scholarly journals Reorganizing a countywide school district: A critical analysis of politics and policy development toward decentralization

2018 ◽  
Vol 26 ◽  
pp. 1 ◽  
Author(s):  
Sarah Diem ◽  
Carrie Sampson ◽  
Laura Gavornik Browning
Keyword(s):  
School District ◽  
Policy Development ◽  
Educational Opportunity ◽  
Educational Leaders ◽  
State Level ◽  
The United States ◽  
School Level ◽  
Multiple Streams ◽  
Clark County ◽  
Power And Authority

Policymakers and educational leaders continue to use school district decentralization as a reform effort that attempts to shift power and authority from central office administration to school-level leadership. In 2015, the Nevada Legislature passed legislation to restructure the Clark County School District (CCSD), the state’s largest school district, with the intent of breaking it up into smaller districts but instead evolving to decentralization. In this article, we use case study methods to explore the events leading up to the reorganization of CCSD. We take a critical perspective on Kingdon’s multiple streams framework to analyze the reorganization efforts, focusing specifically on how Nevada’s political context provided a window of opportunity for the reorganization to occur. We also examine the extent to which equitable educational opportunity was a factor in these efforts. Our analysis of the reorganization of CCSD contributes to a wider understanding of state-level policy development and politics within contemporary educational contexts. In this case, we find that state-level policymakers successfully leveraged the opportunity to enact the power and authority necessary to significantly and rapidly impact the structure of one of the largest school districts in the United States.  

scholarly journals Using Student-Centered Projects To Teach Mathematics Content Standards

2006 ◽  
Vol 3 (4) ◽  
Author(s):  
Carryn Bellomo
Keyword(s):  
Middle School ◽  
School District ◽  
Teaching And Learning ◽  
Academic Community ◽  
School Level ◽  
Content Standards ◽  
College Level ◽  
Mathematical Content ◽  
Clark County ◽  
Clark County School District

Teaching and learning standards across the country are becoming more content driven, especially in mathematics.  As such, it is essential to develop substantive college level math courses for pre-service and in-service teachers.  These courses should deliver mathematical content in a relevant way.  Teachers must not only be proficient in their subject, but also recognize how to apply content meaningfully to student’s lives.  As part of a grant funded through the Department of Education in coordination with the Clark County School District, I have designed two college level courses that will deliver mathematical content standards to middle school teachers.  These courses will help prepare teachers at the middle school level by focusing on mathematical content, making connections within the curriculum, using technology, and enhancing the role of mathematics in everyday life and problem solving. The primary purpose of this paper is to share with the academic community the projects used to develop content understanding in mathematics topics such as:  mathematical notation, proportion, computation, estimation, linear regression, reflections, translations, finding relationships, and analyzing data.  This paper will present these projects, and tie them to mathematics standards outlined in the Clark County School District (and Nevada State) Standards.

Modeling the Effects of Educational Resources on Student Achievement

2016 ◽  
Vol 49 (2) ◽  
pp. 180-202 ◽  
Author(s):  
Matthew R. Della Sala ◽  
Robert C. Knoeppel ◽  
Russ Marion
Keyword(s):  
Resource Allocation ◽  
Student Achievement ◽  
School Finance ◽  
Structural Equation ◽  
Educational Opportunity ◽  
State Level ◽  
The United States ◽  
Educational Resources ◽  
Equation Modeling ◽  
Allocation Policy

The convergence of standards, accountability, and school finance policies necessitates a systematic rethinking about how state-level resource allocation policies can be created to distribute resources in a manner that provides equal educational opportunities for all students. Given the demand for policymakers to distribute adequate resources to improve schools’ capacities to increase student learning, there is a need for evidence detailing the effects of those educational resources on student achievement. Therefore, the purpose of this study was to discern the effects of educational resources on student achievement using structural equation modeling. Using data from a southeastern state in the United States, the authors offer resource allocation policy recommendations that align with the state’s constitutional obligation to provide equality of educational opportunity, particularly for students living in poverty.

The Inadequate Right to Education

2019 ◽  
pp. 65-83
Author(s):  
Kristine L. Bowman
Keyword(s):  
Educational Opportunity ◽  
State Level ◽  
The United States ◽  
State Courts ◽  
National Context ◽  
Right To Education ◽  
State Reform ◽  
State Education ◽  
Opportunity Gaps

In this chapter, Kristine Bowman continues this volume’s exploration of why a federal right to education would be beneficial. She explores state-level obstacles to closing educational opportunity gaps that explain why the United States should not solely rely on state courts or legislatures to remedy inequitable and inadequate state education systems. At the state level, weak or unenforceable rights to education, limited fiscal capacity, and the absence of sufficient political will too often intersect in ways that undermine educational opportunity and leave many schoolchildren without an effective avenue for relief. Bowman focuses on Michigan as a case study to understand these dynamics and also situates Michigan’s experience in a national context that sheds light on the limitations of state reform.

Public Health Implementation Considerations for State-Level Ebola Monitoring and Movement Restrictions

2020 ◽  
pp. 1-6
Author(s):  
Tara Kirk Sell ◽  
Matthew P. Shearer ◽  
Diane Meyer ◽  
Mary Leinhos ◽  
Erin Thomas ◽  
...  
Keyword(s):  
Public Health ◽  
Policy Development ◽  
State Level ◽  
The United States ◽  
Structured Interviews ◽  
Movement Restriction ◽  
Implementation Processes ◽  
Cdc Guidelines ◽  
Control And Prevention ◽  
Substantial Resource

ABSTRACT Objective: This article describes implementation considerations for Ebola-related monitoring and movement restriction policies in the United States during the 2013–2016 West Africa Ebola epidemic. Methods: Semi-structured interviews were conducted between January and May 2017 with 30 individuals with direct knowledge of state-level Ebola policy development and implementation processes. Individuals represented 17 jurisdictions with variation in adherence to US Centers for Disease Control and Prevention (CDC) guidelines, census region, predominant state political affiliation, and public health governance structures, as well as the CDC. Results: Interviewees reported substantial resource commitments required to implement Ebola monitoring and movement restriction policies. Movement restriction policies, including for quarantine, varied from voluntary to mandatory programs, and, occasionally, quarantine enforcement procedures lacked clarity. Conclusions: Efforts to improve future monitoring and movement restriction policies may include addressing surge capacity to implement these programs, protocols for providing support to affected individuals, coordination with law enforcement, and guidance on varying approaches to movement restrictions.

scholarly journals State-Level Implementation of Health and Safety Policies to Prevent Sudden Death and Catastrophic Injuries Within High Schools: An Update

2021 ◽  
pp. 036354652110318
Author(s):  
Samantha E. Scarneo-Miller ◽  
Christianne M. Eason ◽  
William M. Adams ◽  
Rebecca L. Stearns ◽  
Douglas J. Casa
Keyword(s):  
High School ◽  
High Schools ◽  
Emergency Preparedness ◽  
Health And Safety ◽  
State Level ◽  
The United States ◽  
School Level ◽  
High School Level ◽  
Cross Sectional ◽  
Wide Range

Background: Mandated sports safety policies that incorporate evidence-based best practices have been shown to mitigate the risk of mortality and morbidity in sports. In 2017, a review of the state-level implementation of health and safety policies within high schools was released. Purpose: To provide an update on the assessment of the implementation of health and safety policies pertaining to the leading causes of death and catastrophic injuries in sports within high school athletics in the United States. Study Design: Cross-sectional study. Methods: A rubric composed of 5 equally weighted sections for sudden cardiac arrest, traumatic head injuries, exertional heatstroke, appropriate health care coverage, and emergency preparedness was utilized to assess an individual state’s policies. State high school athletic/activities association (SHSAA) policies, enacted legislation, and Department of Education policies were extensively reviewed for all 50 states and the District of Columbia between academic year (AY) 2016-2017 (AY16/17) and 2019-2020 (AY19/20). To meet the specific rubric criteria and be awarded credit, policies needed to be mandated by all SHSAA member schools. Weighted scores were tabulated to calculate an aggregate score with a minimum of 0 and a maximum of 100. Results: A total of 38 states had increased their rubric scores since AY16/17, with a mean increase of 5.57 ± 6.41 points. In AY19/20, scores ranged from 30.80 to 85.00 points compared with 23.00 to 78.75 points in AY16/17. Policies related to exertional heatstroke had the greatest change in scores (AY16/17 mean, 6.62 points; AY19/20 mean, 8.90 points; Δ = 2.28 points [11.40%]), followed by emergency preparedness (AY16/17 mean, 8.41 points; AY19/20 mean, 10.29 points; Δ = 1.88 points [9.40%]). Conclusion: A longitudinal review of state high school sports safety policies showed progress since AY16/17. A wide range in scores indicates that continued advocacy for the development and implementation of policies at the high school level is warranted.

scholarly journals A Third Way: The Politics of School District Takeover and Turnaround in Lawrence, Massachusetts

2018 ◽  
Vol 55 (1) ◽  
pp. 116-153 ◽  
Author(s):  
Beth E. Schueler
Keyword(s):  
Public Schools ◽  
School District ◽  
State Level ◽  
School Level ◽  
Educational Systems ◽  
Third Way ◽  
Secondary Sources ◽  
District Improvement ◽  
Early Results ◽  
State Takeovers

Purpose: School district superintendents say politics is the number one factor limiting their performance, yet research provides limited guidance on navigating the political dynamics of district improvement. State takeovers and district-wide turnaround efforts tend to involve particularly heated and polarized debates. Massachusetts’ 2012 takeover of the Lawrence Public Schools provides a rare case of state takeover and district turnaround that both resulted in substantial early academic improvements and generated limited controversy. Method: To describe the stakeholder response and learn why the reforms were not more contentious, I analyzed press coverage of the Lawrence schools from 2007 to 2015, public documents, and two secondary sources of survey data on parent and educator perceptions of the schools. I also interviewed turnaround and stakeholder group leaders at the state and district level regarding the first 3 years of reform. Findings: I find that the local Lawrence context and broader statewide accountability system help explain the stakeholder response. Furthermore, several features of the turnaround leaders’ approach improved the response and reflected a “third way” orientation to transcending polarizing political disagreement between educational reformers and traditionalists. Examples include leaders’ focus on differentiating district–school relations, diversifying school management, making strategic staffing decisions, boosting both academics and enrichment, and producing early results while minimizing disruption. Implications: The findings provide guidance for state-level leaders on developing accountability systems and selecting contexts that are ripe for reform. The results also provide lessons for district- and school-level leaders seeking to implement politically viable improvement of persistently low-performing educational systems.

Tennessee Education Savings Account: Tipping the Scales From Equity to Choice

2020 ◽  
Vol 2 ◽  
pp. 98-110
Author(s):  
Erin Curtin
Keyword(s):  
School District ◽  
School Choice ◽  
State Level ◽  
Poverty Line ◽  
Comprehensive Education ◽  
Policy Window ◽  
Federal Poverty Line ◽  
Scholarship Program ◽  
Shelby County ◽  
K 12

This article provides an analysis of Tennessee’s newly signed Education Savings Account policy, a school choice initiative. The policy provides vouchers, in the form of a debit card, to students in grades K-12 who are at or below 200% of the federal poverty line and are zoned to attend a Nashville, Shelby County, or Achievement School District school. Using the Policy Window Framework the author uncovers that the policy was created in a federal and state-level political convergence, which attempted to place equity at the forefront of the issue. However, using Levin's Comprehensive Education Privatization Framework, we can see that neoliberal ideals of choice and efficiency conquer equity in the finalized policy. The author predicts the outcomes of this new policy using this framework in tandem with 3 case studies: Louisiana Scholarship Program, DC Opportunity Scholarship Program, and Tennessee’s Individualized Education Accounts.

Applicability of management guidelines for surfing resources in California

Shore & Beach ◽  
2020 ◽  
pp. 53-64
Author(s):  
Edward Atkin ◽  
Dan Reineman ◽  
Jesse Reiblich ◽  
David Revell
Keyword(s):  
New Zealand ◽  
National Level ◽  
State Level ◽  
The United States ◽  
Management Guidelines ◽  
For Profit ◽  
Aotearoa New Zealand ◽  
Coastal Marine ◽  
Management Measures ◽  
Legal Frameworks

Surf breaks are finite, valuable, and vulnerable natural resources, that not only influence community and cultural identities, but are a source of revenue and provide a range of health benefits. Despite these values, surf breaks largely lack recognition as coastal resources and therefore the associated management measures required to maintain them. Some countries, especially those endowed with high-quality surf breaks and where the sport of surfing is accepted as mainstream, have recognized the value of surfing resources and have specific policies for their conservation. In Aotearoa New Zealand surf breaks are included within national environmental policy. Aotearoa New Zealand has recently produced Management Guidelines for Surfing Resources (MGSR), which were developed in conjunction with universities, regional authorities, not-for-profit entities, and government agencies. The MGSR provide recommendations for both consenting authorities and those wishing to undertake activities in the coastal marine area, as well as tools and techniques to aid in the management of surfing resources. While the MGSR are firmly aligned with Aotearoa New Zealand’s cultural and legal frameworks, much of their content is applicable to surf breaks worldwide. In the United States, there are several national-level and state-level statutes that are generally relevant to various aspects of surfing resources, but there is no law or policy that directly addresses them. This paper describes the MGSR, considers California’s existing governance frameworks, and examines the potential benefits of adapting and expanding the MGSR in this state.

Can increases in Twitter posts predict increases in cumulative incidence of COVID-19 in the United States? Evidence that social media can inform epidemic surveillance. (Preprint)

2020 ◽  
Author(s):  
Ruoyan Sun ◽  
Henna Budhwani
Keyword(s):  
Public Health ◽  
United States ◽  
Cumulative Incidence ◽  
Hot Spots ◽  
Adult Population ◽  
State Level ◽  
The United States ◽  
Education Attainment ◽  
Public Health Systems ◽  
Per Capita

BACKGROUND Though public health systems are responding rapidly to the COVID-19 pandemic, outcomes from publicly available, crowd-sourced big data may assist in helping to identify hot spots, prioritize equipment allocation and staffing, while also informing health policy related to “shelter in place” and social distancing recommendations. OBJECTIVE To assess if the rising state-level prevalence of COVID-19 related posts on Twitter (tweets) is predictive of state-level cumulative COVID-19 incidence after controlling for socio-economic characteristics. METHODS We identified extracted COVID-19 related tweets from January 21st to March 7th (2020) across all 50 states (N = 7,427,057). Tweets were combined with state-level characteristics and confirmed COVID-19 cases to determine the association between public commentary and cumulative incidence. RESULTS The cumulative incidence of COVID-19 cases varied significantly across states. Ratio of tweet increase (p=0.03), number of physicians per 1,000 population (p=0.01), education attainment (p=0.006), income per capita (p = 0.002), and percentage of adult population (p=0.003) were positively associated with cumulative incidence. Ratio of tweet increase was significantly associated with the logarithmic of cumulative incidence (p=0.06) with a coefficient of 0.26. CONCLUSIONS An increase in the prevalence of state-level tweets was predictive of an increase in COVID-19 diagnoses, providing evidence that Twitter can be a valuable surveillance tool for public health.

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