Teacher librarian roles during COVID-19 study

 A recent study examined the nature and depth of school librarians’ involvement, in a position to “lead from the center,” a term used to describe the centrality of school librarians in school spaces, during the COVID-19 pandemic as schools moved from in-person to online contexts.

The research team used a qualitative design based on semi-structured focus groups, allowing researchers to examine participants’ perceptions of their involvement during the pandemic and their perception of the knowledge and skills in their job that could support teachers and students in online teaching and learning. The study found that school librarians’ involvement was not explicitly included in district/school initiatives; however, they voluntarily engaged in informal actions aligned with the CoP framework and worked independently outside district direction to support students and teachers.

The study concludes that schools/districts can and should include school librarians in planning for technology use in teaching and learning and position them as leaders in this work. Additionally, there is evidence that online teaching and learning competencies should be intentionally embedded in preparation programs.

Wake, d., Hu, H., & Shaw, Erin. (2022). School Librarians Leading from the Center in Online Learning Contexts: Informal Communities of Practice Creating Space for Connection and Collaboration. School Library Research. https://www.ala.org/aasl/sites/ala.org.aasl/files/content/pubs/slr/wake-hu-shaw.pdf

School Library Selection Policies Research

Researchers examined policies from 80 school districts across the United States to determine the status of selection policies in school libraries and whether the policies contain components recommended by the “Selection & Reconsideration Policy Toolkit for Public, School, & Academic Libraries” published by the ALA Office for Intellectual Freedom in 2018. The research team also sought to determine the overall effectiveness of policies by discussing the discrepancies between the toolkit and the sample selection policies.&The research team determined that most of the school library selection policies included at least half of the expected key components. However, they state a need for school librarians to advocate for revision of policies to keep them current and provide effective guidance for school librarians as they make selections for their collections.

Dawkins, A., & Eidson, S. (2021). A content analysis of district school library selection policies in the United States. School Library Research, 24.

https://www.ala.org/aasl/sites/ala.org.aasl/files/content/pubs/slr/vol24/SLR_SelectionPolicies_V24.pdf

Technology priority in education survey

More than 90% of school district leaders across the country say their top priority for education technology is to personalize learning for students, according to a national survey. More than nine in 10 respondents to a survey on the topic reported that in the pursuit of encouraging personalized learning their districts 1) provide software or digital curriculum to classrooms (designated by 96 percent of participants); 2) provide computing devices to classrooms (94 percent); and 3) provide professional development in personalized learning practices (92 percent). Two-thirds of districts (65 percent) also assess teachers on their implementation of personalized learning practices.The survey also reveals that about three-quarters of districts offer blended-learning options and more educators are expressing concern about student data and privacy issues.
Center for Digital Education. (2018). K12 school district priorities. Folsom, CA: Center for Digital Education.
http://www.govtech.com/education/papers/2018-K-12-School-District-Priorities-Is-Yours-on-the-List-103201.html?
 

Educational technology priorities survey

More than 90% of school district leaders across the country say their top priority for education technology is to personalize learning for students, according to a survey from the Center for Digital Education. The survey also reveals that about three-quarters of districts offer blended-learning options and more educators are expressing concern about student data and privacy issues.
Center for Digital Education. (2018).  K-12 school district priorities. Washington, DC: Center for Digital Education.
http://www.govtech.com/education/papers/2018-K-12-School-District-Priorities-Is-Yours-on-the-List-103201.html?

Funding for School Districts

The survey by the American Association of School Administrators covered a variety of topics, from what funds have been received and how the funds are being used to what the funds mean to districts and general feedback about the stimulus funding. Their response was clear: Though the ARRA funds represent additional funding and an opportunity to make significant changes, the realities of strained federal, state and local budgets mean many of the dollars are simply backfilling budget holes. The budget holes, in addition to insufficient flexibility in the funding to allow for maximum use by local school districts, are sizeable obstacles that many districts have been unable to overcome in their efforts to use the stimulus dollars to save and preserve jobs and implement innovation and reform.  

Other key findings include:

-       Even when schools were dismissed for summer vacation, ARRA dollars were flowing to states and local school districts.

-       AASA members have reported how difficult it is to implement innovation and reform when funding levels are cut or flat‐lined and the stimulus dollars are simply filling budget holes.

-       - School districts across the country, following one of the major goals of the stimulus dollars, are using the one‐time funds to save teaching and staff positions.

-       Outside of shoring‐up staff positions, school districts report they are investing ARRA funds in one‐time costs such as professional development, classroom technology and classroom supplies.

Ellerson, N. M., & Domenech, D. A. (2009). Schools and the stimulus: How America’s public school districts are using ARRA funds –August 2009. Alexandria, VA: American Association of School Administrators. https://www.aasa.org/uploadedFiles/Policy_and_Advocacy/files/AASAStimulusSurveyAug09.pdf

Digita learning report

This national study examines the state of digital learning today and highlights the need for high-quality, actionable data on the digital learning tools and methods students use. Student choice at the state level, student choice at the course level, and the existence and strength of charter school laws are three predictors of how strong a state’s digital learning opportunities are likely to be. Overall, more students than ever before have access to digital learning opportunities, including online and blended learning, but state policies and other factors often limit digital learning’s availability.
The researchers outlined four main reasons schools are increasingly incorporating digital learning opportunities into teaching and learning:
1. Improving student access to a variety of schooling options
2. Ensuring that students reach their maximum achievement levels
3. Increasing technology skills, which parents, teachers, and stakeholders believe to be essential for college- and career-ready students
4. Reducing costs
Most school districts use digital learning tools and resources, but the extent, type, and goal of that use vary widely.
Different grades use digital content and tools differently, too, according to the report:

• High schools tend to offer fully online courses and many forms of digital content.
• Elementary schools tend to offer self-paced interactive activities that are topic-focused and collaborative
• Middle schools are a hybrid of high schools and elementary schools, in which younger middle school students are more likely to use interactive and skill-based lessons, while older middle school students use other forms of digital content and begin venturing into online learning opportunities

Evergreen Education Group. (2014).  Keeping Pace with K-12 Digital Learning.
http://kpk12.com/
 

California district spending report

There is wide variation in per-pupil state spending across California school districts with some low-income districts receiving $620 less per student than is received in more affluent districts, according to a new report. The report also found some disparities in the other extreme and among districts serving students of similar demographic backgrounds. For example, in 2009-10, the latest data available, per-pupil revenue was $14,076 in Palo Alto versus $7,679 in Milpitas, both unified districts serving K-12 students. But clearly, affluence counts: In San Mateo County, the Woodside elementary district took in $18,894 per student, while Millbrae elementary got $7,362.
Education Trust-West. (2012). the cruel divide. Oakland, CA: Author.
http://www.mercurynews.com/education/ci_20044363?source=pkg

Public school distance education report

A majority of public school districts in the United States have students who participate in distance education courses at some level, according to data released by the National Center for Education Statistics. But the most of those districts aren't delivering the education themselves.
National Center for Education Statistics. (2011). Distance Education Courses for Public Elementary and Secondary School Students: 2009–10. Washington, DC: Author.
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012008

School District educational productivity report

A study sought to determine the "educational productivity" of school districts -- how well a district did academically compared with how much money it spent. The study found that the most productive districts saved money through community collaboration, spent on teachers over administration and had school boards unafraid to make choices such as closing schools with low enrollment. "There was an enormous productivity gap among districts," the center's president said.
Center for American Progress, 2011, Return on Educational Investment:
A district-by-district evaluation of U.S. educational productivity

report evaluates district productivity

A new report evaluates the productivity of nearly every major school district in the United States. The report, which defines “productivity” as achievement produced relative to a district’s educational spending, found that low productivity costs the national system as much as $175 billion a year. The study found that many school districts could boost student achievement without increasing spending if they used their money more productively. Low productivity costs the nation’s school system as much as $175 billion a year. Without controls on how additional school dollars are spent, more education spending will not automatically improve student outcomes, the study said.
Center for American Progress, 2011, Return on Educational Investment: a district-by-district of U.S. educational productivity