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Migration Narratives in Northern Central America: How Competing Stories Shape Policy and Public Opinion in Guatemala, Honduras, and El Salvador

June 7, 2023

The stories told within a society about migration and migrants paint a rich picture of how its members view the opportunities and challenges associated with the movement of people, and through what lenses. These migration narratives both inform policymaking and shape the public's reaction to government policy, affecting the policies' chances of achieving their goals.While El Salvador, Guatemala, and Honduras are primarily known for emigration to the United States and Mexico, these northern Central American countries have seen notable changes in migration trends in recent years. The number of migrants from South America and the Caribbean who transit through these countries on their way north has increased, as has the number of Central Americans returning to their countries of origin.

Teachers' Views on School Safety: Consensus on Many Security Measures, But Stark Division About Arming Teachers

May 31, 2023

This report describes teachers' views of key school safety and security needs, measures, and related issues, including specific questions focusing on arming teachers as an approach to school security. It uses the results of a fall 2022 survey via The RAND Corporation's American Educator Panels (AEP). The AEP are nationally representative samples of teachers, school leaders, and district leaders across the country. The panels are a proud member of the American Association for Public Opinion Research's Transparency Initiative.

Visualizing Firearm Mortality and Law Effects: An Interactive Web-Based Tool

February 23, 2023

The Firearm Law Effects and Mortality Explorer is designed to provide users with information about the distribution of firearm deaths across states and demographic subgroups. In addition, it allows users to explore how those deaths might be affected by the implementation of a set of commonly enacted state firearm laws using estimates of those effects produced by the RAND research team. In the documentation that accompanies the tool, the research team describes the data sources used to produce the visualizations in the tool, the assumptions underlying the visualizations, and the statistical models that produce the law effect estimates the visualizations depict.

Walking on Eggshells—Teachers' Responses to Classroom Limitations on Race- or Gender-Related Topics: Findings from the 2022 American Instructional Resources

January 25, 2023

In this report, drawing on the spring 2022 American Instructional Resources Survey, the authors examine teachers' awareness of and responses to limitations on how they can address race- or gender-related topics in their instruction. Teachers experienced limitations that infringed on their instructional autonomy, which included their choice of curriculum materials and topics for classroom discussion. These limitations originated from a variety of sources, including state, school, and district leaders and family and community members, and encompassed a wide span of topics, including, but not limited to race- or gender-related topics. The multifaceted nature of these limitations highlights how teachers exist in an increasingly complex policy environment in which they must consider and weigh not only their own perspectives but also the perspectives of multiple stakeholders, along with numerous messages and directives from a variety of sources about what and how to teach. In this complex environment, the authors found that teachers' responses to restrictions on their classroom instruction ranged broadly from compliance with to resistance against these restrictions; teachers also engaged in numerous strategies to navigate the existence of these restrictions. Moreover, limitations placed on how teachers can address contentious topics may be leading to consequences for teachers' working conditions and for student learning. Teachers perceived that teaching students under these limitations has become more difficult and that these limitations make it more difficult to engage students in learning, support students' critical thinking skills, and develop students' ability to engage in perspective taking and empathy building.

The Science of Gun Policy: A Critical Synthesis of Research Evidence on the Effects of Gun Policies in the United States, Third Edition

January 17, 2023

In this report, part of the RAND Corporation's Gun Policy in America initiative, researchers seek objective information about what scientific literature reveals about the likely effects of various gun laws. In the third edition of this report, the authors incorporate more-recent research in their synthesis of the available scientific data regarding the effects of 18 state firearm policies on firearm deaths, violent crime, suicides, the gun industry, defensive gun use, and other outcomes. By highlighting where scientific evidence is accumulating, the authors hope to build consensus around a shared set of facts that have been established through a transparent, nonpartisan, and impartial review process. In so doing, they also illuminate areas in which more and better information could make important contributions to establishing fair and effective gun policies.

Early Childhood Educators in Hawaiʻi: Addressing Compensation, Working Conditions, and Professional Advancement

December 13, 2022

It is increasingly understood that a diverse, well-prepared, well-supported, and well-compensated workforce is essential for the delivery of high-quality early childhood programs serving children from birth to kindergarten entry. As Hawaiʻi has increased its investment in early care and education (ECE) programs, stakeholders have come to recognize that the state's investment in the ECE workforce has not kept pace with the resources going to the expansion of access to such programs.This report documents the low wages, few benefits, mixed working conditions, and lack of incentives for career advancement in place for the ECE workforce. The authors also provide long-term and short-term strategies for Hawaiʻi to invest in improvements that would help recruit and retain workers in the ECE field.

Prioritizing Racial Equity Within Social and Emotional Learning in Tacoma: One of Six Case Studies of Schools and Out-of-School-Time Program Partners

September 15, 2022

This case study is one of a series detailing how schools and out-of-school-time (OST) programs in six communities have collaborated to build students' social and emotional skills. The communities are participants in Wallace's Partnerships for Social and Emotional Learning Initiative, which has brought together school districts and their OST partners to develop and implement mutually reinforcing social and emotional learning (SEL) activities and instruction across learning settings.The piece features Lister Elementary School in Tacoma and its efforts to build a schoolwide commitment to SEL. It describes how, over time, Lister school leaders and staff members integrated a focus on racial equity and restorative practices into its SEL approach. The school used four key strategies as its work evolved, including gaining and maintaining staff buy-in to the effort, building racial equity and restorative practices into its SEL resources, designing and delivering a range of professional supports to build staff members' SEL and equity capacity, and reframing SEL and equity work as complementary to (rather than competing with) academic priorities.

Expanding Social and Emotional Learning Beyond the School Walls in Boston: One of Six Case Studies of Schools and Out-of-School-Time Program Partners

September 15, 2022

This case study is one of a series detailing how schools and out-of-school-time (OST) programs in six communities have collaborated to build students' social and emotional skills. The communities are participants in Wallace's Partnerships for Social and Emotional Learning Initiative, which has brought together school districts and their OST partners to develop and implement mutually reinforcing social and emotional learning (SEL) activities and instruction across learning settings.This case study features the Russell Elementary School in Boston and its OST partner, the Boys & Girls Clubs of Dorchester. The two collaborated to expand Russell students' access to enrichment by using the Clubs' ample facilities and linking the enrichment activities to the school-day curriculum through a shared focus on SEL. The goal was to provide students with important enrichment activities that they otherwise would not get in their normal school day as well as the opportunity to learn social-emotional skills in new settings and contexts.The case study details how the partnership overcame challenges, including early financial obstacles and disruptions to the learning schedule in both settings. For example, consistent communication between the principal and the OST program director helped to solve problems as they arose and to develop the partnership at the leadership level. Providing formal and informal opportunities for program staff members and Russell teachers to collaborate and see each other's work built trust and strengthened relationships, increasing staff and teacher buy-in to the effort.

Engaging Teachers, Staff, and Parents in Social and Emotional Learning in Palm Beach County: One of Six Case Studies of Schools and Out-of-School-Time Program Partners

September 15, 2022

This case study is one of a series detailing how schools and out-of-school-time (OST) programs in six communities have collaborated to build students' social and emotional skills. The communities are participants in Wallace's Partnerships for Social and Emotional Learning Initiative, which has brought together school districts and their OST partners to develop and implement mutually reinforcing social and emotional learning (SEL) activities and instruction across learning settings.The piece features Diamond View Elementary School in Palm Beach County, Fla., and its OST partner, Diamond View Afterschool. The two collaborated to promote consistent and positive student experiences with adults across the day. After strengthening the use of similar SEL practices in the school and OST setting, the effort engaged noninstructional staff members as well as families in SEL—an important step intended to enable students to experience positive interactions outside the classroom: in the cafeteria, on the bus, and at home.The case study describes how the school and afterschool program overcame challenges such as finding time for coordination across school and OST staff members. It also explains how the two actively involved students in guiding SEL activities—seeking out students' input and providing opportunities for student choice in SEL activities and rituals.

Learning to Focus on Adult Social and Emotional Learning First in Tulsa: One of Six Case Studies of Schools and Out-of-School-Time Program Partners

September 15, 2022

This case study is one of a series detailing how schools and out-of-school-time (OST) programs in six communities have collaborated to build students' social and emotional skills. The communities are participants in Wallace's Partnerships for Social and Emotional Learning Initiative, which has brought together school districts and their OST partners to develop and implement mutually reinforcing social and emotional learning (SEL) activities and instruction across learning settings.This case study features Whitman Elementary in Tulsa and its OST partner, Youth at Heart. The two collaborated to aid adults in building their own social-emotional skills so they could support social and emotional learning for their students. The idea was to help adults prioritize their own mental health to reduce burnout, effectively model SEL competencies for students, and build strong and healthy relationships with students.This case study finds that by focusing on adult SEL: The effort saw corresponding declines in teacher burnout and turnover. Students experienced consistent SEL resources and best practices.The school and OST staff members noted improvements in students' social and emotional skills as well as the overall school climate.

Strengthening Students’ Social and Emotional Skills: Lessons from Six Case Studies of Schools and Their Out-of-School-Time Program Partners

September 15, 2022

This report presents cross-cutting lessons from a set of case studies detailing how schools and out-of-school-time (OST) programs in six communities have worked together to build students' social and emotional (SEL) skills. The communities are participants in a Wallace initiative that has supported elementary schools and their OST partners in incorporating SEL activities and instruction into both the school and OST parts of the day.For five of the case studies, researchers selected a partnership in each community that has done an exemplary job of addressing one of a series of challenges widely shared by participants in the initiative. In one of the cases, the partnership between the school and its OST programs was in an early stage of development, so the researchers focused on what took place during the school day.The case studies explore:developing a brand-new school-OST partnership focusing on SEL (Boston),developing an effective SEL committee that includes a school and OST partner (Dallas),finding and jointly prioritizing time for SEL in the school and afterschool schedules (Denver),engaging teachers, staff members and parents in SEL (Palm Beach County, Fla.),incorporating equity into SEL (Tacoma), andfocusing on adult SEL first (Tulsa). The report summarizes the case studies and discusses nine factors that facilitated progress in carrying out SEL programs and practices, each of which was common to at least two of the cases:Committed school/OST program leaders were the foundation on which SEL work was built.SEL committees guided and supported implementation.Prioritizing time for SEL in school and OST schedules was important to making implementation routine.Starting the efforts by building adults' social and emotional skills proved central.Short SEL rituals were often the first and most widely adopted strategy, setting the stage for more extended SEL instruction.Establishing trusting relationships enhanced the collaboration on SEL in school-OST program partnerships.Formal, written SEL resources facilitated a consistent approach within and across settings.Distributing "ownership" of SEL across staff members and students increased people's buy-in to the effort and its sustainability.Experience with SEL before the pandemic helped schools and OST programs adapt to COVID-19 disruptions.

Building an Effective Social and Emotional Learning Committee in Dallas: One of Six Case Studies of Schools and Out-of-School-Time Program Partners

September 15, 2022

This case study is one of a series detailing how schools and out-of-school-time (OST) programs in six communities have collaborated to build students' social and emotional skills. The communities are participants in Wallace's Partnerships for Social and Emotional Learning Initiative, which has brought together school districts and their OST partners to develop and implement mutually reinforcing social and emotional learning (SEL) activities and instruction across learning settings.This case study features Webster Elementary in Dallas and its OST partner, Thriving Minds Afterschool. The two worked together to make SEL sustainable, even in the face of staff turnover and other challenges, by forming an effective steering committee that became the driving force behind their SEL work. With an eye toward sustainability, the committee prioritized particular strategies to cultivate an SEL-focused climate across campus, provided training to school and OST program staff members, and monitored and documented implementation of these efforts.This case study finds that by focusing on sustainable social and emotional learning: The effort saw improvements in attendance, school climate, and student behavior. Staff members beyond the steering committee began sharing responsibility for SEL on campus. Short SEL rituals became embedded in the campus's daily schedule before the onset of the pandemic, which helped ease the transition of SEL to hybrid learning.