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…

Intellectual ability, also known as intelligence, is a multifaceted construct that is typically measured through intelligence tests. The importance and complexity of intellectual ability have made it of significant interest to researchers and educators. This is coupled with the fact that it is one phenomenon that is influenced by a variety of…

This series of evaluation briefs explores the relationship between (a) school climate (as measured by the Brief School Climate Survey for elementary and secondary students), (b) student-level demographics, and (c) PBIS Fidelity (as measured by the Tiered Fidelity Inventory (TFI). All briefs in this series include the same introductory information…

School-based, universal social and emotional learning (SEL) has been widely practiced and promoted as a promising approach to prevent youth mental, emotional, and behavioral problems. Although prior research has accumulated robust evidence of the average effects of universal SEL, it remains unclear whether it works similarly or differentially…

The Civil Rights Data Collection (CRDC) is a mandatory survey of all public schools and school districts in the 50 states, Washington, D.C., and the Commonwealth of Puerto Rico. This Data Snapshot provides the reports of school districts about sexual violence and harassment or bullying on the basis of sex or sexual orientation for the 2020-21…

There are long-standing educator shortages in particular subject areas and localities. Recent teacher polls and reports from states and localities indicate that the COVID-19 pandemic has broadened and deepened these shortages. At the same time, enrollment in teacher preparation programs has fallen. These trends have led state policymakers, pre-K…

The negative impact of COVID-19 on students persists three years after the onset of the pandemic. A substantial body of research shows that students have yet to recover to their learning trends before the pandemic (Callen et al. 2023, Lewis & Kuhfeld 2023, Cohodes et al., 2022). This suggests that students face a lengthy road to recovery, and…

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…

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 addition to generally reporting on suspension and expulsion use, at least 22 states and the District of Columbia require such reported data to be disaggregated by race, ethnicity, gender or some other category, allowing the possibility of discipline disparities to be documented and addressed. This data point highlights state policy that creates…

The purpose of this study was to describe the relationships between financial literacy and financial capability rates of 18-24-year-olds and formal financial education in public K-12 schools. Though much has been studied about financial education, financial literacy, and financial capability, there are few clear answers about the relationships…

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…

AB 471 requires that the California Commission on Teacher Credentialing report to the Governor and the Legislature each year on the number of teachers who received credentials, certificates, permits and waivers. This report provides data collected by the California Commission on Teacher Credentialing and addresses several questions regarding the…

Purpose: This study's purpose is to provide statewide evidence on the mobility patterns of instructional coaches (ICs) and teacher peer observers (TPOs). Research Methods/Approach: Using 5 years of administrative and survey data from Tennessee, we conduct descriptive and regression analyses to document the mobility of classroom teachers, ICs, and…