Faith-Based Partnerships from the Perspective of the Schools: An exploratory study of partnership benefits and challenges in Philadelphia District Schools - Executive Summary

In the spring of 2008, the School District of Philadelphia (SDP) asked Research for Action to conduct an exploratory study of partnerships between faith-based organizations and schools. The goal of the study was to understand the types of supports and benefits schools receive from their faith-based partners as well as the range of outcomes and impacts that result from these partnerships. This study was based on interviews at 23 schools and surveys received from 54% of all SDP schools. The study found that although nearly half (44%) of schools in the sample had a faith-based partner, the remainder were struggling to create or maintain a partnership (27%) or had never attempted to develop a faith-based partnership (29%). Faith-based partnerships in this study also varied in their complexity, ranging from one-time events to partnerships that provided multiple services, such as use of facilities, monetary donations, mentoring, parental engagement and tutoring services. Although principals cited some challenges to their partnership related to time, funding, staffing, and retaining a consistent volunteer base, most principals also reported positive benefits from these partnerships. Principals at most schools with active faith-based partnerships believed these programs helped improve students' motivation, self-esteem, goal setting, and/or conflict resolution skills

Making the Most of Interim Assessment Data: Lessons from Philadelphia

Under No Child Left Behind, urban school districts have increasingly turned to interim assessments, administered at regular intervals, to help gauge student progress in advance of annual state exams. These assessments have spawned growing debate among educators, assessment experts, and the testing industry: are they worth the significant investment of money and time? In Making the Most of Interim Assessment Data: Lessons from Philadelphia, Research for Action (RFA) weighs in on this issue. The School District of Philadelphia (SDP) was an early adopter of interim assessments, implementing the exams in 2003. Unlike teachers in some other regions, Philadelphia elementary and middle grades teachers rated these 'Benchmark' assessments highly. However, the study found that enthusiasm did not necessarily correlate with higher rates of student achievement. What did predict student success were three factors -- instructional leadership, collective responsibility, and use of the SDP's Core Curriculum. The report underscores the value of investment in ongoing data interpretation that emphasizes teachers' learning within formal instructional communities, such as grade groups of teachers. This research was funded by the Spencer Foundation and the William Penn Foundation

Effective Organizational Practices for Middle and High School Grades

At the request of the Accountability Review Council, Research for Action identified effective organizational practices used by better performing schools serving substantial numbers of low income middle and high school students in the School District of Philadelphia. These practices are organized into three spheres: Conditions for Teaching, Student-Centered School Community, and Instructional Program. For each sphere, the report offers broad strategies and specific practices to enact the strategies. Nuanced school case studies show how the practices can work synergistically and coherently in schools to help students succeed

Robust estimation of bacterial cell count from optical density

Optical density (OD) is widely used to estimate the density of cells in liquid culture, but cannot be compared between instruments without a standardized calibration protocol and is challenging to relate to actual cell count. We address this with an interlaboratory study comparing three simple, low-cost, and highly accessible OD calibration protocols across 244 laboratories, applied to eight strains of constitutive GFP-expressing E. coli. Based on our results, we recommend calibrating OD to estimated cell count using serial dilution of silica microspheres, which produces highly precise calibration (95.5% of residuals <1.2-fold), is easily assessed for quality control, also assesses instrument effective linear range, and can be combined with fluorescence calibration to obtain units of Molecules of Equivalent Fluorescein (MEFL) per cell, allowing direct comparison and data fusion with flow cytometry measurements: in our study, fluorescence per cell measurements showed only a 1.07-fold mean difference between plate reader and flow cytometry data

Carbonate compensation depth (CCD) reconstruction of the equatorial Pacific

Atmospheric carbon dioxide concentrations and climate are regulated on geological timescales by the balance between carbon input from volcanic and metamorphic outgassing and its removal by weathering feedbacks; these feedbacks involve the erosion of silicate rocks and organic-carbon-bearing rocks. The integrated effect of these processes is reflected in the calcium carbonate compensation depth, which is the oceanic depth at which calcium carbonate is dissolved. Here we present a carbonate accumulation record that covers the past 53 million years from a depth transect in the equatorial Pacific Ocean. The carbonate compensation depth tracks long-term ocean cooling, deepening from 3.0-3.5 kilometres during the early Cenozoic (approximately 55 million years ago) to 4.6 kilometres at present, consistent with an overall Cenozoic increase in weathering. We find large superimposed fluctuations in carbonate compensation depth during the middle and late Eocene. Using Earth system models, we identify changes in weathering and the mode of organic-carbon delivery as two key processes to explain these large-scale Eocene fluctuations of the carbonate compensation depth