This technical report provides information about the sample, survey instrument, and resultant data for the coronavirus disease 2019 (COVID-19) surveys administered to principals and teachers via RAND's American Educator Panels in spring 2020.
RAND researchers examine students who earned postsecondary certificates in Ohio and went on to earn additional educational credentials. The researchers describe which types of credentials were earned and how students progressed through institutions.
When students have academic or behavioral challenges, educators often consult with another teacher, support staff, principal, or district leader to weigh strategies. When selecting interventions, they consider relevance to local context, rigor of evidence, and feasibility.
When asked about their instructional materials, U.S. mathematics teachers were more likely to report regular use of at least one high-quality material compared to English-language arts teachers, although high school teachers did so less than their elementary or middle school counterparts. More open-access online materials could help.
More than 80 percent of teachers reported that their peers' responses to surveys about topics like social and emotional learning and curriculum would be useful. Those in higher-poverty schools were more likely to report that data on many topics would be useful for improving their instruction.
Principals almost universally rate themselves as effective in leadership practices such as communicating a clear vision for the school and setting high standards for teaching. Some teachers rate principals lower, and this mismatch in perception could have negative consequences.
One quarter of principals and 31 percent of teachers surveyed identified discipline reform as one of the top three most important interventions needed in their secondary schools. And those in high-poverty schools were more likely than those in low-poverty schools to do so.
School improvement plans have been a central feature of American school reform for over two decades. Most educators are familiar with these plans, but principals are more likely than teachers to believe that they change teaching practices and improve schools in a five-year period.
Evidence shows that social and emotional skills predict long-term life outcomes of students. Interventions that improve social and emotional learning (SEL) can also boost academic achievement. Many teachers and principals are setting goals for SEL growth in their schools, but 40 percent of them are not.
Cases of the coronavirus have now spread to several dozens of countries, infecting thousands and thousands of people across the globe. With concerns about the disease rising, we asked a group of RAND researchers to answer a wide range of questions about the crisis.
This technical report provides information about the sample, survey instrument, and resultant data for the American Instructional Resources Surveys administered to principals and teachers in spring 2019 via RAND's American Educator Panels.
Based on my analysis, I extend theory on the role of neighborhood organizations in creating overlap and connection between the school and the community and extend work on organizational members' sense-making about the organizational field.
Principals play a critical role in supporting America's 6.7 million students with disabilities. But most principals—especially those who lead schools that serve mostly students of color—believe that their schools could do a better job in this area.
Features of a learning environment, also called school and classroom climate, are associated with higher student achievement. What do educators need to assess these features—and to help create positive, safe, and inclusive environments for students?