Douglas J. Gagnon

Rates of Beginning Teachers: Examining One Indicator of School Quality in an Equity Context

ABSTRACT The authors use national data to examine variation in the proportion of beginning teachers in school districts across the United States by poverty, race, and urbanicity. In addition to being a proxy for teacher quality, the proportion of beginning teachers in a district also speaks to teacher turnover and therefore broader school quality issues. Findings suggest that districts with high-poverty levels; greater proportions of Black, Hispanic, and American Indian populations; and located in rural areas tend to have high percentages of novice teachers. This research provides insight into the persistent disparities in opportunity that confront children of poverty, color, and rural environments.

The Restraint and Seclusion of Students With a Disability: Examining Trends in U.S. School Districts and Their Policy Implications

Restraint and seclusion are possible aversive responses to problematic student behavior used in some public schools, most commonly on students with a disability. Considerable recent attention has been paid to these practices both in the media and in Congress, and subsequently roughly half of U.S. states have made changes to their laws or policy statements around restraint and seclusion since 2009. In this article, we illuminate trends in restraint and seclusion across the United States in recent years to better inform policy discussions on these matters. Specifically, we examined rates of reported restraint and seclusion across U.S. districts in the 2009–2010 and 2011–2012 school years. We found that general trends persist between the data collections: Most districts report no/little use of restraint or seclusion, with a small percentage of districts reporting exceedingly high rates. Furthermore, the vast majority of variation exists within rather than between states, which may suggest the importance of local factors such as district policy, school culture, and practitioner support in determining the frequency of restraint and seclusion in schools.

Advanced Placement and Rural Schools: Access, Success, and Exploring Alternatives.

Completing Advanced Placement (AP) coursework is an important part of the selective college admissions process, and access to AP coursework can be viewed as a measure of equal opportunity. Relatively little research has fully examined how access to AP coursework is mediated by school characteristics. Rural schools are at a particular disadvantage in promoting AP success due to a lack of sufficiently prepared students, teaching constraints, and other logistical challenges. This study uses regression to analyze AP access, enrollment, and success across a rich data set of U.S. school districts. We find that remote, small, and poor rural schools are considerably less likely to offer any AP courses. Even for rural schools that do offer AP coursework, enrollment and success rates lag well behind more urban and affluent schools. We explore potential policy solutions and examine alternative advanced coursework options for those rural schools that do not offer AP.

ESSA and rural teachers New roads ahead

Inertia created by the 15 years of teacher quality reform leading up to Every Student Succeeds Act (ESSA), coupled with a renewed focus on innovation and flexibility under ESSA, might provide a recipe for establishing new ways to recruit, develop, and retain teachers in rural schools. Many hope that the development of complex and tailored staffing solutions in this area could lead to real and measurable positive change. Certainly the proponents of local control have much to smile about with the passage of ESSA and the increased latitude it will offer in this regard. But with great power comes great responsibility; now is the time for states and districts to work collaboratively to promote the best teaching possible throughout America’s diverse rural schools.