The use of exclusionary discipline (ExD) was compared for U.S. public pre-kindergarten (Pre-K) and K-12 grades within the same school. ExD rates were 10 times higher in K-12 than in Pre-K when calculated for all schools but ExD rates were comparable for schools that reported at least one case of ExD in Pre-K. Additionally, disparities in the use…

COVID-19's impact catalyzed the integration of distance education into our lives, shaping a crucial facet of modern learning. Initially, students, educators, and administrators encountered diverse challenges in navigating this paradigm shift. Swiftly addressing these hurdles promises enhanced efficacy in remote education. This research, blending…

Purpose: Principal demotion is recognized as a signal of principal ineffectiveness and often coincides with other school-level challenges, but little is known about the demoted principals or their school contexts. This study therefore investigates the demography and timing of principal demotion in order to assess whether it is a differential…

Due to limited data, we know little about the prevalence of lesbian, gay, bisexual, transgender, and queer (LGBTQ+) educators. Using the American Community Survey and Census Pulse, we examine the representation of LGBTQ+ individuals in PK-12 teaching. We find that 3.3-3.5 percent of LGBTQ+ individuals are teachers; in contrast, 4.4-4.9 percent of…

The purpose of this review was to investigate the extent to which students with emotional and behavioral disorders (EBD) are adequately represented in and benefiting from college and career readiness (CCR) intervention research across race and gender groups. We conducted a secondary analysis of 14 intervention studies meeting the criteria for a…

School dropout and retention are a primary concern for society, educators, and policymakers. This study focuses on the factors affecting gender disparity in education captured in terms of enrolment, never enrolled, and dropout among Indian children. We use the National Sample Survey Office (NSSO)-75th (July 2017-June 2018) round of survey data on…

Chronic school absenteeism can lead to poorer academic performance and school engagement for students. It is also a risk factor for school dropout, which is associated with many long-term health impacts. This report uses data from the 2022 National Health Interview Survey (NHIS) to describe the percentage of children ages 5-17 who experienced…

Although behavioral threat assessment and management (often shortened to "threat assessment") has become widely used in US schools, no studies have systematically examined how frequently schools conduct threat assessments and how threat assessment rates vary as a function of student and school demographics. Of particular concern is that…

In this study, we use data from a sample of 296 trans PK-12 school workers in the United States and Canada to consider the impact of union membership on an educator population who may be disproportionately harmed by systemic inequalities. Using intersectionality and trans studies as frameworks with a QuantCrit analytical lens, we examined union…

This dissertation examined Culturally Responsive School Leadership (CRSL) within California's educational system using a quantitative approach with qualitative insights (Merriam & Tisdell, 2016). The study, guided by two research questions, investigated the impacts of school leaders' demographics (race, gender, and experience) on their…

A high level of school absence has persisted across many countries since the COVID-19 pandemic. We use English data to investigate whether a student's absence during the pandemic had a causal impact on school attendance and academic progress in future years, using variation in local regulations during the pandemic (not aimed at schools). We find…

This study employed a meta-analytic approach to examine the effectiveness of graphic organizers (GOs) in improving academic and behavioral outcomes for K-12 students with disabilities, drawing from the single-case special education literature. Moderators at participant and study level were analyzed in addition to the main effects. A comprehensive…

Educators are required to use evidence-based practices to support student development of academic skills. Results from single-case experimental designs are well suited for this purpose and may be more flexible for applied use than group-based designs. However, educators also require information about which interventions work for whom and under…

Educators are required to use evidence-based practices to support student development of academic skills. Results from single-case experimental designs are well suited for this purpose and may be more flexible for applied use than group-based designs. However, educators also require information about which interventions work for whom and under…

The Cowen Institute has conducted annual polls on perceptions of public education in New Orleans since 2007. Our polls are designed to provide insight into how parents, guardians, and the general public view New Orleans' highly decentralized K-12 public education system. Each year, we ask some new questions about the most relevant and pressing…