David De Jong

In a state that ranks 23rd in childhood obesity, 28th in adult obesity, and has an obesity trend that continues to climb, South Dakota does not have required state wellness policies addressing consumption of water, nutrition standards, or quality of foods (The State of Obesity 2017: Better Policies for a Healthier America, 2017). Specific language, requirements, and strategies need to be established to address these areas that are lacking, and an emphasis and awareness should be placed on an overall healthier lifestyle specifically targeting increased water consumption, nutrition standards, and quality of food options in schools. Leaders in education have the responsibility to help educate the whole child, which includes outlining the dangers and potential side effects of childhood obesity along with providing strategies, support, and education in nutrition and healthy living.

Salary differences between male and female superintendents start at the beginning of their careers and continue throughout employment (Biasi & Sarsons, 2022; Blau & Kahn, 2017). This practice draws attention to the lack of gender equity, as evidenced by the unequal distribution of power, wealth, and benefits between males and females employed in this profession (Parmer, 2021). Salary negotiations provide an opportunity to improve resources, tasks, and monetary compensation (Sӓve-Sӧderbergh, 2019). While men readily self-promote and negotiate, women are less likely to engage in these practices (Northouse, 2019). Literature suggests five topics attributable to women’s performance during negotiations: gender differences, beliefs, relationships, norms and stereotypes, and other reasons (Kugler et al., 2018; Odell, 2020; Reif et al., 2019; Reyes et al., 2021; Seligman et al., 2018; Stevens & Whelan, 2019). Addressing strategies associated with gender differences and their impact on negotiations is beyond the scope of this brief. However, it is appropriate to examine salary transparency as a potential solution to the issue of pay disparity. Nebraska’s Superintendent Pay Transparency Act (NSPTA) establishes stipulations and expectations regarding the publication of superintendent contracts (Gessford, 2014), providing visibility into compensation practices for the profession. Other Midwest states do not have such a robust policy.

This study examined why schools and districts transitioned from traditional education systems to competency-based, the challenges and benefits school experienced, and characteristics needed in a leader for the shift in education. The study used a quantitative approach informed by survey and correlational research. The participants in this study included 39 K-12 administrators from across the United States. Based on the results of this study, superintendents should transition their districts and schools from traditional based education to CBE for three reasons. First and foremost, we are struggling to meet the needs of our students. Second, student achievement is low in our schools. Finally, we must prepare our students for their future, not the future we prepared for when we were students.

This study explored possible success factors for passing the Registered Health Information Administration (RHIA) certification exam. According to the American Health Information Management Association (AHIMA), only 70 percent of first-time test-takers passed the RHIA exam in 2019. A literature review offered insight into factors related to passing certification exams. Sources included existing, relevant peer-reviewed and published literature since 1990 within 87 educational and health/medicine databases and 62 other articles and journal databases available at the University of South Dakota library. A correlational design was used in the study. Data was retrieved from AHIMA, cleaned, and binary logistic regression analysis was completed. A significant relationship was identified between having a prior credential, such as the Registered Health Information Technician (RHIT) credential and passing the RHIA exam. This new information will help improve pass rates, advance the HIM field research base, and help students improve their odds of passing the RHIA exam.

This study explored possible success factors for passing the Certified Health Data Analyst Administration (CHDA) certification exam. According to the American Health Information Management Association (AHIMA), in 2019, only 10 percent of first-time test-takers passed the CHDA exam. Literature review offered insight into factors related to passing certification exams. Sources included existing, relevant peer-reviewed, and published literature since 1990 within 87 educational and health/medicine databases and 62 other articles and journal databases available at the University of South Dakota library. A correlational design was used in the study. Data was retrieved from AHIMA, cleaned, and data analysis was completed using binary logistic regression analysis. The CHDA study results indicate that candidates between ages 30 and 49 are less likely to pass the exam than those ages 50 and above, and those candidates with a master's degree are more likely to pass the exam than those with an associate or bachelor's degree. This new information will help improve the exam pass rates, provide a foundation for CHDA exam research, and add new knowledge in the HIM professional body of research.

This study explored possible success factors for health information management certification exams. Based on the American Health Information Management Association (AHIMA) website, in 2018 and 2019, only 70 percent of first-time test takers passed the Registered Health Information Administrator (RHIA) exam; 26 percent passed the Certified Health Data Analyst (CHDA) exam in 2018; and only 10 percent passed the Certified Health Data Analyst exam in 2019. A quantitative systematic review and meta-analysis offered insight into factors related to passing certification exams. Sources included existing, relevant peer-reviewed and published literature since 1990 within 87 educational and health/medicine databases and 62 other articles and journal databases available at the University of South Dakota library. Outcomes from the systematic review include illumination of factors for passing health information management, healthcare, and education certification exams. Ultimately, this new information will help improve pass rates on certification exams.

Dual or two-way immersion programs utilize two languages of instruction to promote bilingualism and biliteracy. This study examined the impact of dual language instruction on the reading achievement and language acquisition of English language learners (ELs.) at the elementary level in a public-school district in a Midwestern state. The school population included 778 students in which 400 students were enrolled in the dual language program (327 ELs., 73 native English speakers) and 378 students were enrolled in a traditional setting (225 ELs., 153 native English speakers). A one-way analysis of variance (ANOVA) was used to compare the means of reading scores of dual languages and of English-only students with no statistically significant effect found. A factorial two-way ANOVA was conducted to compare the means of reading subtest percentile scores, and statistically significant differences were found at the .05 level for the Prereading/Early Reading and Instruction subtests. The results of this study support that bilingual instruction through a 50:50 Dual Language Model contributes to positive academic results in the areas of reading achievement and language acquisition for students at the elementary level. The researchers also found that dual language instruction is appropriate for both male and female students as differences in gender do not play a significant role in the reading achievement or English language acquisition of elementary age students participating in the dual-language program.

Language immersion programs are becoming more available as a form of school choice in both private and public education in the United States and beyond. While there is research on the benefits of immersion education regarding overall intelligence, there is still much skepticism as to why parents would place their child in an immersion program vs. a traditional program where all academics are taught in English. This study presents the data from two schools in the same school district in a Midwest state that took the bold move to create a stand-alone one-way Spanish full immersion school. This employed a quantitative approach, which used descriptive statistics to answer the research questions by comparing the two groups of students' scores to determine what differences in achievement existed between students taught in a traditional program in English, and those taught in a Spanish immersion program. The analysis shows that students educated in the immersion program scored statistically better than their similarly situated peers on the Smarter Balanced Assessment in mathematics and the Measure of Academic Progress in mathematics and reading. The analysis also showed the students educated in the immersion program performed better than their similarly situated peers on the Smarter Balanced Assessment in English language arts and the ABC District Writing Assessment, but statistical significance was not found. This finding may give parents the confidence they need to choose Spanish immersion for their child(ren) if this is an option in their district. While this study is based upon a one-way full immersion program, the findings may also apply to dual and two-way immersion programs where similar results may be achieved for English Language Learners educated in their native language as well as in English.

A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers’ perceptions regarding the flipped classroom and differences in teachers’ perceptions based on grade level and content area taught. A researcher-developed survey instrument was used to collect data from K-12 teachers that utilize a flipped classroom in Southwest and South Central Minnesota. Survey participants totaled 44, which included 27 high school teachers, 15 middle school teachers, and 2 teachers that identified as other. It was found that participants perceived that the flipped classroom creates time for varied instructional techniques, including active learning and higher order thinking, along with increased student-to-teacher interaction. The insights from the study inform teachers in the field about benefits and best practices in regard to the flipped classroom instructional model.

Despite the successful implementation of the Response to Intervention (RtI) framework in many elementary schools, there is little evidence of successful implementation in high school settings. Several themes emerged from the interviews of nine secondary principals, including a lack of knowledge and training for successful implementation, the ability to identify specific interventions in each tier but recognized the lack of a tiered intervention process, and the identification of barriers one would expect if implementing RtI at the secondary level. Secondary principals across the nation tend to become petrified with fear when presented with the thought of implementing the Response to Intervention (RtI) framework in their building. Why is it more difficult to implement RtI at the secondary level than the elementary level? What are secondary principals' perceived barriers of implementation of RtI? Do secondary principals have any advice for implementation of RtI at the secondary level? King, Lemons, and Hill (2012) challenged secondary principals to be pioneers in implementing RtI at the secondary level: " Schools will likely experience successes and failures as they move forward with implementation of