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Descriptors:
School Location; Adolescents; School Size; High School Students; Futures (of Society); Longitudinal Studies; Correlation; Socioeconomic Status; Behavior Problems; Educational Environment; Psychological Patterns; Context Effect; Academic Achievement

Abstract:
The association between future orientation and problem behaviors has received extensive empirical attention; however, previous work has not considered school contextual influences on this link. Using a sample of N = 9,163 9th to 12th graders (51.0% females) from N = 85 high schools of the National Longitudinal Study of Adolescent Health, the present study examined the independent and interactive effects of adolescent future orientation and school contexts (school size, school location, school SES, school future orientation climate) on problem behaviors. Results provided evidence that adolescent future orientation was associated independently and negatively with problem behaviors. In addition, adolescents from large-size schools reported higher levels of problem behaviors than their age mates from small-size schools, controlling for individual-level covariates. Furthermore, an interaction effect between adolescent future orientation and school future orientation climate was found, suggesting influences of school future orientation climate on the link between adolescent future orientation and problem behaviors as well as variations in effects of school future orientation climate across different levels of adolescent future orientation. Specifically, the negative association between adolescent future orientation and problem behaviors was stronger at schools with a more positive climate of future orientation, whereas school future orientation climate had a significant and unexpectedly positive relationship with problem behaviors for adolescents with low levels of future orientation. Findings implicate the importance of comparing how the future orientation-problem behaviors link varies across different ecological contexts and the need to understand influences of school climate on problem behaviors in light of differences in psychological processes among adolescents. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Economic Impact; Neighborhoods; Urban Renewal; Educational Improvement; Improvement Programs; School Turnaround; Real Estate; School Location; Community Benefits; Data Analysis; Value Judgment; Cost Indexes; Community Development

Abstract:
This study investigates the economic impact of a "turnaround" school on real property values in its surrounding community as related to the argument introduced by Tiebout in 1956 correlating local public goods, in this case school success, to housing-location decision making. Using single-family home sales found on the Multiple Listing System and data from the Realist Tax Record, we found property values in the school's catchment area were higher than in nearby neighborhoods feeding other public schools; houses were selling closer to their initial asking price and were on the market for shorter times than in comparable neighborhoods. (Contains 2 tables, 2 figures, and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Location; Minority Group Students; Family Life; Rural Schools; Socioeconomic Status; Surveys; Teachers; Rural Education; Students; Teacher Student Relationship; Community Involvement; Parent Participation; Urban Areas; Urban Schools; Suburban Schools; Educational Improvement

Abstract:
MetLife has sponsored and Harris Interactive has conducted the annual MetLife Survey of the American Teacher series since 1984 to share the voices of teachers with educators, policymakers and the public. The series examines significant changes and trends over time, highlights important current issues, and explores topics relevant to the future of education, teaching and student success. Throughout the MetLife Survey series, reports have noted the important ways in which the experiences of teachers, principals and students can vary depending on the school setting, including such factors as school level (elementary, middle and high school), school location (urban, suburban, rural), and student population (proportion of low income students and/or minority students). This brief presents selected findings from recent survey reports highlighting views from rural schools. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Location; Caring; Foreign Countries; Teacher Attitudes; Teacher Role; Preservice Teachers; Elementary School Teachers; Interviews; Teacher Education; Barriers; Qualitative Research; Teacher Student Relationship; Gender Differences

Abstract:
This study investigated primary, pre-service teachers' experiences regarding their caring role, and the barriers they face when caring for students. Thirteen Australian primary pre-service teachers were individually interviewed. Within a qualitative framework, transcripts were thematically analysed, alongside member checks. While results indicated highly individualised notions of care, common themes included difficulties in navigating the caring teacher role, the caring student-teacher relationship and gaps in training around notions of care. A continuum of care was identified, mediated by student and teacher factors as well as school location. This continuum provides a framework within which pre-service teachers might explore boundary issues. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Science Achievement; Secondary School Students; Grade 8; Predictor Variables; Educational Trends; Trend Analysis; Foreign Countries; Self Concept; Hierarchical Linear Modeling; School Location; Homework; Teaching Methods; Correlation

Abstract:
This article aims to investigate variations in science achievement for secondary school students across the Trends in International Mathematics and Science Study (TIMSS) assessments and to examine the relations of several student- and school-level factors with achievement. The data were obtained from 5,577, 5,314, and 4,466 Malaysian eighth graders who participated in TIMSS 1999, 2003, and 2007, respectively. A two-level multilevel modeling technique was employed. The results indicate that 48.64%, 48.96%, and 60.95% of variance in achievement scores accounted for between-school differences in the 1999, 2003, and 2007 studies, correspondingly. After controlling for the school-level factors, gender followed by the science self-concept in both the 1999 and 2003 studies; time spent on working at home and valuing science in the 2007 study, yielded the strongest link to achievement. At the same time, controlling for the student-level factors, school location, instructional limitations, and teacher emphasis on homework had the strongest association with achievement, respectively, in all three studies. It was concluded that the variation in science achievement at both student and school levels was greatly increased in TIMSS 2007 compared to the two previous studies. (Contains 1 figure and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Competition; Public Schools; Efficiency; Private Schools; Geographic Information Systems; School Location; Elementary Schools; High Schools; Educational Change

Abstract:
Advocates for educational reform frequently call for policies to increase competition between schools because it is argued that market forces naturally lead to greater efficiencies, including improved student learning, when schools face competition. Researchers examining this issue are confronted with difficulties in defining reasonable measures of competition within local educational markets. We approach the problem through the application of Geographical Information System (GIS) tools to the development of a school competition index (SCI) for the state of Mississippi. The SCI captures the degree of competition each public school in the state faces from peer private schools spatially located within their local market area. We find that higher degrees of competition from private schools significantly increase public primary and high school efficiency, as measured by the proficiency rates on high-stakes examinations. It is anticipated that the current results will inform policymakers regarding the viability of competition-based reforms. (Contains 3 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Choice; Proprietary Schools; College Students; Community Colleges; Tuition; Probability; Socioeconomic Background; Parent Participation; Attendance; School Location; Proximity

Abstract:
In this paper I investigate whether students self-select into the U.S. for-profit colleges or whether the choice of for-profit sector is accidental or due to the reasons external to the students (geographic exposure to for-profit providers, tuition pricing, or random circumstances). The main student-level data samples come from the National Education Longitudinal Study of 1988 (NELS:88) and the associated Postsecondary Education Transcript Study (PETS:2000). I estimate a multinomial logit of college choice and find that students self-select into for-profit colleges and that the choice of for-profit college is affected by community college tuition. The probability of a student choosing a for-profit college is also heavily influenced by the student's socioeconomic background and parental involvement in the student's schooling. The students with higher school absenteeism are more likely to enroll into for-profit college. Finally, the concentration of for-profit colleges in the student's county is important for the choice of for-profit college. (Contains 3 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Small Schools; School Location; Colleges; Campuses; High Schools; Case Studies; School Culture; Teacher Student Relationship; Classroom Environment; Observation; Educational Sociology; Classroom Research; Gifted; Direct Instruction; Teacher Behavior; Grouping (Instructional Purposes); Time on Task; Educational Needs

Abstract:
Based on a theoretical model developed by Schlechty, this case study focuses on a small high school, located on a college campus and designed to address the educational needs of gifted 9th- through 12th-grade students. Eight teachers who taught 9th- and 12th-grade classes and their 60 students were observed. Each teacher was observed during six unannounced observational visits focusing on the characteristics of the learning environments in these unique classroom settings. The authors share insights gained from this case study that can help teachers as they develop learning environments in more traditional classroom settings. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Grade Point Average; School Location; Teacher Certification; Teacher Characteristics; Undergraduate Study; Income; Urban Areas; Urban Schools; Remedial Instruction; Teacher Effectiveness; Predictor Variables; Interviews; Teacher Qualifications; Disadvantaged Schools; Educational Legislation; Federal Legislation; Beginning Teachers

Abstract:
Research on academic achievement has demonstrated the important role that teachers play in improving student outcomes and has also revealed wide variation in teachers' qualifications and experiences across schools. Schools serving low-income students in urban areas, for example, have fewer well-qualified teachers than schools in nonurban settings enrolling higher income students. In part to address these disparities, the No Child Left Behind Act of 2001 (NCLB) included provisions to ensure that all students have access to qualified teachers, particularly in core academic subjects. In addition, state and local policies have introduced incentives to attract well-qualified teachers to low-performing and urban schools. Building on earlier studies, these Web Tables present the characteristics of new K-12 teachers within various types of schools from a recent cohort of bachelor's degree recipients. These Web Tables present estimates for the demographic characteristics and teaching preparation, including undergraduate coursetaking and certification, of 2007-2008 baccalaureate degree recipients who taught at the K-12 level within a year of completing their bachelor's degree. Teachers' characteristics are shown both in comparison with nonteachers and by selected characteristics of the schools in which they were teaching or had most recently taught at the time of the 2009 interview. Schools are described in terms of the percentage of students who qualified for free or reduced-price lunch and school location (rural, suburban/town, or urban), race/ethnicity, and sector (public and private). The data used in the analysis are from the 2009 first follow-up of the 2008 Baccalaureate and Beyond Longitudinal Study (B&B:08/09), a nationally representative sample of 2007-2008 bachelor's degree recipients who were first interviewed just before graduation and again 1 year later. Tables 1 through 3 provide a comparison of 2007-2008 bachelor's degree recipients who did and did not teach in 2009 in terms of various demographic, employment, and undergraduate education characteristics. Tables 4 through 7 present K-12 teachers' undergraduate and teacher preparation by the characteristics of the current or most recent school at which the respondent taught at the time of the 2009 interview. The measures of undergraduate and teacher preparation include bachelor's degree institution sector and selectivity, plans for graduate school, teacher certification status and certification in subjects taught, remedial course-taking, cumulative undergraduate grade point average (GPA), and coursetaking in education by selected school characteristics. (Contains 14 tables and 3 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Retirement; Principals; Human Capital; Public Education; Data Analysis; Supply and Demand; Labor Turnover; Eligibility; School Location; Poverty; Comparative Analysis; Labor Needs; School Demography; School Administration; Educational Policy

Abstract:
When people talk about human capital or talent in public education, they generally focus on teachers, not principals. That's a mistake. School districts and states generally don't take a strategic approach toward managing their principal workforce. Often, they lack even the most basic information about who is leading their schools: Where do most principals come from? How long do they stay? How well do they perform? How many will need to be hired and developed in the future? To answer some of these questions, states need detailed longitudinal data systems for principals like those currently being developed to track teachers and students. In some states, such systems are a few years off. In the meantime, states can get a better picture of their principal workforce by analyzing data they already collected. This "Principal Concerns" data brief is a short example of this type of analysis, focused on principals working in Iowa. By combining state data with U.S. Department of Education data, the authors are able to present a broad picture of the principal workforce in Iowa's schools. First, the brief identifies the share of principals who are eligible, and almost eligible, for retirement under Iowa's retirement system. This is a useful starting point because states that employ lots of younger principals need to focus on getting them training and support as they progress through their careers. Other states have a wave of principals near retirement and must plan for new hires. Determining where Iowa stands in that regard provides a rough measure of the demand for new principals in the near future. The brief then matches up retirement eligibility with the location of schools (urban, suburban, town, and rural) and their level of student poverty. These comparisons provide a sense of how Iowa's future demand for principals might be distributed across the state. (Contains 4 figures and 6 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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