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Book
Year: 2022 Publisher: Santa Monica, Calif. RAND Corporation
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In the wake of the protests against and attention to racial injustice sparked by the murders of George Floyd and others, there has been a renewed call for the education system to address systemic racism and racial inequities. At the same time, many states have started passing or considering laws limiting discussions of racism, sexism, and bias within their classrooms. However, a large body of research demonstrates that teaching students explicitly about issues of identity, diversity, equity, and bias—sometimes referred to as anti-bias education—can lead to positive academic, attitudinal, and behavioral outcomes. RAND researchers leverage nationally representative survey data of kindergarten through 12th grade (K–12) public school teachers to examine whether teachers report providing anti-bias education and what anti-bias education looks like in K–12 schools. Anti-bias education was defined in the survey as "an approach to education that emphasizes the development of students' positive social identities and fosters their comfort and respect for all dimensions of diversity … it is also intended to raise their awareness of and promote their capacity to act against bias and injustice." The researchers examine which teachers engage in anti-bias education, the types of instructional materials that teachers use for anti-bias education, and the various factors that might be related to teachers' provision of anti-bias education, including their beliefs, feelings of preparedness, professional learning opportunities, and teacher preparation experiences.
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Year: 2022 Publisher: RAND Corporation
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This report offers a framework for defining civic infrastructure and presents some measures that provide information to help monitor civic infrastructure across the United States, in individual states, in communities, and across diverse populations. The authors specifically define civic infrastructure as the places, policies, programs, and practices that undergird strong communities and foster civic engagement. The framework categorizes these places, policies, programs, and practices in terms of three inputs: (1) democratic governance, (2) civic education, and (3) civic spaces. The authors also consider how these inputs are related to a set of intertwined outputs: (1) civic literacy, (2) civic identity, and (3) civic engagement. They then identify a set of existing measures across a range of data sources that provide information about the status of these inputs and outputs in the United States. This research has some implications for research, policy, and practice. First, more research is needed to test and confirm the definition, framework, and measures in this report. Second, federal and state policies could increase collection and availability of measures. Lastly, this research suggests considerable variation across states and communities in regard to rights and access to many aspects of civic infrastructure framework - from democratic governance, civic education, and civic spaces to the outputs of civic literacy, identity, and engagement. For that reason, this work implies the urgent need for more efforts to measure equitable access to and participation in aspects of civic infrastructure, both to monitor the health of democracy and to determine ways of improving it.
Political participation --- Civics --- Democracy --- Digital divide --- Media literacy --- Study and teaching
Book
Year: 2022 Publisher: RAND Corporation
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The introduction of new instructional materials places considerable time and learning demands on teachers. Understanding the extent to which teachers use new instructional materials can inform how best to support teachers in selecting and using such materials effectively. Policymakers at the state and district levels also need to understand teachers' existing curriculum needs as school systems continue to address missed learning because of the coronavirus disease 2019 pandemic. In this report - the first to share findings from the spring 2022 American Instructional Resources Survey (AIRS) - the authors build on past research to examine the extent to which teachers are using new instructional materials in a given school year, what those materials are, and who purchases those materials. The authors also examine reasons why teachers report not using newly school- or district-purchased instructional materials, what teachers' needs are for better or additional curriculum materials, and whether the use of new instructional materials is associated with the availability of federal relief funds for schools.
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Year: 2022 Publisher: RAND Corporation
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This technical report provides detailed information about the sample, survey instruments, and resultant data for the 2022 American Instructional Resources Surveys (AIRS) that were administered to principals and teachers in spring 2022 via the RAND Corporation's American Educator Panels (AEP). The 2022 AIRS focused on the usage of, perceptions of, and supports for instructional materials used in English language arts, mathematics, and science kindergarten through grade 12 (K-12) classrooms and social studies kindergarten through grade 5 (K-5) classrooms across the United States. The results are intended to inform policy and education practice related to the use of instructional resources.
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Year: 2022 Publisher: RAND Corporation
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A growing body of evidence suggests that the use of instructional materials that are high quality, accompanied by professional learning supports, can improve student achievement. In this report, the authors discuss key policy strategies undertaken by a network of states (the High-Quality Instructional Materials [HQIM] and Professional Development Network, or IMPD Network). These strategies are focused on improving uptake and use of standards-aligned instructional materials for kindergarten through grade 12. The authors then share findings on standards-aligned curriculum material adoption, use, buy-in, and supports across the United States and among states in this network. Findings indicate that participation in the IMPD Network was closely related to higher rates of adoption and use of standards-aligned materials. Furthermore, the relationship between curriculum-specific professional learning and usage of standards-aligned materials was much stronger in districts where standards-aligned materials were already required or recommended. The report's findings imply that state networks have great potential for shifting teaching and learning at scale and that such networks can make those shifts through a variety of policy strategies. In addition, the findings suggest that implementation of district requirements or recommendations for standards-aligned materials is an important first step toward increased usage and supports for such materials at scale.
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Year: 2022 Publisher: Santa Monica, Calif. RAND Corporation
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Since March 2020, the COVID-19 pandemic has placed unprecedented stresses on the public education system in the United States. Many of these challenges have been operational in nature. Existing research on COVID-19 and teaching has largely focused on teachers' practices and experiences. What has not been examined in the same depth is the guidance that teachers received about instruction during the pandemic and the ways guidance changed from before the pandemic. This work is important, especially as the pandemic continues to affect the provision of in-person learning in the 2021–2022 school year. It is also important to understand how state and district efforts to improve instruction have fared during this unprecedented educational disruption. Developing a coherent, standards-aligned instructional system is challenging for education leaders and teachers in the best of times, and it may be especially difficult to achieve as the pandemic continues to affect public schooling. This report examines issues of instructional system coherence during the 2020–2021 school year, and how teachers' perceptions compared with the 2019–2020 school year. The authors investigate teachers' perceptions of the (1) guidance they received about English language arts (ELA) instruction, (2) guidance around addressing the needs of traditionally underserved students, (3) coherence of their school's ELA instructional system, and (4) presence of contextual conditions identified through literature as supporting coherence. The authors also explore variation in these findings across grade spans, instructional modes (in-person, remote, hybrid), and focal states (Louisiana, Massachusetts, Rhode Island, and Tennessee).
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