Antiracist Curriculum and Digital Platforms: Evidence from Black Lives Matter

2022 ◽  
Author(s):  
Saharsh Agarwal ◽  
Ananya Sen
Keyword(s):  
Public Schools ◽  
The United States ◽  
Control Group ◽  
Public School Teachers ◽  
School Teachers ◽  
Digital Platforms ◽  
Marginalized Communities ◽  
High Profile ◽  
Null Effect ◽  
The Impact

In this paper, we examine the impact of racially charged events on the demand for antiracist classroom resources in U.S. public schools. We use book requests made by teachers on DonorsChoose, the largest crowdfunding platform for public school teachers, as a measure of intent to address race-related topics in the classroom. We use the precise timing of high-profile police brutality and other racially charged events in the United States (2010–2020) to identify their effect on antiracism requests relative to a control group. We find a significant increase in antiracism requests following the killing of George Floyd in 2020 and a null effect for all other events in the decade. We also find an increase in requests for books featuring Latinx, Asian, Muslim, and Jewish cultures, suggesting that a focus on equality for one group can spill over and yield culturally aware dialogues for other groups as well. Event studies suggest that local protests played a role in motivating some of the teachers to post these requests. In just four months following George Floyd’s death, $3.4 million worth of books featuring authors and characters from marginalized communities were successfully funded, reaching more than half a million students. Text analysis of impact notes posted by teachers suggests that hundreds of thousands of young students are being engaged in discussions about positive affirmation and cross-cultural acceptance. This paper was accepted by D.J. Wu, information systems.

Pension Enhancements and the Retention of Public Employees

ILR Review ◽  
2016 ◽  
Vol 70 (2) ◽  
pp. 519-551 ◽  
Author(s):  
Cory Koedel ◽  
P. Brett Xiang
Keyword(s):  
United States ◽  
Public Sector ◽  
Employee Retention ◽  
Cost Effective ◽  
The United States ◽  
Pension Plans ◽  
Public Employees ◽  
Public School Teachers ◽  
School Teachers ◽  
Public Pension Plans

The authors use data from workers in the largest public-sector occupation in the United States—teaching—to examine the effect of pension enhancements on employee retention. Specifically, they study a 1999 enhancement to the benefit formula for public school teachers in St. Louis, Missouri, that resulted in an immediate and dramatic increase in their incentives to remain in covered employment. To identify the effect of the enhancement on teacher retention, the analysis leverages the fact that the strength of the incentive increase varied across the workforce depending on how far teachers were from retirement eligibility when it was enacted. The results indicate that the St. Louis enhancement—which was structurally similar to enhancements that were enacted in other public pension plans across the United States in the late 1990s and early 2000s—was not a cost-effective way to increase employee retention.

Supporting Children Who Experience Domestic Violence: Evaluating the Child Witness to Domestic Violence Program

2021 ◽  
pp. 088626052110358
Author(s):  
Erin C. Schubert
Keyword(s):  
Domestic Violence ◽  
Intervention Group ◽  
Well Being ◽  
The United States ◽  
Control Group ◽  
Child Witness ◽  
Negative Consequences ◽  
Emotional Symptoms ◽  
Child Gender ◽  
The Impact

Impacting 1 in 4 children in the United States, childhood exposure to domestic violence predicts myriad negative sequelae. Intervening post exposure is critical to help children and their protective parent heal and avoid long-term negative consequences. Children aged 2-17 and their mothers who were victims of domestic violence participated in a 12-week group program delivered by domestic violence agency staff that provides psychoeducation on the impact of trauma and domestic violence and aims to improve parent and child well-being. The impact of the Child Witness to Domestic Violence (CWDV) program was tested in an intervention group ( n = 69 children, 33 mothers) who participated in CWDV and control group ( n = 80 children, 39 mothers) consisting of children whose mothers received adult-focused domestic violence services but were not enrolled in CWDV or other child-focused services. Multiple regression analyses controlling for child gender, child age, mother’s age, and the outcome of interest at time 1 found that participation in CWDV program significantly predicted better child functioning as indicated by less hyperactivity ( B = –.85, p = .06), fewer negative emotional symptoms ( B = –1.14, p = .01), and fewer total behavioral difficulties ( B = –2.48, p = .02) as well as higher maternal hope ( B = .57, p = .03). These data provide promising evidence of the impact of a brief, replicable group intervention that promotes healing and well-being among children and parents exposed to domestic violence. Limitations include a quasi-experimental design and reliance on maternal report.

Demystifying Deafness

2018 ◽  
pp. 93-131
Author(s):  
Jamie L. McCartney
Keyword(s):  
Public Schools ◽  
Hard Of Hearing ◽  
The United States ◽  
Deaf Children ◽  
Evidence Based ◽  
Public School Teachers ◽  
Evidence Based Practices ◽  
Specialized Schools ◽  
Pertinent Information ◽  
Schools For The Deaf

Most deaf children in the United States are not educated in specialized schools for the deaf but in public schools. This has had a detrimental effect on these students because many public-school teachers misunderstand deafness and are unable to adjust their teaching strategies to address the needs of this population. The mission of this chapter is to educate teachers on deafness and how to better teach and relate to a child who is deaf or hard of hearing. Specifically, this chapter will provide pertinent information for helping teachers better understand deaf and hard-of-hearing students as well as provide evidence-based practices and teaching tips that can be utilized in the classroom with this group.

The Squandered Brilliance of Our Disposable Youth

2021 ◽  
pp. 35-109
Author(s):  
Jim Freeman
Keyword(s):  
United States ◽  
Public Schools ◽  
Public School ◽  
Charter Schools ◽  
The United States ◽  
Corporate America ◽  
Wall Street ◽  
Public School Systems ◽  
Communities Of Color ◽  
The Impact

This chapter addresses the education inequities in the United States, and distinguishes between “public schools” and “charter schools.” Though the chapter recognizes that this is itself controversial, and charter schools have taken to referring themselves as public schools, for the sake of clarity it is important to be able to distinguish between the two. While the charter schools' efforts have been primarily directed at Black and Brown communities thus far, the chapter unveils the school privatizers' ultimate targets, which are set much more broadly than that. It examines the impact of school privatization on public school systems and the harms caused by school privatization in communities of color. The chapter then takes a look at Corporate America and Wall Street, and analyses how they can always profit from new markets and expandable markets. Ultimately, it reveals how the ultra-wealthy maintain education inequities to ensure that there will be millions of poorly educated, low-skill individuals who are essentially forced to accept the low wages to survive.

Multimodal Analgesia and Decreased Opioid Use in Adult Trauma Patients

2020 ◽  
Vol 86 (8) ◽  
pp. 950-954
Author(s):  
Andrew L. Drahos ◽  
Anthony M. Scott ◽  
Tracy J. Johns ◽  
Dennis W. Ashley
Keyword(s):  
Acute Kidney Injury ◽  
Management Strategies ◽  
Kidney Injury ◽  
Multimodal Analgesia ◽  
The United States ◽  
Control Group ◽  
Trauma Patients ◽  
Opioid Use ◽  
Trauma Service ◽  
The Impact

Background There is an opioid epidemic in the United States. With the increased concern of over-prescribing opioids, physicians are seeking alternative pain management strategies. The purpose of this study is to review the impact of instituting a multimodal analgesia (MMA) guideline on decreasing opioid use in trauma patients at a Level 1 trauma center. Methods In 2017, an MMA guideline was developed and included anti-inflammatories, muscle relaxants, neuropathic agents, and local analgesics in addition to opioids. Staff were educated and the guideline was implemented. A retrospective review of medications prescribed to patients admitted from 2016 through 2018 was performed. Patients admitted in 2016 served as the control group (before MMA). In 2018, all patients received multimodal pain therapy as standard practice, and served as the comparison group. Results A total of 10 340 patients were admitted to the trauma service from 2016 through 2018. There were 3013 and 3249 patients for review in 2016 and 2018, respectively. Total morphine milligram equivalents were 2 402 329 and 1 975 935 in 2016 and 2018, respectively, a 17.7% decrease ( P < .001). Concurrently, there was a statistically significant increase in the use of multimodal pain medications. A secondary endpoint was studied to evaluate for changes in acute kidney injury; there was not a statistically significant increase (0.56% versus 0.68%, P = .55). Discussion Implementation of an MMA guideline significantly reduced opioid use in trauma patients. The use of nonopioid MMA medications increased without an increased incidence of acute kidney injury.

Closer to the Finish Line? Compulsory Attendance, Grade Attainment, and High School Graduation

2017 ◽  
Vol 12 (1) ◽  
pp. 28-53
Author(s):  
Wael S. Moussa
Keyword(s):  
High School ◽  
Public Schools ◽  
Graduation Rates ◽  
High School Graduation ◽  
The United States ◽  
Finish Line ◽  
High School Graduation Rates ◽  
Compulsory Attendance ◽  
School Graduation ◽  
The Impact

High school graduation rates are a central policy topic in the United States and have been shown to be stagnant for the past three decades. Using student-level administrative data from New York City Public Schools, I examine the impact of compulsory school attendance on high school graduation rates and grade attainment, focusing the analysis on ninth and tenth grade cohorts. I exploit the interaction between the school start-age cutoff and compulsory attendance age requirement to identify the effect of compulsory schooling. I find that an additional year in compulsory attendance leads to an increase of 9 to 12 percent in the probability of progressing to grades 11 and 12, and raises the probability of graduating from high school by 9 to 14 percent, depending on the specification.

The Impact of Broadband Access on Social and Economic Integration: Results from the RefugeeMobile Pilot

2019 ◽  
Author(s):  
William N Evans ◽  
Brendan Perry ◽  
Rachel Factor
Keyword(s):  
United States ◽  
Research Question ◽  
Risk Groups ◽  
The United States ◽  
Control Group ◽  
Broadband Access ◽  
Office Visits ◽  
Group Members ◽  
One Year ◽  
The Impact

Abstract The Internet is a ubiquitous feature of everyday life and an important research question is whether improving broadband access for at-risk groups such as refugees enhances social and economic outcomes. The article reports the results of the RefugeeMobile pilot where a sample of refugees to the United States were randomly assigned a smartphone (n = 82) with eight months of free service and pre-loaded apps designed to help them adjust to life in the United States, or not (n = 74). At a one-year follow-up, results indicate that assignment to treatment generates statistically significant increases in smartphone ownership and Internet access, and some measures of social integration. Results for employment and earnings were positive but statistically insignificant. Treatment-group members had fewer interactions with their case worker, a smaller fraction of in-office visits and hence a larger fraction of interactions by phone than control-group members, suggesting the pilot may have increased programme efficiency.

Teachers’ Perceptions of Educational Inclusion for Migrant Children in Chinese Urban Schools: A Cohort Study

2019 ◽  
Vol 52 (4) ◽  
pp. 649-672 ◽  
Author(s):  
Ting Liu ◽  
Kathryn Holmes ◽  
James Albright
Keyword(s):  
Public Schools ◽  
Urban Schools ◽  
Migrant Children ◽  
Development Programs ◽  
Public School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Educational Inclusion ◽  
Urban Public School

In recent decades, China has observed increasing numbers of rural–urban migrant children seeking education in Chinese cities, resulting in pressure on urban schools to accommodate these children. Drawing on pre- and post-survey and interview data with 215 primary school teachers in a metropolitan city in East China, the objectives of this article are to describe teachers’ perceptions of educational inclusion in both migrant and public schools, and to investigate changes in their beliefs from 2013 to 2016. Urban public school teachers indicated significant differences in perceptions compared with their first test, whereas no salient differences in perceptions was found among migrant school teachers. The qualitative analysis echoed the quantitative findings and provided further explanation for the complexity and particularity of these changes. Our study revealed that public schools have made great reforms in relation to educational inclusion for migrant students and that these initiatives in turn have produced changes on teachers’ perceptions and practices with migrant children. It should be noted, however, that teachers attribute the changes in their perceptions to external factors rather than the internal ones. In the light of these findings, the article discusses implications for further professional development programs for teachers in Chinese migrant schools.

Missing Elements in the Discussion of Teacher Shortages

2016 ◽  
Vol 45 (8) ◽  
pp. 460-462 ◽  
Author(s):  
James Cowan ◽  
Dan Goldhaber ◽  
Kyle Hayes ◽  
Roddy Theobald
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Public School ◽  
Teacher Candidates ◽  
Public Policies ◽  
Public School Teachers ◽  
School Teachers ◽  
Teacher Shortages ◽  
Considerable Evidence

Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher candidates are hired as public school teachers in a typical year. That said, there is considerable evidence of teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (e.g., disadvantaged). We therefore discuss public policies that contribute to these specific shortages and potential solutions.

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