Limited Access to AP Courses for Students in Smaller and More Isolated Rural School Districts

This brief assesses trends in access to, enrollment in, and success in Advanced Placement (AP) coursework in relation to school district poverty, racial composition, and urbanicity. It uses data merged from the 2011–2012 Civil Rights Data Collection (CRDC), the 2012 Small Area Income and Poverty Estimates (SAIPE), and the 2010 Decennial U.S. Census. Authors Douglas Gagnon and Marybeth Mattingly report that nearly one-half (47.2 percent) of rural districts have no secondary students enrolled in AP courses, compared with only 20.1 percent of town, 5.4 percent of suburban, and 2.6 percent of urban districts. Remote rural districts with small populations are nearly ten times less likely to offer access to AP courses than are larger rural districts on the fringe of urbanized areas. Even in districts that have some access to AP coursework, the proportion of students enrolled in an AP course in urban and suburban districts is roughly double that in town and rural districts. Students in more affluent districts have higher success rates than those in less affluent districts, regardless of place type

Most U.S. School Districts Have Low Access to School Counselors: Poor, Diverse, and City School Districts Exhibit Particularly High Student-to-Counselor Ratios

In this brief, authors Douglas Gagnon and Marybeth Mattingly examine access to school counselors in public school districts, as well as how this access is mediated by district demographic and location characteristics. They use a large nationally representative data source compiled from the 2013–2014 Civil Rights Data Collection, the 2014 Small Area Income and Poverty Estimates, and 2007 urban centric locales made available by the U.S. Census Bureau to conduct their analyses. The authors report that only 17.8 percent of school districts meet the American School Counselor Association’s recommended student-to-school counselor ratio of 250:1 or lower. The median ratio is 411:1. Although rural districts are the most likely to lack any school counselors, the median caseload in rural districts is lower, at 380:1, and 25.5 percent meet ASCA recommendations. Only 4.2 percent of city districts nationwide meet or exceed a ratio of 250:1, with the median city district reporting a student-to-counselor ratio of 499:1. Access to school counselors varies considerably across states. Median ratios are over 1000:1 in Arizona and California but under 250:1 in North Carolina, North Dakota, Vermont, New Hampshire, and Montana

Beginning teachers are more common in rural, high-poverty, and racially diverse schools

This brief considers whether the concentration of beginning teachers in a district is associated with the district\u27s poverty rate, racial composition, or urbanicity. Authors Douglas Gagnon and Marybeth Mattingly report that poor communities have moderately higher percentages of beginning teachers than communities with lower poverty rates and that a higher concentration of minority students in a district is associated with a higher percentage of beginning teachers. Large cities, remote towns, and rural districts have higher percentages of beginning teachers than midsized-small cities, suburbs, and fringe-distant town districts. The combined impact of poverty, race, and urbanicity has a substantial effect on the probability that a district has a critically high percentage of beginning teachers. A high percentage of beginning teachers likely reflects higher teacher turnover in the district, and could suggest issues of teacher quality. The brief uses combined data from the 2009-2010 Civil Rights Data Collection (CRDC), the 2009 Small Area Income and Poverty Estimates (SAIPE), and the 2010 U.S. Census to form a nationally representative data source of 6,569 districts

Variation found in rates of restraint and seclusion among students with a disability

The restraint and seclusion of individuals—practices usually associated with highly restrictive environments—are extreme responses to student behavior used in some public schools. In this brief, authors Douglas Gagnon, Marybeth Mattingly, and Vincent Connelly report that restraint and seclusion are used much more frequently on students with a disability than on students without a disability. In addition, the majority of U.S. school districts does not restrain or seclude students with a disability; 59.3 percent of districts report no instances of restraint, while 82.5 percent do not report a single instance of seclusion. However, a small proportion of districts report exceedingly high rates. The authors also find that low-poverty, low-diversity school districts use restraint and seclusion on students with a disability more than twice as often as high-poverty, high-diversity districts. The authors conclude that, overall, the relationships between restraint and seclusion rates, and disability type and school characteristics, warrant further research. This brief draws on data from the 2009–2010 Civil Rights Data Collection and the 2009 Small Area Income and Poverty Estimates

Restraint and Seclusion of Students With a Disability Continue to Be Common in Some School Districts Patterns Remain Relatively Consistent Despite Recent Policy Changes

In 2013, Carsey released a brief that analyzed rates of restraint and seclusion using a large, nationally representative data set of U.S. school districts. This brief, which analyzes a more comprehensive data set and the most current Civil Rights Data Collection, serves as a follow-up to the pre­vious brief. Authors Douglas Gagnon, Marybeth Mattingly, and Vincent Connelly report that, despite numerous states with revised policies related to seclusion and restraint in schools between 2009 and 2012, trends in the rates of restraint and seclusion of students with a disability in the United States remained relatively consistent between survey years. Low-poverty, low-minority districts are more likely to report high rates of restraint than are high-poverty, high-minority districts, although this trend in the most recent data is less pronounced than the trend found in the 2009−2010 data. In addition, restraint and seclusion are most common in cities and least common in rural places. The authors conclude that future research should examine the factors that lead to the use of restraint and seclusion in some schools, as well as what conditions lead to uptake of alternative approaches to managing challenging student behavior

A Demographic and Economic Profile of Duluth, Minnesota, and Superior, Wisconsin

In this brief, authors Andrew Schaefer, Marybeth Mattingly, and Douglas Gagnon present a demographic and economic profile of Duluth, Minnesota, and Superior, Wisconsin, with a specific focus on families with children. Analyzing data from the American Community Survey and U.S. Decennial Census on family income and poverty, they compare—wherever possible—conditions in Duluth and Superior to those in Minnesota, Wisconsin, and the nation as a whole. They report that, in both Duluth and Superior, poverty among families with children has increased substantially in the last 15 years; by 2010 and 2015, family poverty was higher in each city than across the nation or statewide. In St. Louis County, Minnesota—home of Duluth—low income families have experienced declines in their income over the past 40 years, while income has grown for more well-off families

State EITC Programs Provide Important Relief to Families in Need

In this brief, authors Douglas Gagnon, Marybeth Mattingly, and Andrew Schaefer discuss the estimated effects of state Earned Income Tax Credit (EITC) benefits on rates of poverty in 2010–2014 using the Current Population Survey Annual Social and Economic Supplement. They report that, on average, individuals in states with refundable state EITCs receive a 17.6 percent match of their federal EITC benefit, and the state supplement pulls an estimated 0.3 percent of these states’ combined populations out of poverty. Children receive the greatest benefit, as state EITCs reduce child poverty by 0.7 percentage point overall. Even those who remain poor after receiving state EITC benefits get a sizeable boost: on average these families receive $455, which amounts to 2.4 percent of their total family earnings. The authors also examined state EITC receipt by family characteristics, finding larger average benefits for metropolitan and non-white- and Hispanic-headed households. Arizona, Arkansas, Georgia, Nevada, and Texas would experience the greatest estimated reductions in child poverty rates if they were to adopt a state EITC

Federal EITC Kept 2 Percent of the Population Out of Poverty Greatest Poverty Reductions in Texas, North Carolina, and Arizona

This brief documents the proportion of Americans who would have been poor absent the Earned Income Tax Credit (EITC), all else being equal, across 2010–2014. It consists of a pooled sample using the Current Population Survey (CPS) Annual Social and Economic Supplement (ASEC) between the years of 2011–2015. Authors Douglas Gagnon, Marybeth Mattingly, and Andrew Schaefer examine Supplemental Poverty Measure (SPM) rates as well as hypothetical increases in the rates of poverty in the absence of federal EITC benefits. They report that the proportion of people who are poor in the United States as measured by the SPM would increase by two percentage points without EITC dollars. In addition, children are especially at risk of becoming poor without EITC benefits, as 1 out of every 25 would become poor without the EITC. The authors also highlight variability across states, noting that the federal EITC led to the greatest poverty reductions in the states of Texas, North Carolina, and Arizona

Exclusionary Discipline Highest in New Hampshire’s Urban Schools Suspension and Expulsion Found to Disproportionately Affect Disadvantaged Students

This research brief follows up on a joint Carsey/NH Kids Count publication from 2009. The 2009 study focused on larger disciplinary trends in New Hampshire schools and contextualized them in the policies, laws, and procedures that may have resulted in increased use of exclusionary discipline. The present study reports on rates of exclusionary discipline from 2010 through 2014 by school and student characteristics to better understand how and to what extent exclusionary discipline has been applied across the state in recent years. Authors Douglas Gagnon, Eleanor Jaffee, and Reeve Kennedy report that although rates of out-of-school suspension among secondary school students in New Hampshire are nearly as high as national trends, rates of expulsion are far below the national average. In urban secondary schools, the rate of in-school suspension is twice that of non-urban schools, while out-of-school suspension rates are three times higher. Male students, students of color, students eligible for free or reduced-price lunch, students with disabilities, and homeless students are more likely to experience exclusionary school discipline, although racial disparities appear to stem largely from the greater racial diversity at the urban schools that use this type of discipline at higher rates with all students. Statewide, 3.5 percent of New Hampshire’s middle and high school students are suspended out of school for a total of five days or more and/or expelled in a given year. Given the notably higher rates of use of exclusionary discipline in New Hampshire’s urban school districts, the authors recommend that school policies and environments be assessed for opportunities to reverse these trends and provide more students with consistent classroom time and instruction

A Profile of Youth Poverty and Opportunity in Southwestern Minnesota

Like many rural communities across the United States, Southwestern Minnesota (hereafter SW Minnesota; see Box 1) has an aging population, evidenced by a growing share of seniors and a declining share of children and young adults, particularly among the non-Hispanic white population. As the population ages, it is also becoming more diverse, as racial-ethnic minority population is far younger, on average, than the non-Hispanic white population and contains a disproportionate share of children and young adults. Much of the growth in diversity is driven by an expanding population of immigrants. These residents, typically in their young working-age years, often establish themselves in SW Minnesota and go on to have families of their own