2009) as well as receiving training on reading instruction. With this in mind, the survey asked teachers about their own reading habits and enjoyment, as well as looking at the training they had received and what whole-school reading approaches might be in place. This report forms part of a series, alongside writing and whole-school literacy, that outline the findings in relation to these specific areas.

This First Look report introduces new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2022. Specifically, this report includes the following school finance data: (1) revenue and expenditure totals; (2) revenues by source; (3) expenditures by function, subfunction, and object; (4) current expenditures; (5) revenues and current expenditures per pupil; (6) expenditures from Title I funds; and (7) revenues and expenditures from COVID-19 Federal Assistance Funds. The expenditure functions include instruction, support services, food services, and enterprise operations. The support services function is further broken down into seven subfunctions: instructional staff support services, pupil support services, general administration, school administration, operations and maintenance, student transportation, other support services (such as business services).1 Objects reported within a function or subfunction include salaries and wages, employee benefits, purchased services, supplies, and equipment. The finance data used in this report are from the National Public Education Financial Survey (NPEFS), a component of the Common Core of Data (CCD). The CCD is one of NCES's primary survey programs on public elementary and secondary education in the United States. State education agencies (SEAs) in each of the 50 states, the District of Columbia, and the five other jurisdictions of American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, Puerto Rico, and the U.S. Virgin Islands report these data annually to NCES. The NPEFS instructions ask SEAs to report revenues and expenditures covering prekindergarten through high school public education in regular, special, and vocational schools; charter schools; and state-run education programs (such as special education schools or education programs for incarcerated youth).

Following WWII, the English language became the global Lingua Franca, meaning that it is the primary language used to communicate between people who speak different languages. With the development of English as the Lingua Franca, Americans are generally less exposed to foreign languages than most other nationalities. Some researchers believe that this limited exposure to other languages contributes to Americans' lack of motivation to learn foreign languages. Within the current literature, there is additional debate over the importance of external and intrinsic factors in influencing motivation. This research study aims to determine how the rise of English as the Lingua franca (ELF) impacts American high school students' exposure to foreign languages and whether that exposure affects their motivation to learn other languages. The correlation between exposure and motivation was examined through a Mixed Method Study that collected foreign language students' and teachers' responses. While there was a correlation, it was not particularly strong, indicating that external factors play a role in motivation. However, outliers within the data suggest that intrinsic motivation also plays a large role; therefore, the reasons why students are motivated vary for each student, depending on why they are pursuing a foreign language.

High-quality, stable child care and early education (CCEE) can have lasting, positive impacts on children. However, the challenges of recruiting, strengthening, and retaining the CCEE workforce are well documented. CCEE educators typically have low levels of formal education and compensation; limited opportunities for education, training, and professional development; inconsistent working conditions; and high levels of stress and burnout. Additionally, the CCEE sector is well known for high turnover rates, which can strain remaining educators and decrease the quality of care they offer. Turnover can also lead to diminishing returns on an organization's professional development investments. The COVID-19 pandemic has exacerbated these issues. The Building and Sustaining the Child Care and Early Education Workforce (BASE) project conducted an environmental scan and a literature review to identify and document existing knowledge about the CCEE workforce and strategies to strengthen it. One of the main themes identified from this effort was a need for more and better data on the workforce dynamics of CCEE educators. In particular, data are needed on who enters, advances in, stays in, and exits different roles, settings, and types of CCEE care or leaves the field altogether--as well as when, how, and why they do. This information is important for understanding workforce dynamics and informing the development, evaluation, and improvement of strategies that effectively build and sustain a qualified and stable CCEE workforce. For this reason, the BASE project team conducted a data scan to summarize the landscape of existing data sources that may address these gaps and identify areas where future data collection may be most useful. This brief summarizes the findings from the data scan.

This report details exploratory research undertaken by Newcastle University from November 2022 to May 2023. The aim of this exploratory project was to develop, trial and evaluate approaches to providing indications of how outdoor space is being perceived, used and valued by students in four schools -- to ascertain which approach (or approaches) may be best suited for use as part of Building in Use (BiU) reviews. The report details the three digital methods tested, as well as the enablers and barriers encountered while using them. The digital tools developed can be used individually to obtain limited data, but a combination of several methods is most and can be combined with information from the BiU site visit and staff survey in providing an overall BiU assessment. However, there are barriers to this including financial outlay, support from schools, and the time and effort required to create the data collection tools, even with the templates and prototypes that we detail in the report. We recommend initial discussions between the BiU technical adviser (TA) and school about tools, so that these can be chosen to fit with school procedures, especially relating to online access, and also fulfil particular needs of a specific BiU review. This would form part of a developed relationship between TA and school, beyond the existing one of schools accommodating data collection using pre-specified methods, which would also include feedback from the TA to the school.

The Wake County Public School System (WCPSS) conducts a student survey in the spring of each year to determine the level of student engagement in and out of the classroom. Students who actively participate in their learning process generally experience higher academic achievement (Wang & Hofkens, 2020). The survey contains items from the Student Engagement Instrument (Appleton et al., 2006), which measures students' level of engagement in school on five domains: Teacher-Student Relationships, Control and Relevance of School Work, Peer Support for Learning, Future Aspirations and Goals, and Family Support and Learning. Additional items to measure three other domains were added to include Rigor, Civic Engagement, and Creativity. The survey results from 2022-23 can be used to identify areas of strengths and weaknesses so schools can proactively determine whether the environment is meeting the needs of students (Huang, 2019). The purpose of this report is to highlight key district findings from the 2022-23 survey administration. A total of 33,643 eligible students in grades 5-12 (33.3%) from 188 schools completed the survey during the administration period. The report examines survey domains, presents item-level results by grade level, and concludes by exploring item-level results across various student groups. Overall, most students reported positive perceptions of their school experience, although middle school students had lower rates of agreement on four of the eight student engagement domains; Teacher-Student Relationships, Control and Relevance of School Work, Civic Engagement, and Creativity. Among all domains, the highest percent agreement was for Future Aspirations and Goals and Family Support and Learning, both of which were more than 90%. Analysis by student groups revealed that African-American students had lower percent agreement for approximately 25% of the items in the survey. Detailed results are summarized in the subsequent sections of this report.