College Bound or Bound to Fail? Determinants of Indiana’s High School Graduation and College-Going Rates

Educational attainment is increasingly important to Indiana’s workforce and economy. Both high school graduation rate and postsecondary credential attainment must increase in order to meet future workforce demands. This research analyzed the most commonly tested graduation rate independent variables and applied eight of them (academic expenditures, attendance rate, community college attainment, discipline rate, free and reduced lunch, special education, student-teacher ratio, and vocational education) to both Indiana’s high school graduation rates and the college enrollment rates of these graduating seniors at the school corporation level. Data describing the graduating class of 2013 from 283 Indiana public school corporations were gathered from the Indiana Department of Education, Indiana Commission for Higher Education, Indiana Office of Management and Budget, and United States Census Bureau. Using a least squares regression in Microsoft Excel, it was found that the most significant variables for high school graduation were academic expenditures, community college attainment, discipline rate, free and reduced lunch, and vocational education. This is consistent with the current body of knowledge in the field, as much of the variation in high school graduation rates is attributed primarily to socioeconomic, not academic or funding, variables. The most significant variables for the college-going rate were community college attainment, free and reduced lunch, and vocational education. These findings indicate a need for further research on socioeconomic factors impacting specifically high school students’ home environments, student engagement in the classroom and in extracurricular activities, data tracking students from primary school through the workforce, and data at the classroom and building levels

Teachers\u27 Preparation to Teach English Language Learners (ELLs): An Investigation of Perceptions, Preparation, and Current Practices

This qualitative case study examined the perceptions of 79 elementary teachers regarding their preparation to teach students learning English as a second language (ELLs). The focus of this inquiry centered on factors related to the preparation of teachers for serving non-native English speaking students. The research questions that guided this study are: (a) What are teachers’ perceptions of their preparation for teaching English learners?; (b) What types of preparatory experiences do teachers perceive as supportive of their preparation for teaching ELLs?; and (c) How do teachers’ perceptions of their preparation shape their practices with ELL students? Findings of this study indicated that most participating teachers perceived that they were not prepared by their teacher education programs for teaching ELL students. Many participants related that they lacked preparatory coursework that included strategies for teaching ELLs, had few observational experiences in classrooms with ELL students, and lacked experiences in working with ELLs during field placements and student teaching. Teachers related that coursework in ESL methods, classroom observations and fieldwork placements in classrooms with ELLs, and hands-on experiences would benefit teachers’ knowledge and skill development for teaching ELLs. Further, teachers’ current classroom practices were consistent with their perceptions of their preparation for teaching ELLs. Focal teachers with perceptions of lower levels of preparation rarely provided alternative forms of assessment, ensured that ELLs comprehended directions, or implemented scaffolding during instruction for ELLs. The focal teacher who perceived that she was extremely well prepared by her teacher education program for teaching ELLs often modeled learning tasks, utilized varied strategies to facilitate comprehensible input, and provided options for alternative assessments for her ELL students. Teacher educators are encouraged to re-examine their pre-service course objectives and content to ensure that teacher candidates are provided with the knowledge and skills to teach non-native English speaking students. In addition, opportunities for classroom observations and field placements in school contexts with linguistically diverse students are encouraged for all teacher candidates. School administrators are encouraged to provide professional development opportunities that include strategies for teaching ELLs. This study provides additional evidence that classroom teachers may not be adequately prepared by their teacher preparatory programs for meeting the literacy and learning needs of ELL students. Providing teachers with strategies and experiences related to ELL students will enable teachers to meet the language and literacy needs of their non-native English speaking students

Participant Recruitment of African American College Students at an Historically Black College and University (HBCU): Challenges and Strategies for Health-Related Research

Lack of research participation among African Americans is problematic for population relevant health disparity research. The purpose of this paper is to identify and describe challenges and strategies in recruitment of African American college students for health related research being conducted at a small Historically Black College or University (HBCU). Upon completion of a recruitment and retention literature review, study investigators constructed and tested a culturally-specific, direct-appeal protocol to recruit participants. Major barriers to recruitment of African American college students included discrete sources of distrust, lack of understanding of the research process, and logistical concerns. Implementation of a culturally-specific, direct appeal protocol led to a significant improvement in recruitment and retention of student participants. It is imperative that researchers demystify scientific investigation as a first step towards building trust between themselves and target populations, particularly those from traditionally underrepresented groups. Reasons for distrust, a need for trust and trust building strategies are offered here

Development of a direct match technique for star identification on the SWAS mission

A direct match technique for star identification was developed for use with the star tracker on the SWAS (Submillimeter Wave Astronomy Satellite) spacecraft. In this technique, tracker searches are used in a two-step process for an implicit direct match star identification. A simulation of the star acquisition process was created and used in the preparation of guide star selection requirements. Flight software implementing this star acquisition technique has been developed and tested

Respiratory medication use in Australia 2003–2013: treatment of asthma and COPD

This report describes patterns of dispensing of respiratory medications in Australia through detailed analyses of Pharmaceutical Benefits Scheme data, as well as other sources, to draw inferences about respiratory medication use among patients with asthma and chronic obstructive pulmonary disease. Summary This report focuses on medications dispensed for asthma (a chronic airways disease affecting children and adults) and chronic obstructive pulmonary disease, which primarily affects older adults who have been smokers). In 2013, one or more respiratory medications were dispensed to 2,042,104 people in Australia (9.1% of the population)

Child and adolescent psychiatrists\u27 attitudes and practices prescribing second generation antipsychotics

Objective: The purpose of this study was to examine psychiatrists\u27 attitudes and practices in prescribing second-generation antipsychotics (SGA) to children and adolescents (referred to here as “children”) and identify factors associated with off-label SGA use. Methods: A survey was mailed to a national, randomly selected sample of 1600 child and adolescent psychiatrists identified by the American Medical Association. Multivariable logistic regression was used to identify factors, including psychiatrists\u27 characteristics, practice characteristics, and psychiatrists\u27 attitudes, that are associated with off-label SGA use (i.e., SGAs used in children with attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder, conduct disorder, or nonbipolar mood disorders). Results: The final sample included 340 psychiatrists. Overall, respondents reported higher use and appropriateness of SGAs for United States Food and Drug Administration (FDA)-approved disorders, symptoms of aggression, and older child age. More than one third (36%) of respondents reported some off-label SGA use. Significant predictors of off-label use were: Practicing at inpatient/residential facilities (odds ratio [OR]=4.2,p=0.001); white/non-Hispanic race/ethnicity (OR=0.3, p\u3c0.0001), agreeing that SGAs should be used for ADHD with aggression (OR=7.1, p\u3c0.0001); and agreeing that SGAs should be used for severe delinquent behaviors (OR=1.9, p=0.03). Conclusions: Psychiatrists\u27 attitudes about prescribing SGAs to children exhibiting aggressive symptoms were associated with off-label SGA use. Research is needed to understand the construct of aggression, potential interaction effects of aggression with diagnostic criteria, and their impact on SGA use

Long-Acting Injectable vs Oral Antipsychotics for Relapse Prevention in Schizophrenia: A Meta-Analysis of Randomized Trials

Background: While long-acting injectable antipsychotics (LAIs) are hoped to reduce high relapse rates in schizophrenia, recent randomized controlled trials (RCTs) challenged the benefits of LAIs over oral antipsychotics (OAPs). Methods: Systematic review/meta-analysis of RCTs that lasted = 6 months comparing LAIs and OAPs. Primary outcome was study-defined relapse at the longest time point; secondary outcomes included relapse at 3, 6, 12, 18, and 24 months, all-cause discontinuation, discontinuation due to adverse events, drug inefficacy (ie, relapse + discontinuation due to inefficacy), hospitalization, and nonadherence. Results: Across 21 RCTs (n = 5176), LAIs were similar to OAPs for relapse prevention at the longest time point (studies = 21, n = 4950, relative risk [RR] = 0.93, 95% confidence interval [CI]: 0.80-1.08, P =.35). The finding was confirmed restricting the analysis to outpatient studies lasting \u3e= 1 year (studies = 12, RR = 0.93, 95% CI: 0.71-1.07, P =.31). However, studies using first-generation antipsychotic (FGA)-LAIs (studies = 10, RR = 0.82, 95% CI: 0.69-0.97, P =.02) and those publishe

Fusion In The Era Of Burning Plasma Studies: Workforce Planning For 2004-2014

This is the final report of a panel set up by the U.S. Department of Energy (DOE) Fusion Energy Sciences Advisory Committee (FESAC) in response to a charge letter from Dr. Raymond Orbach (Appendix A), asking FESAC to addressed the issue of workforce development in the U.S. fusion program. This report, submitted to FESAC March 29, 2004 and subsequently approved by them (Appendix B), presents FESAC\u27s response to that charge