scholarly journals Policy and principal turnover: The impact of the Texas special education cap

2021 ◽  
Vol 29 ◽  
pp. 152
Author(s):  
Zoë Mandel ◽  
Andrew Pendola
Keyword(s):  
Special Education ◽  
Odds Ratio ◽  
State Level ◽  
School Level ◽  
Principal Turnover ◽  
Texas Education Agency ◽  
Before And After ◽  
Texas Education ◽  
Education Agency ◽  
The Impact

Accountability policies in education play a significant role for the principals tasked with facilitating the implementation of these reforms at the school-level. While these policies are most often intended to improve student outcomes, this is not always the case. In some instances, these policies can prove detrimental to schools, yet principals are still responsible for compliance. In Texas, a federal investigation found the Texas Education Agency (TEA) was restricting access to special education services by incentivizing districts to enroll fewer than 8.5% of students, utilizing these numbers as a measure of district performance. The implementation of the “8.5% cap” in 2004 resulted in a sharp decline in special education enrollment. Employing a sample of all principals in Texas before and after the 2004 law, this paper examines how the 8.5% cap impacted school leader attrition during its implementation. Prior to the implementation of the cap in 2004, we find little association between the proportion of students receiving services and principal turnover. After its implementation however, we find that principals in schools enrolling more than 8.5% of students in special education had a .39 higher odds ratio of switching districts and a .14 higher odds ratio of exiting the profession. We conclude by highlighting the scarcity of school labor market research that accounts for state-level education policies and note that policy may be more associated with principal turnover than student characteristics themselves.

scholarly journals The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

2019 ◽  
Vol 27 ◽  
pp. 2 ◽  
Author(s):  
David E. DeMatthews ◽  
David S. Knight
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
School Personnel ◽  
Future Research ◽  
Negative Consequences ◽  
Texas Education Agency ◽  
Texas Education ◽  
Education Agency ◽  
Education Act ◽  
The U.S

State accountability systems have been a primary school reform initiative in the U.S. for the past twenty years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS) which included an accountability indicator focused on the percentage of students found eligible for special education under the Individuals with Disabilities Education Act (IDEA), the nation’s special education law. From 2004 through 2016, the percentage of students found eligible for special education in Texas declined significantly, while the national rate held constant. Eventually, the U.S. Department of Education (ED) investigated TEA and the statewide implementation of IDEA. The purpose of this study is two-fold: (a) to evaluate the potential impact of the the PBMAS indicator on manipulation of special education identification practices; and (b) to describe how the indicator may have influenced school and district personnel. We highlight several concerning trends in state and district data and, through an analysis of publicly available reports from the ED, show how district and school personnel knowingly and unknowingly acted in ways that delayed and denied special education to potentially eligible students. We conclude with recommendations for TEA and implications for future research and policy.

Vocational Readiness Curriculum: Preparing Visually Multi-Handicapped Students for the World of Work

1985 ◽  
Vol 79 (10) ◽  
pp. 450-457
Author(s):  
Lawrence T. Mccarron ◽  
J.R. Hurst
Keyword(s):  
Special Education ◽  
Career Development ◽  
School Districts ◽  
Special Education Students ◽  
Education Students ◽  
Texas Education Agency ◽  
The World ◽  
Texas Education ◽  
Education Agency ◽  
Texas School Districts

Discusses the need for a developmental curriculum that covers the steps toward vocational readiness for visually/multihandicapped students, and outlines a curriculum program designed for the Texas Education Agency that addresses the career development needs of special education students. The curriculum is presently being field-tested in four Texas school districts with approximately 8 teachers and 35 students. Worksheets, checklists and tables are presented to illustrate different aspects of the five-point curriculum.

scholarly journals Expanding the Use of Educational Data for Social Justice: Lessons From the Texas Cap on Special Education and Implications for Practitioner–Scholar Preparation

2018 ◽  
Vol 15 (2) ◽  
pp. 109-119
Author(s):  
David S. Knight ◽  
David E. DeMatthews
Keyword(s):  
Special Education ◽  
Policy And Practice ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Texas Education Agency ◽  
Use Of Data ◽  
Texas Education ◽  
Education Agency ◽  
Education Act ◽  
Education Report

Educational data offer a powerful tool for supporting equity. In this article, the authors call for a shift toward greater use of data in educator preparation programs. The authors motivate their proposal by highlighting findings from the Department of Education report released January 2018, which found that the Texas Education Agency systematically denied students special education services. The article outlines three basic metrics that stakeholders can use to identify potential noncompliance with the Individuals With Disabilities Education Act. The authors describe other ways data can be used to promote equity and close with recommendations for educator preparation policy and practice.

Using Adolescent Perceptions of Misconduct to Help Educational Leaders Identify and Respond to Sexual Misconduct

2020 ◽  
pp. 0013161X2096371
Author(s):  
Frank Hernandez ◽  
Jonathan McPhetres ◽  
Jamie Hughes
Keyword(s):  
Secondary Students ◽  
Educational Leaders ◽  
Sexual Misconduct ◽  
City Center ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Texas Education Agency ◽  
Texas Education ◽  
Education Agency ◽  
Educator Sexual Misconduct

Purpose. In the current study, we present data describing adolescents’ perceptions and knowledge of educator sexual misconduct. Prior research has not investigated how adolescents understand these situations, and this information can help school leaders, educators, and researchers both understand how these situations begin and develop programs aimed at identifying cases of misconduct in order to reduce future occurrences. Research Design. The study took place in a Texas city designated as an “Other City Center” District Type by Texas Education Agency. The study’s 1,203 participants were secondary students from the district. Findings. Findings indicate that almost 2% of those surveyed openly admitted to currently being consensually sexually involved with a teacher. Those in a relationship were equally likely to be male or female, were older, and were engaged in risky online activities, including using the internet to connect with strangers, sending or receiving sexually suggestive pictures and videos, and searching for their teacher on social media. Implications. There are numerous implications for policy and preparation at various levels, from state and national legislation to school and school district policy to teacher- and principal-preparation programs.

scholarly journals Impact of a Formal Lactation Curriculum for Residents on Breastfeeding Rates Among Low-Income Women

2020 ◽  
Vol 29 (2) ◽  
pp. 83-89
Author(s):  
Emma Qureshey ◽  
Adetola F. Louis-Jacques ◽  
Yasir Abunamous ◽  
Sandra Curet ◽  
Joanne Quinones
Keyword(s):  
Retrospective Study ◽  
Confidence Interval ◽  
Low Income ◽  
Medical Records ◽  
Odds Ratio ◽  
Curriculum Implementation ◽  
Demographic Information ◽  
Before And After ◽  
Breastfeeding Rates ◽  
The Impact

Obstetrics-gynecology residents have inadequate training in lactation management and are typically unable to address basic breastfeeding needs. A retrospective study was performed to evaluate the impact of a formal lactation curriculum for obstetrics-gynecology residents on breastfeeding. Demographic information, medical history, and breastfeeding rates were derived from medical records and hospital lactation logs. Breastfeeding outcomes of women with term, singleton infants were analyzed before and after curriculum implementation. The study included 717 women, 337 prior to intervention and 380 after intervention. Women who delivered after curriculum implementation were more likely to breastfeed exclusively at 6 weeks postpartum (odds ratio [OR]: 2.01; 95% confidence interval [CI]: 1.28–3.15). A targeted breastfeeding curriculum was associated with increased exclusive breastfeeding rates at 6 weeks postpartum in a diverse, low-income population.

scholarly journals DAMPAK IMPLEMENTASI KURIKULUM 2013 TERHADAP JAM PELAJARAN BAHASA JEPANG PADA TINGKAT SMA/MA DI WILAYAH JAWA TIMUR

Paramasastra ◽  
2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Ulfah Sutiyarti
Keyword(s):  
High School ◽  
Data Retrieval ◽  
Senior High School ◽  
School Level ◽  
Real Difference ◽  
High School Level ◽  
Before And After ◽  
The Hours ◽  
The Impact ◽  
Japanese Subjects

This research aims to determine the impact of the implementation of the curriculum in 2013 against Japanese subjects senior high school level in East Java. This study used mixed methods (quantitative and qualitative), respondents who used 67 teachers Japanese senior high school in East Java, the data retrieval techniques such as questionnaire. From this research it is known that 47 respondents (70%) of the total respondents experienced a decrease in the number of teaching hours. It found that the Japanese teacher hours reduce from 25 hours/week to 18 hours/week. If calculated by the percentage of respondents, 70% of respondents had reduction in their teaching hours, 11% of respondents lost teaching hours, 6% is still the same amount of teaching and only 8% are increasing the number of hours of teaching. Based on the analysis of different test average number of hours of teaching Japanese teacher in East Java obtained that Ho Rejected and H1 accepted, meaning that there is a real difference between the hours of teaching Japanese before and after the imposition of Curriculum 2013.

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