Memorandum RM-. Rand Corporation最新文献

State of the Superintendent — High Job Satisfaction and a Projected Normal Turnover Rate: Selected Findings from the Fifth American School District Panel Survey 教育监督的现状——高工作满意度和预计的正常流动率:第五次美国学区小组调查的精选结果

Memorandum RM-. Rand Corporation Pub Date : 2022-01-01 DOI: 10.7249/rra956-12

H. Schwartz

{"title":"State of the Superintendent — High Job Satisfaction and a Projected Normal Turnover Rate: Selected Findings from the Fifth American School District Panel Survey","authors":"H. Schwartz","doi":"10.7249/rra956-12","DOIUrl":"https://doi.org/10.7249/rra956-12","url":null,"abstract":"Numerous accounts suggest that public school superintendents are burned out and frustrated by the accumulated stress of steering schools through the coronavirus disease 2019 (COVID-19) pandemic and political polarization, and that they are increasingly at risk of mass attrition. However, despite high stress levels and similarly dire predictions for teachers and principals, there has been a noticeable lack of heightened turnover among teachers and principals thus far throughout the pandemic. These contradictory signals beg the questions: Are superintendents satisfied with their jobs right now, and will they leave at higher-than-normal rates? This analysis suggests that, as of spring 2022, superintendents have positive feelings about their jobs despite the many challenges schools have faced both before and throughout the pandemic, and they do not plan to depart the profession at heightened rates. This is the first of two reports with results from the spring 2022 survey of the American School District Panel (ASDP). [For the companion report, \"Districts Continue to Struggle with Staffing, Political Polarization, and Unfinished Instruction: Selected Findings from the Fifth American School District Panel Survey,\" see ED621840.]","PeriodicalId":90268,"journal":{"name":"Memorandum RM-. Rand Corporation","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90333089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

State of the American Teacher and State of the American Principal Surveys: 2022 Technical Documentation and Survey Results 美国教师现状和美国校长现状调查:2022年技术文件和调查结果

Memorandum RM-. Rand Corporation Pub Date : 2022-01-01 DOI: 10.7249/rra1108-3

Sy Doan

{"title":"State of the American Teacher and State of the American Principal Surveys: 2022 Technical Documentation and Survey Results","authors":"Sy Doan","doi":"10.7249/rra1108-3","DOIUrl":"https://doi.org/10.7249/rra1108-3","url":null,"abstract":"This technical report provides information about the sample, content, and administration of the 2022 State of the American Teacher (SoT) and State of the American Principal (SoP) surveys. The SoT survey was completed by 2,360 American Teacher Panel members, and the SoP survey was completed by 1,540 American School Leader Panel members. The American Life Panel (ALP) companion survey was administered to 500 ALP members in January and February 2022. The report also describes the teacher interview protocols and qualitative methods used for interviews with SoT respondents. The SoT and SoP surveys addressed teachers' and principals' well-being (e.g., job-related stress, depression, burnout), school climate (e.g., physical safety, teacher/principal voice, staff diversity, equity, and inclusion), teachers' and principals' working conditions this school year (e.g., instructional mode, hours worked, coronavirus disease 2019 [COVID-19] mitigation policies, beliefs about the teaching of race, racism, and bias), and teachers' and principals' careers as educators (e.g., preparation, retention, decisions to exit). Teachers were also asked about policies that they believed would be effective for recruiting, hiring, and retaining educators of color. Principals were also asked a series of questions related to their preparation to address political topics in their schools.","PeriodicalId":90268,"journal":{"name":"Memorandum RM-. Rand Corporation","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77122099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

One Year into the Pandemic, What Secondary Math Teachers Said About Challenges to Standards-Aligned Instruction and Skipping Content 大流行一年后，中学数学教师对标准化教学和跳过内容的挑战的看法

Memorandum RM-. Rand Corporation Pub Date : 2022-01-01 DOI: 10.7249/rra827-8

Rebecca E. Wolfe

{"title":"One Year into the Pandemic, What Secondary Math Teachers Said About Challenges to Standards-Aligned Instruction and Skipping Content","authors":"Rebecca E. Wolfe","doi":"10.7249/rra827-8","DOIUrl":"https://doi.org/10.7249/rra827-8","url":null,"abstract":"The coronavirus disease 2019 (COVID-19) pandemic upended math instruction--but not equitably. Although little is known about the quality of math instruction in different school settings during the 2020-2021 school year, evidence from national survey data collected throughout the pandemic suggests that students' \"opportunity to learn\" (OTL)--defined here as time on instruction and content coverage--differed dramatically depending on whether students were learning in person or through an alternative mode of instruction. This Date Note presents findings from the 2020 and 2021 Learn Together Surveys to highlight the challenges to standards-aligned instruction that secondary (grades 6 to 12) math teachers might have perceived one year into the pandemic, how frequently they skipped standards-aligned math content, and their reasons for doing so. These findings add to the growing body of evidence showing that students in fully remote and hybrid school settings had fewer opportunities to engage with grade-level math than students learning in person. Specifically, secondary math teachers who provided remote or hybrid instruction reported skipping standards-aligned content more frequently and were less likely to report being able to devote as much time as they would have liked to math instruction compared with their in-person counterparts. These findings are particularly significant for students who attended schools that were less likely to offer in-person instruction during the 2020-2021 school year.","PeriodicalId":90268,"journal":{"name":"Memorandum RM-. Rand Corporation","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80834120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Districts Continue to Struggle with Staffing, Political Polarization, and Unfinished Instruction: Selected Findings from the Fifth American School District Panel Survey 地区继续与人员配备、政治两极分化和未完成的教学作斗争:第五次美国学区小组调查的精选结果

Memorandum RM-. Rand Corporation Pub Date : 2022-01-01 DOI: 10.7249/rra956-13

M. Diliberti

引用次数: 2

Walking a Fine Line—Educators' Views on Politicized Topics in Schooling: Findings from the State of the American Teacher and State of the American Principal Surveys 走好路线——教育工作者对学校教育中政治化话题的看法:来自美国教师状况和美国校长状况调查的结果

Memorandum RM-. Rand Corporation Pub Date : 2022-01-01 DOI: 10.7249/rra1108-5

Ashley Woo, E. Steiner, Sy Doan, H. Schwartz

{"title":"Walking a Fine Line—Educators' Views on Politicized Topics in Schooling: Findings from the State of the American Teacher and State of the American Principal Surveys","authors":"Ashley Woo, E. Steiner, Sy Doan, H. Schwartz","doi":"10.7249/rra1108-5","DOIUrl":"https://doi.org/10.7249/rra1108-5","url":null,"abstract":"In a time when simply carrying out the essential functions of their jobs is a herculean task, educators have been faced with the additional challenge of addressing contentious, politicized topics in their schools and classrooms. Drawing from nationally representative samples of teachers and principals who completed the 2022 State of the American Teacher and the State of the American Principal surveys and teacher interviews, the authors focus their analysis on two especially politically salient issues: (1) how to implement COVID-19 safety measures with the return to in-person schooling;and (2) the role and emphasis that discussions about race, racism, or bias may or should have in schools. They investigate how these two highly politicized topics might contribute to elevated job-related stress by examining potential contributing factors, such as the extent to which educators must manage conflicting beliefs and opinions, the adequacy of support they receive, and the hostility and aggression that they experience from others in response to related policies. The authors also explore differences by educator- and school-level characteristics. Although politicized topics are more contested in some school settings and locales than in others, survey results suggest that educators' beliefs about how schools should manage politicized issues vary within all kinds of school communities. The authors explore the consequences of politicization for educators' instructional practices, well-being, perceptions of their school and district climate, and intentions to leave their jobs. They provide implications and recommendations on how to support educators in navigating politicized issues in their schools and classrooms in a way that fosters productive discourse between communities and schools. [For the \"State of the American Teacher and State of the American Principal Surveys: 2022 Technical Documentation and Survey Results. Research Report. RR-A1108-3,\" see ED621137.]","PeriodicalId":90268,"journal":{"name":"Memorandum RM-. Rand Corporation","volume":"129 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75034475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

School Districts Have Expanded Their Nonacademic Services for 2021–2022, While Academic Offerings Remain Much the Same: Selected Findings from the Third American School District Panel Survey 学区扩大了2021-2022年的非学术服务，而学术服务基本保持不变:第三次美国学区小组调查的精选结果

Memorandum RM-. Rand Corporation Pub Date : 2021-01-01 DOI: 10.7249/rra956-4

H. Schwartz, M. Diliberti

{"title":"School Districts Have Expanded Their Nonacademic Services for 2021–2022, While Academic Offerings Remain Much the Same: Selected Findings from the Third American School District Panel Survey","authors":"H. Schwartz, M. Diliberti","doi":"10.7249/rra956-4","DOIUrl":"https://doi.org/10.7249/rra956-4","url":null,"abstract":"School districts in the United States are responding to the coronavirus disease 2019 (COVID-19) pandemic in significantly different ways. The authors of this report fielded the third American School District Panel (ASDP) survey in June 2021 to discover what changes districts are making to their academic and nonacademic offerings for the upcoming 2021-2022 school year, and whether parental demand has played any role in prompting districts to make these changes. In this report, the authors summarize key ASDP findings based on the responses of 292 district leaders, after weighting their responses to make them nationally representative. Survey results suggest that while public schools are expanding their nonacademic offerings, much of their academic offerings for 2021-2022 remain the same. The authors examine differences between pre-pandemic and 2021-2022 offerings among district subgroups in the areas of summer programming, tutoring, grade retention practices, technology-related services, student health and weekend meals, academic recovery measures, and scheduling. The authors also found that most district leaders did not perceive a strong parental demand for changes to their children's schooling;however, there were some notable exceptions among leaders of urban, suburban, and majority-students of color districts, even though the correlation between perceived demand and district provision is currently weak. Parents' demands may still change public education in the long run, but the authors did not find evidence for this thus far. [This report was prepared by the RAND American Educator Panels.]","PeriodicalId":90268,"journal":{"name":"Memorandum RM-. Rand Corporation","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89304308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Will Students Come Back? A July 2021 Parent Survey about School Hesitancy and Parental Preferences for COVID-19 Safety Practices in Schools 学生还会回来吗?2021年7月的一项关于学校犹豫不决和家长对学校COVID-19安全措施偏好的家长调查

Memorandum RM-. Rand Corporation Pub Date : 2021-01-01 DOI: 10.7249/rra1393-2

H. Schwartz, M. Diliberti

引用次数: 2

DEPENDENCY THEORY: A FORMALISM AND SOME OBSERVATIONS. MEM RM-4087-PR. 依赖理论:一种形式主义和一些观察。MEM rm - 4087公关。

Memorandum RM-. Rand Corporation Pub Date : 1964-07-01

D G HAYS

引用次数: 0

ARTIFICIAL INTELLIGENCE AND BRAIN MECHANISMS. MEM RM-3522-PR. 人工智能和大脑机制。MEM rm - 3522公关。

Memorandum RM-. Rand Corporation Pub Date : 1963-03-01

M E MARON