One in Eight: Deciding to Pursue a College-Going Possible Self in a High-Poverty High School

There is considerable research evidence suggesting that low-income, racial minority students value education and aspire for postsecondary educational attainment (Bloom, 2007; Destin & Oyserman, 2009; Wigfield & Eccles, 2002). However, their performance in school often does not align with those values and ambitions, as these students tend to underachieve in comparison with their higher-income, non-minority peers (Reardon, 2011), with particular gaps found in those attending schools of concentrated poverty (Rowan, 2011). This gap between educational ambition and attainment suggests that the experience of living and going to school in a high-poverty context could be related to the motivational processes driving these students to pursue college. Using a conceptual framework overlapping expectancy-value theory and possible selves, the present multiple case study of six Urban Public High School (UPHS) students aspiring to four-year college explored how they made decisions about pursuing their postsecondary ambitions. Participants’ descriptions of their pursuit of college revealed themes related to who they did and did not want to become in the future, and outlined their expectancies, values, and perceptions of costs associated with becoming a first-generation college student. Socializers in and out of school influenced students’ perceptions of possible selves and decision-making processes. Results revealed how avoidance possible selves motivated students’ pursuit of college, how social incongruence among peers at UPHS made the pursuit more challenging, and how students with high expectancies and values for going to college still sometimes doubted whether they would ultimately go. Theoretical and practical implications, as well as limitations of the study, are discussed

Unpacking Giftedness : Research and Strategies for Promoting Racial and Socioeconomic Equity

Giftedness as a construct continues to be contested in academia, in the classroom and around kitchen tables. It means different things to different communities and, as a result, acquiring the gifted label looks different around the country. Once labeled, student giftedness produces different responses depending on state and district guidelines. A constant among the patchwork of defining, identifying and responding to student giftedness, though, is a serious racial and economic disparity in who is considered gifted and who is not. This report provides key takeaways from research literature on gifted and talented (GT) programs. It is organized according to five questions: 1) What does it mean to be gifted? 2) Who receives gifted services? 3) Why does this matter? 4) What factors contribute to disparities in gifted services? and 5) What strategies help to address disparities in gifted education

Factors That Inhibit and Support the Work of School-Based Mental Health Providers

This research brief comes from the MERC Supporting Mental Health in Schools study. Launched in 2021 in the wake of the COVID-19 pandemic, this study explores research-based strategies for supporting mental health in PK-12 school settings, as well as the emotional and professional capacity of PK-12 faculty and staff in the MERC region to support the social and emotional wellness of their students. This brief shares takeaways from a systematic literature review that highlight the factors that inhibit and support the work of school-based mental health providers, including school counselors, school social workers, and school psychologists. It outlines the roles and responsibilities of these professionals, the challenges they face, and the factors that help facilitate their work. It concludes with a series of recommendations for practice, policy, and research

Cultural Diversity Professional Development in Schools Survey

This report presents findings from the Metropolitan Educational Research Consortium (MERC) Cultural Diversity Within Schools Survey. This survey was designed for school- based professionals (i.e., teachers, instructional staff, administrators) within the MERC region. Administered in the fall of 2018, the survey collected information about experiences of professional development related to cultural diversity, attitudes toward cultural diversity within schools, perceptions of barriers and opportunities, and perspectives on the need for professional development. Section 1 of the report discusses the context for this survey effort: increased cultural diversity in our schools, increased cultural mismatch between students and teachers, and multicultural education as a promising practice. This is followed in section 2 with information about the survey development and administration process. In section 3, we present the findings from the survey in several subsections that explore group comparisons and results related to the different topics covered in the survey. In section 4, we share recommendations for policy, practice and future scholarship. These recommendations are informed by the relevant literature as well as the results of the survey. The report also includes two appendices: Appendix A presents a full version of the survey, Appendix B provides detailed tables of survey results disaggregated by school division. A third appendix, Appendix C provides technical information about the survey methodology, and is available online

Digital Equity in the Time of COVID: Student Use of Technology for Equitable Outcomes

This issue brief is the third and final in a series published by the Metropolitan Educational Research Consortium (MERC) addressing digital equity in K-12 schools. It examines research regarding students’ use of and outcomes related to technology. Research finds that inequities exist in use and outcomes for students based on gender, language, ability, race, SES and other sociocultural factors. Based on these inequities, theoretical and practical recommendations are discussed

Administrator Feedback to Teachers

This brief from the Metropolitan Educational Research Consortium (MERC) curates peer-reviewed scholarship as well as state and school board policies in Virginia related to administrator feedback to teachers. It explores the following questions: 1) What is the purpose of administrators providing feedback to teachers? 2) How do administrators typically provide feedback to teachers? 3) How do teachers typically receive feedback from administrators? 4) What are research-based strategies for administrators to provide productive feedback to teachers? It concludes with key takeaways and recommendations for how administrators provide feedback to teachers

Emerging Issues and Innovations in Public PK-12 Education: Implications for Strategic Planning

This research and policy brief from the Metropolitan Educational Research Consortium (MERC) explores emerging issues and innovations that PK-12 school districts should consider when engaging in strategic planning. It includes a discussion of peer reviewed literature related to how PK-12 school districts engage in strategic planning, a thematic analysis of strategic plans across Virginia (as well as the largest school districts in the United States), and an exploration of Google trends related to prominent topics in PK-12 education over the previous five years. It explores the following questions: 1) How do PK-12 school systems engage in strategic planning?, 2) What are the priorities, goals, and strategies in strategic plans across Virginia and the country? 3) What trends in public PK-12 education should school districts consider in their strategic plans? The brief concludes with a series of key takeaways and recommendations for strategic planning in PK-12 school districts

Trends, Challenges, and Evidence-Based Strategies for School Dropout Prevention in Virginia

This MERC research and policy brief explores school dropout prevention by focusing on recent trends and research. It addresses the following questions: 1) What are recent trends in school dropout?2) What factors contribute to school dropout?3) What are the consequences and implications of school dropout?4) What are evidence-based strategies for school dropout prevention?5) What are federal, state, and division-level policies related to school dropout prevention in the MERC region? It concludes with a series of key takeaways and recommendations