Education and Literacy;Race and Ethnicity
The Tripartite Framework for Leadership Evaluation provides a comprehensive examination of the leadership evaluation landscape and makes key recommendations about how the field of leadership evaluation should proceed. The chief concern addressed by this working paper is the use of student outcome data as a measurement of leadership effectiveness. A second concern in our work with urban leaders is the absence or surface treatment of race and equity in nearly all evaluation instruments or processes. Finally, we call for an overhaul of the conventional cycle of inquiry, which is based largely on needs analysis and leader deficits, and incomplete use of evidence to support recurring short cycles within the larger yearly cycle of inquiry.
August 1970
Geographic Focus:
Children and Youth, Education and Literacy, Gay, Lesbian, Bi and Trans
For many students who identify as lesbian, gay, bisexual, or transgender (LGBT), school is a hostile environment that can negatively affect academic performance and personal well-being. One strategy that educators can employ to promote safe and affirming school environments is including positive representations of LGBT people, history, and events in the curriculum. Among the LGBT students in GLSEN's 2009 National School Climate Survey, attending a school with an
LGBT-inclusive curriculum was related to a less-hostile school experience for LGBT students as well as increased feelings of connectedness to their school communities. Despite these benefits, the vast majority of LGBT students do not have access to an inclusive curriculum.
August 1970
Geographic Focus: North America-United States
Children and Youth, Education and Literacy, Gay, Lesbian, Bi and Trans
For more than 20 years, GLSEN has worked to make schools safer for all students; it has sought specifically to reduce the bullying and harassment targeted at students' sexual orientation, gender identity, and gender expression. For lesbian, gay, bisexual, and transgender (LGBT) students across the country, violence and harassment experienced in school affect their ability to learn. Although schools in urban areas are typically regarded as more violent or dangerous than schools in other areas, findings from our National School Climate
Surveys consistently show that it is most often rural schools that may pose the greatest threats for LGBT students. It may be that community characteristics, such as religious and cultural traditions, income, and educational levels, influence individual beliefs and attitudes toward LGBT people in these areas. It may also be that a lack of positive LGBT-related school resources negatively affects LGBT students' school engagement and academic performance, particularly if they also experience bullying and harassment. Although research on the educational experiences of LGBT youth has grown considerably over the past 25 years, less is known about rural students specifically.
This research report examines the experiences of LGBT students in small town and rural areas on matters related to biased language in schools, school safety, harassment and victimization, educational outcomes, school engagement, and LGBT-related resources and support. It also examines the prevalence and utility of LGBT-related resources in rural schools. Finally, this report concludes by advocating for more intentional policies, measures, and programs that protect LGBT students.
August 1970
Geographic Focus: North America-United States
Children and Youth, Education and Literacy, Gay, Lesbian, Bi and Trans
In 1999, GLSEN identified the need for national data on the experiences of lesbian, gay, bisexual, and transgender (LGBT) students and launched the first National School Climate Survey (NSCS). At the time, the school experiences of LGBT youth were under-documented and nearly absent from national studies of adolescents.
For more than a decade, the biennial NSCS has documented the unique challenges LGBT students face and identified interventions that can improve school climate. The survey explores the prevalence of anti-LGBT language and victimization, the effect that these experiences have on LGBT students' achievement and well-being, and the utility of interventions in lessening the negative effects of a hostile school climate and promoting a positive educational experience. The survey also examines demographic and community-level differences in LGBT students' experiences.
The NSCS remains one of the few studies to examine the school experiences of LGBT students nationally, and its results have been vital to GLSEN's understanding of the issues that LGBT students face, thereby informing our ongoing work to ensure safe and affirming schools for all.
In our 2011 survey, we examine the experiences of LGBT students with regard to indicators of negative school climate:
- hearing biased remarks, including homophobic remarks, in school;
- feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression, or race/ethnicity;
- missing classes or days of school because of safety reasons; and
- experiencing harassment and assault in school.
We also examine:
- the possible negative effects of a hostile school climate on LGBT students' academic achievement, educational aspirations, and psychological well-being;
- whether or not students report experiences of victimization to school officials or to family members and how these adults address the problem; and
- how the school experiences of LGBT students differ by personal and community characteristics.
In addition, we demonstrate the degree to which LGBT students have access to supportive resources in school, and we explore the possible benefits of these resources, including:
- Gay-Straight Alliances (GSAs) or similar clubs;
- anti-bullying/harassment school policies and laws;
- supportive school staff; and
- curricula that are inclusive of LGBT-related topics.
Given that GLSEN has more than a decade of data, we examine changes over the time on indicators of negative school climate and levels of access to LGBT-related resources in schools.
August 1970
Geographic Focus: North America-United States
The 17th edition of Education Week 's Quality Counts continues the report's tradition of tracking key education indicators and grading the states on their policy efforts and outcomes. Each year, Quality Counts provides new results for a portion of the policy-and-performance categories that form the framework for the report's State-of-the-States analysis. The 2013 edition presents updated scores and letter grades, for the states and the nation as a whole, in three of the six major areas.
August 1970
Geographic Focus: North America-United States
Education and Literacy;Race and Ethnicity
Part of the Congressional Black Caucus Foundation's Breaking Barriers series, the report shows how states, districts, and schools systematically deny opportunity for black males through policies and practices regarding curriculum offerings, teacher preparation and compensation, discipline, and special education. The report issues a call for action and legal justification for Public Reciprocity in Education for Postsecondary Success (PREPS).
August 1970
Geographic Focus: North America / United States
Examines the growth of charter school management organizations, characteristics of students served, and use of resources; CMO practices; impact on students, including middle school test scores; and structures and practices linked to positive outcomes.
August 1970
Geographic Focus: North America-United States
Community and Economic Development, Education and Literacy, Parenting and Families
Based on focus groups with parents, explores why school turnaround options such as closing failing schools and replacing principals and staff provoke community opposition. Outlines ways for leaders to build trust, address concerns, and engage parents.
August 1970
Geographic Focus: North America-United States
