What Would Madeline Hunter Say?

Editorial Opinio

Universal Access to a Quality Education: Research and Recommendations for the Elimination of Curricular Stratification

This policy brief makes the case for schools across the country to put an end to policies that cast off students into unchallenging, low-track classrooms. The authors recommend a clear process for the phasing out of curricular stratification in grades K-10, beginning with the lowest track and granting meaningful access to AP and IB courses to all students. The brief includes model statutory language to implement its recommendations

NEPC Review: The Misplaced Math Student: Lost in Eighth-Grade Algebra

Review of The Misplaced Math Student: Lost in Eighth-Grade Algebra: The Brookings Institution report questions the efficacy of increasing the number of students who take algebra in eighth grade. Although this policy has resulted in more equitable access to advanced math study, the report argues that a subgroup of students enrolled lack the basic mathematical skills needed to succeed. The report further argues that the presence of lower achievers may weaken the instructional opportunities of highly proficient students. The report recommends that algebra placement be based on student readiness, not grade level. Although the report presents a sound case for better mathematical preparation for all students, the suggested remedy&mdash;-delaying algebra for most until &ldquo;readiness&rdquo; is achieved and allowing fewer students to take algebra in eighth grade&mdash;-is a flawed solution to address the problem of low achievement. A brief overview of the experience with eighth-grade algebra for all in the district where the reviewer works yields findings consistent with the report&rsquo;s call for better math preparation but inconsistent with its call for fewer to take algebra in eighth grade.</p

Letter to Secretary of Education Arne Duncan Concerning Evaluation of Teachers and Principals

This NEPC Policy Memo presents the text of a letter from Drs. Burris and Welner to Secretary of Education Arne Duncan. The letter was invited by Secretary Duncan during a phone conversation with Dr. Burris. It offers concrete guiding principles for evaluation of educators and suggestions for a way forward

NEPC Review: Does Sorting Students Improve Scores? An Analysis of Class Composition

This National Bureau of Economic Research working paper purports to examine the extent and effects of sorting students into classrooms by test scores. It then claims to explore the effect of sorting on overall student achievement as well as on low achievers, high achievers, gifted, special education and Limited English Proficient students. The paper uses standardized Texas state test scores as the measure of learning growth. Based on a comparison between third- and fourth-grade scores, the paper concludes that sorting students by scores is associated with significant learning gains for both lower and higher achievers. It does not, however, find similar effects for the sub-groups. The paper is limited by several important methodological issues. First, it simply assumes, based on test score distributions, that the schools tracked students between classes—and this assumption is highly questionable. Second, it provides no criteria by which students were classified as high or low achievers. Finally, it measures only relative standing of students on two proficiency tests given in different years. It does not measure growth. Because of these and other weaknesses, this paper should not be used to inform policy regarding tracking or grouping practices

Tracking and the Future of Career and Technical Education: How Efforts to Connect School and Work Can Avoid the Past Mistakes of Vocational Education

Despite the popularity of Career and Technical Education (CTE), concerns remain about the availability of resources for different CTE pathways, their relative status, and the degree to which adults working within schools are problematically sorting students explicitly or implicitly into different course-taking pathways. This brief examines the tension that has often arisen between the desire to link learning to post-high-school work and the desire to avoid low academic expectations for students perceived as unlikely to attend college. The authors explore the question of how schools might meaningfully support career exploration and preparation, while avoiding the tendency of prior vocational education to disproportionately sort students into distinct tracks by ethnic, racial, and/or socioeconomic characteristics. They conclude with recommendations for enacting CTE in ways that support the equitable distribution of educational opportunity.</p

Post-Rehabilitation Adapted-Yoga at the YMCA for Adults with Acquired Brain Injury: A Feasibility and Pilot Study

Background & purpose: Adults with acquired brain injury (ABI) (stroke and traumatic brain injury) experience long-term physical performance deficits for which participation in post-rehabilitation exercise is recommended. Community-based adapted-yoga has potential as an exercise modality to promote post-rehabilitation exercise and physical function improvements. The purpose of this study was to examine the feasibility and benefit of adapted-yoga at the local YMCA for post-rehabilitation adults with ABI. Methods: Participants were recruited by referral from clinical therapists in outpatient rehabilitation centers to participate in adapted-yoga 2x/week for 8 weeks at the YMCA. Referral tracking, yoga attendance, safety, and intervention fidelity were assessed for feasibility. Participants completed pre and post-yoga assessments of balance (trunk impairment scale [TIS], berg balance scale [BBS], dynamic gait index [DGI]) and walking (10-meter walk test [10MWT] and six-minute walk test [6MWT]) and 8 weeks of adapted-yoga class. Results: Thirty-two people were referred to the YMCA adapted-yoga program by clinical therapists with 17 (53%) of referred persons enrolling in the program. Intervention fidelity was 87% with the standardized adapted-yoga protocol, and the average number of classes attended was 12.82+3.7. Balance (TIS, p<0.001; BBS, p<0.001; DGI, p<0.001), and walking distance (6MWT, p= 0.028) all significantly improved after 8-weeks of yoga. Balance confidence did not improve significantly and walking speed did not change. Discussion & Conclusion: Clinician referral to community-based programs may be a feasible mechanism to engage persons in post-rehabilitation community-based exercise. Adapted-yoga may beneficially impact balance and walking performance in post-rehabilitation adults with ABI

Developing a Common Framework for Evaluating the Implementation of Genomic Medicine Interventions in Clinical Care: The IGNITE Network’s Common Measures Working Group

Purpose Implementation research provides a structure for evaluating the clinical integration of genomic medicine interventions. This paper describes the Implementing GeNomics In PracTicE (IGNITE) Network’s efforts to promote: 1) a broader understanding of genomic medicine implementation research; and 2) the sharing of knowledge generated in the network. Methods To facilitate this goal the IGNITE Network Common Measures Working Group (CMG) members adopted the Consolidated Framework for Implementation Research (CFIR) to guide their approach to: identifying constructs and measures relevant to evaluating genomic medicine as a whole, standardizing data collection across projects, and combining data in a centralized resource for cross network analyses. Results CMG identified ten high-priority CFIR constructs as important for genomic medicine. Of those, eight didn’t have standardized measurement instruments. Therefore, we developed four survey tools to address this gap. In addition, we identified seven high-priority constructs related to patients, families, and communities that did not map to CFIR constructs. Both sets of constructs were combined to create a draft genomic medicine implementation model. Conclusion We developed processes to identify constructs deemed valuable for genomic medicine implementation and codified them in a model. These resources are freely available to facilitate knowledge generation and sharing across the field

A research agenda to support the development and implementation of genomics-based clinical informatics tools and resources.

OBJECTIVE: The Genomic Medicine Working Group of the National Advisory Council for Human Genome Research virtually hosted its 13th genomic medicine meeting titled Developing a Clinical Genomic Informatics Research Agenda . The meeting\u27s goal was to articulate a research strategy to develop Genomics-based Clinical Informatics Tools and Resources (GCIT) to improve the detection, treatment, and reporting of genetic disorders in clinical settings. MATERIALS AND METHODS: Experts from government agencies, the private sector, and academia in genomic medicine and clinical informatics were invited to address the meeting\u27s goals. Invitees were also asked to complete a survey to assess important considerations needed to develop a genomic-based clinical informatics research strategy. RESULTS: Outcomes from the meeting included identifying short-term research needs, such as designing and implementing standards-based interfaces between laboratory information systems and electronic health records, as well as long-term projects, such as identifying and addressing barriers related to the establishment and implementation of genomic data exchange systems that, in turn, the research community could help address. DISCUSSION: Discussions centered on identifying gaps and barriers that impede the use of GCIT in genomic medicine. Emergent themes from the meeting included developing an implementation science framework, defining a value proposition for all stakeholders, fostering engagement with patients and partners to develop applications under patient control, promoting the use of relevant clinical workflows in research, and lowering related barriers to regulatory processes. Another key theme was recognizing pervasive biases in data and information systems, algorithms, access, value, and knowledge repositories and identifying ways to resolve them