Hidden in Plain Sight: The Silent Voices of America’s Third-Class Citizens

When compared to their peers, African American students fare poorly in the following three areas: attendance, student achievement, and disciplinary sanctions (Davis & Jordan, 1994; Fenning & Rose, 2007; Ford & Moore, 2013). California schools have committed to closing the achievement gap by making efforts to eliminate exclusionary practices hindering student access to socially relevant pedagogy; however, an examination of indicators of student success for young Black girls is needed to ascertain the effectiveness of PBIS (Positive Behavior Interventions and Supports) policies and practices (Robinett, 2012). Black girls are impacted socially and academically by the absence of disciplinary practices designed to bridge the achievement gap for all students, the failure of teachers to pedagogically connect with struggling populations, and the existing educator biases indicating a failure to socially connect with disenfranchised populations (Bradshaw et al., 2009). The deficiencies amongst educators have left young Black girls hidden in plain sight. This study seeks to determine if and how Positive Behavioral Interventions and Supports (PBIS) affects Black girls.

Enhancement and Standardization of a Universal Social-Emotional Health Measure for Students’ Psychological Strengths

Robust evidence links students’ positive mental health with academic achievement and provides a compelling rationale for developing and refining strength-based assessments. The Social Emotional Health Survey–Secondary (SEHS-S) assesses adolescents’ social and emotional skills and positive psychological dispositions. Previous studies provide reliability and validity evidence; nonetheless, there is a need for continued refinement and validation across diverse groups. The current study revised and standardized the updated SEHS-S-2020 to validate further its use in secondary schools (Grades 9–12) with a large, diverse adolescent sample. Study participants included 72,740 from 113 California schools (structural validation sample), 10,757 students from 15 randomly selected California schools (criterion validation sample), and 707 students from four additional California schools (test-retest sample). Data analyses examined structural validity, measurement invariance, criterion validity, internal consistency, and response stability. Results supported the SEHS-S-2020 validity across diverse groups of youth in various contexts. The discussion focuses on implications for assessing students’ psychosocial assets and universal school-based screening.

Use of Licensed Vocational Nurses in California Schools: A Descriptive Study

The demand for schools to provide complex health-care services for students with chronic conditions has induced districts to hire licensed vocational nurses (LVNs). Questions remain about how overlapping responsibilities and skills of nursing staff works to facilitate care. The purpose of this mixed-methods descriptive study was to examine the use of LVNs to identify factors related to the supports and impediments to school nurse (SN) practice. The sample consisted of members of the California School Nurse Organization, and methodologies consisted of an online survey and one-on-one interviews. LVNs perform duties within their scope of practice, allowing SNs time for activities related to the Framework for 21st Century School Nursing PracticeTM, confirming appropriate use, and alignment with National Association of School Nurses guidance on the utilization of LVNs. Identified areas of concern included role definition and orientation and supervision of the LVN. Insights into best practices for the effective addition of the LVN to the team are provided.

Dual Language Program Models and English Language Learners: An Analysis of the Literacy Results from a 50/50 and a 90/10 Model in Two California Schools

This paper examines the literacy results of English language learners (ELLs) in two California schools following either the 50/50 or the 90/10 dual language (DL) program model. The purpose of this paper is to provide a literature review of dual language programs with an analysis of two schools’ websites and literacy assessment data in order to determine the effectiveness of each program model in establishing strong foundational literacy skills and fostering the prolonged academic success of ELLs. California provides various options for the bilingual education of its increasing immigrant population. Under the umbrella of bilingual education, dual language programs aim to provide students with instruction in two languages which will allow them to become fully bilingual and develop biliteracy skills. The intended purpose of biliteracy is for students to demonstrate reading and writing proficiency in both instructional languages. Although California implements a variety of dual language program models, this paper provides an overview and comparison of the 50/50 and 90/10 models as they are implemented in two California schools with similar demographics. This paper provides an analysis of the English Language Arts/literacy results of ELLs under both program models as depicted on the California Assessment of Student Performance and Progress to determine which model is most effective in its literacy instruction of language minority students. The findings indicate that ELLs demonstrate higher levels of literacy proficiency under the 90/10 program model. These findings have implications for native language proficiency and the preservation of the mother tongue.

Impact of a Shared Tobacco Cessation Curriculum in California Schools of Pharmacy

Purpose: To characterize the long-term impact of a shared, evidence-based tobacco cessation curriculum (Rx for Change) on tobacco-related education in California schools of pharmacy (n=8). Methods: Faculty members responsible for teaching tobacco-related content completed a survey assessing implementation of tobacco education, curricular time devoted to tobacco, and teaching and assessment methods utilized. Using historical data, the total number of students trained since 2000 was estimated. Results: All schools utilized the shared curriculum, and in 2012–2013, a median of 435 minutes (range: 240–600 minutes) was devoted to tobacco-related content within required curricula. Between 2000 and 2013, an estimated 10,616 pharmacy students in California received Rx for Change training. Conclusion: After more than a decade, a shared tobacco cessation curriculum continues to be widely utilized and provides a strong foundation for legislative efforts to enhance pharmacists' scope of practice related to prescriptive authority for tobacco cessation.