SCHOOL UNIFORMS AND STUDENT BEHAVIOR: IS THERE A LINK?

Whether or not schoolchildren exhibit better behavior in the context of wearing uniforms has been a long-standing area of debate in education. Nonetheless, there has been little empirical inquiry into the benefits or drawbacks of school uniform policies. To contribute new insights to the dialogue, the present investigation used nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 ( = 6,320) to examine students' social-behavioral and engagement outcomes across the elementary school years as a function of school uniform policies.

Going to sleep and going to school: Linking bedtime to student absenteeism.

Educators continuously regard health as being a major driver of school attendance. While physical health factors have been explored in regards to reducing student absenteeism, no attention has been given to the role of bedtime. The present study explored associations between having a regular bedtime, the hour of going to sleep, and school start time to student attendance.

The Grade-Level and Cumulative Outcomes of Absenteeism.

Nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 (n = 14,370) were used to examine the grade-level and cumulative outcomes of school absenteeism between kindergarten and fifth grade for students' school performance in the United States. Students who were more frequently absent in any year of elementary school demonstrated lower academic, executive function, and socioemotional outcomes. Although there was little variation in the magnitude of associations across grade levels, there was evidence of cumulative associations.

Detailing New Dangers: Linking Kindergarten Chronic Absenteeism to Long-Term Declines in Executive Functioning.

Of all elementary school years, absenteeism is at its peak during kindergarten. Although much has been established about the effects of missing kindergarten school days on achievement, nothing has yet been established on absenteeism and executive function (EF) skills. Yet developing EF skills early in school is critical, and missed in-school time might have long-term implications.

Household wealth and adolescents' social-emotional functioning in schools.

This study attempts a two-part shift in educational research narrowly fixated on the socioeconomic determinants of student test-score performance. First, we focus on variations in how to measure wealth. Second, we move beyond achievement and focus on the wealth determinants of adolescents' social-emotional competencies.

New Teachers' Perceptions on Being Prepared to Teach Students With Learning Disabilities: Insights From California.

Including students with learning disabilities (SWLDs) in general education classrooms is a priority nationwide. Consequently, now more than ever before in our nation's history, university teacher education programs face increased responsibility to ensure general education teaching candidates receive adequate preparation to educate SWLDs. Many stakeholders believe that edTPA-a performance assessment used as a credential requirement-can be an important tool in helping to fulfill this goal.

Does Applied STEM Course Taking Link to STEM Outcomes for High School Students With Learning Disabilities?

Over the most recent two decades, federal policy has urged high schools to embed applied science, technology, engineering, and mathematics (STEM) courses into the curriculum to reinforce concepts learned in traditional math and science classes as well as to motivate students' interests and long-term pursuits in STEM areas. While prior research has examined whether these courses link to STEM persistence for the general student population, no work has examined the role of these courses for students with learning disabilities (LDs). This is a critical lapse, as these courses have been supported as being one path by which STEM material can become more accessible for students with diverse learning needs.