Health, Well-Being, and Education in an Urban School District: Baltimore City Public Schools Prior to the Implementation of the 21st Century Buildings Program

2018 ◽  
Author(s):  
Kata Mihaly ◽  
Tamara Dubowitz ◽  
Andrea Richardson ◽  
Gabriella Gonzalez
Keyword(s):  
Public Schools ◽  
School District ◽  
21St Century ◽  
Well Being ◽  
Urban School ◽  
Urban School District ◽  
Baltimore City ◽  
Baltimore City Public Schools

scholarly journals Comparison of the enrollment percentages of magnet and non-magnet schools in a large urban school district.

2006 ◽  
Vol 14 ◽  
pp. 33
Author(s):  
Emily Arcia
Keyword(s):  
Public Schools ◽  
School District ◽  
Educational Outcomes ◽  
Magnet Schools ◽  
Urban School ◽  
Urban School District ◽  
Student Enrollment ◽  
Dade County ◽  
Urban District ◽  
Time Points

Are magnet schools in a position to meet diversity ideals? As districts are declared unitary and released from court ordered desegregation, many are framing their commitments to fairness and equity in terms of diversity˜i.e., comparable rates of participation and comparable educational outcomes in all segments the student population. In this study, the enrollment statistics for magnet and contiguous non-magnet public schools in Miami-Dade County Public Schools, a large, urban district that had been released from court ordered desegregation, were compared to each other and to district enrollment averages at two time points: the year the district was declared unitary and four years hence. Findings indicated that within four years of being declared unitary, the gains that the magnet schools had made with regards to Black/non-Black desegregation had eroded substantially. Also, in the four year span, magnet schools had not made significant strides in meeting the diversity ideals adopted by the district at being released from supervision by the court. These findings highlight the difficulty of attaining diversity in student enrollment characteristics when quotas are not used and suggest that recruitment and enrollment policies must be crafted with care if districts are to achieve diversity goals.

Epidemiology of Injuries in a Large, Urban School District

PEDIATRICS ◽  
1984 ◽  
Vol 74 (3) ◽  
pp. 342-349 ◽  
Author(s):  
W. Thomas Boyce ◽  
Lewis W. Sprunger ◽  
Sue Sobolewski ◽  
Catherine Schaefer
Keyword(s):  
School District ◽  
Injury Rate ◽  
Well Being ◽  
Urban School ◽  
Urban School District ◽  
Injury Rates ◽  
Alternative Educational Programs ◽  
Us Children ◽  
Epidemiologic Features ◽  
Health And Well Being

Injuries represent the single greatest threat to the health and well-being of US children. A large number of childhood injuries are sustained in schools, yet little is currently known of the epidemiologic features of school-related injuries. A surveillance of injuries occurring in a large, urban school district during a 2-year period was conducted. Nurses in each of the district's 96 schools completed reporting forms on all injuries meeting standardized criteria, and both principals and nurses completed questionnaires on school characteristics that were judged potentially important to the injury rate in individual schools. A total of 5,379 injuries were reported, among the district's 55,000 students, for an overall injury rate of 49 injuries/1,000 student-years. Injury rates were higher for boys than girls at all age levels. Self-caused and sports-related injuries comprised nearly half of all those reported, and 14% were related to use of playground or sports equipment. Eighteen percent of injuries were severe, and playground- and equipment-related injuries were significantly more likely to be severe (P < .001). Rates of injury among individual schools varied markedly, with schools at the two extremes separated by a 25-fold difference in rates. Higher overall injury rates were found in schools with longer hours, alternative educational programs, less experienced school nurses, and lower student-to-staff ratios (P < .0001).

Public School Voice Clinics, Part I

1984 ◽  
Vol 15 (1) ◽  
pp. 51-57
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Disorders ◽  
Urban School ◽  
Urban School District ◽  
Local School District ◽  
Local School ◽  
Perceived Need ◽  
The Voice ◽  
Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

scholarly journals Balanced Literacy in an Urban School District

2005 ◽  
Vol 98 (5) ◽  
pp. 272-280 ◽  
Author(s):  
Bruce B. Frey ◽  
Steve W. Lee ◽  
Nona Tollefson ◽  
Lisa Pass ◽  
Donita Massengill
Keyword(s):  
School District ◽  
Balanced Literacy ◽  
Urban School ◽  
Urban School District

School leaders' preferences for teacher applicant characteristics in a large urban school district

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
W. Kyle Ingle ◽  
Namok Choi ◽  
Marco A. Munoz
Keyword(s):  
School District ◽  
Factor Structure ◽  
Assistant Principals ◽  
Large Scale ◽  
Urban School ◽  
Urban School District ◽  
Cross Sectional Survey ◽  
Urban District ◽  
Content Type ◽  
Significant Difference

PurposeWe surveyed educational leaders in a large, urban school district in the southeastern United States, examining: (1) the factor structure of scores from a new measure of administrators' preferred teacher applicant characteristics, and (2) the relationships between administrator demographics and their preferences.Design/methodology/approachWe implemented a non-experimental, cross-sectional survey design using the Preferred Teacher Applicant Characteristics Survey (PTACS). We undertook descriptive and exploratory factor analyses in order to examine dimensions and underlying patterns among the 31 survey items. The retained factors served as the dependent variables in our multiple regression analyses.FindingsWe identified a four-factor structure: (1) personal, (2) professional, (3) student outcomes, and (4) demographics. Our analyses suggest that there was not meaningful variability in administrators' preferred characteristics of applicants across racial and gender variables, but revealed a significant difference between principals and assistant principals for applicant demographics.Research limitations/implicationsOur findings are limited in their generalizability to the respondents from a single urban district who completed our survey in spring 2018. Although we cannot establish causation, the significant difference between principals and assistant principals for demographics may result from principals feeling greater pressure from district targets to hire diverse staff than their assistant principal counterparts. It is important to note that preferences for teacher applicant characteristics are different from actual hiring decisions and the availability of preferred characteristics.Originality/valueOur study is the first large-scale use of the instrument in a large US urban school district, a context, which poses significant challenges to the education of youth as well as the hiring and retention of educators.

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