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Executive succession --- Industrial management --- Leadership --- Planning

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Whether principals are supporting students directly, providing resources, or partnering with families and teachers, the approaches that they take to ensuring that all students in kindergarten through grade 12 (K–12) have what they need to achieve academic success and well-being matter for students. As public schools become more diverse and as the challenges confronting students become increasingly complex, so too grows the need for equitable and culturally responsive school leadership. Equitable and culturally responsive leadership requires principals to know who their students are, what each student needs, and how to meet these needs. To explore the beliefs that parents have about how K–12 principals can best support the academic success and well-being of their children, the authors of this report conducted in-depth interviews with parents from diverse backgrounds and regions across the United States. Participants were recruited from RAND's American Life Panel. Parents and family members have unique insight into their children's cultural backgrounds, individual challenges and strengths, and community contexts. This report is part of a broader effort by the National Policy Board for Education Administration to help principals practice equitable and culturally responsive leadership.

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How can the United States increase diversity in STEM fields and address math proficiency gaps? Equitable opportunities for students to prepare for and take advanced math are critical to the equation. Preparation for advanced math accumulates over time. Systematic differences in students' access to advanced courses and exposure to grade-level content throughout their academic careers could signal major inequities in how schools are preparing students for post-secondary success. This report uses spring 2022 data from nationally representative surveys of principals and math teachers in kindergarten through grade 12 (K–12) to explore students' opportunities to prepare for and take advanced math. The authors found that small high schools, high schools in rural areas, and high schools that predominantly serve students from historically marginalized communities tend to offer fewer advanced math courses (e.g., precalculus, Advanced Placement math courses) and that uneven access to advanced math begins in middle school. K–12 teachers who work in schools that predominately serve students living in poverty are more likely to report skipping standards-aligned content and replacing the skipped content with concepts from previous grade levels. Also, more than half of K–12 math teachers said they need additional support for delivering high-quality math instruction, especially teachers who work in schools that serve predominantly high-poverty students. In the wake of the disproportionate impacts of the COVID-19 pandemic on students living in poverty and students of color, these results highlight a critical need for resources to support teachers and to increase student access to advanced courses.

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This report is one in a series of case studies RAND researchers are conducting as part of an independent evaluation of the BHP Foundation's Education Equity (EE) program. This case study documents the work that the Brookings Institution's Center for Universal Education (CUE) undertook to produce and disseminate a Playbook that synthesizes evidence and promising strategies to improve family-school engagement. As part of this effort, CUE created the Family Engagement in Education Network (FEEN), a global network of partners, to support Playbook development and mobilization. The Playbook helped build the evidence base on this previously understudied topic. By providing education stakeholders with practical resources to support productive conversations between families and schools, CUE and its FEEN aim to support system-wide school improvement efforts. As the authors explain in this report, CUE engaged in three key strategies during the development phase of the Playbook: (1) convening a network of collaborators (the FEEN), (2) engaging in large-scale data collection and coproduction, and (3) providing their collaborators with tangible benefits. As a result, when it came time to disseminate the Playbook, CUE had already established a built-in group of ambassadors. Other key strategies CUE employed to support dissemination included designing a product that could be adapted for audiences in different contexts and modeling an approach that FEEN members could emulate in their dissemination efforts.

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The resettlement of refugees in host communities increases (perceived) competition for scarce economic and non-economic resources, which can contribute to tensions between the communities. This study tests the impact of a TVET program in Jordan and Lebanon that aims to tackle stresses associated with competition, particularly in the labor market. The authors test the impact of the program on economic outcomes, economic and life optimism, experience and perception of economic competition and ingroup-outgroup discrimination using a range of survey measures and behavioral experiments. They also conduct heterogeneity analyses to assess whether the intervention affects host and refugee communities similarly. The authors show that by the end of the training, the program has not yet achieved its employment aims for either hosts or refugees. However, for refugees, there are significant improvements in optimism and decreases in the experience of short-term economic stress. There are also improvements in inter-group behavior for refugees. These results provide insights on how to better tailor labor market programs to host and refugees while being conflict sensitive.

Employees --- Recruiting --- Law and legislation.