Raising Expectations for Mathematics Instruction in California: Algebra and Beyond

Ensuring success in algebra for all students involves several key areas of attention and action for districts. These include the creation of a strong K-12 mathematics curriculum, appropriate placement of students in mathematics courses, enhancement of current instructionalcapacity in mathematics, and provision of additional supports for struggling students. In today's fiscal climate, finding funds to address these issues is perhaps the greatest challenge of all, but the recent infusion of one-time funds from the American Recovery and Reinvestment Act of 2009 (ARRA) may provide new opportunities. This brief draws on dialogue and investigation among the district practitioners, researchers, and policymakers participating in the California. Collaborative on District Reform. In this brief we discuss ways in which districts can approach these issues given the current fiscal and political context in California. We also provide recommendations for strategies the state can use to support districts in these efforts

Improving low-performing schools through external assistance: Lessons from Chicago and California.

This article describes the design and implementation of external support to low-performing schools using data from Chicago and California. Using the literature on external support, instructional capacity, and policy strength, the study gathered data from interviews, observations, document review, and surveys. The findings suggest that the model of assistance employed in both Chicago and California was inadequate to the task. While the policies examined demonstrate recognition that low-performing schools need additional capacity if they are to substantially improve student outcomes, external support providers used limited and haphazard approaches, and as a result, the support component had little influence on teaching and learning. In addition, because the external supports relied on a market-like support structure with few other mechanisms to ensure quality, and because there was limited quantity (intensity) of support, the benefit that external assistance might otherwise have provided was limited. This was particularly problematic for the lowest capacity schools, many of which experienced limited change despite increased educator effort and involvement of external providers. In essence, external assistance through these school accountability policies did little to improve educator and organizational performance

Looking Under the Hood of Competency-Based Education: The Relationship Between Competency-Based Education Practices and Students' Learning Skills, Behaviors, and Dispositions

The Nellie Mae Education Foundation (Nellie Mae), in partnership with the American Institutes for Research (AIR), has recently released a comprehensive analysis of competency-based education (CBE), an instructional approach that emphasizes what students learn and master rather than time spent in a classroom. The study, titled "Looking Under the Hood of Competency-Based Education," examines the relationship between various competency-based practices and increased student learning capacity. Additionally, the study highlights the varying degrees of CBE practices in schools that have an existing reputation for implementation."Schools across the country are increasingly seeking ways to provide a competency-based education for students, yet many educators are not sure of where to begin or how they can implement this approach to learning," said Eve Goldberg, Director of Research at the Nellie Mae Education Foundation. "The framework developed by AIR of learning skills, behaviors, and dispositions and the findings on specific practices can help educators strengthen their practices and gives them the tools to continuously improve their practice. We hope educators interested in making this shift will benefit from this analysis.""Looking Under the Hood" analyzes a variety of competency-based practices to examine how schools implement CBE and determine how it relates to students' learning capacities. Some notable findings include:Learning in contexts outside the classroom (for example, internships) positively relates to increasing students' learning capacitiesThe option for students to learn at a comfortable pace (for example, extra time to finish a topic or unit and the opportunity to retake an exam or re-do a final project) has a positive association with self-efficacy and increasing students' motivation to learnThe option for students to receive both instruction and assessment in a variety of formats, including collaborative group projects, helped students' intrinsic motivationEstablishing clear learning targets was positively related to increasing students' learning capacitiesOverall, the study finds that many students' experiences with CBE-aligned practices were positively associated with changes in learning capacities in several areas, most notably in students' intrinsic motivation for classroom work."Competency-based education varies tremendously from school to school and even across classrooms, so it can be hard to determine if it is working," said Erin Haynes, Senior Researcher at the American Institutes for Research. "This study examined specific CBE-aligned practices, giving us a more finely-honed view of how such practices are related to students' capacity to learn. We hope this research will help inform future efforts to implement competency-based methods across districts, schools and classrooms.

Magnitude and predictability of ph fluctuations shape plastic responses to ocean acidification

16 pages, 5 figures, supplemental material https://www.journals.uchicago.edu/doi/suppl/10.1086/712930.-- Data and Code Availability: All raw data and referenced supplemental files in this article have been deposited in the Dryad Digital Repository (https://doi.org/10.5061/dryad.tqjq2bvxc; Bitter et al. 2020). All code associated with statistical analyses and figure generation for this article are publicly available at GitHub (https://github.com/MarkCBitter/pHFluctuation_Plasticity) and Zenodo (https://doi.org/10.5281/zenodo.4306829; Bitter 2020)Phenotypic plasticity is expected to facilitate the persistence of natural populations as global change progresses. The attributes of fluctuating environments that favor the evolution of plasticity have received extensive theoretical investigation, yet empirical validation of these findings is still in its infancy. Here, we combine high-resolution environmental data with a laboratory-based experiment to explore the influence of habitat pH fluctuation dynamics on the plasticity of gene expression in two populations of the Mediterranean mussel, Mytilus galloprovincialis. We linked differences in the magnitude and predictability of pH fluctuations in two habitats to population-specific gene expression profiles in ambient and stressful pH treatments. Our results demonstrate population-based differentiation in gene expression plasticity, whereby mussels native to a habitat exhibiting a large magnitude of pH fluctuations with low predictability display reduced phenotypic plasticity between experimentally imposed pH treatments. This work validates recent theoretical findings on evolution in fluctuating environments, suggesting that the predictability of fluctuating selection pressures may play a predominant role in shaping the phenotypic variation observed across natural populationsM.C.B. was supported by a National Science Foundation Graduate Research Fellowship Program grant (1746045) and a Department of Education grant (P200A150101). L.K. was supported by a National Science Foundation grant (OCE-1521597), which provided research support for this work. This research was also supported in part by the University of Chicago’s France and Chicago Collaborating in the Sciences program to C.A.P. and M.C.B.With the funding support of the ‘Severo Ochoa Centre of Excellence’ accreditation (CEX2019-000928-S), of the Spanish Research Agency (AEI)Peer reviewe

Improving low-performing schools through external assistance: Lessons from Chicago and California.

This article describes the design and implementation of external support to low-performing schools using data from Chicago and California. Using the literature on external support, instructional capacity, and policy strength, the study gathered data from interviews, observations, document review, and surveys. The findings suggest that the model of assistance employed in both Chicago and California was inadequate to the task. While the policies examined demonstrate recognition that low-performing schools need additional capacity if they are to substantially improve student outcomes, external support providers used limited and haphazard approaches, and as a result, the support component had little influence on teaching and learning. In addition, because the external supports relied on a market-like support structure with few other mechanisms to ensure quality, and because there was limited quantity (intensity) of support, the benefit that external assistance might otherwise have provided was limited. This was particularly problematic for the lowest capacity schools, many of which experienced limited change despite increased educator effort and involvement of external providers. In essence, external assistance through these school accountability policies did little to improve educator and organizational performance

I. Improving low-performing schools through external assistance: Lessons from Chicago and California. (2009)

This article describes the design and implementation of external support to low-performing schools using data from Chicago and California. Using the literature on external support, instructional capacity, and policy strength, the study gathered data from interviews, observations, document review, and surveys. The findings suggest that the model of assistance employed in both Chicago and California was inadequate to the task. While the policies examined demonstrate recognition that low-performing schools need additional capacity if they are to substantially improve student outcomes, external support providers used limited and haphazard approaches, and as a result, the support component had little influence on teaching and learning. In addition, because the external supports relied on a market-like support structure with few other mechanisms to ensure quality, and because there was limited quantity (intensity) of support, the benefit that external assistance might otherwise have provided was limited. This was particularly problematic for the lowest capacity schools, many of which experienced limited change despite increased educator effort and involvement of external providers. In essence, external assistance through these school accountability policies did little to improve educator and organizational performance

Validation of the French national health insurance information system as a tool in vaccine safety assessment: Application to febrile convulsions after pediatric MMR immunization

International audienc

Validation of the French national health insurance information system as a tool in vaccine safety assessment: Application to febrile convulsions after pediatric MMR immunization

International audienc

Prescription drug use during pregnancy in France: a study from the national health insurance permanent sample

International audiencePurposeTo provide an up-to-date account of drug prescription during pregnancy in France from 2011 to 2014 using the permanent sample of the French national computerized healthcare database and with a focus on recommended supplementations, fetotoxic drugs and teratogenic drugs.MethodsAll pregnancies identified by the International Classification of Diseases, 10th Revision codes list in the hospitalization database, lasting more than 9 weeks of amenorrhea and whose delivery occurred between 01/01/2011 and 12/31/2014, were included. Drugs delivered between the trimester before and until the end of the pregnancy were included. Drug exposure prevalence was calculated for each year and according to pregnancy trimesters.ResultsThe study included 28,491 pregnancies with a median number of 9 [5–13] (median [IQ range]) drugs delivered. The most prescribed drug class was antianemia (in 72.5% of exposed). The prescription rate of recommended vitamins (B9 and D) increased over the study period (+10%). Influenza vaccination also increased but remained at a low rate (1%). Exposure to fetotoxic drugs decreased as pregnancy advanced. Exposure to the main teratogenic antiepileptics was stable over the study period. Low-income pregnant women had a higher average drug consumption except for recommended vitamins.ConclusionPregnant French women are among the largest consumers of prescription medications worldwide. Overall, the dispensation trends observed in this study are in line with the recommendations of the French National College of Gynecologists and Obstetricians. Nevertheless, while being low, exposure to fetotoxic drugs, teratogenic drugs or those under safety alerts still occurred. Supplementations and vaccines in low-income pregnant women should also be increased