Clerical Turnover in the K–12 Campus Office

Clerical staff in the campus office (secretaries and registrars) perform critical functions essential to the operation of schools, yet do not receive research attention regarding their contributions. This study describes turnover rates of K–12 campus clerical employees in order to establish base information in the field. Eight years of employment data within a large suburban school district in Texas are examined to determine the number of clerks moving to different positions and/or leaving campus clerical employment. Findings reveal that the average clerical employee in this district is female, 50 years old, White or Hispanic, has 11 years of experience, changed positions at least once, and earns $15.61 an hour. The demographics of clerical staff more closely resembles student demographics that of than the teachers within the district. Turnover averaged 22% per year, with 16% representing leavers and under 7% representing movers; 25% of clerks left in their first year. Although teacher turnover is more frequent in high-poverty schools and varies based on level of campus, clerical staff turnover is significantly based on the level of position and pay. Results confirm findings from research on paraprofessionals (who have similar levels of pay) that level of pay and perceived lack of support are reasons for leaving. By providing induction activities and additional training, districts can reduce turnover costs of clerical staff despite the added cost of training.

The Impact of SES on Language Domain in Kindergartners’ Quick Interactive Language Screener (QUILS) Performance

To explore the relationship between socioeconomic status (SES) and language domain (vocabulary, syntax, process), the QUILS was administered to 212 kindergartners. Children from very-high poverty schools performed significantly below children from high poverty and mid-low poverty schools. SES impacts language-learning processes (i.e., fast mapping) in addition to language products (i.e., vocabulary, syntax).

School Counseling Programs Identifying Academic Development Needs

This study examined student, parent, and faculty perceptions of academic development needs and related comprehensive school counseling program services from four urban middle and high schools. Participants ( n = 1,032) completed a survey designed to assist schools in planning and evaluating their career and college readiness programs, and exploring perceived student support needs. Statistically significant differences were observed in stakeholder perceptions among 12 identified interventions that support improved academic development, through factorial analysis of variance (ANOVA) and pairwise comparisons analysis. Findings provide valuable information about prioritizing student academic counseling services strategically and effectively, to meet program needs of students in high-poverty schools.

Two physical educators’ sense of purpose as an indicator of teaching sustainability over time in a high-poverty school setting

Physical education teachers with a strong sense of purpose are more resilient and maintain high-level performance over time. Therefore, this longitudinal, mixed-methods exploratory case study describes how two teachers’ (Gary and Wayne) sense of purpose in life and well-being has influenced their intent to remain teaching in high-poverty schools. This inquiry followed the two participants over four consecutive school years (2015–2019) and included eight formal interviews with Gary and Wayne, two administrations of the Ryff’s Psychological Well-Being Scale questionnaire, and one administration of the Teaching Sustainability Questionnaire over the four-year project. Gary’s and Wayne’s strong purpose in life contained central values that led to their intention to remain teaching in their high-poverty school context. This strong sense of purpose stemmed from their perceived internalized and externalized support associated with life experiences, familial influence, and the school environments where they worked. Gary’s and Wayne’s sense of purpose appeared to have a direct effect on their intention to remain teaching in the high-poverty schools where they were employed. Identifying a teacher’s sense of purpose and the extent to which it aligns with a specific school district’s mission/vision may be an important factor in recruiting and retaining teachers in high-poverty environments.

Leveraging Integrated Student Support to Identify and Address COVID-19-related needs for Students, Families, and Teachers in High-Poverty Schools

As COVID-19 shuttered schools, it created widespread student and family needs and exacerbated needs stemming from longstanding racial and economic inequities. Here we examine how an evidenced-based, integrated student support intervention responded to systematically identify and address the academic and non-academic needs of students and families in 94 high-poverty, urban schools. We conduct thematic analysis of open-ended survey responses about intervention personnel’s work in spring 2020 and triangulate findings with descriptive analyses of service provision records and mid-spring estimates of crucial needs. We find that schools needed a comprehensive, coordinated response to identify and meet needs, which included resource, academic, and socio-emotional support. To respond, the intervention leveraged existing practices and relationships to maintain intervention-specific practices, facilitate referrals and connections to resources, and expand direct intervention for education stakeholders. Findings elucidate effective practices for meeting academic and non-academic needs that affect student learning and may arise in future schooling disruptions.

Addressing the Impact of Trauma in High Poverty Elementary Schools

A positioned-subject qualitative approach was used to uncover multiple perspectives held by elementary school counselors as to how they interpret their work with children affected by trauma in high-poverty schools. As such, school counselors' knowledge of the impact of ecological factors that led to childhood trauma was examined. Findings indicated that complex and systemic trauma were common themes that informed the schools counselors' ability to advocate effectively for mental health programs for children in high poverty schools. This qualitative study also introduces an ecological and social justice (ESJ) school-counseling model for school counseling in high poverty elementary schools that demonstrates how social justice-oriented school counselors seek to meet the needs of their students with mental illness who come from high poverty backgrounds.