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Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety - 2015-16

July 20, 2017

These reports present key findings on crime and violence in U.S. public schools, using data from the School Survey on Crime and Safety (SSOCS). SSOCS provides information about school crime-related topics from the school's perspective, asking public school principals to report the frequency of violent incidents, such as physical attacks, robberies, and thefts in their schools. Portions of this survey also focus on programs, disciplinary actions, and policies implemented to prevent and reduce crime and violence in schools.The survey was first administered in the spring of the 1999–2000 school year and repeated in school years 2003–04, 2005–06, 2007–08, 2009–10, and 2015–16. The 2015–16 survey was developed by the National Center for Education Statistics of the U.S. Department of Education with the support of the National Institute of Justice of the U.S. Department of Justice.

How California’s Local Education Agencies Evaluate Teachers and Principals

March 1, 2012

Teachers and principals alike play key roles in improving education. That's why it's crucial for school districts to have in place effective systems for evaluating their performance.This brief, produced by Regional Educational Laboratory West (REL West), analyzes data from California's Teacher and Principal Evaluation Survey, taken by more than 90 percent of the state's local education agencies (LEAs).The California Department of Education and the Integrated Leadership Development Initiative, a California cross-agency collaboration focused on improving school and district leadership, requested this report to inform their work, assist policymakers interested in teacher and principal evaluation reform, and illustrate how the evaluations of districts and direct-funded charter schools may differ.Some key findings:Sixty-one percent of the LEAs indicated that their teacher evaluation systems are based on the California Standards for the Teaching ProfessionForty-three percent of the LEAs do not use student achievement data as a criterion in teacher evaluation, and 21 percent indicated that these data are not used in principal evaluationsDirect-funded charter schools reported greater reliance on student achievement results than did districts please visit the REL West website for more information on REL West. Information about the Regional Educational Laboratory (REL) system and other REL publications can be found at the national Regional Educational Laboratory Program website.

The Characteristics and Experiences of Beginning Teachers in Seven Northeast and Islands Region States and Nationally

March 1, 2012

How do East Coast teachers differ from teachers nationwide? Based on results from a recent survey of teachers, this report looks at the characteristics of beginning teachers to find out what makes them different or similar.The study's researchers define beginning teachers as those with five or less years of teaching experience at the time of the staffing survey.Here's what you'll find in this report:How beginning teachers are supported through professional developmentTeachers' overall sense of preparedness for teachingCharacteristics of teachers' classrooms and schoolsVariables related to teachers' preparation and workplace supports that are associated with their perceptions of preparedness, effectiveness, and retentionThe Regional Educational Laboratory Northeast and Islands at WestEd prepared this report.

Retirement Patterns of California Prekindergarten-Grade 12 Educators

February 1, 2012

How have the recent economic recession and the aging of the baby boomer population affected retirement rates in California's public school system?This Regional Educational Laboratory West (REL West) study examines the retirement patterns of California's preK-12 certificated educators — including teachers, speech therapists, and school administrators — and provides useful workforce data for education leaders in the state.The authors based their study on more than a decade of data from the California State Teacher's Retirement System, district-level financial data from the California Department of Education, and annual county-level unemployment rates from the California Employment Development Department.Some key findings:The percentage of educators over age 60 doubled between the 1995/96 and 2009/10 school yearsThe percentage of educators working in the California public school system after retirement increased steadily, from 3 percent in the 1995/96 school year to more than 11 percent in the 2007/08–2009/10 school yearsOn average, a $1,000 reduction in a district's "other local revenue" per student was associated with approximately a 4 percent higher probability of educators retiring

Do States Have Certification Requirements for Preparing General Education Teachers to Teach Students with Disabilities? Experience in the Northeast and Islands Region

July 9, 2010

With more than half of children with disabilities being educated in the general education classroom, and with federal education law requiring improved learning outcomes for these students, preparing general education teachers to work effectively with all students is critical.This report, prepared by REL Northeast Islands on teacher certification requirements in the nine Northeast and Islands Region jurisdictions, finds that eight of them require some coursework in teaching students with disabilities for initial licensure of general education teachers. It finds commonalities and differences both in how jurisdictions require general education teacher candidates to develop knowledge in special education and in the specific knowledge and skills required as part of teacher preparation.

Piloting a Searchable Database of Dropout Prevention Programs in Nine Low-Income Urban School Districts in the Northeast and Islands Region

January 22, 2009

While there is evidence that some dropout prevention programs have positive effects, the degree to which districts in the region are using evidence-based programs has not been documented. This report details a pilot project to generate and share knowledge by building a searchable database of dropout prevention programs and policies.