Efeitos gerais nos distritos escolares do uso de dados em sala de aula

In the present study, an examination is conducted in three school districts of how data are used to improve classroom practice.  In doing so, we explore the effects that attitudes toward data, principal leadership, and computer data systems have on how data are used to affect classroom practice.  Findings indicate that educators are ambivalent about data: they see how data could support classroom practice, but their data use operates in the presence of numerous barriers.  Many of these barriers are due to principal leadership and computer data systems; these barriers often have negative effects on attitudes toward data and disrupt the progression from using data to inform classroom practice.  It is hypothesized that many of these barriers can be removed through effective district policies to improve structures and supports for using data.En el presente estudio, se examinan como tres distritos escolares usan datos para mejorar la práctica docente. Se exploraron que efectos tienen las actitudes hacia los datos, el liderazgo de los directores/as, y los sistemas de procesamiento de datos para modificar prácticas en el aula. Los resultados indican que los educadores son ambivalentes acerca de los datos: ven cómo los datos podrían apoyar prácticas en el aula, pero el uso de datos funciona en presencia de numerosas barreras. Muchas de estas barreras se deben al liderazgo de directores/as y a los sistemas de procesamiento de datos informáticos. Estas barreras suelen tener efectos negativos en las actitudes hacia los datos e interrumpen la incorporación de datos para mejorar prácticas en el aula. Se formula la hipótesis de que muchas de estas barreras pueden ser removidas a través de políticas distritales eficaces que mejoren las estructuras y brinden apoyos para el uso de datos.Neste estudo, examinamos como três distritos escolares utilizaram dados para melhorar a prática docente. Foram explorados os efeitos de atitudes em relação aos dados, a liderança dos/as diretores/as, e os sistemas de processamento de dados para alterar as práticas de sala de aula. Os resultados indicam que os educadores são ambivalentes respeito a o uso dos dados: observam como os dados podem apoiar as práticas de sala de aula, mas o uso de dados se faz na presença de muitas barreiras. Muitas dessas barreiras são devidas a liderança  dos/as diretores/as e aos sistemas e processamento de dados informáticos. Essas barreiras tendem a ter efeitos negativos nas atitudes com o uso dos dados e interrompem os processos de incorporar dados para melhorar as práticas de sala de aula. Se formula a hipótese de que que muitas dessas barreiras podem ser removidas através de políticas distritais eficazes que melhoram as estruturas e fornecendo suporte para o uso de dados

Factors Influencing Dropouts' GED & Diploma Attainment

This study examined correlates of degree attainment in high school dropouts. Participants were high school dropouts of Mexican American or non-Latino white descent who had no degree, a high school degree, or a GED certificate. This study was unique in that it accounted for sample bias of missing data through the use of multiple imputation, it considered students who had dropped out as early as 7th grade, and it was able to include variables found significant in previous research on returning dropouts. Logistic regression analyses identified a parsimonious set of factors which distinguished dropouts who held degrees (diploma or GED) from those who did not. Similar analyses were performed to distinguish participants who had attained diplomas from those who had attained GEDs. It was estimated that 59.2% of dropouts return to obtain high school credentials. School capability, age at dropout, and socio-economic status significantly predicted degree attainment. Presence of children, higher school capability and socio-economic status were associated with GED attainment, while later grade at dropout was associated with diploma attainment. These relationships did not vary by ethnicity, although degree attainment was less likely for Mexican American dropouts. The study concludes that dropping out is not the end of a student's education, and more research should be directed toward returning dropouts. Further, the focus of such research should be expanded to include a more positive and broader range of correlates

Efectos generales en los distritos escolares del uso de datos en el aula

In the present study, an examination is conducted in three school districts of how data are used to improve classroom practice. In doing so, we explore the effects that attitudes toward data, principal leadership, and computer data systems have on how data are used to affect classroom practice. Findings indicate that educators are ambivalent about data: they see how data could support classroom practice, but their data use operates in the presence of numerous barriers. Many of these barriers are due to principal leadership and computer data systems; these barriers often have negative effects on attitudes toward data and disrupt the progression from using data to inform classroom practice. It is hypothesized that many of these barriers can be removed through effective district policies to improve structures and supports for using data.----- ------ ----- En el presente estudio, se examinan como tres distritos escolares usan datos para mejorar la práctica docente. Se exploraron que efectos tienen las actitudes hacia los datos, el liderazgo de los directores/as, y los sistemas de procesamiento de datos para modificar prácticas en el aula. Los resultados indican que los educadores son ambivalentes acerca de los datos: ven cómo los datos podrían apoyar prácticas en el aula, pero el uso de datos funciona en presencia de numerosas barreras. Muchas de estas barreras se deben al liderazgo de directores/as y a los sistemas de procesamiento de datos informáticos. Estas barreras suelen tener efectos negativos en las actitudes hacia los datos e interrumpen la incorporación de datos para mejorar prácticas en el aula. Se formula la hipótesis de que muchas de estas barreras pueden ser removidas a través de políticas distritales eficaces que mejoren las estructuras y brinden apoyos para el uso de dato

Cigarette and Smokeless Tobacco Use among Migrant and Nonmigrant Mexican American Youth

Increase in smoking/tobacco-related diseases among the Hispanic population calls for an examination of its use among this population. This study examined the relationship between gender, level of cultural identification, migrant status, and grade level and tobacco use and perception of its harm among Mexican American youth. Results showed males more likely to use cigarettes (occasional and daily) and smokeless tobacco than females when grade, cultural identification, and migrant status of parents are held constant. No gender effect was found for lifetime cigarette use. The odds of using cigarettes and smokeless tobacco increase substantially across grades. Effects were found for Mexican American/Spanish and AnglolWhite American cultural identification and daily cigarette use. Youths who belonged to nonmigrant families or who identified with a traditional Mexican American/Spanish culture were more likely to consider regular tobacco use as harmful. These and other findings are discussed from the perspective of future research and prevention and intervention efforts