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Purpose: Principals are critical to school improvement and play a vital role in creating inclusive and high-performing schools. Yet, approximately one in five principals leave their school each year, and turnover is higher in schools that serve low-income students of color. Relatedly, high rates of teacher turnover exacerbate challenges associated with unstable learning environments. Our study examines the extent to which principal turnover influences teacher turnover. We build on past work by exploring how the relationship between teacher and principal turnover differs in urban, high-poverty settings and by examining the effects of chronic principal turnover. Research Methods/Approach: We draw on a student- and employee-level statewide longitudinal dataset from Texas that includes all public K-12 schools from school years 1999-2000 to 2016-17. We estimate teacher-level models with school fixed effects, allowing us to compare teacher turnover in schools leading up to and immediately following a principal exit, to otherwise similar schools that do not experience principal turnover. Findings: Teacher turnover spikes in schools experiencing leadership turnover, and these effects are greater among high-poverty and urban schools, in schools with low average teacher experience, and in schools experiencing chronic principal turnover. Implications: Improving leadership stability, especially in urban schools experiencing chronic principal turnover may be an effective approach to reducing teacher turnover. Principal and teacher turnover and their relationship with each other requires further investigation. The field would benefit from qualitative research that can provide important insights into the individual decisions and organizational processes that contribute to principal turnover.

Staffing classrooms with effective teachers remains a persistent policy challenge in the U.S. Teaching positions requiring STEM expertise are particularly difficult to fill. Scholars have identified similar trends in other industrialized nations. Yet, limited research examines international comparisons of the causes and consequences of staffing challenges. We use the 2015 Trends in Mathematics and Science Study to track teacher staffing difficulties in 27 countries. We find substantial variation across countries in the proportion of principals reporting difficulties filling STEM positions, with U.S. schools mirroring international averages. We also find consistent relationships between lower math and science achievement and attending a hard-to-staff school.

Background: Numerous efforts worldwide have been made to increase diversity in engineering and computer science (ECS), fields that pay well and promote upward mobility. However, in the United States (U.S.), females and students from underrepresented racial/ethnic minority groups (URM) still pursue ECS training far less than do their peers. The current study explored sex and racial/ethnic differences in ECS college enrollment as a function of math and verbal SAT score patterns (balanced or imbalanced) using an intersectional approach within a U.S. context. Data represented a census of students who took the SAT, graduated from all Virginia public high schools between 2006 and 2015, and enrolled in a 4-year college (N = 344,803). Results: Our findings show, within each sex, URM students were at least as likely as their non-URM peers to enroll in ECS programs when they scored within similar SAT score ranges. Students were more likely to enroll in ECS programs if their SAT profile favored math, compared to students with similar math and verbal SAT scores (balanced profile). This overall pattern is notably less pronounced for URM female students; their propensity to major in ECS appeared to be largely independent of verbal scores. Conclusions: Our findings inform strategies to diversify ECS enrollment. If programs continue to emphasize SAT scores during admission decisions or if more systemic issues of resource allocation in secondary schools are not addressed, other efforts to broaden participation in ECS programs may fall short of goals. Our findings also highlight the importance of considering the intersection of sex and race/ethnicity for recruitment or other educational promotions.

Federal school finance policy over the past 30 years has focused on resource allocation within school districts. Regulations require equal staffing across schools, particularly Title I schools, which are designated based on the percent of low-income students enrolled. The requirement to equalize staffing levels creates a loophole where, even with equal staffing levels, differences in staff experience and salary levels across schools lead to differences in actual spending across schools. In response, recent regulatory reforms have shifted from an emphasis on equal staffing to an emphasis on equal spending. Under the federal comprehensive support and improvement (CSI) system, states are required to periodically review within-district spending gaps for any district with a significant number of identified schools. We analyze spending gaps within districts in California and assess the extent to which the CSI system targets districts with inequitable spending patterns. We find that racial and income-based spending gaps across-schools are not substantially different for districts with CSI schools and districts with no CSI schools. Importantly, many districts with large spending gaps are not included in the policy and thus do not face federal regulations to measure and address resource disparities across schools. We discuss implications for school finance research and policy moving forward, particularly as schools respond to the global pandemic and reopening process.

Background: Supporting undergraduate students in science, technology, engineering, and mathematics (STEM) has been a persistent need. However, assessing the impact of support efforts can prove challenging as it is difficult to operationalize student support and subsequently monitor the combined impacts of the various supports to which students have access simultaneously. Purpose/Hypothesis: This paper describes the development of the STEM student perspectives of support instrument (STEM-SPSI) and explores how perceptions of student support constructs vary across engineering students. Design/Method: Following best practices for instrument development, forming the STEM-SPSI consisted of an iterative cycle of feedback from various STEM stakeholders and two rounds of pilot testing with students at multiple institutions. We employed factor analysis to identify student-support constructs and conduct validation procedures on the instrument. Results: Results suggest that student support can be conceptualized as a combination of 12 constructs. The STEM-SPSI can help engineering educators evaluate their student-support mechanisms at an academic-unit level. Conclusions: The practical contribution of the STEM-SPSI is to assist colleges in monitoring the extent to which their portfolio of support mechanisms is perceived as helpful by undergraduate students. This work makes a theoretical contribution to the model of cocurricular support that undergirds the instrument by producing empirical evidence for its constructs.

Community college scholars and practitioners consistently seek ways to support vertical transfer from community colleges to four-year institutions. An emerging practice to streamline coursework transfer is the use of tailored, intrusive pre-transfer advising to increase information access for students still enrolled at the community college. In this article, we explore how one pre-transfer program--the Virginia Tech Network for Engineering Transfer Students (VT-NETS)--improved the transfer pathway in engineering through early integration programming and advising structures that help to streamline vertical transfer. Using a quasi-experimental design, we compare the experience of transfer students who participated in VT-NETS with transfer students that did not participate in the pre-transfer program. Based on our findings, we make practical recommendations that may be useful to community colleges and university partners seeking to establish, improve, or scale up early-integration programs for prospective transfer students.

State budgets temporarily crashed amid the COVID-19 pandemic and economic shutdown, placing education funding at risk. To demonstrate implications for school finance, we show that (1) school districts are racially segregated along class lines; (2) higher-poverty districts receive a greater share of funds from state, as opposed to local sources, making them especially vulnerable during economic downturns; and (3) many states made across-the-board K-12 budget reductions following the Great Recession, but those cuts disproportionately impacted high-poverty districts. A decade later, state legislators may face similar fiscal challenges. Instead of enacting across-the-board cuts, states can identify specific funding programs that already benefit lower-poverty districts or wealthier students. We demonstrate how this approach would work under different state finance models and offer recommendations for state policy makers.

This article provides engineering educators with a comprehensive overview of engineering leadership assessment and evaluation for undergraduate engineering students to help instigate positive change for the future of the field.

Since the emergence of middle schools as distinct educational settings in the 1960s, proponents of the model have advocated for structures and approaches that best meet the particular developmental needs of young adolescents. Middle school researchers have developed frameworks of best practices for schools that have been widely, if not uniformly, adopted. However, there is a paucity of large-scale quantitative research on the efficacy of such best practices. In this study we used state-level administrative data from Texas to estimate the school-level contribution to standardized test scores in math and language arts, along with absenteeism. We then regressed these value-added quantities on indicators of middle school structures, along with research-supported predictors of school efficacy. Results showed that schools with fewer classes in the school day and higher quality teachers performed better, among other indicators. Findings from models using the campus contribution to absenteeism were similar. These results indicate that while elements of the middle school model may help transform individual schools, the equitable distribution of resources and the undoing of de facto segregation are vital to the success of all young adolescents.

Situated in the second year of an engineering curriculum, undergraduate engineering mechanics courses represent a significant barrier to persistence in engineering. This study seeks to inform and improve these educational environments by examining academic performance paths over time in a course and explore how students in each path compare in the learning strategies they employ to engage with course content. Through online surveys, we gathered data on self-reported time spent engaging with course content before high-stakes testing in four large sections of a Statics course that were all taught by the same instructor. Cluster analysis identified groups exhibiting distinct performance paths, and one-way Welch's F-tests with post-hoc comparisons explored differences between these clusters based on time spent engaging with course content through specific learning strategies. Differences across performance clusters were found primarily in the ways in which students spent time rather than total time spent. Solving problems independently was a strategy employed significantly more often by the highest-performing cluster of students. In contrast, a group of unsuccessful students in the course spent comparably less time solving problems independently but comparably more time solving problems with peers. From these results, we suggest how leveraging these findings might impact educational practice and guide future research.

Expanding and enhancing transfer pathways may help broaden participation in engineering. However, colleges of engineering have primarily focused their recruitment and retention efforts on students who matriculate directly from high school. Our research increases understanding of the transition experiences for engineering transfer students at 4-year institutions so that programs may better support their unique needs. We explore survey data of over one thousand engineering transfer students across four Texas institutions to identify problems post-transfer and students' perceptions of their receiving institutions and disaggregate findings by transfer pathway, institutional enrollment policies, Hispanic/Latino status, and first-generation college student status. Cost of attendance, credit transfer, and academic expectations surfaced as top problems for engineering transfer students. Although perceptions of their receiving institutions were generally positive, disaggregated analyses show that transfer students should not be considered as a homogeneous population--subgroups of transfer students face different problems and have different needs.

Schools devote substantial resources to teacher professional development each year. Yet studies show much of this investment is directed toward ineffective short-term workshops that have little impact on instructional change or student outcomes. At the same time, more intensive job-embedded forms of professional learning, such as instructional coaching, require substantially more resources than traditional professional development. We report the results of a two-year study assessing the cost-effectiveness of instructional coaching through a design-based, continuous improvement research model. We study iterative, inquiry cycles in which educators collect data and make changes to the coaching model based on multiple rounds of implementation. We determined the effectiveness of coaching during each iteration by tracking the number of times teachers and coaches reached student-outcome based goals set during the coaching cycle. We assess the cost of implementing the coaching model for each of the three iterations by monitoring staff time allocations and other resource use. Results show that across five schools, the cost of the coaching intervention decreased substantially from the first iteration to the second iteration but increased moderately during the third iteration. Our findings suggest that coaching programs can become more cost-effective over time, as coaches and teachers refine their work together. While specific design features of the study limit generalizability of our findings, the study demonstrates how improvement science or design-based research can be combined with cost-effectiveness research to improve practice in local settings.

The role of superintendents in adopting and developing dual language education and other equity-oriented reforms that support the unique needs of Latina/o emergent bilinguals is a relatively unexplored area in educational leadership and policy research. Drawing upon theories of social justice leadership, this article examines how one superintendent in the El Paso Independent School District (EPISD) engaged in leadership to address injustices against Mexican and Mexican-American emergent bilinguals through the implementation of district-wide dual language education. EPISD provided a strategic site for this study because the previous superintendent and administration were part of a large-scale cheating scandal that "disappeared" hundreds of Mexican and Mexican- American students. This study highlights the important role of the superintendent in supporting equity-oriented school reforms such as dual language education, identifies specific actions and values pertinent to social justice leadership at the district level, and describes the ways leaders can take advantage of political opportunities, frame educational injustices in ways that mobilize key stakeholders, and utilize networks and grassroots movements for social justice means. The article concludes with implications for future research.

Contribution: This article details the potential impacts of a curricular revision at a four-year institution on electrical and computer engineering (ECE) vertical transfer students using Heileman et al.'s curricular complexity framework. Background: The curriculum refresh was prompted by a National Science Foundation funded program called "Revolutionizing Engineering Departments"--encouraging departments to radically shift their curricula and cultures such that it is not possible to complete a one-to-one mapping between the former curriculum and new curriculum. The purpose of the study was to examine the extent to which transfer students could integrate into the new curriculum. Research Questions: This article addresses the following research question, "how did the structural complexities of the transfer student pathways into the ECE degree programs change from their previous iterations?" Methodology: Plans of the study were collected from 12 community colleges that had articulated pathways into ECE bachelor's degree programs ( n = 24 plans of study) at a four-year institution and aligned those plans with the university pathways both before and after the radical curricular change. The complexities of transfer degree pathways of the old and new curriculum were compared using Heileman et al.'s structural complexity metric. Findings: All transfer pathways in ECE increased in complexity by 84% on average. We found Computer Engineering to be a much less supported transfer pathway throughout the state's community college system compared to Electrical Engineering. Moreover, we found considerable variation in the community college system, raising concerns of consistency across partnerships in the state's system. Other programs can adopt the approach presented here to evaluate the complexity of their curricula.

Background: Transfer students in engineering must navigate a myriad of information sources to obtain accurate information on how to matriculate into a 4-year institution. Although some institutional and state-level initiatives attempt to streamline the transfer process, students still report difficulties. Purpose: This article explores the extent to which web-based transfer information is fragmented across institutional websites and written using communicative strategies that could limit comprehension. Accordingly, this study characterizes information asymmetries--gaps in information--that affect transfer students in terms of two constructs: fragmentation and language. Method: We employed a convergent fully integrated mixed-methods design with a stratified random sample of 38 US engineering degree-granting institutions. The connections between the webpages were transformed into networks and clustered using k-means and partitioning around medoids with measures of dispersion and centrality. A purposeful nested sample of 16 institutions was taken based on the clusters and explored using a two-cycle mixed-methods coding protocol to understand how fragmentation and language interact to create information asymmetries. The resulting themes from each construct were integrated to develop narratives across the sampled institutions. Conclusions: We found the web-based information for transfer students to be a messy web of loosely connected structures with language that complicates understanding. We identified four fragmentation themes illustrating how transfer information is organized and six language themes capturing linguistic patterns across the webpages. We offer strategies for researchers and practitioners based on the narratives we developed.

Stress elicits a variety of psychophysiological responses that show large interindividual variability. Determining the neural mechanisms that mediate individual differences in the emotional response to stress would provide new insight that would have important implications for understanding stress-related disorders. Therefore, the present study examined individual differences in the relationship between brain activity and the emotional response to stress. In the largest stress study to date, 239 participants completed the Montreal Imaging Stress Task (MIST) while heart rate, skin conductance response (SCR), cortisol, self-reported stress, and blood oxygen level dependent (BOLD) functional MRI (fMRI) signal responses were measured. The relationship between differential responses (heart rate, SCR, cortisol, and self-reported stress) and differential BOLD fMRI data was analyzed. Dorsolateral prefrontal cortex (PFC), dorsomedial PFC, ventromedial PFC, and amygdala activity varied with the behavioral response (i.e., SCR and self-reported stress). These results suggest the PFC and amygdala support processes that are important for the expression and regulation of the emotional response to stress, and that stress-related PFC and amygdala activity underlie interindividual variability in peripheral physiologic measures of the stress response. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Cognitive and emotional functions are supported by the coordinated activity of a distributed network of brain regions. This coordinated activity may be disrupted by psychosocial stress, resulting in the dysfunction of cognitive and emotional processes. Graph theory is a mathematical approach to assess coordinated brain activity that can estimate the efficiency of information flow and determine the centrality of brain regions within a larger distributed neural network. However, limited research has applied graph-theory techniques to the study of stress. Advancing our understanding of the impact stress has on global brain networks may provide new insight into factors that influence individual differences in stress susceptibility. Therefore, the present study examined the brain connectivity of participants that completed the Montreal Imaging Stress Task (Goodman et al., 2016; Wheelock et al., 2016). Salivary cortisol, heart rate, skin conductance response, and self-reported stress served as indices of stress, and trait anxiety served as an index of participant's disposition toward negative affectivity. Psychosocial stress was associated with a decrease in the efficiency of the flow of information within the brain. Further, the centrality of brain regions that mediate emotion regulation processes (i.e., hippocampus, ventral prefrontal cortex, and cingulate cortex) decreased during stress exposure. Interestingly, individual differences in cortisol reactivity were negatively correlated with the efficiency of information flow within this network, whereas cortisol reactivity was positively correlated with the centrality of the amygdala within the network. These findings suggest that stress reduces the efficiency of information transfer and leaves the function of brain regions that regulate the stress response vulnerable to disruption. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Under the Every Student Succeeds Act, the federal government allocates 7% of Title I funds, about $1 billion per year, for school improvement. States have substantial autonomy in allocating these funds, including which schools are identified for federal school improvement, what improvement strategies are used, and whether external intermediaries are involved. A growing area of research explores the private, often for-profit school improvement industry, but few studies track the finance and policy structures that funnel public funds to external K-12 intermediaries. In this study, we draw on document analysis and interview data to explore school improvement practices and finance policies in five case study states. We find that states use varied methods for identifying schools for improvement, and also vary in the extent to which they provide local autonomy to school districts. Some states, such as Texas and Tennessee, incentivize schools to adopt particular strategies or encourage partnering with an external intermediary. Other states, such as California and New York, provide more state-led school improvement strategies through regional offices and give districts greater local autonomy. Findings point to possible benefits of local autonomy, while highlighting potential challenges associated with unregulated market-based reforms in education.

This study explores STEM doctoral student agency with respect to funding as it relates to degree completion and career preparation. We interviewed 39 graduate students in chemistry, physics, and engineering at two large, public, research-intensive institutions in the USA. Although STEM doctoral students have a high expectation of full funding, instability of funding and unavailability of desired funding types limit the agency of some students. When several types of funding are available, advisors can encourage student agency in pursuing opportunities to gain skills or networking connections through teaching assistantships, research assistantships, or internships. However, students were not able to articulate specific ways that assistantships prepared them for nonacademic positions, which is an important direction for future work.

In this paper, we introduce 'Concept Questions,' a weekly writing assignment that has been incorporated into multiple upper-level engineering courses at a single university with the intent of enhancing students' conceptual understanding of the course content. To explore the influence of this activity on students in these courses, we compared students' scores on the Concept Question assignments with their final exam scores, analysed students' open-ended responses to questions regarding their learning in the course, and surveyed students who had taken these courses in previous semesters to understand how the Concept Question assignments may have influenced their learning approaches in subsequent courses. Our analysis revealed that students highlighted a variety of learning outcomes from the Concept Questions assignments and their performance on the assignments was correlated with their final exam scores. However, most students did not report that these assignments had changed their learning approaches overall. This paper supports prior work suggesting that such assignments can be helpful in individual engineering courses, but further work is needed to explore student learning across courses.

A central challenge in engineering education is providing experiences that are appropriate for and accessible to underserved communities. However, to provide such experiences, we must better understand the process of offering a geographically distributed asset-based out-of-school program. This paper focuses on a collaborative research project that examined the broad implementation of the Summer Engineering Experiences for Kids (SEEK) program organized by the National Society of Black Engineers (NSBE). SEEK is a three-week summer program that engages participants in hands-on, team-based engineering design projects. NSBE's goal is to make SEEK culturally sustaining, community-connected, and scalable. The purpose of this paper is to provide a retrospective reflection on various aspects of our collaborative project and highlight a series of tradeoffs that must be carefully considered to offer and examine the effectiveness of an intervention designed both to affirm cultural background as well as to broaden access. Guided by Yosso's community cultural wealth (CCW) framework, we engaged in individual reflection and group discussions about the evolution of our three-year project. We considered the six types of capital outlined in CCW to examine various program design elements and tradeoffs. By illuminating the tradeoffs that are required, we hope this paper can help other program designers and researchers to intentionally, preemptively, and proactively consider such tradeoffs.

Principals are critical to improving schools, but job-related stress and burnout are factors that can limit principal effectiveness and lead to untimely turnover. Extant literature, leadership preparation programs, and district policies have largely ignored principal burnout despite the increased complexity of the principalship and increasing rates of turnover. The COVID-19 pandemic has exacerbated principal burnout given the added demands and transitions associated with school closures, reopening, and social distancing protocols. The purpose of this article is to provide a set of recommendations for district administrators and school leaders in order to reduce burnout. We hope these recommendations provide an initial starting point for taking action to reduce principal burnout.

States and institutions employ articulation agreements to streamline curricular pathways. We investigate the efficacy of that streamlining by considering how course sequences, enacted through pre- and co-requisites, relate to graduation rates for transfer students at different time intervals. Applying a curricular complexity framework that quantifies the complexities of curriculum pathways, we compared the curricular complexities of transfer and first-time-in-college (FTIC) pathways in engineering and correlate those complexity scores with graduation rates at different time intervals. The institutions examined in this study include a mid-Atlantic research university and four of its largest feeder community colleges geographically distributed across the state. We found that, in aggregate, transfer student pathways are less complex than FTIC pathways, although complexity metrics vary across engineering disciplines and sending institutions. Although curricular complexity correlates with graduation rates for FTIC students at different time intervals, the same relationship does not hold for transfer students. The curricular complexity metric is useful for understanding the complexity FTIC students encounter in engineering and correlates with their graduation rates at different time intervals. However, the tool falls short of capturing some nuances of curricular complexity for transfer students. We suggest ways to enhance the metric to depict complexities in curriculum for transfer students.

Early colleges (ECs) provide high school students access to college coursework with the goal of increasing postsecondary opportunities for traditionally underrepresented students. We examine the impact of ECs on postsecondary attainment, calculate the resulting monetary benefits, and then estimate the per-student costs of ECs compared with traditional high schools to assess costs and benefits. Our findings indicate that students enrolling in ECs in our study are more likely to attend college and graduate with an associate's or bachelor's degree. Increased educational attainment from EC enrollment results in lifetime benefits of almost $58,000 per student. ECs cost approximately $950 more than traditional high schools per student per year, resulting in an overall cost of $3,800 more per student across four years of high school. Comparing benefits to cost, we estimate a net present value (NPV) of $54,000 per student and a benefit-cost ratio of 15.1. Even when using conservative estimates of costs (upper bound) and benefits (lower bound), we calculate an NPV of over $27,000 and a benefit-cost ratio of 4.6. These results indicate that investment in ECs pays off through increased earnings for EC students, increased tax revenue, and decreased government spending. [For the corresponding grantee submission, see ED612429.]

States and institutions increasingly rely on articulation agreements to streamline vertical transfer, although the effectiveness of those policies on transfer student outcomes remains unclear. To better understand this effectiveness, we explored a partnership between the College of Engineering at a mid-Atlantic research university and two community colleges located within the same state. We interviewed engineering faculty and academic advisors (i.e., the street-level bureaucrats who implement policy) to explore how an articulation agreement influences processes and policies related to coursework transfer. Our results revealed complexities in the implementation of the articulation policy as it collides with an enrollment management university policy that differs in purpose. Their collision has challenging implications for transfer students and for the faculty and advisors responsible for interfacing with those students.

Tourism studies pay relatively little attention to the importance of reflexivity and metacognition. This article highlights the integral importance of explicitly considering reflexivity and metacognition issues as part of the research process when studying pro-poor tourism (PPT). Hence, the paper presents a reflexive and metacognitive account of the challenges and obstacles encountered while undertaking ethnographic fieldwork in PPT. Drawing on the first author's research experiences in Vietnam with informal tourism workers, it reflects the positional, ethical, and methodological challenges faced during and after the fieldwork. This article is the first to provide a critical reflection on fieldwork in PPT, thereby adding to the conceptual recognition of the importance of reflexivity and metacognition in tourism studies overall. It also shares deeper insights into the difficulties associated with research that involves poor people, whose voices remain largely absent from tourism studies. [ABSTRACT FROM AUTHOR]

Tauopathies, including Alzheimer's disease, corticobasal degeneration and progressive supranuclear palsy, are characterised by the aggregation of tau into insoluble neurofibrillary tangles in the brain. Tau is subject to a range of post-translational modifications, including proteolysis, that can promote its aggregation. Neuroinflammation is a hallmark of tauopathies and evidence is growing for a role of CD8+ T cells in disease pathogenesis. CD8+ T cells release granzyme proteases but what role these proteases play in neuronal dysfunction is currently lacking. Here, we identified that granzyme A (GzmA) is present in brain tissue and proteolytically cleaves tau. Mass spectrometric analysis of tau fragments produced on digestion of tau with GzmA identified three cleavage sites at R194-S195, R209-S210 and K240-S241. Mutation of the critical Arg or Lys residues at the cleavage sites in tau or chemical inhibition of GzmA blocked the proteolysis of tau by GzmA. Development of a semi-targeted mass spectrometry approach identified peptides in tauopathy brain tissue corresponding to proteolysis by GzmA at R209-S210 and K240-S241 in tau. When expressed in cells the GzmA-cleaved C-terminal fragments of tau were highly phosphorylated and aggregated upon incubation of the cells with tauopathy brain seed. The C-terminal fragment tau195–441 was able to transfer between cells and promote aggregation of tau in acceptor cells, indicating the propensity for such tau fragments to propagate between cells. Collectively, these results raise the possibility that GzmA, released from infiltrating cytotoxic CD8+ T cells, proteolytically cleaves tau into fragments that may contribute to its pathological properties in tauopathies. [ABSTRACT FROM AUTHOR]