A Review of Disciplinary Interventions in K12 Public Education

As a part of the Achieving Racial Equity in School Disciplinary Policies and Practices study from the Metropolitan Educational Research Consortium, this literature brief offers an overview of school discipline interventions in K12 public education. This includes more punitive models that have been used in the past that have contributed to racial disparities in discipline outcomes, including corporal punishment and zero-tolerance policies. Additionally, this brief offers an overview of four prominent alternative approaches to school discipline: Trauma Informed Care, Positive Behavioral Interventions and Supports, Culturally Responsive Positive Behavioral Interventions and Supports, and Restorative Practices. The literature brief offers the history, theory of action, and evidence of effectiveness for each alternative discipline approach and offers a discussion of how to effectively implement them in schools. Implications for the Commonwealth of Virginia are discussed throughout the brief

Do Predictive Brain Implants Threaten Patient's Autonomy or Authenticity?

The development of predictive brain implant (PBI) technology that is able to forecast specific neuronal events and advise and/or automatically administer appropriate therapy for diseases of the brain raises a number of ethical issues. Provided that this technology satisfies basic safety and functionality conditions, one of the most pressing questions to address is its relation to the autonomy of patients. As Frederic Gilbert in his article asks, if autonomy implies a certain idea of freedom, or self-government, how can an individual be considered to decide freely if the implanted device stands at the inception of the causal chain producing his decisions? He claims that PBIs threaten persons’ autonomy by diminishing their post-operative experience of self-control. In this commentary, I wish to discuss this claim. Contrary to Gilbert, I will suggest that PBIs do not pose a significant threat to patient’s autonomy, as self-control, but rather to his/her sense of authenticity. My claim is that the language of authenticity, already introduced in the recent bioethical literature, may offer a better way to voice some of the concerns with PBIs that Gilbert recognized

Understanding Racial Inequity in School Discipline Across the Richmond Region

This report comes from the MERC Achieving Racial Equity in School Disciplinary Policies and Practices study. Launched in the spring of 2015, the purpose of this mixed- method study was to understand the factors related to disproportionate school discipline outcomes in MERC division schools. The study had two phases. Phase one (quantitative) used primary and secondary data to explore racial disparities in school discipline in the MERC region as well as discipline programs schools use to address them. Phase two (qualitative) explored the implementation of discipline programs in three MERC region schools, as well as educator and student perceptions of school discipline and racial disproportionality. This report shares findings from both phases of our study and offers numerous implications and recommendations for research, policy, and practice

A graph polynomial for independent sets of bipartite graphs

We introduce a new graph polynomial that encodes interesting properties of graphs, for example, the number of matchings and the number of perfect matchings. Most importantly, for bipartite graphs the polynomial encodes the number of independent sets (#BIS). We analyze the complexity of exact evaluation of the polynomial at rational points and show that for most points exact evaluation is #P-hard (assuming the generalized Riemann hypothesis) and for the rest of the points exact evaluation is trivial. We conjecture that a natural Markov chain can be used to approximately evaluate the polynomial for a range of parameters. The conjecture, if true, would imply an approximate counting algorithm for #BIS, a problem shown, by [Dyer et al. 2004], to be complete (with respect to, so called, AP-reductions) for a rich logically defined sub-class of #P. We give a mild support for our conjecture by proving that the Markov chain is rapidly mixing on trees. As a by-product we show that the "single bond flip" Markov chain for the random cluster model is rapidly mixing on constant tree-width graphs

New and Developing Research on Disparities in Discipline

This briefing paper describes the results of new research in the area of disciplinary disparities, and identifies remaining gaps in the literature that can guide researchers and funders of research. The brief is organized into two sections:1) What Have we Learned? Key New Research Findings describes research from leading scholars across the nation commissioned by The Center for Civil Rights Remedies at UCLA's Civil Rights Project with the support of the Collaborative, findings from projects supported by the Collaborative Funded Research Grant Program, and other new research on disproportionality in school discipline in the peer-reviewed literature.2) Future Research Needs describes gaps that remain in the research base. Although there has been considerable new knowledge generated in recent years, significant gaps remain, especially in identifying and evaluating intervention strategies that reduce inequity in discipline for all students

Students Talk about Energy in Project- Based Inquiry Science

We examine the types of emergent language eighth grade students in rural Maine middle schools use when they discuss energy in their first experiences with Project-Based Inquiry Science: Energy, a research-based curriculum that uses a specific language for talking about energy. By comparative analysis of the language used by the curriculum materials to students’ language, we find that students’ talk is at times more aligned with a Stores and Transfer model of energy than the Forms model supported by the curriculum

Commonwealth place-based service delivery initiatives: key learnings project

Overview: Place-based initiatives are programs designed and delivered with the intention of targeting a specific geographical location and particular population group in order to respond to complex social problems. Typically, they focus on areas and communities with entrenched disadvantage or deprivation. This report investigates the key factors and characteristics associated with successful outcomes with such programs, drawing on the international literature and evaluation studies of Australian government and overseas programs. Key messages: Many Commonwealth place-based initiatives reviewed had features that accord with those of international place-based initiatives, including common program elements such as design, delivery, implementation and evaluation. Evaluation of all these common elements is rarely done by either international or Commonwealth place-based initiatives. In particular, evaluations of Commonwealth place-based initiatives lacked sufficient evidence to establish the causal effects of initiatives, their cost-effectiveness and an understanding of how these initiatives work to achieve their goals. This was more pronounced among the evaluation of Commonwealth initiatives than in international evaluations

Generalized Strong Preservation by Abstract Interpretation

Standard abstract model checking relies on abstract Kripke structures which approximate concrete models by gluing together indistinguishable states, namely by a partition of the concrete state space. Strong preservation for a specification language L encodes the equivalence of concrete and abstract model checking of formulas in L. We show how abstract interpretation can be used to design abstract models that are more general than abstract Kripke structures. Accordingly, strong preservation is generalized to abstract interpretation-based models and precisely related to the concept of completeness in abstract interpretation. The problem of minimally refining an abstract model in order to make it strongly preserving for some language L can be formulated as a minimal domain refinement in abstract interpretation in order to get completeness w.r.t. the logical/temporal operators of L. It turns out that this refined strongly preserving abstract model always exists and can be characterized as a greatest fixed point. As a consequence, some well-known behavioural equivalences, like bisimulation, simulation and stuttering, and their corresponding partition refinement algorithms can be elegantly characterized in abstract interpretation as completeness properties and refinements

Penrose voting system and optimal quota

Systems of indirect voting based on the principle of qualified majority can be analysed using the methods of game theory. In particular, this applies to the voting system in the Council of the European Union, which was recently a subject of a vivid political discussion. The a priori voting power of a voter measures his potential influence over the decisions of the voting body under a given decision rule. We investigate a system based on the law of Penrose, in which each representative in the voting body receives the number of votes (the voting weight) proportional to the square root of the population he or she represents. Here we demonstrate that for a generic distribution of the population there exists an optimal quota for which the voting power of any state is proportional to its weight. The optimal quota is shown to decrease with the number of voting countries.Comment: 12 pages, 2 figure

Getting There: Improving Attendance in the Buffalo Public Schools

High rates of absenteeism in the Buffalo Public Schools (“BPS”) are strongly linked to low academic performance and graduation rates. Several difficult issues contribute to the low attendance in Buffalo, including poverty, segregation, mental and physical health challenges, access to transportation, and problems with school climate and student engagement. Many effective programs to improve attendance are already in place, but more work needs to be done. Recent data provides some insights into the attendance situation in BPS. For example, recent BPS data shows a direct correlation between high school students’ attendance rates and their success on Regents exams. In spring 2014, there was a difference of 35% between the passage rates of students with satisfactory attendance and those with severe absenteeism