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2022

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The Paradox Of Charter Schools: How Charters Get Support Despite Poor Performance, Andrew G. Benson Jan 2022

The Paradox Of Charter Schools: How Charters Get Support Despite Poor Performance, Andrew G. Benson

Mid-Western Educational Researcher

This article argues that a paradox exists for U.S. charter schools in that they enjoy much support and advocacy despite 30 years of lackluster performance. This disconnect has serious consequences for families and students in charter schools that are underperforming. Of the 3 million students in charter schools across the country today, as many as 1 million of them on average are in schools that perform worse than comparable traditional public schools. This article traces the history of charter schools and compares the mixed performance of charters to the strong support from researchers, advocates and funders, making the case that …

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Editors' Notes, Brooks R. Vostal, Jonathan D. Bostic, Christy Galletta Horner, Sherri Horner, Kristina Lavenia, Jeanne Novak Jan 2022

Editors' Notes, Brooks R. Vostal, Jonathan D. Bostic, Christy Galletta Horner, Sherri Horner, Kristina Lavenia, Jeanne Novak

Mid-Western Educational Researcher

Editors' Notes

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Conversations About Academic Success: Developing Supportive Context For High-Achieving Black Students, Infini Jemison-Ewing, Marlon I. Cummings Jan 2022

Conversations About Academic Success: Developing Supportive Context For High-Achieving Black Students, Infini Jemison-Ewing, Marlon I. Cummings

Mid-Western Educational Researcher

The racial academic achievement gap in America’s public schools persists and there is solid research explaining the elements that have led to and support it. Much of this research is deficit-based and highlights the vulnerabilities of those who fall at the bottom of that gap. Not enough research is invested in celebrating, highlighting, or exploring the experiences of the Black students who perform well academically. This article represents research designed to provide a strengths-based, anti-racist view of a marginalized portion of America’s public-school students. The goal of this study was to uncover the common factors that contribute to academic success …

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Be Loud Behind Me, Show Me That You Care: Conducting Campus Climate Focus Groups With Undergraduates At A Predominantly White Institution, Nicole R. Rivera, Jennifer K. Shah Jan 2022

Be Loud Behind Me, Show Me That You Care: Conducting Campus Climate Focus Groups With Undergraduates At A Predominantly White Institution, Nicole R. Rivera, Jennifer K. Shah

Mid-Western Educational Researcher

For students with marginalized social identities, it can be challenging to navigate undergraduate experiences at predominantly white institutions (PWIs). To better understand lived experiences, ten focus groups were completed with students that represented various marginalized social identities and roles on campus. Bronfenbrenner’s ecological systems theory was used to guide the analysis of ways that individuals navigate interactions within the microsystem that either create a greater sense of belonging for the student or do just the opposite. Findings indicated that student identities shape their entry into this system, the ways that they navigate spaces to survive the system, the complexity of …

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"Safe And Sound": Anti-Racist Curriculum Models For The Early Years Classroom, Terry Husband, Kerry-Ann Escayg Jan 2022

"Safe And Sound": Anti-Racist Curriculum Models For The Early Years Classroom, Terry Husband, Kerry-Ann Escayg

Mid-Western Educational Researcher

Racism continues to be an ongoing and pervasive problem within the United States. Nevertheless, many early childhood teachers remain reluctant to teach children about racism and racial justice in their classrooms. In this paper, we offer an anti-racist curriculum model for helping children identify, resist, and respond to racism in constructive ways. We discuss rationales behind teaching children about race and racism. Next, we describe broad goals for an early childhood anti-racist curriculum. We conclude with practical examples that early childhood teachers might draw from as they develop and implement activities aimed at helping children work toward racial justice.

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Development Of Charter School Teacher Development Inventory, John M. Murray Jan 2022

Development Of Charter School Teacher Development Inventory, John M. Murray

Mid-Western Educational Researcher

The aim of the present study was to develop and examine the initial psychometrics of an instrument, the Charter School Teacher Development Inventory (CSTDI), designed to measure the professional learning opportunities available in U.S. charter schools. Items on the CSTDI were derived from a review of relevant literature and were intended to gather information on how frequently U.S. charter schools employ traditional professional development methods and the five areas of more effective professional development (content focus, active learning, collaboration, coherence, and duration). The final form of the CSTDI was sent electronically to 6322 charter school administrators and 2428 returned completed …

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Examining School Accountability: Discriminating Schools' A-F Report Card Grades, Timothy D. Folger, Audrey Conway Roberts Jan 2022

Examining School Accountability: Discriminating Schools' A-F Report Card Grades, Timothy D. Folger, Audrey Conway Roberts

Mid-Western Educational Researcher

The COVID-19 pandemic disrupted many school accountability systems that rely on student-level achievement data. Many states encountered uncertainty about how to meet federal accountability requirements without typical school data. Prior research provides evidence that student achievement is correlated to students’ social background, which raises concerns about the predictive bias of accountability systems. This mixed-methods study (a) examines the predictive ability of non-achievement-based variables (i.e., students’ social background) on school districts' report card letter grade in Ohio, and (b) explores educators' perceptions of report card grades. Results suggest that social background and community demographic variables have a significant impact on measures …

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The Implementation Of Personalized Learning In A Rural School District: A Case Study, Kathy House, Steve Miracle, W. Kyle Ingle Jan 2022

The Implementation Of Personalized Learning In A Rural School District: A Case Study, Kathy House, Steve Miracle, W. Kyle Ingle

Mid-Western Educational Researcher

In this qualitative case study, we explored student and teachers’ experiences with the implementation of personalized learning in a rural Kentucky school district. Students revealed differences among teachers implementing personalized learning. Student engagement depended on their teachers’ willingness to adapt their instruction and learning environments for personalized learning. Teachers noted the need to release some of the control they have traditionally had and turn those responsibilities, to a degree, over to students. We also identified a need for teachers to have more training and support while transitioning to personalized learning; not only challenging them to change their mindset, but also …

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Navigating An Undergraduate Teacher Licensure Program As A Non-Traditional Student, Natalie R. Andzik, Gregory Conderman, David A. Walker, Kristen Koehler Jan 2022

Navigating An Undergraduate Teacher Licensure Program As A Non-Traditional Student, Natalie R. Andzik, Gregory Conderman, David A. Walker, Kristen Koehler

Mid-Western Educational Researcher

Nearly eight million “non-traditional” students face adversity beyond financial instability, childcare, or full or part-time work when seeking teacher licensure. They must manage logging clinical hours in schools far from home, feel isolated in cohorts of 18– 20-year-olds, and sometimes lack support and flexibility from their professors and advisors. We surveyed non-traditional, undergraduate, teacher licensure candidates at a large midwestern university to better understand current attending students' demographics and determine if any relationship(s) existed between variables related to logistical decisions, supports received, or barriers faced/encountered. We summarized findings from 53 participants and offered suggestions to university administrators, professors, and staff …

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The Longitudinal Impact Of Covid-19 On Teacher Well-Being, Diana Janet Zaleski Jan 2022

The Longitudinal Impact Of Covid-19 On Teacher Well-Being, Diana Janet Zaleski

Mid-Western Educational Researcher

The purpose of this study was to examine the longitudinal impact of the COVID-19 pandemic on public-school teachers’ mental well-being. The present study surveyed a total of 4,926 public school teachers from across Illinois in the fall of 2019, 2020, and 2021. The survey measured teachers’ mental well-being using the Warwick-Edinburg Mental Well-Being Scale. The results found that on average, the mental well-being of public-school teachers significantly declined between the fall of 2019 and the fall of 2021. The present study discusses the implications of these findings on school-based mental and behavioral health interventions for teachers.

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