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Direct linkPatricia Campie; Anthony Peguero; Jonathan Scaccia; Allyson Pakstis; Brittany Cook – Journal of School Violence, 2024
This article presents the "Readiness for Solutions to Lower Violence Model (ReSOLV)" a model generated from Elinor Ostrom's Institutional Analysis Framework, as an alternative approach for adopting equitable and evidence-based strategies to reduce violence in schools and communities. The article explores application of the model within…
Descriptors: School Districts, Rural Urban Differences, School Safety, Safety
Download full textDhaliwal, Tasminda K.; Bruno, Paul – AERA Open, 2021
In the 2013-2014 school year, the state of California implemented a new equity-minded funding system, the Local Control Funding Formula (LCFF). LCFF increased minimum per-pupil funding for educationally underserved students and provided greater autonomy in allocating resources. We use the implementation of LCFF to enrich our understanding of rural…
Descriptors: Rural Urban Differences, Elementary Secondary Education, School Districts, Educational Finance
Salvatore Ioverno; Amy McCurdy; Stephen T. Russell – Prevention Science, 2024
Homophobic bullying constitutes a serious threat to adolescent well-being and could be understood as an ecological phenomenon, influenced by diverse school, regional, and community contexts. This study examined geographic variations in the relationship between school characteristics and homophobic bullying. Data from 2244 California schools,…
Descriptors: Geographic Location, Institutional Characteristics, LGBTQ People, Sexuality
Grasley-Boy, Nicolette M.; Gage, Nicholas A.; Lombardo, Michael; Anderson, Lucas; Rila, Ashley – Rural Special Education Quarterly, 2022
Evidence suggests that implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) with fidelity can reduce behavior problems in schools and, concomitantly, the use of school suspensions. Few studies have explored differences in SWPBIS implementation fidelity and outcomes between rural and urban schools, but research suggests…
Descriptors: Positive Behavior Supports, Program Implementation, Fidelity, Behavior Modification
Hurtt, Alexandria; Reed, Sherrie; Dykeman, Kramer; Luu, Justin – Policy Analysis for California Education, PACE, 2022
In the wake of COVID-19, the California legislature mandated that local educational agencies (LEAs) develop detailed Learning Continuity and Attendance Plans (LCPs) to address student learning and progress during the 2020-21 academic year. This brief summarizes results of an analysis of nearly 1,000 LCPs from public school districts across the…
Descriptors: COVID-19, Pandemics, Public Schools, Instruction
Hurtt, Alexandria; Reed, Sherrie; Dykeman, Kramer; Luu, Justin – Policy Analysis for California Education, PACE, 2022
As the COVID-19 crisis disrupted schooling, recovery efforts to ensure educational continuity in California included the adoption of Senate Bill 98, which mandated local educational agencies (LEAs) to complete Learning Continuity and Attendance Plans (LCPs). These plans act as critical snapshots of sensemaking in the midst of crisis; however,…
Descriptors: COVID-19, Pandemics, Public Schools, Instruction
