Plains Research Consortium

Overview: Prior to Virginia’s January 1, 2025, cell phone policy implementation, we partnered with a school district to understand its impact. In December 2024, we surveyed the district's middle and high school teachers to collect baseline data and query teachers’ views of the new policy. By large margins, teachers agree that cell phones are a distraction in class and support the new policy. Two schools had already implemented a version of the new cell phone policy. Unsurprisingly, teachers at these schools reported feeling more comfortable and prepared to implement the new cell phone ban from the state. Teachers wanted clear guidelines for implementation and consistent enforcement of consequences for students who violated the policy.

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Overview: A major leverage point in improving employment, consumer demand, and investment is through state investments in quality PK-12 education. Research is clear that areas with higher and more targeted investments see significant long-term returns in terms of economic capacity, human capital, wages, and tax revenue, along with a host of social benefits including a ‘multiplier effect’ on local jobs, increased property values, reduced social and judicial costs, and community revitalization. In short, “Jobs follow better schools.”

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Overview: Student weighted funding is the most widely used means to ensure schools have enough money to provide for the differing needs of students. However, research suggests the benefits of student weighted funding go well beyond adequate resources for specific-needs students, offering significant improvements in (1) general education programming; (2) more targeted and efficient usage of tax dollars, and (3) long-term benefits including higher property values, improved business investments, and lower social costs. While there are considerable differences in how effective student weighted formulae are, they provide the capacity for a more efficient and calibrated use of tax dollars with community-wide benefits.

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Since 2011, Auburn University’s College of Education has led the Global Studies in Education: South Korea program, providing over 85 Alabama educators with direct exposure to Korean culture and educational practices. This 10-day experience helps educators build cultural understanding, which in turn strengthens their teaching practices and their ability to connect with students from different cultural and linguistic backgrounds. Evaluation results show that participants return with new insights and skills that improve how they engage with students and families from international backgrounds. Expanding these types of global learning opportunities is a valuable investment in preparing educators to meet the needs of today’s classrooms and prepare students for a globally connected future.

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This brief highlights the need to prepare pre-service teachers (PSTs) to effectively teach computer science (CS) at the K–6 level. In response to Alabama’s Computer Science Bill (Act 2019-389), Auburn University developed a CS education course for PSTs in early childhood, elementary, and special education programs. Survey data from nearly 200 PSTs show that while over 84% support the state policy, many initially lacked confidence in their CS knowledge and teaching ability. However, after completing the required course, PSTs reported significant gains in both knowledge and confidence, and a more positive perception of CS education. These findings emphasize the importance of integrating CS training into teacher preparation programs and the need for continued policy support to ensure all students benefit from early exposure to CS.

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