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Scholars have debated whether students' enrollment in private schools changes levels of racial segregation across urban school districts. The authors examine this issue by comparing the actual racial composition of schools with the racial composition of school-aged children living in the corresponding attendance areas. They do so by linking maps of school attendance boundaries with 2000 census data, the Common Core of Data, and the Private School Survey for the 22 largest U.S. school districts. The results show that public schools would be less racially segregated if all children living in a school district attended their neighborhood schools. In addition, private, magnet, and charter schools contribute to overall racial segregation within many school districts. The effects are particularly striking for segregation between white and Hispanic children. Finally, a few school districts with desegregation policies have succeeded in reducing racial segregation. The analyses contribute to debates regarding recent proposals to eliminate desegregation programs while simultaneously expanding \"free-market\" educational reforms that promote students' mobility across public, private, and charter schools. (DIPF/Orig.).

This study examines teachers’ perspectives on intellectual capital of schools and investigates how the school principal and the socioeconomic status of a school’s neighborhood influence intangible assets of the school community. This study used a sequential explanatory mixed design. Analysis of survey data was followed by in-depth interviews with eight teachers in Bursa. Turkey. Survey results revealed a high level of intellectual capital in schools, but schools located in low socioeconomic neighborhoods had lower intellectual capital. This study concluded that the gender of a school principal was not a highly significant factor in intellectual capital management. Providing insight into how school community collectively enhances or hinders the intellectual capital of schools, this study helps educational leaders build intangible assets for the greater community.

Recent worldwide epidemiological surveys of autism conducted in 37 countries are reviewed; the median prevalence of autism is .97% in 26 high-income countries. Methodological advances and remaining challenges in designing and executing surveys are discussed, including the effects on prevalence of variable case definitions and nosography, of reliance on parental reports only, case ascertainment through mainstream school surveys, innovative approaches to screen school samples more efficiently, and consideration of age in interpreting surveys. Directions for the future of autism epidemiology are discussed, including the need to systematically examine cross-cultural variation in phenotypic expression and developing surveillance programs.

We analyse response patterns to an important survey of schoolchildren, exploiting rich auxiliary information on respondents' and non-respondents' cognitive ability that is correlated both with response and the learning achievement that the survey aims to measure. The survey is the Programme for International Student Assessment (PISA), which sets response thresholds in an attempt to control the quality of data. We analyse the case of England for 2000, when response rates were deemed sufficiently high by the organizers of the survey to publish the results, and 2003, when response rates were a little lower and deemed of sufficient concern for the results not to be published. We construct weights that account for the pattern of non-response by using two methods: propensity scores and the generalized regression estimator. There is clear evidence of biases, but there is no indication that the slightly higher response rates in 2000 were associated with higher quality data. This underlines the danger of using response rate thresholds as a guide to quality of data.

Psychedelics can profoundly alter cognition and consciousness. Their use in Middle Eastern countries, including Iraq, is ambiguous. We aim to investigate psychedelic awareness and use among Iraqi and Polish medical students. We surveyed 739 university students from Poland (315) and Iraq (424) using 31 adapted questions from the European School Survey Project on Alcohol and Other Drugs (ESPAD). We conducted multivariable analyses based on binary logistic regression to identify the factors associated with psychedelic awareness and use. Most of the respondents were females (65.6%) and senior medical students (69.6%). Notably, the Polish students displayed a higher prevalence of psychedelic use (21.6% compared to 1.2%, p < 0.001), while the Iraqi participants exhibited a lower familiarity with psychedelics (p < 0.001). The multivariable model demonstrated a commendable level of statistical accuracy and satisfactorily conformed to the Hosmer–Lemeshow goodness-of-fit test (statistical accuracy = 91.61%, Nagelkerke R2 = 0.488, p-value = 0.848). Several factors emerged as correlates of increased psychedelic use, including lacking an intact religious belief system or commitment to its practice (OR = 7.26, 95% CI [2.33, 22.60]). Additionally, those who perceived a low risk associated with sporadic psychedelic use (3.03, [1.44, 6.36]) were likelier to engage in such behavior. Other factors included residing in Poland (2.82, [0.83, 9.55]), maintaining positive attitudes toward psychedelics (2.49, [1.20, 5.14]), frequent social nightlife activities (2.41, [1.26, 4.61]), male gender (2.05, [1.10, 3.85]), and cigarette or tobacco smoking (2.03, [1.06, 3.86]). Significant disparities exist between Poles and Iraqis, influenced by religiosity, perceptions of the usage risks, geographical location, gender, attitudes toward psychedelics, parental leniency, and social freedom, especially concerning nightlife activities. Addressing the factors influencing psychedelic usage is paramount to responsible psychedelic engagement and culturally sensitive interventions to prevent misuse.

Why did you do this work?The Yorkshire and Humber Training Charter audit in 2021 noted areas of good practice, highlighted areas requiring focus and set out recommendations for improving the paediatric curriculum and implementing the principles of the Training Charter across Yorkshire and Humber. This audit aims to review the School’s progress in promoting the Training Charter in employing Trusts across the Region and to gain feedback to direct further areas of work.What did you do?A survey was created on Microsoft Teams using the same questions as in the 2021 audit. There were additional questions on feedback. The survey was circulated to PDiT and college tutors between March and August 2024. There were 36 respondents to the study.What did you find?Compared to the 2021 audit, fewer educational and clinical supervisors have up to the recommended professional activity (PA) time for supervision (25% (2024) vs 36.4% (2021). More than 75% of the hospitals included in the audit had a plan for short-term emergency and long-term staffing plans; however, the contents of the policy and methods were variable, and this could be an opportunity for sharing ideas.There was increased involvement of PDiT in the Junior Doctor Forums, and some training units had taken on board recommendations from the previous audit, such as regular minuted meetings between PDiT and consultants.While teaching is varied, local teaching is unfortunately rarely bleep-free, and workload remains a barrier to local teaching. There have been positive efforts to integrate regional teaching days into the rota at the start of the rotation and include Supporting Professional Activity (SPA) time in the Rota, which is an area of good practice.Feedback was first audited in this round and varied across the region. Globally, it was felt to be average. The issue of clarity on who to ask for feedback was mainly noted by respondents at training entry points, highlighting a need for emphasis on how to get feedback on induction days.What does it mean?The good practice and induction document produced following the 2021 audit has been shared with PDiT and college tutors, leading to more discussions on the Training Charter. These discussions centred on the need for a collaborative effort between the senior training committee and PDiT to improve training experience, encouraging new ways of working such as self-rostering and highlighting areas of good practice rather than criticising training units have been relevant in the improvement noted in some previously measured indices. It is essential to maintain these discussions and continue to share good practices among training units.There has been a clear desire for more feedback, and this audit result and, GMC National Training Survey reports will be used to map further development plans.

This study assessed the accuracy of telephone and Internet surveys of probability samples and Internet surveys of non-probability samples of American adults by comparing aggregate survey results against benchmarks. The probability sample surveys were consistently more accurate than the non-probability sample surveys, even after post-stratification with demographics. The non-probability sample survey measurements were much more variable in their accuracy, both across measures within a single survey and across surveys with a single measure. Post-stratification improved the overall accuracy of some of the non-probability sample surveys but decreased the overall accuracy of others.

Why did you do this work?The Yorkshire and Humber Training Charter audit in 2021 noted areas of good practice, highlighted areas requiring focus and set out recommendations for improving the paediatric curriculum and implementing the principles of the Training Charter across Yorkshire and Humber. This audit aims to review the School’s progress in promoting the Training Charter in employing Trusts across the Region and to gain feedback to direct further areas of work.What did you do?A survey was created on Microsoft Teams using the same questions as in the 2021 audit. There were additional questions on feedback. The survey was circulated to PDiT and college tutors between March and August 2024. There were 36 respondents to the study.What did you find?Compared to the 2021 audit, fewer educational and clinical supervisors have up to the recommended professional activity (PA) time for supervision (25% (2024) vs 36.4% (2021). More than 75% of the hospitals included in the audit had a plan for short-term emergency and long-term staffing plans; however, the contents of the policy and methods were variable, and this could be an opportunity for sharing ideas.There was increased involvement of PDiT in the Junior Doctor Forums, and some training units had taken on board recommendations from the previous audit, such as regular minuted meetings between PDiT and consultants.While teaching is varied, local teaching is unfortunately rarely bleep-free, and workload remains a barrier to local teaching. There have been positive efforts to integrate regional teaching days into the rota at the start of the rotation and include Supporting Professional Activity (SPA) time in the Rota, which is an area of good practice.Feedback was first audited in this round and varied across the region. Globally, it was felt to be average. The issue of clarity on who to ask for feedback was mainly noted by respondents at training entry points, highlighting a need for emphasis on how to get feedback on induction days.What does it mean?The good practice and induction document produced following the 2021 audit has been shared with PDiT and college tutors, leading to more discussions on the Training Charter. These discussions centred on the need for a collaborative effort between the senior training committee and PDiT to improve training experience, encouraging new ways of working such as self-rostering and highlighting areas of good practice rather than criticising training units have been relevant in the improvement noted in some previously measured indices. It is essential to maintain these discussions and continue to share good practices among training units.There has been a clear desire for more feedback, and this audit result and, GMC National Training Survey reports will be used to map further development plans

We study the relationship between school organizational contexts, teacher turnover, and student achievement in New York City (NYC) middle schools. Using factor analysis, we construct measures of four distinct dimensions of school climate captured on the annual NYC School Survey. We identify credible estimates by isolating variation in organizational contexts within schools over time. We find that improvements in school leadership especially, as well as in academic expectations, teacher relationships, and school safety are all independently associated with corresponding reductions in teacher turnover. Increases in school safety and academic expectations also correspond with student achievement gains. These results are robust to a range of threats to validity suggesting that our findings are consistent with an underlying causal relationship.

Evidence suggests that cyberbullying among school-age children is related to problem behaviors and other adverse school performance constructs. As a result, numerous school-based programs have been developed and implemented to decrease cyberbullying perpetration and victimization. Given the extensive literature and variation in program effectiveness, we conducted a comprehensive systematic review and meta-analysis of programs to decrease cyberbullying perpetration and victimization. Our review included published and unpublished literature, utilized modern, transparent, and reproducible methods, and examined confirmatory and exploratory moderating factors. A total of 50 studies and 320 effect sizes spanning 45,371 participants met the review protocol criteria. Results indicated that programs significantly reduced cyberbullying perpetration (g = −0.18, SE = 0.05, 95% CI [−0.28, −0.09]) and victimization (g = −0.13, SE = 0.04, 95% CI [−0.21, −0.05]). Moderator analyses, however, yielded only a few statistically significant findings. We interpret these findings and provide implications for future cyberbullying prevention policy and practice.