The Black-White achievement gap: Do state policies matter?

A longstanding issue in American education is the gap in academic achievement between majority and minority students. The goal of this study is to accumulate and evaluate evidence on the relationship between state education policies and changes in the Black-White achievement gap, while addressing some of the methodological issues that have led to differences in interpretations of earlier findings. To that end, we consider the experiences of ten states that together enroll more than forty percent of the nation's Black students. We estimate the trajectories of Black student and White student achievement on the NAEP 8th grade mathematics assessment over the period 1992 to 2000, and examine the achievement gap at three levels of aggregation: the state as a whole, groups of schools (strata) within a state defined by the SES level of the student population, and within schools within a stratum within a state. From 1992 to 2000, at every level of aggregation, mean achievement rose for both Black students and White students. However, for most states the achievement gaps were large and changed very little at every level of aggregation. The gaps are pervasive, profound and persistent. There is substantial heterogeneity among states in the types of policies they pursued, as well as the coherence and consistency of those policies during the period 1988-1998. We find that states' overall policy rankings (based on our review of the data) correlate moderately with their record in improving Black student achievement but are somewhat less useful in predicting their record with respect to reducing the achievement gaps. States' rankings on commitment to teacher quality correlate almost as well as did the overall policy ranking. Thus, state reform efforts are a blunt tool, but a tool nonetheless. Our findings are consistent with the following recommendations: states' reform efforts should be built on broad-based support and buffered as much as possible from changes in budgets and politics; states should employ the full set of policy levers at their disposal; and policies should directly support local reform efforts with proven effectiveness in addressing the experiences of students of different races attending the same schools

Developing And Evaluating A Machine‐Scorable, Constrained Constructed‐Response Item

The use of constructed response items in large scale standardized testing has been hampered by the costs and difficulties associated with obtaining reliable scores. The advent of expert systems may signal the eventual removal of this impediment. This study investigated the accuracy with which expert systems could score a new, non‐multiple choice item type. The item type presents a faulty solution to a computer programming problem and asks the student to correct the solution. This item type was administered to a sample of high school seniors enrolled in an Advanced Placement course in Computer Science who also took the Advanced Placement Computer Science (APCS) Test. Results indicated that the expert systems were able to produce scores for between 82% and 97% of the solutions encountered and to display high agreement with a human reader on which solutions were and were not correct. Diagnoses of the specific errors produced by students were less accurate. Correlations with scores on the objective and free‐response sections of the APCS examination were moderate. Implications for additional research and for testing practice are offered.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/108589/1/ets200144.pd

College Students’ Critical Thinking: Assessment and Interpretation

Many colleges identify the development of critical thinking (CT) as a key learning outcome. Nonetheless, few studies examined the development of CT during college, and the instruments employed in them are often limited. This article introduces the Critical Reasoning Assessment (CRA), a new instrument based on the Reflective Judgment Model (RJM; King and Kitchener 1994) designed to engage students in analyzing ethical dilemmas while being easy to administer and score. Using the CRA, we measured the CT skills of college students in three studies, both cross-sectionally and longitudinally. The results demonstrated substantial growth in CT skills during the first year and between the first and the fourth years of college; 42% and 60% of the participants advanced to a higher level of CT by the end of their first and fourth year, respectively. This study introduces a comprehensive, theory-based, easy-to-score and interpret instrument measuring CT. Applied to longitudinal data, it adds to limited findings on CT developmental trajectories and quantifies substantively interpretable shifts in the quality of CT

The Black-White achievement gap: Do state policies matter?

A longstanding issue in American education is the gap in academic achievement between majority and minority students. The goal of this study is to accumulate and evaluate evidence on the relationship between state education policies and changes in the Black-White achievement gap, while addressing some of the methodological issues that have led to differences in interpretations of earlier findings. To that end, we consider the experiences of ten states that together enroll more than forty percent of the nation's Black students. We estimate the trajectories of Black student and White student achievement on the NAEP 8th grade mathematics assessment over the period 1992 to 2000, and examine the achievement gap at three levels of aggregation: the state as a whole, groups of schools (strata) within a state defined by the SES level of the student population, and within schools within a stratum within a state. From 1992 to 2000, at every level of aggregation, mean achievement rose for both Black students and White students. However, for most states the achievement gaps were large and changed very little at every level of aggregation. The gaps are pervasive, profound and persistent. There is substantial heterogeneity among states in the types of policies they pursued, as well as the coherence and consistency of those policies during the period 1988-1998. We find that states' overall policy rankings (based on our review of the data) correlate moderately with their record in improving Black student achievement but are somewhat less useful in predicting their record with respect to reducing the achievement gaps. States' rankings on commitment to teacher quality correlate almost as well as did the overall policy ranking. Thus, state reform efforts are a blunt tool, but a tool nonetheless. Our findings are consistent with the following recommendations: states' reform efforts should be built on broad-based support and buffered as much as possible from changes in budgets and politics; states should employ the full set of policy levers at their disposal; and policies should directly support local reform efforts with proven effectiveness in addressing the experiences of students of different races attending the same schools

Wave nucleation rate in excitable systems in the low noise limit

Motivated by recent experiments on intracellular calcium dynamics, we study the general issue of fluctuation-induced nucleation of waves in excitable media. We utilize a stochastic Fitzhugh-Nagumo model for this study, a spatially-extended non-potential pair of equations driven by thermal (i.e. white) noise. The nucleation rate is determined by finding the most probable escape path via minimization of an action related to the deviation of the fields from their deterministic trajectories. Our results pave the way both for studies of more realistic models of calcium dynamics as well as of nucleation phenomena in other non-equilibrium pattern-forming processes

A Hot Uranus Orbiting the Super Metal-rich Star HD77338 and the Metallicity - Mass Connection

We announce the discovery of a low-mass planet orbiting the super metal-rich K0V star HD77338 as part of our on-going Calan-Hertfordshire Extrasolar Planet Search. The best fit planet solution has an orbital period of 5.7361\pm0.0015 days and with a radial velocity semi-amplitude of only 5.96\pm1.74 m/s, we find a minimum mass of 15.9+4.7-5.3 Me. The best fit eccentricity from this solution is 0.09+0.25-0.09, and we find agreement for this data set using a Bayesian analysis and a periodogram analysis. We measure a metallicity for the star of +0.35\pm0.06 dex, whereas another recent work (Trevisan et al. 2011) finds +0.47\pm0.05 dex. Thus HD77338b is one of the most metal-rich planet host stars known and the most metal-rich star hosting a sub-Neptune mass planet. We searched for a transit signature of HD77338b but none was detected. We also highlight an emerging trend where metallicity and mass seem to correlate at very low masses, a discovery that would be in agreement with the core accretion model of planet formation. The trend appears to show that for Neptune-mass planets and below, higher masses are preferred when the host star is more metal-rich. Also a lower boundary is apparent in the super metal-rich regime where there are no very low-mass planets yet discovered in comparison to the sub-solar metallicity regime. A Monte Carlo analysis shows that this, low-mass planet desert, is statistically significant with the current sample of 36 planets at around the 4.5\sigma\ level. In addition, results from Kepler strengthen the claim for this paucity of the lowest-mass planets in super metal-rich systems. Finally, this discovery adds to the growing population of low-mass planets around low-mass and metal-rich stars and shows that very low-mass planets can now be discovered with a relatively small number of data points using stable instrumentation.Comment: 25 pages, 15 figures, 5 tables, accepted for publication in Ap

Tinnitus referral pathways within the National Health Service in England: a survey of their perceived effectiveness among audiology staff

<p>Abstract</p> <p>Background</p> <p>In the UK, audiology services deliver the majority of tinnitus patient care, but not all patients experience the same level of service. In 2009, the Department of Health released a Good Practice Guide to inform commissioners about key aspects of a quality tinnitus service in order to promote equity of tinnitus patient care in UK primary care, audiology, and in specialist multi-disciplinary centres. The purpose of the present research was to evaluate utilisation and opinions on pathways for the referral of tinnitus patients to and from English Audiology Departments.</p> <p>Methods</p> <p>We surveyed all audiology staff engaged in providing tinnitus services across England. A 36-item questionnaire was mailed to 351 clinicians in all 163 National Health Service (NHS) Trusts identified as having a tinnitus service. 138 clinicians responded. The results presented here describe experiences and opinions of the current patient pathways to and from the audiology tinnitus service.</p> <p>Results</p> <p>The most common referral pathway was from general practice to a hospital-based Ear, Nose & Throat department and from there to a hospital-based audiology department (64%). Respondents considered the NHS tinnitus referral process to be generally effective (67%), but expressed needs for improving GP referral and patients' access to services. 'Open access' to the audiology clinic was rarely an option for patients (9%), nor was the opportunity to access specialist counselling provided by clinical psychology (35%). To decrease the number of inappropriate referrals, 40% of respondents called for greater awareness by referrers about the audiology tinnitus service.</p> <p>Conclusions</p> <p>Respondents in the present survey were generally satisfied with the tinnitus referral system. However, they highlighted some potential targets for service improvement including 1] faster and more appropriate referral from GPs, to be achieved through education on tinnitus referral criteria, 2] improved access to psychological services through audiologist training, and 3] ongoing support from tinnitus support groups, national charities, or open access to the tinnitus clinic for existing patients.</p

Mapping gene associations in human mitochondria using clinical disease phenotypes

Nuclear genes encode most mitochondrial proteins, and their mutations cause diverse and debilitating clinical disorders. To date, 1,200 of these mitochondrial genes have been recorded, while no standardized catalog exists of the associated clinical phenotypes. Such a catalog would be useful to develop methods to analyze human phenotypic data, to determine genotype-phenotype relations among many genes and diseases, and to support the clinical diagnosis of mitochondrial disorders. Here we establish a clinical phenotype catalog of 174 mitochondrial disease genes and study associations of diseases and genes. Phenotypic features such as clinical signs and symptoms were manually annotated from full-text medical articles and classified based on the hierarchical MeSH ontology. This classification of phenotypic features of each gene allowed for the comparison of diseases between different genes. In turn, we were then able to measure the phenotypic associations of disease genes for which we calculated a quantitative value that is based on their shared phenotypic features. The results showed that genes sharing more similar phenotypes have a stronger tendency for functional interactions, proving the usefulness of phenotype similarity values in disease gene network analysis. We then constructed a functional network of mitochondrial genes and discovered a higher connectivity for non-disease than for disease genes, and a tendency of disease genes to interact with each other. Utilizing these differences, we propose 168 candidate genes that resemble the characteristic interaction patterns of mitochondrial disease genes. Through their network associations, the candidates are further prioritized for the study of specific disorders such as optic neuropathies and Parkinson disease. Most mitochondrial disease phenotypes involve several clinical categories including neurologic, metabolic, and gastrointestinal disorders, which might indicate the effects of gene defects within the mitochondrial system. The accompanying knowledgebase (http://www.mitophenome.org/) supports the study of clinical diseases and associated genes

Community engagement practices at research centers in U.S. minority institutions: Priority populations and innovative approaches to advancing health disparities research

This paper details U.S. Research Centers in Minority Institutions (RCMI) Community Engagement Cores (CECs): (1) unique and cross-cutting components, focus areas, specific aims, and target populations; and (2) approaches utilized to build or sustain trust towards community participation in research. A mixed-method data collection approach was employed for this cross-sectional study of current or previously funded RCMIs. A total of 18 of the 25 institutions spanning 13 U.S. states and territories participated. CEC specific aims were to support community engaged research (94%); to translate and disseminate research findings (88%); to develop partnerships (82%); and to build capacity around community research (71%). Four open-ended questions, qualitative analysis, and comparison of the categories led to the emergence of two supporting themes: (1) establishing trust between the community-academic collaborators and within the community and (2) building collaborative relationships. An overarching theme, building community together through trust and meaningful collaborations, emerged from the supporting themes and subthemes. The RCMI institutions and their CECs serve as models to circumvent the historical and current challenges to research in communities disproportionately affected by health disparities. Lessons learned from these cores may help other institutions who want to build community trust in and capacities for research that addresses community-related health concerns