Key data points from the 2020–21 CRDC are below and highlighted in one or more of the data reports or snapshots.K-12 students reported to school employees over 42,500 allegations of harassment or bullying on the basis of sex, sexual orientation, race, disability, or religion.
Forty percent of allegations of harassment or bullying was on the basis of sex, 29% was on the basis of race, 19% was on the basis of sexual orientation, 9% was on the basis of disability, and 3% was on the basis of religion.
Student reports of being harassed or bullied differed by race and sex.
Black students represented 15% of K-12 enrollment, but 37% of students who reported being harassed or bullied on the basis of race.
White students represented 46% of K-12 enrollment but 68% of students who reported being harassed or bullied on the basis of sex, and 70% of students who reported being harassed or bullied on the basis of disability.
American Indian or Alaska Native students represented 1% of K-12 enrollment, but 2% of students who reported being harassed or bullied on the basis of race, sex, or disability.
Boys were overrepresented in reports of being harassed or bullied on the basis of race or disability. Girls were overrepresented in reports of being harassed or bullied on the basis of sex.
School OffensesDistricts reported approximately 274,700 incidents of school offenses.
The majority of incidents (78%) were threats of physical attack without a weapon.
Public schools reported over 3,000 incidents of rape or attempted rape and sexual assault (other than rape).
About 180 schools (less than 1%) reported at least one incident involving a school shooting, and about 100 schools (less than 1%) reported a homicide of a student, faculty member, or staff member.
Student DisciplineAbout 786,600 students in K-12 received one or more in-school suspensions, about 638,700 received one or more out-of-school suspensions, and about 28,300 received an expulsion.
Compared to their overall enrollments, Black boys and girls, White boys, and boys of two or more races were overrepresented among K-12 students who were suspended and expelled.
Both White and Black boys were overrepresented in K-12 school discipline outcomes, but Black boys were nearly two times more likely than White boys to receive an out-of-school suspension or an expulsion.
When considering their overall enrollment, K-12 students with disabilities were also overrepresented in discipline outcomes.
Students with disabilities represented 17% of K-12 student enrollment but accounted for 29% of students who received one or more out-of-school suspensions and 21% who received expulsions.
The nation’s public school districts referred approximately 61,900 K-12 students to law enforcement, and about 14% of those referrals resulted in school-related arrests. These disciplinary actions differed by students’ race/ethnicity and disability.
Black students represented 15% of K-12 student enrollment, but 18% of students referred to law enforcement and 22% of students subjected to a school-related arrest.
White students represented 46% of K-12 student enrollment, but 55% of students referred to law enforcement and 47% of students subjected to a school-related arrest.
Students with disabilities represented 17% of K-12 student enrollment, but 27% of students referred to law enforcement and 28% of students subjected to a school-related arrest.
Approximately 52,800 K-12 students were physically restrained, mechanically restrained, and/or placed in seclusion at schools.
Boys, Black students, students of two or more races, and students with disabilities who received services under IDEA were subjected to restraints and seclusion at higher percentages than their overall K-12 enrollments.
Boys represented 51% of K-12 student enrollment, but 83% of students physically restrained, 82% of students mechanically restrained, and 82% of students secluded.
Black students represented 15% of the K-12 student enrollment, but 21% of students physically restrained, 42% of students mechanically restrained, and 19% of students secluded.
Students of two or more races were 4% of K-12 student enrollment yet accounted for 7% of students physically restrained and 7% of students secluded.
Students with disabilities who received services under IDEA represented 14% of K-12 student enrollment but accounted for 81% of students physically restrained, 32% of students mechanically restrained, and 75% of students secluded.
More than half of high schools nationwide do not offer calculus or computer science.
Some student groups have fewer opportunities to access courses.
Approximately 35% of high schools with high enrollments of Black and Latino students offered calculus, compared to 54% of high schools with low enrollments of Black and Latino students.
About 40% of schools with high enrollments of Black and Latino students offered computer science courses, compared to 54% of schools with low enrollments of Black and Latino students.
Student enrollment in Advanced Placement (AP) courses differed by race or ethnicity.
Black students represented 15% of students enrolled in high school, but 10% of students enrolled in AP computer science, 8% of students enrolled in AP science, and 6% of students enrolled in AP mathematics.
Latino students represented 27% of students enrolled in high school, but 20% of students enrolled in AP science, 20% of students enrolled in AP computer science,and 19% of students enrolled in AP mathematics.
White students represented 48% of students enrolled in high school, 53% of students enrolled in AP mathematics, 51% of students enrolled in AP science, and 44% of students enrolled in AP computer science.
Asian students represented 5% of all high school enrollment, 17% of student enrollment in AP science, 17% of student enrollment in AP mathematics, and 22% of student enrollment in AP computer science.
Many students, particularly students of color, did not have access to certified teachers and school counselors.
Approximately 522,400 students, or 1% of overall student enrollment, attended public schools where fewer than half of the teachers met all state certification requirements. Of students attending those schools, a majority (66%) were Black and Latino students.
Ninety-six percent (96%) of high school students had access to at least one school counselor.
Four percent (4%) of high school students attended schools with no school counselors.
7 million students attended a school with a school law enforcement officer (SLEO) or security guard, but without a school counselor.
Native Hawaiian and Other Pacific Islander students and American Indian or Alaska Native students were 1.4 times more likely than White students to attend a school with an SLEO or security guard but no school counselor.
Black students and students of two or more races were 1.2 times more likely attend these schools compared to White students.
For the first time, for the 2020-21 school year, schools were required to report data on students’ access to the Internet and devices at schools. Students’ Internet access varied from state to state.
Kentucky, Maryland, North Carolina, Virginia, and West Virginia reported that 99% or more of their schools were connected to the Internet.
The states reporting the lowest percentage of schools connected to the Internet were Florida (66%) and Alaska (52%).
Eighty-seven percent of schools reported allowing students to take home school-issued devices.
The Department’s data reports and snapshots are available here and listed below.
Student Discipline and School Climate in U.S. Public Schools highlights data from the 2020–21 CRDC on student discipline, such as suspensions, expulsion, referrals to law enforcement, school-related arrests, and corporal punishment; student harassment or bullying; and incidents of offenses.
The Department will release additional data reports and snapshots on key topics such as student access to courses and programs and data specific to English learner students and to students with disabilities.
NEWTON, Mass.–(BUSINESS WIRE)–In an era of both ongoing job uncertainty and rapid-fire advancements, working Americans are thinking more about their education, job security, and future career goals. Collectively, this is fueling how and when they enter the workforce, as well as what they want from employers to achieve what is ultimately mutually beneficial upskilling.
“For employers, the Education Index findings are both a warning sign and a roadmap”Post this
According to the third annual Education Index, commissioned by EdAssist by Bright Horizons (NYSE:BFAM) and conducted by The Harris Poll, upskilling is firmly top of mind with 77% of workers interested in developing new skills or pursuing additional education. Yet the desire to avoid large amounts of debt has many prioritizing return-on-investment over prestigious degrees, choosing to work for employers willing to cover a portion of the cost. In fact, nearly half (48%) say that they would prefer to forego the typical education-to-career path, opting instead to enter the job market in a less advanced job and then receive an employer-sponsored education later. Additionally, 65% say the days of needing a traditional college degree to get a good job are over, with 77% believing other forms of education like certifications and online courses offer more “bang for your buck” than a traditional college degree.
Improving educational and life outcomes for young people must be guided by a clear, coherent vision that articulates the knowledge, skills, and dispositions students need to be successful and how state and local leaders will provide the resources to ensure students are able to succeed. A shared whole child vision, created by a diverse, representative set of stakeholders, is essential for communicating the need for a systemic, collaborative approach to meeting the needs of every child.
A whole child vision can also deter states from advancing policy affecting children and youth in a piecemeal manner. When various agencies and educational entities work separately, this can lead to inefficiencies, redundancies, and at worst, policies that directly contradict one another. In contrast, a shared vision that has broad stakeholder buy-in provides clear direction for state policymakers in developing and adopting legislation, budgets, guidance, and regulations and in analyzing existing policies and practices for alignment with the vision. A clear, coherent vision sets a precedent for cross-agency coordination, streamlining of services, and the creation of shared learning opportunities to more effectively support children and youth.
A statewide whole child vision, tied to a statewide data system that measures both system inputs (e.g., funding, access to pre-k, high-quality academic curricula and supports, effective teaching, and expanded learning opportunities) and youth outcomes, can also provide a necessary tool for policymakers to assess existing systemic inequities and develop plans to erase them.
To set a whole child vision, states can do the following:
1Convene a diverse set of stakeholders to develop a statewide whole child vision
2Assess conditions for learning and development for children and youth
3Establish coordinating bodies to advance the whole child vision through children and youth cabinets and strategic task forces to identify current state capacity and needs and provide guidance to support service provisionRead more here
The Whole Child Policy Toolkit gives state policymakers and education leaders a set of strategies, tools, and resources to advance whole child policy.
Final language in the new law leaves an open question about whether private as well as public facilities are eligible for the funding.
— Read on www.civilbeat.org/
