Improving Rural Educational Attainment

More often than not, policymakers focus on school-based strategies to spur improvements in the educational progress of students. The 2002 No Child Left Behind Act, which demands greater school accountability for student performance, is a case in point. Yet, what happens in the classroom is only part of the story.In fact, as Lionel J. Beaulieu, Glenn D. Israel and Ronald C. Wimberley show in their chapter in "Challenges for Rural America in the Twenty-First Century", family characteristics have from 5 to 10 times as much impact as school characteristics on reading and math scores of rural U.S. eighth graders.In addition, community characteristics have as much impact as school characteristics on test scores, although both community and chool characteristics tend to be more important in geographically isolated rural areas than those adjacent to metropolitan areas. Clearly, helping rural youth succeed academically is the collective responsibility of families, schools, and communities.This issue brief is a joint product of the Rural Sociological Society and the National Coalition for Rural Entrepreneurship, a collaboration of four Regional Rural Development Centers: The Northeast Regional Center for Rural Development, the Southern Rural Development Center, the North Central Regional Center for Rural Development, and the Western Rural Development Center. Funding was also made available from the Ford Foundation.This brief is part of a policy brief series by the Rural Sociological Society and the Regional Rural Development Centers that stresses the importance of community collective action and developing the capacity of people and organizations to meet the community's needsThe Rural Sociological Society and the Regional Rural Development Centers creates new Public Policy Issue Brief series based on its recent book, "Challenges for Rural America in the Twenty-First Century".The briefs synthesize the context and substance of important issues raised in the book and address alternative policy options, with the goal of bringing important research to the policy community

Primary transit of the planet HD189733b at 3.6 and 5.8 microns

The hot Jupiter HD 189733b was observed during its primary transit using the Infrared Array Camera on the Spitzer Space Telescope. The transit depths were measured simultaneously at 3.6 and 5.8 microns. Our analysis yields values of 2.356 +- 0.019 % and 2.436 +- 0.020$ % at 3.6 and 5.8 microns respectively, for a uniform source. We estimated the contribution of the limb-darkening and star-spot effects on the final results. We concluded that although the limb darkening increases by ~0.02-0.03 % the transit depths, and the differential effects between the two IRAC bands is even smaller, 0.01 %. Furthermore, the host star is known to be an active spotted K star with observed photometric modulation. If we adopt an extreme model of 20 % coverage with spots 1000K cooler of the star surface, it will make the observed transits shallower by 0.19 and 0.18 %. The difference between the two bands will be only of 0.01 %, in the opposite direction to the limb darkening correction. If the transit depth is affected by limb darkening and spots, the differential effects between the 3.6 and 5.8 microns bands are very small. The differential transit depths at 3.6 and 5.8 microns and the recent one published by Knutson et al.(2007) at 8 microns are in agreement with the presence of water vapour in the upper atmosphere of the planet. This is the companion paper to Tinetti et al. (2007b), where the detailed atmosphere models are presented.Comment: 6 pages, 4 figures, Astrophysical Journal 675. Accepted Nov 21, 20007, to appear on March 10, 200