COVID-19 and the State of K-12 Schools: Results and Technical Documentation from the Fall 2020 American Educator Panels COVID-19 Surveys

Kaufman, Julia H.; Diliberti, Melissa Kay; Hunter, Gerald P.; Grant, David; Hamilton, Laura S.; Schwartz, Heather; Setodji, Claude Messan; Snoke, Joshua; Young, Christopher C.

doi:10.7249/rra168-5

Cited by 14 publications

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“…The 2022 SoT and SoP surveys measured educator well-being, working conditions, and educators' intentions to leave their jobs using the same items and topics as the 2021 SoT; the surveys also relied on the same source material. In addition, we drew on the RAND survey of teacher leavers to develop other items about educators' intentions to leave their jobs (Diliberti, Schwartz, and Grant, 2021), and we measured educator resilience using a subset of items from the Brief Resilience Scale (Smith et al, 2008).…”

Section: Survey Contentmentioning

confidence: 99%

“…Your Career as a Principal NOTE: Only respondents who indicated that they are "taking early retirement," "taking a new job as a principal at a different school," "taking a job outside of the principalship in the education field," "taking a job outside the education field," "taking a break from working," or "other" from the previous item (Table 4.27) were asked to respond to this item. Some items were adapted from the RAND COVID-19 surveys (Diliberti, Schwartz, and Grant, 2021) and the NTPS (NCES, 2017b). n = 305.…”

Section: Response Option Weighted Percentagementioning

confidence: 99%

“…NOTE: Only respondents indicating that they are "taking early retirement," "taking a new job with the same position but at a different workplace," "taking a new position within the same field at a different workplace," "taking a job outside of my current field," "taking a break from working," or "other" from Table 5.30 were asked to respond to this item. Some items were adapted from the RAND COVID-19 survey (Diliberti, Schwartz, and Grant, 2021) and the NTPS (NCES, 2017b). n = 96.…”

Section: Somewhat Disagree 13mentioning

confidence: 99%

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State of the American Teacher and State of the American Principal Surveys: 2022 Technical Documentation and Survey Results

2022

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The American Educator Panels are nationally representative samples of teachers, school leaders, and district leaders across the country. In the reports that accompany this technical documentation, we sampled from the American Teacher Panel (ATP) to administer the State of the American Teacher (SoT) survey. We also sampled from the American School Leader Panel (ASLP) to administer the State of the American Principal (SoP) survey. The SoT and SoP surveys examine teachers' and principals' reports on several topics. Topics in the SoT and SoP surveys included teachers' and principals' well-being (e.g., job-related stress, depression, burnout); school climate (e.g., physical safety; teacher/principal voice; staff diversity, equity, and inclusion); teachers' and principals' working conditions this school year (e.g., instructional mode; hours worked; coronavirus disease 2019 [COVID-19] mitigation policies; beliefs about the teaching of race, racism, and bias); and teachers' and principals' careers as educators (e.g., preparation, retention, decisions to exit). Teachers were also asked about policies that they believed would be effective for recruiting, hiring, and retaining educators of color. Principals were also asked a series of questions about their preparation to respond to political topics in their schools.We sampled from RAND's American Life Panel (ALP) to administer a companion survey to working adults in the general U.S. population that addressed topics that are similar to those in the SoT and SoP surveys. In addition, we convened a virtual panel of 14 experts in teacher workforce policy and practice to prioritize the recruitment and retention policies that are most important and practical for districts, schools of education, or state education agencies to enact in the short and long term.In this technical report, we provide more detail about the data, samples, and methodology for the SoT, SoP, and ALP companion survey. We also present the results of the survey questions. The SoT survey was completed by 2,360 ATP members, the SoP survey was completed by 1,540 ASLP members, and the ALP companion survey was administered to 500 ALP members in January and February 2022. We also describe attendance and the format of the virtual expert panel on diversifying the teacher workforce. RAND Education and LaborThis study was undertaken by RAND Education and Labor, a division of the RAND Corporation that conducts research on early childhood through postsecondary education programs, workforce development, and programs and policies affecting workers, entrepreneurship, and financial literacy and decisionmaking. The findings and implications we

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Section: Survey Contentmentioning

confidence: 99%

Section: Response Option Weighted Percentagementioning

confidence: 99%

Section: Somewhat Disagree 13mentioning

confidence: 99%

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State of the American Teacher and State of the American Principal Surveys: 2022 Technical Documentation and Survey Results

2022

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“…Secondary Principals' Top Stressors Included Supporting Teachers' and Students' Well-Being and Navigating Pandemic-Related Challenges Since the beginning of the COVID-19 pandemic, principals have expressed concerns about students' social and emotional well-being and attendance, the difficulties of implementing COVID-19 mitigation measures and remote-learning options, and the challenges of changing their school's instructional model (e.g., from in person to remote) in response to local case rates (Hamilton, Kaufman, and Diliberti, 2020). In March and April 2021, most principals were stressed about three main areas of responsibility:…”

Section: Figurementioning

confidence: 99%

“…According to the 2015-2016 National Teacher and Principal Survey, 16 percent of principals somewhat or strongly agreed that the stress and disappointments involved in being a principal were not worth it, and 25 percent somewhat or strongly agreed that, if they could get a higher-paying job, they would leave their job as soon as possible. 2 These percentages rose to 27 and 43 percent, respectively, in fall 2020 (Kaufman et al, 2020).…”

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confidence: 97%

The Well-Being of Secondary School Principals One Year into the COVID-19 Pandemic

2022

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his Data Note describes findings from a nationally representative sample of secondary school principals about their well-being and job-related stressors one year into the coronavirus disease 2019 (COVID-19) pandemic. 1 Understanding principals' views on these topics at a national level can help education leaders and policymakers identify ways to support principal wellness, reduce job-related stress, and improve job satisfaction, performance, and retention. Effective principals are critical for improving student achievement. They do so by creating an environment that is conducive for learning, improving teachers' working conditions, and hiring, developing, and retaining effective teachers (Burkhauser, 2017;Grissom, Egalite, and Lindsay, 2021;Grissom, Loeb, and Master, 2013). Principals face numerous challenges and pressures in their jobs and play multiple roles as instructional leaders and operational managers (Lashway, 2003;Wells and Klocko, 2015). Principals carry out these varied roles in an increasingly complex environment that involves the pressure of high-stakes accountability policies, multiple reform efforts, changing student demographics, reduced resources, and limited autonomy (Wells

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COVID-19 and U.S. Schools: Using Data to Understand and Mitigate Inequities in Instruction and Learning

Hamilton¹,

Ercikan²

2021

Primary and Secondary Education During Covid-19

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Shortly after the COVID-19 pandemic arrived in the United States, schools across the country had to enact significant, rapid changes to their instructional models, and schools varied widely in their access to the resources needed to support these efforts. Researchers across the U.S. quickly launched surveys, website reviews, and other data-collection methods to document these shifts. In this chapter, we draw on this research to describe the U.S. K-12 educational context, the policies states adopted, the practices and resources schools offered, and the potential effects on students’ academic, social, and emotional learning. In these discussions we draw particular attention to inequities in educational opportunities across schools serving different student populations. We then discuss how different sources of data will be needed to help identify educational needs and mitigate disparities in instruction and learning post-pandemic.

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COVID-19 and the State of K-12 Schools: Results and Technical Documentation from the Fall 2020 American Educator Panels COVID-19 Surveys

Cited by 14 publications

References 0 publications

State of the American Teacher and State of the American Principal Surveys: 2022 Technical Documentation and Survey Results

State of the American Teacher and State of the American Principal Surveys: 2022 Technical Documentation and Survey Results

The Well-Being of Secondary School Principals One Year into the COVID-19 Pandemic

COVID-19 and U.S. Schools: Using Data to Understand and Mitigate Inequities in Instruction and Learning

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