How pensions contribute to the premium paid to experienced public school teachers

Many argue that public school systems should stop linking teachers’ salaries so closely to their years of experience. However, the effect of deferred retirement compensation on the premium paid to experienced teachers has, to date, been underappreciated. To shed more light on this issue, we calculate the total compensation earned by teachers in New York City and Philadelphia from both salary and deferred retirement compensation under each system’s currently operating defined-benefit plan. Retirement compensation in both cities is back-loaded, which substantially increases the premium paid to highly experienced teachers. In late-career years, teachers often earn a larger compensation premium from the accrual of pension benefits than from salary. We show that cash-balance retirement plans, which are less back-loaded, would substantially reduce experience premiums without reducing the total compensation for the average entering teacher.http://sites.bu.edu/marcuswinters/files/2017/09/Pensions-and-Experience-Premium.pdfAccepted manuscrip

Examination of School Value-Added Growth by Student Population

In this brief, we assess the relationship between Arkansas’ school-level value-added content growth scores for student racial and programmatic groups. We find that on average, African American students receive lower growth scores than other student groups, and that African American elementary students demonstrated large drops in growth since COVI

Parent Survey 2022

In late 2021, the Office for Education Policy at the University of Arkansas administered a survey about education topics to a representative sample of 500 Arkansas parents of school-aged children. The students of these parents attended traditional public schools (66%), public charter schools (10%), public magnet schools (4%), and private schools (7%). Eleven percent of parents reported that their child was homeschooled, and 2% reported that their child attended school through a virtual platform

Using State Assessments to Increase Equity in G/T Identification

In this brief, we explore the rate of identification of students as Gifted and Talented (G/T). In particular we examine the rate of identification for the highest achieving 3rd graders who scored in the top 5% statewide on state assessments in both Reading and Mathematics from 2015 to 2018 and the likelihood that they are identified G/T by 4th grade. Across five cohorts of 3rd to 4th grade students, we find that 30% of the highest achieving students are not identified as G/T. We find statistically significant differences in the likelihood that high achieving students from economically disadvantaged backgrounds are provided G/T services. We also find that high achieving students in low poverty schools are less likely to be identified for G/T services

Early Access: Elementary School Outcomes for Arkansas Better Chance Pre-Kindergarten Participants

The Arkansas Better Chance (ABC) program has been providing low-income and at-risk Arkansas children with tuition-free pre-K since 1991. Enrollment in the state’s public pre-K programs has increased modestly over the last ten years. This brief reports the results of an analysis of the 3rd and 5th grade outcomes for students who attended ABC pre-K in the academic years of 2011-12 through 2014-15. We find that students who enroll in ABC programs in the year prior to starting Kindergarten outperform similar peers on math and reading state tests in 3rd grade, but these effects largely fadeout by 5th grade

A Longitudinal Study of Gifted Status and Academic Growth

In this brief, we assess the relationship between being identified as gifted and academic growth among students who scored at or above the 95th percentile on state assessments in third grade. We follow five independent cohorts of these high-achieving students through eighth grade. Using regression analysis controlling for student and district characteristics, we find that students who received gifted services demonstrated statistically significantly greater academic growth on mathematics and literacy achievement across the time period examined than similarly high achieving peers that were not identified as gifted

The Effect of Electronic Cigarette User Modifications and E-liquid Adulteration on the Particle Size Profile of an Aerosolized Product

Electronic cigarettes (e-cigarettes) are an alternate nicotine delivery system that generate a condensation aerosol to be inhaled by the user. The size of the droplets formed in the aerosol can vary and contributes to drug deposition and ultimate bioavailability in the lung. The growing popularity of e-cigarette products has caused an increase in internet sources promoting the use of drugs other than nicotine (DOTNs) in e-cigarettes. The purpose of this study was to determine the effect of various e-cigarette and e-liquid modifications, such as coil resistance, battery voltage, and glycol and drug formulation, on the aerosol particle size. E-liquids containing 12 mg/mL nicotine prepared in glycol compositions of 100% propylene glycol (PG), 100% vegetable glycerin (VG), or 50:50 PG:VG were aerosolized at three voltages and three coil resistances. Methamphetamine and methadone e-liquids were prepared at 60 mg/mL in 50:50 PG:VG and all e-liquids were aerosolized onto a 10 stage Micro-Orifice Uniform Deposit Impactor. Glycol deposition correlated with drug deposition, and the majority of particles centered between 0.172–0.5 μm in diameter, representing pulmonary deposition. The 100% PG e-liquid produced the largest aerosol particles and the 100% VG and 50:50 PG:VG e-liquids produced ultra-fine particles \u3c0.3 μm. The presence of ultrafine particles indicates that drugs can be aerosolized and reach the pulmonary alveolar regions, highlighting a potential for abuse and risk of overdose with DOTNs aerosolized in an e-cigarette system

Investigating Outcomes for English Language Learners in Arkansas Better Chance (ABC) Pre-K

Students with limited English proficiency face a number of educational challenges, and there are dramatic achievement gaps between these students and their English proficient peers. This brief describes the 3rd, 4th, and 5th grade outcomes of English Language Learner (ELL) students who attend Arkansas Better Chance (ABC) pre-Kindergarten, a state-funded program that is free to income-eligible families. Results indicate that ABC has the potential to improve academic outcomes for ELL students in Arkansas

An examination of School Transition on Value-Added Growth in Arkansas

In this brief, we examine grade-level value-added growth scores during the years that students transition upward to a new building. We used five years of publicly available growth data to compare and make predictions about a grade’s value-added growth for mathematics and ELA during a transition year. We find that transitioning schools in 6th and 7th grade continually has an impact on value-added growth scores

Advanced Placement Course-Taking and ACT Test Outcomes in Arkansas

Since 2008, Arkansas has sought to dramatically increase the number of students participating in Advanced Placement (AP) classes. This program, which allows students to access college -level content while still enrolled in high school, has been linked to higher student achievement and attainment. This brief shares recent research from the Office for Education Policy investigating whether students who take AP courses demonstrate better college readiness and examines how these trends vary for different demographic and socioeconomic groups in the state