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1. The Relationship among Culturally Responsive Leadership and PLC Practices in Small Schools in Peninsular Malaysia

Author

Mohd Norlizam Mohd Razali, Aida Hanim A. Hamid, Bity Salwana Alias, and Azlin Norhaini Mansor

Abstract

The study's goals were to find out how much culturally responsive leadership headmasters are employed and how many professional learning community (PLC) are set up in small schools. It also looked into the relationship between these two variables by using a questionnaire in a quantitative survey design, which was administered to 546 respondents out of 754 that had been distributed. Descriptive statistics were used to study the level of perception of all variables, and inferential statistics used Pearson's correlation coefficient to study the relationship between the variables. The findings of the study showed that school headmasters practiced a culturally responsive leadership style, and teachers also participated a lot in PLC. Teacher participation in PLC had a significant relationship with culturally responsive leadership at the 0.05 significance level. The results of the study also showed that culturally responsive leadership accounts for 48.7% of the variance in teacher participation in PLC. This finding greatly suggests that culturally responsive leadership practices are important in contributing to teachers' practices in PLC, which in turn will improve student learning.

Published
2024

2. Investigation of the Current Situations Desired Conditions, and Essential Requirements for Participation in the Quality Assurance Processes of Small Schools under the Office of the Basic Education Commission

Author

Somchai Posri and Pacharawit Chansirisira

Abstract

The objective of this study is twofold: 1) To examine the current situations, desired conditions, and requirements for participation in quality assurance efforts of small schools under the Office of the Basic Education Commission; 2) To explore developmental guidelines for enhancing the quality assurance practices of these educational institutions. The research methodology involved: 1) surveying to assess the current situations, desired conditions, and essential requirements; and 2) investigating development guidelines embedded in the working processes of three schools with the best educational assurance practices. The sample groups included 385 persons who were school administrators and teachers. Research tools included a survey form, interview forms, and an assessment form, which was verified and approved by nine qualified individuals. Data analysis involved content validation and factor analysis. The statistics also indicated the correctness, appropriateness, feasibility, and utility of the information. The statistical techniques used in the research included basic statistics and the analysis of essential requirements. The findings of the study revealed the following: 1) The current situation of the participation in educational quality assurance efforts of the small schools was rated at a moderate level, with the highest level of the desired conditions. An area of the requirements that was rated with the highest score of development priority was active participation in quality assurance; 2) The developmental guidelines for quality assurance practices in educational institutions encompassed five domains with a total of 16 strategies. The experts' evaluation of these domains indicated a high level of accuracy, while appropriateness, feasibility, and utility were scored at the highest level.

Published
2024

3. Families on the New Frontier: Mapping and Meeting the Growing Demand for Unconventional Schooling

Author

Clayton Christensen Institute for Disruptive Innovation and Thomas Arnett

Abstract

Seismic shifts are shaking the landscape of K-12 education. Public school districts across the US have lost over a million students since 2020. Meanwhile, novel educational models--such as microschools and hybrid homeschooling--have more than doubled their enrollments. This paper explores what's driving families to seek these new learning environments by utilizing a theory and methodology called Jobs to Be Done. According to the theory underpinning Jobs to Be Done, people adopt new solutions--such as microschools--when struggling moments in their lives cause them to seek new ways to make progress in the face of those struggles. Through interviews with parents who recently moved their children to microschools, this research uncovered three Jobs to Be Done driving families' decisions: (1) Job 1: When I disagree with decisions at my child's school and I'm feeling unheard, help me find an alternative that will honor my perspective and values; (2) Job 2: When my child is unhappy, unsafe, or struggling at school, help me find an environment where they can regain their love for learning; and (3) Job 3: When my child's school is too focused on academic milestones and neglects other forms of learning, help me find a balanced educational experience for my child. As the educational landscape continues to evolve, the insights in this paper have the potential to empower new educational models with the understanding and tools to successfully navigate these changes. [This report was co-produced with VELA Founder Network and The Re-Wired Group.]

Published
2024

4. The Company You Keep: Effect of Close Social Subgroup Influence on STEM Degree Persistence at a Small Liberal Arts College

Author

Aubrey Whitehead, Melissa Schen, and Jillian Morrison

Abstract

With small liberal arts colleges (SLACs) producing an increased percentage of STEM graduates, whose voice resonates most regarding science, technology, engineering, and mathematics (STEM) degree persistence? Chemistry professor? Dad? Best friend? This study investigated if undergraduate student perception of close social subgroup influences affected motivation characteristics (i.e., self-efficacy, STEM interest, and outcome expectations) and STEM major persistence. STEM majors (N = 295) across each college year at a Midwestern, 4-year liberal arts institution were surveyed regarding subgroup influence on motivation toward STEM degree attainment. A hypothesized structural equation model was tested to determine the subgroups that STEM majors perceived affected STEM motivational factors and degree persistence. Results indicate that STEM professors and friends have significant explicit and implicit effects on STEM degree persistence. The model accounted for a significant amount of variance in STEM interest, self-efficacy, and persistence for the overall sample and for underrepresented group members. Educational implications for college administrators and professors, and future research directions are discussed.

Published
2024
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5. Communities in the Driver's Seat: Black Mothers Forum Microschools Raise Sustainability Questions

Author

Arizona State University (ASU), Center on Reinventing Public Education (CRPE), Travis Pillow, and Eupha Jeanne Daramola

Abstract

Black Mothers Forum (BMF) was founded in 2016 to combat institutional racism, including disproportionate discipline, unrepresentative curricula, and racial bullying in Phoenix-area schools. When the COVID-19 pandemic disrupted public education, the organization launched a network of microschools as outposts of this mission. These microschools were able to start quickly, make frequent course corrections, and sustain their efforts after the pandemic, thanks in part to Arizona's growing ecosystem of diverse education options. The initial pandemic-era effort to launch these microschools was documented in a case study published by the Center on Reinventing Public Education in 2022. This followup brief revisits the initial case study with an eye toward the pedagogical tensions and questions of sustainability that it brought to light. This brief is based on in-person classroom observations, a new round of interviews with BMF microschool leaders and educators, and an analysis of Arizona's education policy landscape.

Published
2023

6. Promoting Microschool Partnerships. Sketching a New Conservative Education Agenda

Author

American Enterprise Institute (AEI) and Steven Thayn

Abstract

As more states adopt universal education savings account (ESA) programs, analysts have declared that the "final frontier" of school choice has been reached. Another choice that parents might want to make and policymakers should support as an intermediate option between private school and homeschooling is partnering with their local schools to establish parent-run microschools. This paper proposes that states can foster these partnerships by incentivizing school districts to allow small groups of parents to teach students at home with public financial assistance but total curricular freedom. This proposal gives parents maximum power to choose the curriculum without severing ties with local schools. With microschooling, parents with the power to choose curricula can positively change public education's very nature, unlike with ESA or voucher proposals that require the student to leave the system.

Published
2023

7. The Evolution of the Urban Assembly School Support Model

Author

MDRC, Cassie Wuest, Emma Alterman, Rebecca Unterman, William Corrin, and Bryce Marshall

Abstract

Despite modest increases in high school graduation rates for all students, disparities still exist for some groups, such as students of color and students from low-income families who face systemic challenges in accessing high-quality public schools. Third-party "school support" organizations like the Urban Assembly have long focused on addressing this inequity. The Urban Assembly (UA) has been working with New York City schools since 1997. Currently, UA provides their schools with professional development to school-based staff using two formats--professional learning communities (PLCs) and coaching--focused on five main program areas: academics, leadership, social-emotional learning, postsecondary readiness, and alumni success. In addition, UA supports general school functioning in various ways, such as acting as a liaison to the New York City Public Schools (NYCPS) and providing hiring and staffing support. Currently, MDRC is conducting a study of the Urban Assembly to understand its model and its impact on student outcomes. This article is an initial discussion of UA's evolution which can be instructive for other organizations working to support schools to adapt in ever-changing contexts.

Published
2023

8. Reconstruction of the System Guaranteeing Opportunities for General Education through the Separation of 'Enrollment' and '(Physical) Attendance'

Author

Takizawa, Jun

Abstract

Regarding the faults of the Japanese compulsory enrollment system, premised on attendance at a specific school, a forward-looking view must be taken on the guarantee of opportunities for general education via non-physical attendance (online attendance) in which physical attendance is not the default. At this time, municipal Boards of Education are called on to "promote the guarantee of diverse opportunities for general education" and "form public school networks," while prefectures must establish new councils and comprehensive support centers for a continuous guarantee during the school age across a broad area in cooperation with municipalities. [This article was translated by Nadezhda Murray. This article was originally published, in Japanese, in "Kyoikugaku Kenkyu" ("The Japanese Journal of Educational Research"), Vol. 88, No.4, 2021.]

Published
2023

9. The Public, Parents, and K-12 Education: A National Polling Report [February 2023]

Author

EdChoice and Morning Consult

Abstract

This poll was conducted between February 13-14, 2023 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Support for ESAs, school vouchers, charter schools, and open enrollment is much greater when given a brief description. In February, support levels increased significantly across each type of school choice policy; (2) Roughly one in ten school parents report having a child enrolled in a 'microschool'. Over one-third of parents - regardless of whether or not they were given additional information - are interested in learning more about them; and (3) Almost half of parents report having at least one child taking a gifted, advanced, or honors class at their school. This report highlights findings pertaining to: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) survey profile and demographics.

Published
2023

10. Chartered for Profit II: Pandemic Profiteering

Author

Network for Public Education (NPE), Burris, Carol, and Cimarusti, Darcie

Abstract

In this follow-up to our 2021 report, we again focus on the world of charter schools run for profit, a world both hidden and misunderstood. We focus on how for-profit operators expanded their reach and enrollment during the Pandemic years so that one in every five charter school students attends a school controlled by a for-profit corporation. We pull back the veil on tactics and practices designed to reap as many public dollars as possible from charter schools while hiding behind laws designed to keep profit-making hidden from the public's eyes. We also explain in detail how both large and small for-profit companies evade state laws by using related entities and a nonprofit façade to reap maximum financial advantage. From sweetheart deals to sweeps contracts to real estate bonanzas, our report explains the inner workings of the world of charters that put profits, not children, first. [For "Chartered for Profit: The Hidden World of Charter Schools Operated for Financial Gain," see ED612859.]

Published
2023

11. Rustic Renaissance: Education Choice in Rural America. Special Report. No. 264

Author

Heritage Foundation, Center for Education Policy, Bedrick, Jason, and Ladner, Matthew

Abstract

Opponents of education choice often make two arguments about its effect on rural areas: (1) education choice will not help in rural areas because there are few or no alternatives to the district school system; and (2) education choice will destroy the district school system because so many students will leave for alternative options. These two claims are mutually exclusive. They cannot both be true, but they can both be--and indeed are--false. The dearth of education options in rural areas has been greatly exaggerated. About seven in 10 rural families live within 10 miles of a private elementary school. Children in rural areas can attend charter schools in states with policies that have fostered the creation of charters in rural areas. In Arizona, more than eight in 10 students live in the same zip code as at least one charter school. Rural areas are seeing the rise of microschools, a modern reimagining of the one-room schoolhouse. Additionally, high-quality virtual schools are available to anyone with a decent Internet connection--which is becoming increasingly available in rural America. Families in rural areas have access to more education options than ever before. The most recent data from the National Assessment of Educational Progress for Arizona--the state with the greatest access to education choice--do not support the claim that education choice has been harmful to the rural district schools. Indeed, the best available evidence indicates that education choice is the rising tide that lifts all boats. Policymakers who want to increase education options for rural families should enact education choice policies, such as K-12 education savings accounts, and broaden charter school laws to make it easier to open them in rural areas.

Published
2023

12. New Rurality and Traditional Families. Multigrade Schools in Colombia and Mexico during Pandemics

Author

Navarro-Leal, Marco A. and Muñoz-Muñoz, Dilsa Estela

Abstract

The purpose of this paper is to present an exploration on the response of parents of two rural multigrade schools facing the homeschooling activities in the context of pandemics. To frame a comparative perspective some conceptual work was done about new rurality and family structure before interviewing parents of both schools about distribution of tasks among family members, distribution of time and technological support. The study concluded that the traditional structure of rural families made easy to carry on with the tasks of home, labor and education. [For the complete Volume 21 proceedings, see ED629259.]

Published
2023

13. The Positive Impacts of a Professional Learning Community Model on Student Achievement in Small Schools

Author

Christina Mariani-Petroze

Abstract

This study explores the impact of professional learning communities on student achievement in a small school setting. Aaron Hansen's book, "How to Develop PLCs for Singletons and Small Schools," offered a guide for arranging vertical, grade-level teams with one teacher per grade level at one private, K-8 school. The faculty engaged in high quality, effective professional development using PLC objectives and norms to analyze NEWA MAP data. They adapted instructional practices and implemented formative assessments to influence student growth in math and reading scores. Results indicate that the PLC training that took place between the Fall and Winter MAP testing cycles positively impacted student growth results from Winter to Spring tests. Research limitations are addressed in the discussion section.

Published
2023

14. Components and Indicators of Participation in the Implementation of Quality Assurance of Small Schools under the Office of the Basic Education Commission

Author

Somchai Posri and Pacharawit Chansirisira

Abstract

The objectives of this research were to: 1) exploring the components and indicators of stakeholder participation in quality assurance practices of small schools under the supervision of the Basic Education Commission, and 2) evaluating and validating these components and indicators. The research consisted of two phases: 1) conducting a theoretical study that involved reviewing relevant literature, documents, and research studies on participation in the educational assurance process, and 2) conducting a focus group discussion with a qualified panel of 9 individuals to assess and validate the components and indicators. The research instruments included recording forms, assessment forms, audio recording devices, and cameras. Data analysis employed descriptive statistics, content analysis, and narrative analysis. The findings of the study revealed the following: (1) The components and indicators of stakeholder participation in quality assurance practices of small schools under the supervision of the Basic Education Commission consisted of five components and thirteen indicators. These components were: 1) strategic planning involvement with three indicators, 2) decision-making involvement with three indicators, 3) operational involvement with two indicators, 4) benefits realization involvement with two indicators, and 5) monitoring involvement with three indicators; and (2) The focus group discussion yielded valuable suggestions and evaluations from the panel of 9 qualified individuals. The average scores of the experts' opinions for all components and their respective indicators were rated at the highest level. Based on the feedback received, the researcher refined the components and indicators of educational assurance participation, resulting in a final set of five components and thirteen indicators.

Published
2023

15. Thin Brown Skins: Microaggression Experiences of Students of Color at a Small PWI.

Author

DaCosta, Kneia

Abstract

Racial microaggressions are at the center of a debate on experimental vs. experiential reality. This issue might come down to epistemological differences, but we must continue to amass evidence of the existence of these harmful phenomena if they indeed exist. The current study uses interpretative phenomenological analysis with a small sample of students of color attending a small, predominately White college to investigate whether they experienced microaggressions, the impact of these microaggressions, and students attempts to cope. The researcher found that students experienced microaggressions in addition to what she termed macroaggressions (environmental microaggressions). Additionally, themes of distress emerged, alongside various methods of coping, ranging from confiding in others to avoiding White people. This paper also addresses some of the questions posed by skeptics of the "microaggressions research program" and addresses implications for further research and practice.

Published
2023

16. Why Massachusetts Should Be a Leader in Encouraging Education Entrepreneurship and Innovative K-12 Learning Models. Policy Brief

Author

Pioneer Institute for Public Policy Research and McDonald, Kerry

Abstract

JEM Learning is a new microschool community that provides families with a child-centered alternative to both traditional public and private schools. Microschools like JEM Learning are small, multi-age learning communities with paid educators that are reminiscent of the one-room schoolhouse model. They were gaining traction prior to 2020, but their popularity has soared amidst the education disruption of the past few years. In Massachusetts, numerous microschool collaboratives have sprouted, offering more individualized learning options and paving a pathway for a more bottom-up, decentralized education model. This policy brief urges Massachusetts policymakers to encourage the proliferation and progress of non-traditional models that offer families creative, flexible, personalized and low-cost private education options.

Published
2022

17. Leading and Learning through the COVID-19 Pandemic: A Phenomenological Study of Leadership in Rural School Districts in Texas

Author

Justin D. Cox

Abstract

Although school districts have prepared and planned for school crises for many years in response to the Columbine High School and Sandy Hook Elementary school shooting tragedies, the COVID-19 pandemic brought new challenges for school districts when dealing with educating students amid a pandemic. This qualitative phenomenological study examined leadership in small, rural school districts in Texas facing a pandemic. The study was guided using crisis management theory (Crandall et al., 2021) as the theoretical framework to explore the crisis of COVID-19 in rural school districts. I conducted interviews to explore the actions, changes, and challenges leaders confronted as they created and adapted organizational policies and practices to meet the needs of students and families as suffering endured in light of the pandemic. I used qualitative data analysis software to code the interview data to find common themes and relationships in the responses from participants, consisting of principals at small, rural school districts in Texas. I hope to show how leaders in rural school districts managed and allowed their districts to create systems to provide for their students in a crisis. The findings support that school districts were underprepared to handle the COVID-19 pandemic and need preparations for future crises. Other school districts can utilize the study when implementing new practices and policies in response to a crisis to ensure they have the tools, resources, and organizational systems necessary to handle any situation encountered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2024

18. Shifting the Role of the Teacher to the Role of a Coach through the Implementation of a Professional Development Framework

Author

Trista Zobitz

Abstract

As the field of education has continued to grow and develop introducing new, innovative learning models, it has become critical to ensure educators have been prepared to personalize student learning rather than using traditional approaches. As the program manager of a hybrid microschool, my role has included providing professional development to our personalized learning advisors (PLA), a role that has been geared towards coaching and facilitating learning, rather than teaching content in a traditional manner. In this mixed-method action research study, I examined whether and how engagement in the professional development workshop sessions, one-on-one coaching sessions, and a community of practice affected PLAs' perceptions of their (a) knowledge and (b) self-efficacy about their PLA role, and (c) relationships and collaboration among PLAs enhanced their sense of belonging on the microschool PLA team. Moreover, I examined how participation in the project affected PLAs' interactions with students in the microschool setting. Quantitative results demonstrated increases in PLAs' perceived knowledge and perceived self-efficacy with respect to their PLA role, and their sense of belonging on the team. Additionally, four assertions were derived from the qualitative data. Two of these were related to PLAs transitioning to their new role and building community with the other PLAs. The other two assertions were focused on how PLAs implemented their newly gained knowledge by building classroom community and personalizing learning for their students. Findings from the study validated the importance of comprehensive professional development and the usefulness of community as a means to support PLAs as they implemented their new roles. In the discussion, I described how the quantitative and qualitative data exhibited complementarity, they pointed to the same conclusions. I also discussed connections to theories and the extant literature to explain the outcomes. Notably, use of this comprehensive professional development model was effective and offered a new way for innovative education leaders to shift their educational staff members from a traditional teaching model to one led by guides and coaches. In addition to discussing the implications for practice, I also discussed implications for future research, limitations of the study, and personal lessons I learned. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2024

19. Analysis of National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools Operational Vitality Standard 10: A Mixed Methods Case Study

Author

Matthew K. Tucker and Rebecca E. V. Kaelin

Abstract

The group project team conducted this mixed methods case study to report findings from data collected from a Non-public School Accrediting Association in the midwestern United States and how small Catholic schools use the NSBECS to monitor the school's operational vitality. The group project team identified Standard 10 of the four Standards within operational vitality as the focus. The group project team found that the Catholic schools identified had a higher self-reported school score than the site visit team gave during a Catholic school's accreditation year. The group project team recommends surveying small Catholic schools to investigate the resources used to obtain documentation/evidence for NSBECS benchmarks and having the Diocesan Office of Catholic Schools provide ongoing financial training workshops to assist in school operational vitality and accreditation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2024

20. Perceptions of Leaders in Catholic Microschools: A Study of the Opportunities and Challenges Moving from a Parish School to a Microschool

Author

Laura D. Cain, Jacqueline M. Cook, and Todd B. Gungoll

Abstract

Catholic schools have faced enrollment challenges for at least two decades. The staggering numbers of Catholic school closures should compel all stakeholders to reflect on the traditional model of Catholic schools and consider what alternative models could more effectively carry out the mission of the Church. Alternative school models, such as microschools, offer Catholic schools a promising solution and opportunity to continue their mission. Microschools utilize a scaled model of operations, including multiage instruction, and improve operational vitality. This project investigated microschools as a bold and innovative solution needed to keep doors open in Catholic schools and continue to provide robust Catholic education in struggling parishes and communities. To better understand the perceptions of Catholic school leaders who have navigated the transition of a parish school to a microschool, the team conducted a mixed-method study to identify leaders who took bold initiative to sustain Catholic education in their community. The study revealed that, during a time of transition, leaders benefited from leadership formation and support as well as strong communication and intentionality. Their Catholic microschools experienced improved operational vitality, higher academic achievement and stronger Catholic identity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2024

21. Perceptions of Leaders in Catholic Microschools: A Study of the Opportunities and Challenges Moving from a Parish School to a Microschool

Author

Jacqueline M. Cook, Laura D. Cain, and Todd B. Gungoll

Abstract

Catholic schools have faced enrollment challenges for at least two decades. The staggering numbers of Catholic school closures should compel all stakeholders to reflect on the traditional model of Catholic schools and consider what alternative models could more effectively carry out the mission of the Church. Alternative school models, such as microschools, offer Catholic schools a promising solution and opportunity to continue their mission. Microschools utilize a scaled model of operations, including multiage instruction, and improve operational vitality. This project investigated microschools as a bold and innovative solution needed to keep doors open in Catholic schools and continue to provide robust Catholic education in struggling parishes and communities. To better understand the perceptions of Catholic school leaders who have navigated the transition of a parish school to a microschool, the team conducted a mixed-method study to identify leaders who took bold initiative to sustain Catholic education in their community. The study revealed that, during a time of transition, leaders benefited from leadership formation and support as well as strong communication and intentionality. Their Catholic microschools experienced improved operational vitality, higher academic achievement and stronger Catholic identity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2024

22. Perceptions of Leaders in Catholic Microschools: A Study of the Opportunities and Challenges Moving from a Parish School to a Microschool

Author

Todd B. Gungoll, Laura D. Cain, and Jacqueline M. Cook

Abstract

Catholic schools have faced enrollment challenges for at least two decades. The staggering numbers of Catholic school closures should compel all stakeholders to reflect on the traditional model of Catholic schools and consider what alternative models could more effectively carry out the mission of the Church. Alternative school models, such as microschools, offer Catholic schools a promising solution and opportunity to continue their mission. Microschools utilize a scaled model of operations, including multiage instruction, and improve operational vitality. This project investigated microschools as a bold and innovative solution needed to keep doors open in Catholic schools and continue to provide robust Catholic education in struggling parishes and communities. To better understand the perceptions of Catholic school leaders who have navigated the transition of a parish school to a microschool, the team conducted a mixed-method study to identify leaders who took bold initiative to sustain Catholic education in their community. The study revealed that, during a time of transition, leaders benefited from leadership formation and support as well as strong communication and intentionality. Their Catholic microschools experienced improved operational vitality, higher academic achievement and stronger Catholic identity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2024

23. The Perceptions of Experienced Teachers on Administrative Support in Rural Classrooms and the Implications on Teacher Retention

Author

Mitchell Re

Abstract

The goal of this study was to solve the problem of teachers leaving the profession early, which has led to the lack of educators in classrooms across the country, impacting various stakeholders, including students, school districts, and fellow educators. Depending on where the school district is located and the students the schools serve, teacher retention is more of an issue. The purpose of this qualitative narrative study is to understand the storied perceptions of experienced teachers as it relates to administrative supports that target teacher retention in a small, rural school district in a state in the Midwest. The theoretical framework guiding the current study on the teacher retention issue is job embeddedness. Job embeddedness focuses on why employees stay in positions and changes that can be made to improve the school environment and teacher retention rates. Interviews were conducted to help reveal the stories and experiences, which directly impacted their satisfaction with their jobs, of teachers. The participants targeted for the study were experienced teachers of five years or more who are currently employed in school districts with less than 500 students. The four participants were interviewed three separate times, and their answers were recorded for further analysis. Despite the small sample size and the small amount of data collected, themes and tendencies presented themselves on the importance of administrator support and how it impacts teacher retention. To gain more diverse data, future studies should consider other populations to see if administrative support impacts their job satisfaction as well. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2024

24. Coping with COVID-19: Teacher Experiences at a Small Progressive School during the COVID-19 Pandemic

Author

Isabel Hubbard, Jacqlyn Zarabba, Linda K. Knauss, and Susan L. Metrick

Abstract

The COVID-19 pandemic caused significant disruptions in the educational system, placing a substantial burden on teachers. Since the onset of the pandemic, ample quantitative research has been conducted, documenting increased rates of anxiety, stress, and burnout among teachers. However, these rates do not provide an explanation for why teachers are struggling, nor do they offer guidance on appropriate support for these educators. This study aimed to gain a nuanced understanding of teachers' experiences during the pandemic and expand the existing literature that focuses on public school teachers' experiences to include insights from progressive educators. When teachers were provided with the opportunity to share their stories, they expressed a desire to be heard, emotionally supported, and to connect with their communities. These sentiments align with existing literature on public school teachers during the pandemic, suggesting shared experiences of stress and isolation across educators.

Published
2024
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25. The Rise of Learning Societies: A Small Experiment in Rural Idaho Holds Big Promise for Student Success

Author

Alan Gottlieb

Abstract

In the ever-shifting world of school choice, what began as a homegrown charter-school network's small experiment in microschooling stands out as unique -- and as a uniquely promising model for replication. Gem Prep, a network of seven brick-and-mortar K-12 charter schools in Idaho, anchored by a longstanding and high-performing online school, launched an experiment called Learning Societies at the start of the 2022-23 school year. Two publicly funded Learning Societies opened in August 2022, one in the hamlet of Emmett, 30 miles northwest of Boise, with 22 students in grades 1-5, and the other in Lewiston in northern Idaho, with seven students in grades 1-5. Learning Societies have the potential to achieve a happy medium that combines the strengths of both homeschooling (or online learning from home) and a traditional brick-and-mortar school.

Published
2024

26. How Do School Leaders Experience School Climate during the Transition to Autonomous Schools under School-Based Management and Then into the Remote Environment?

Author

Cho Chun On

Abstract

The purpose of this narrative study is to investigate the experiences of schoolteachers at autonomous schools in Hong Kong regarding school climate during the transition to autonomy and remote learning. The study explored the background of the Hong Kong education reform, which aimed to improve education through delegating authority to local schools. It also highlights the challenges faced by educators during the COVID-19 pandemic and how their experiences can contribute to future school development. The research problem focused on the effects of school autonomy and the impact of remote learning on educators. The study employed semi-structured interviews with eight senior primary school teachers with at least 15 years of experience. Findings reveal policy changes that have increased teachers' workload and emphasize the importance of support strategies. The study emphasizes the significance of distributing power among stakeholders and promoting transparent decision-making processes within incorporated management committees (IMCs). It underscores the role of parent-teacher associations (PTAs) in creating a positive school climate and highlights the value of online learning in enhancing education quality. The study emphasizes the need for ongoing support and strategies to reduce teacher workload and ensure well-being during the transition to remote learning. The study contributes to understanding the impact of autonomy, online learning, and stakeholder involvement in decision-making processes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2024

27. Framing, Classification, and Conceptual Linkages: What can Interdisciplinary Practice in Small Secondary Schools Contribute to the Curriculum Conversation?

Author

Annie Termaat

Abstract

This article reports on the design of interdisciplinary units in five International Baccalaureate schools in Norway and Denmark, each with fewer than 100 students in their Middle Years Programme. The mixed methods study describes subject combinations and time frames of 37 enacted units and 111 hypothetical interdisciplinary units, and the qualitative perspectives of nine teachers, representative of the curriculum frameworks' eight subject groups, on the contribution of these school-based units to student learning. In the special context of schools with logistically simple staffing structures, interdisciplinary units were consistently conceived and enacted as substantial units, typically implemented over 8 weeks. Subjects were usually paired using a common Key Concept and differentiated by Related Concepts. Although framing and classification were considerations in interdisciplinary planning, the quantitative data found nearly every pairing of the subject groups was feasible. Interdisciplinary units were consistently valued by teachers for helping students connect disciplinary knowledge and developing metacognitive skills that supported their future learning, and for enriching teachers' own pedagogical practice. As a pragmatic, sustainable approach that resolves the tensions posed by assessment of disciplinary and interdisciplinary perspectives, the strategies reported in this study suggest a 'middle way' for countering the disciplinary fragmentation associated with junior secondary education.

Published
2024
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28. Conceptualising Small Rural School-Community Relationships within a Divided Society: People, Meanings, Practices and Spaces

Author

Montserrat Fargas Malet and Carl Bagley

Abstract

Small rural schools have often been characterised as being at the heart of their communities. However, there is no clarity on what that means nor on the perceived meaning of 'community' within this context. The findings of the Small School Rural Community Study focused on the relationship between small rural schools and the communities they serve within the post-conflict context of Northern Ireland's religiously divided schooling system. Using survey data and qualitatively derived data from this three-year study, we explore the ways in which community is understood and conceptualised by school principals, staff, parents, pupils and community members, in five case study areas. Similarly to another research study, our findings suggest that community can be conceptualised as having four key dimensions: people; meanings; practices; and spaces. The study found that a range of 'community practices' happened in school and around school, and that these practices had attached meanings, with schools helping to develop a sense of belonging and pride in the community, sometimes even a sense of 'shared space'. Drawing on these key dimensions, the paper provides a theoretical framework of 'community' to expand our understanding of school-community relations and the potential value of small rural schools beyond simply the educational.

Published
2024
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29. A Quantitative Study of AVID Implementation and Its Sustainability in a Small Rural South Carolina School District

Author

Brandon Lee Dixon

Abstract

According to the content found on its website, AVID has conducted studies to evaluate the academic performance of AVID students when compared to their non-AVID peers. A distinct research endeavor was undertaken to evaluate the impact of introducing AVID Elementary within a small rural school district. This study focused on student academic achievement as measured by the South Carolina College and Career Readiness (SCREADY) assessments. This study also examined the effects of attending AVID Elementary schools as students transition to middle school. An independent t test was conducted to compare the scale scores of AVID Elementary and non-AVID Elementary students on the state assessment. The examination of the study findings revealed that there was no substantial disparity in student achievement averages as indicated by SCREADY scale scores. Nevertheless, it is worth noting that in numerous cases, students attending the AVID Elementary school exhibited higher mean scale scores in SCREADY assessments for both English language arts and mathematics. The study also put forth recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2024

30. The Role of Letters of Recommendation in Perpetuating or Challenging the Social Stratification of American Secondary Schools: A Quantitative Analysis of Admission Officer Assessments in Highly Selective College Admission

Author

Mark E. Butt

Abstract

Admission to highly selective institutions offers a pathway to upward social mobility, particularly for low-resource students. However, entrenched wealth disparities in the United States present serious challenges for admission officers at highly selective institutions. Utilizing individualized holistic review (IHR), including letters of recommendation (LOR), and contextual consideration, highly selective institutions aim to account for wealth inequities. This quantitative analysis, conducted at a highly selective research university, examined 95,326 applicants across 4 years to explore if admission officers' internal assessments of LORs relate to contextual independent variables beyond students' control. Statistical methods, including ANOVA, Two-Way ANOVA, Chi-Square, multiple linear regression, and logistic regression, were employed, controlling for standard measures of academic readiness. Findings revealed higher LOR assessments for students facing greater contextual challenge levels, underscoring the ability of the admission process to identify high achieving students from high challenge contexts. Paradoxically, elevated LOR ratings were also observed for students from private and smaller schools, indicating a nuanced interplay of factors in the admission process. Importantly, LOR assessments significantly correlated with admission outcomes, emphasizing the pivotal role of LORs in highly selective college admissions. This study reveals the nuanced role of LORs in admissions, exposing their potential to tackle inequities. It calls for improved IHR training and heightened consideration of contextual variables, offering a crucial contribution to advancing equity in highly selective institutions, fostering more informed admission practices.

Published
2024
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31. To Thine Own Self Build True: Institutional Mission as Expressed in the Built Environment

Author

Stephen Morley

Abstract

The purpose of this study was to examine how institutional mission is expressed in the physical environment. Theoretical frameworks from institutional identity, campus ecology, and organizational strategy literature inform the paradigm of this inquiry. Content analysis was utilized to examine the mission statements and campus master planning documents of ten small, independent, colleges located across the United States. This methodology accounts for the examination of written text as well as additional content such as images, graphics, and sketches utilized to communicate information. The analysis of institutional mission statements resulted in seven themes: (a) liberal arts, (b) residential education, (c) undergraduate education, (d) academic excellence, (e) personal and civic responsibility, (f) global, diverse, and interconnected world, and (g) size. When each institutions campus master plan was examined through the lens of mission themes, mission fulfillment was found in the following areas: (a) academics, (b) stewardship, (c) engagement, (d) size, and (e) mission extension. This study connects institutional identity and campus ecology with organizational strategy -- specifically campus master planning. The implications of this study contribute future practice recommendations for consideration to higher education administrators. First, mission-centric development of the campus physical environment is possible. Institutions can be guided by mission statements in their development and resistance to external influences. Second, clear and specific language in mission statements aids in their implementation. Articulating distinct characteristics provides clarity of an institution's purpose and aims for use by administrators in decision-making and to constituents in their distinguishment of institutions from one another. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2024

32. Impacts of the Besse Scholarship on College Attendance: An Evaluation of a Rural Scholarship Program

Author

Andrew Mackenzie Mertig

Abstract

Higher education costs have risen steadily over the last several decades, making it difficult for many students to afford college. Promise and other free-tuition programs have seen varied levels of success, but almost all programs studied have been in urban or suburban areas. A cross-sectional study examines if and to what extent guaranteed financial contributions for higher education impact the college decisions of students in a small, rural high school. The study aimed to fill in the gaps in research regarding the Besse Scholarship program and rural college scholarship programs by better understanding the causal effects of a rural guaranteed scholarship fund on college attendance. The target population for the study was students who graduated from Butternut High School between 1993 and 2022. Students who graduated between 1993 and 2007 were not eligible for the Besse Scholarship, and students who graduated between 2008-2022 were eligible. Participants were targeted by convenience sampling with a snowball supplement. An online survey was promoted through social media channels and word-of-mouth. One hundred twenty respondents completed the survey, representing 21.4% of the potential population. Survey results demonstrated an impact in motivating students to pursue higher education and provided crucial financial relief for recipients. Analysis revealed a significant relationship between eligibility for the Besse Scholarship and pursuing education beyond high school. Multivariate analyses highlighted both gender and scholarship eligibility were significant factors influencing college attendance. Additionally, economic status and educational disability demonstrated impacts on college attendance, affirming the need for tailored support and resources for students with diverse backgrounds and needs. Research highlighted the importance of targeted financial support in facilitating post-high school education and suggests that factors beyond financial assistance contribute to individuals' decisions to pursue education. A positive impact reported by college-bound and non-college-bound individuals underscored the program's efficacy in fostering a culture of educational empowerment within the Butternut community. The Besse Scholarship study contributed to a broader understanding of how scholarship programs can positively impact the financial aspects of pursuing a college education. A multifaceted examination contributed comprehensive insights to inform future scholarship program design, implementation, and evaluation in rural contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2024

33. Do Small High Schools Affect Rates of Risky Health Behaviors and Poor Mental Health among Low-Income Teenagers? Evidence from New York City

Author

Kai Hong, Syeda Sana Fatima, Amy Ellen Schwartz, Leanna Stiefel, and Sherry Gli

Abstract

We evaluate the impacts of small high schools on youth risky behaviors and mental health in New York City, using a two-sample-instrumental-variable approach to address endogenous school enrollment. We find heterogeneous effects. School size, overall, has little effect. Among "students" most likely to attend small schools opened "after" an educational-achievement-oriented reform, however, diagnoses of violence-associated injuries and mental health disorders increased. Among students most likely to attend traditional small schools opened "prior" to the reform, pregnancy rates and diagnoses of mental health disorders declined. School focus is more important than school size as a determinant of student well-being outcomes.

Published
2024
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34. Use of Personalized Learning Platforms in One Pandemic-Era Microschool: A Case Study

Author

Arizona State University (ASU), Center on Reinventing Public Education (CRPE), Doss, Christopher, and Steiner, Elizabeth D.

Abstract

The proliferation of settings in which personalized learning platforms have been used during the pandemic offers rich opportunities for describing those use cases and understanding how such platforms might affect students' academic, social, and emotional outcomes. There is relatively little known about which use cases provide the best outcomes for students. In this report, the authors discuss one example of how personalized learning platforms were used in the first year of implementation in an innovative learning environment: the Southern Nevada Urban Micro Academy (SNUMA). The SNUMA use case interested the researchers because leaders set ambitious goals for students whose learning was assessed as being below grade level. These goals encouraged extensive use of personalized learning platforms--usage that, to the best of the authors' knowledge, exceeded developer recommendations. The platform metrics examined suggest that most students made substantial progress and were assessed as performing at grade level by the end of the school year. However, these results also raise many questions. It is unknown, for example, if these gains will be validated by standardized assessments or if they were achieved at the expense of students' social and emotional well-being.

Published
2022

35. The Demand Side of Alternative Education Products

Author

Arizona State University (ASU), Center on Reinventing Public Education (CRPE), McShane, Michael, and DiPerna, Paul

Abstract

Data on the popularity of alternative educational models like "pandemic pods," homeschooling, "hybrid" homeschooling, and tutoring has been anecdotal, episodic, and parochial. Journalistic accounts of new learning communities in some cities and some states have profiled schools, the educators that teach in them, and the families that attend them, but collecting reliable, nationwide data has proved challenging. We at EdChoice have been surveying a nationally representative sample of Americans every month since early 2020, with an oversample of school parents starting in September 2020. This has allowed us to measure the nationwide sentiment around learning pods, homeschooling, hybrid homeschooling, tutoring, and the like. We have also surveyed a nationally representative sample of teachers every quarter and have put three polls of the nation's teenagers in the field in August of 2020, February of 2021, and September of 2021. Our survey results show there is potentially a robust market for learning pods, or similar arrangements such as microschools, hybrid homeschools, and homeschool cooperatives, and that this market could include large numbers of Black, Hispanic, and lower-income families.

Published
2022

36. The Future of 'Japanese Schools' as a Community: Points of Discussion on the Liberalization and Personalization of Education and the 'Small Schools' Debate

Author

Ishii, Terumasa

Abstract

As arguments for the liberalization of education grow more heated, how are we to approach Japanese schools as a community? This paper clarifies the basic concept of the "small schools" theory typified by the METI "Future Classrooms" (functionalist and individualist reorganizations), and organizes the relevant points of debate. In particular, the paper examines the issues of individuation and personalization represented by individual optimization of learning, promotionism (an attendance-based credit acquisition) and retentionism (an achievement-based credit acquisition), merit promotion and social promotion, and grade and class systems. Based thereon, the paper presents a perspective on the reconstruction of the communality and publicness of Japanese schools. [Translated by Nadezhda Murray.]

Published
2022

37. Microschooling and Policy

Author

Manhattan Institute (MI) and Smarick, Andy

Abstract

America has a long history of small-school environments, such as one-room schoolhouses and homeschools. But in recent years, other models have developed, giving students more intimate settings for learning and enabling their families to play a larger role in their schooling. Microschools are a leading example of this growing sector that also includes pods, hubs, and hybrid homeschooling. This movement was kicked into high gear by the COVID pandemic, which caused millions of families to search for or develop flexible learning environments because of school closures and inadequate online options. For microschooling to expand and improve, state and local governments must ensure that parents, educators, and social entrepreneurs have the resources and freedom to develop, adapt, and sustain settings that meet students' and families' needs. Policymakers should consider statutes, regulations, and practices related to education funding, charter schooling, private schooling, homeschooling, online education, facilities requirements, educator certification, and more. Manhattan Institute for Policy Research commissioned three reports to understand how state policy is affecting microschooling. Each focused on a different state: Idaho, New York, and Arizona. This culminating report brings together these findings and adds related lessons from public opinion surveys, other states, and leaders in the field. [For the Idaho report, see ED618731. For the New York report, see ED618733. And for the Arizona report, see ED618480.]

Published
2022

38. Access to Academic Intensity through Advanced Placement and Concurrent Enrollment: Statewide Evidence from Colorado

Author

Clayton, Grant and Guzman, Marah C.

Abstract

Advanced placement (AP) is traditionally used to provide rigorous secondary coursework and provide potential postsecondary credit for secondary education students. One of the criticisms of AP is the difference in access across schools. Concurrent enrollment (CE) offers similar opportunities to AP but has been theorized to provide greater access. This study explores the probability of a high school in Colorado offering any AP or CE courses or a given AP or CE course using multiple years of statewide, school level data. The likelihood of a school offering AP is largely driven by having a sufficiently large population of high achieving students and the affluence of the surrounding community. In contrast, schools are more likely to offer CE if they are less wealthy, distant from urban centers, or charter. By serving schools traditionally unlikely to offer AP, CE expands access to advanced academic opportunities.

Published
2022

39. The Development of an Instructional Model Based on Social Cognitive Theory to Enhance English Listening and Speaking Skills for Grade 6 Students in Small Size Schools

Author

Thaosiri, Sukanya and Chano, Jiraporn

Abstract

This research aimed to study the basic information and needs for the development of an instructional model based on social cognitive theory to enhance English listening and speaking skills for grade 6 students in small size schools, develop the model, and study the results of implementation. The sample group was 8 students of Ratruamrangrat (Kamjad Upatham) School in the 2nd semester of the academic year 2019, selected by cluster random sampling. The research instruments were a questionnaire for students, an interviewing form for teachers, a learning management manual, lesson plans, English listening and speaking tests, and English listening and speaking skills achievement test. The findings revealed that the total level of students' English listening and speaking skills enhancement was low, while teachers lacked confidence and techniques in teaching English for communication. The developed model consisted of 6 components including principles, objectives, syntax, principle of reaction, and support system, respectively. The results of implementation showed students' a significant improvement in the overall and each English listening and speaking skills. Their learning achievement for both English listening and speaking skills after learning through the developed model was higher than that assessed before learning through the model at the statistically significant level of 0.05.

Published
2022

40. Pods in Action: The Central Florida Urban League. A Microschool Model Designed to Uplift Black Communities

Author

Arizona State University (ASU), Center on Reinventing Public Education (CRPE), Kim, Juli, and Barrett, Sharon Kebschull

Abstract

During the COVID-19 pandemic, the Central Florida Urban League (CFUL), which focuses on combating the social, racial, and economic challenges that African American communities face, believed remote learning would exacerbate educational and economic gaps. Recognizing both the need to stave off academic losses and the opportunity to implement a long-term option for achieving better academic results, CFUL opened Whitney M. Young Academy, a microschool designed to meet the individual needs of low-income, African American students. This brief describes the CFUL microschool model and discusses key lessons.

Published
2022

41. Pods in Action: Black Mothers Forum. How the Black Mothers Forum Customized a Microschool Model to Better Meet the Needs of Arizona's Black Families

Author

Arizona State University (ASU), Center on Reinventing Public Education (CRPE) and Daramola, Eupha Jeanne

Abstract

Founded by mothers long concerned about the safety and welfare of their Black children, Black Mothers Forum (BMF) is an Arizona-based education advocacy group that responded to the COVID-19 crisis by launching two microschools for Black families in Phoenix, Arizona, in January 2021. BMF partnered with Prenda, a well-known microschool provider, but adapted their model to better meet the needs of Black families. The microschools they created made students and their families feel safer, more affirmed, and more engaged than their prior school experiences. This report offers important lessons that could help school districts and other educational innovators become more inclusive and supportive spaces for the Black families they serve.

Published
2022

42. The Transformation of Public High Schools in New York City

Author

Manhattan Institute (MI) and Domanico, Ray

Abstract

Between 1994 and 2014, New York City engaged in a historic overhaul of its publicly funded high schools. This included the opening of charter high schools (made possible by a 1999 state law) and the creation of new, smaller district high schools that would, in time, replace many of the city's large, traditional, comprehensive, and vocational high schools. The reforms started during Giuliani's mayoral administration and accelerated in 2002 when the Bloomberg administration began methodically reviewing the performance of all its schools and closing those that consistently demonstrated poor performance. Despite independent research showing that the changes led to positive student outcomes, Bill de Blasio brought these efforts to a close when he became mayor in 2014. Now there is a new mayor in town. This report describes the performance of all city public high schools, district and charter, as of 2018-19--comparing them in groups determined by their size, academic selectivity, and origin--and discusses the implications of their performance for the future. Incoming mayor Eric Adams and his administration will soon have the opportunity to rethink how New York's high schools might be reorganized or modified to serve the needs of students with differing achievement levels at the end of middle school: those ready for highly advanced work and those who enter high school clearly unlikely to attain college readiness.

Published
2022

43. Small Schools in the Big Apple: How State-Level Policy Inhibits Microschooling and Learning Pods. Issue Brief

Author

Manhattan Institute (MI) and Squire, Juliet

Abstract

In this report, the author explains the small-schools environment in New York City. Prior to the pandemic, the Big Apple had a small but growing microschool and learning pod community. New York City's frequent school closures throughout 2020 and 2021 caused many families to look more closely at these education options. New York State's stifling regulatory environment shows why more microschools and learning pods did not emerge during the pandemic--and might not emerge in the years ahead. One key lesson from this study--and others in this series--is that a state's policy disposition toward school choice, private schools, and homeschooling can thwart education innovation in many ways. For microschooling and learning pods to expand in NYC and elsewhere, state policymakers must assess and reform a host of statutes and regulations, even if such rules were created with student welfare in mind and have been on the books for generations. [For the main report, "Microschooling and Policy," see ED618730.]

Published
2021

44. How Years of Policy Choices Enabled Microschooling to Thrive in Arizona. Issue Brief

Author

Manhattan Institute (MI) and McShane, Michael

Abstract

Microschools, small schools that educate five to 15 students, have been among the most interesting recent developments in the K-12 reform world. Neither homeschooling nor traditional schooling, they exist in a hard-to-classify space between formal and informal learning environments. One of the most prominent microschooling networks, Prenda, was founded in 2018 in Mesa, Arizona's third largest city. It has experienced dramatic growth largely because of the way it attracts parents like those interviewed for this paper. It is no coincidence that Prenda's emergence and expansion took place in Arizona, which has been a national leader in education innovation for a generation. Arizona's cultural and policy environment foster and promote experimentation, diversification, and parental choice. The state's thriving charter-school sector students in charters--has developed an expansive, varied set of choice-based public schools. This paper explores microschooling in the Grand Canyon State through parent interviews, a review of decades of public-policy reform and K-12 political battles, and an assessment of student performance data. [For the main report, "Microschooling and Policy," see ED618730.]

Published
2021

45. Microschooling in Idaho: Using Policy to Scale a New Type of Small-School Environment. Issue Brief

Author

Manhattan Institute (MI), Pickford, Jocelyn, and Robb, Duncan

Abstract

In this first installment of the series on state-level policy and microschooling, the authors explain Idaho's recent legislative debate over two competing approaches to supporting the creation of small learning communities, known as microschools. Idaho's strong homeschooling community and its low-enrollment rural districts create political dynamics not seen in many other states. Very small schools are not an innovation in Idaho; they are common across the state and have been for generations. Indeed, policy proposals to expand education options that might succeed elsewhere create complications in Idaho because, among other things, many families have concerns about entangling the government and homeschooling, and many districts would be hit hard by the loss of even a couple of dozen students. This report underscores a key finding across this series: if policy is to help advance microschooling, advocates and policymakers must begin by understanding states' histories and policies related to enrollment, funding, choice, and more. [For the main report, "Microschooling and Policy," see ED618730.]

Published
2021

46. Small Size or Isolated Funding Adjustment. 50-State Comparison: K-12 and Special Education Funding

Author

Education Commission of the States

Abstract

Across all 50 states, there are different ways in which states allocate K-12 and special education funding to districts. Education Commission of the States has collected information on states' primary funding models, base per-student funding amounts, student attendance count methods, and funding for special education, English language learners, students from low-income backgrounds, gifted and talented, and small schools. This document is part of the "50-State Comparison: K-12 and Special Education Funding." It provides details on states' small size or isolated funding adjustment, such as the funding mechanism, the program name, the dollar amount, and the small size identifer. [View the full "50-State Comparison: K-12 and Special Education Funding" here: https://www.ecs.org/50-state-comparison-k-12-and-special-education-funding.]

Published
2021

47. All Data Points. 50-State Comparison: K-12 and Special Education Funding

Author

Education Commission of the States

Abstract

Across all 50 states, there are different ways in which states allocate K-12 and special education funding to districts. Education Commission of the States has collected information on states' primary funding models, base per-student funding amounts, student attendance count methods, and funding for special education, English language learners, students from low-income backgrounds, gifted and talented, and small schools. This document is part of the "50-State Comparison: K-12 and Special Education Funding." This document lists each state along with the following accompanying information: (1) Primary Funding Model; (2) Model Name; (3) Base Amount; (4) Student Count Method; (5) Special Education Funding Mechanism; (6) Special Education Program Name; (7) Special Education Amount (Dollar amount or weight); (8) Is there a Cap or Minimum threshold in place? (9) Special Education Funding Description; (10) English Learner Funding? (11) English Learner Funding Mechanism; (12) English Learner Program Name; (13) English Learner Amount (Dollar amount or weight); (14) At-Risk Funding for Low-Income Students; (15) Low-Income Students Funding Mechanism; (16) Low-Income Students Program Name; (17) Low-Income Students Identifier; (18) Low-Income Students Amount (Dollar amount or weight); (19) Gifted and Talented Funding? (20) Gifted and Talented Funding Mechanism; (21) Gifted and Talented Program Name; (22) Gifted and Talented Amount (Dollar amount or weight); (23) Small Size or Isolated Adjustment? (24) Small Size Funding Mechanism; (25) Small Size Program Name; (26) Small Size Amount (Dollar amount or weight); and (27) Small Size Identifier. [View the full "50-State Comparison: K-12 and Special Education Funding" here: https://www.ecs.org/50-state-comparison-k-12-and-special-education-funding.]

Published
2021

48. A Case Study Exploring Teacher/Coach Role Conflict in Rural Schools through the Lens of Occupational Socialization Theory

Author

Zadorozny, Mark

Abstract

The purpose of this qualitative case study was to explore, through the lens of Lawson's (1983a, 1983b) Occupational Socialization Theory, teacher/coaches' lived experiences of teacher/coach role conflict in one large rural school and one small rural school. Through the lens of occupational socialization, this study examines the consequential influences on teaching/coaching orientations, motivations, and role pressures. Qualitative measures such as interviews, documents, and observations were applied. Further, open coding and analytical coding were used to analyze data and highlight important information. Five central themes emerged based on the cross-case analysis of the participants in this study: challenging to balance multiple roles, difficulty with compartmentalizing roles, the need for time management, role ambivalence, and role retreatism. Findings suggest that various responsibilities and socialization factors can lead to teacher/coach role conflict. Based on the findings, implications for school administrators and stakeholders, future teacher/coaches, and teacher preparation programs will be discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2023

49. Alternative Career Readiness Measures for Small and Rural Districts in Texas. REL 2021-066

Author

National Center for Education Evaluation and Regional Assistance (ED), Regional Educational Laboratory Southwest (ED), American Institutes for Research (AIR), Burkhauser, Susan, Mellor, Lynn, Garland, Marshall, and Osman, David

Abstract

Texas House Bill 3 established a college, career, and military readiness (CCMR) outcomes bonus, which provides extra funding to districts for each annual graduate demonstrating CCMR under the state accountability system. Some small district and rural district leaders expressed concern about the ability of their graduates to meet the career readiness component of the CCMR accountability standards due to a lack of career and technical education (CTE) program or course resources. In response to a request from the Texas Education Agency (TEA), this study examined whether graduates from small districts and rural districts who did not demonstrate CCMR demonstrated career readiness via five possible alternative career readiness options identified by TEA: CTE completer, CTE concentrator, CTE explorer, CTE participant, and work-based learner. The study used a statewide cohort of 2017-18 high school graduates to examine the percentage of graduates in each of four mutually exclusive CCMR accountability standard categories: met a college ready accountability standard, met a career ready accountability standard, met a military ready accountability standard, and did not meet CCMR accountability standards. For graduates who did not meet CCMR accountability standards, the study examined the percentages of graduates who met each of the possible alternative career readiness options. Finally, the study explored whether graduates who met the alternative career readiness options (but did not demonstrate CCMR) performed comparably on postsecondary college and career outcomes with graduates who met CCMR accountability standards. Key findings include: (1) More than 40 percent of graduates did not demonstrate college, career, or military readiness; (2) No substantive differences were identified between small districts and large districts or between rural districts and major suburban districts in the percentages of graduates who met a career readiness accountability standard; (3) Nearly all graduates who did not demonstrate CCMR met at least one alternative career readiness option; (4) Among graduates who did not demonstrate CCMR, a higher percentage from small districts and rural districts were CTE concentrators, whereas the percentage from small districts and rural districts who were CTE completers or work-based learners was similar to large districts and major suburban districts; (5) CTE completers and work-based learners had higher rates of college enrollment than graduates who met a career readiness accountability standard; and (6) CTE completers had higher rates of credential attainment or college persistence than graduates who met a career readiness accountability standard. [For the related brief, "Alternative Career Readiness Measures for Small and Rural Districts in Texas. Policy Brief," see ED615430.]

Published
2021

50. An Exploratory Case Study to Investigate Perceived Pronunciation Errors in Thai Primary School Students Using Audio-Visual Speech Recognition

Author

Graham, Steven

Abstract

An explorative case study has been conducted at a small rural school in the north east of Thailand to investigate the pronunciation errors that primary school students make when reading English aloud. This paper illustrates the opportunities and challenges of employing speech recognition software in rural classrooms by using it with specifically designed audiovisual materials based on the Thai curriculum to identify English language reading and pronunciation difficulties. A comparison is made between this study and published literature.

Published
2021

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