Report page 151

Our principal survey was administered online in English between February 5, 2025, and February 24, 2025.

Invited principals received multiple reminder emails to participate.

Participants received an incentive upon completion of the survey, which was scaled to correspond to the length of the survey ($1 per minute).

That is, those who received the longer survey received a $20 incentive, while those who received the shorter version received $15.

To minimize the likelihood that respondents would change their survey answers to receive the higher incentive, respondents were not told which pathway they were on or which survey items triggered each pathway.

Before going into the field, researchers identified two main goals for analysis. The first goal was to produce estimates that generalize to the national population of U.S. public school principals and the schools in which they serve.

The second goal was to facilitate comparisons in how schools operationalized their BTAM programs across three state policy contexts: (1) states that had early legislation (as of 2019), (2) states that encouraged BTAM use, and (3) other states.

Early legislation states (light blue) | WA, OR, NV, TX, MS, GA, FL, IL, MI, OH, PA, NY, CT, NH, KY, VA, MD, RI

States that encouraged BTAM use (purple) | MT, ID, ND, UT, CO, NE, KS, OK, NM, MO, AR, TN, IN, WV, NC, SC, VT, MA, NJ, DE

Other states (orange) | CA, AZ, WY, SD, MN, IA, WI, LA, AL, AK, HI, ME, DC

SOURCE: Features data compiled in 2019 by Child Trends and NASBE (2021).