Grade Span Configuration and Academic Performance for Students in Poverty: A Texas Multiyear Analysis

Grade-span configuration refers to the range of grades within a school (Coladarci & Hancock, 2002). The debate over the benefits of one grade span configuration over the other has ensued for decades (Howley, 2002). Specific questions in this debate are (a) Which grade span configuration is most cost effective?; (b) Which grade span configuration yields the best academic achievement?; and (c) Which grade span configuration best meets the social and emotional needs of middle level children? (Howley, 2002)

Differences in Dropout Rates as a Function of High School Size for Students in Poverty: A Texas Multiyear, Statewide Study

Child poverty in the United States, with regard to student achievement, has grave challenges for the children who face poverty (Scott & Pressman, 2013). Not only is living in poverty associated with lower academic achievement, but student poverty is also associated with lower rates of school completion (Borg, Borg, & Stranahan, 2012; Cooper & Crosnoe, 2007; Kena et al., 2015). Consequentially, students who do not complete high school are more likely to (a) serve time in prison, (b) need government assistance, and/or ( c) die at an earlier age (Messacar & Oreopoulos, 2013). With the increasing number of children who are living in poverty, child poverty is an issue that needs to be at the forefront of the educational agenda (Tienken, 2012)

High School Students Embedded in Adult Community College Classes

Early college high schools were established as an initiative of the Bill and Melinda Gates Foundation with the goal for students of earning college credit and an associate degree while in high school. Many of these high school students attend college classes with adults, ages 18 and older, in the same class. Instructors are challenged to address these students’ diverse needs and diverse ways of learning. Young teenagers typically are told exactly what to learn and how it is to be learned; the adult learner, however, is much more independent and he or she learns and thinks differently based on more varied experiences. In this paper, the authors provide some concrete examples of instructional practices based on Knowles’ Model of Adult Learning

ERISA: A Co-Fiduciary Has No Right to Contribution and Indemnity

Because retirement plans involve large amounts of money, large numbers of people, and fiduciaries with conflicts of interests, Congress designed ERISA to differ from traditional trust law to meet these specific needs and important policy concerns. Before ERISA, fiduciaries and employers often manipulated lack of oversight and conflict of interests to the detriment of the beneficiaries. ERISA raised the standards owed by fiduciaries and established a policing system that required professional fiduciaries to monitor non-professional fiduciaries, thereby forcing non-professional fiduciaries to leave the field or seek expert advice. These provisions created co-fiduciary liability by imputing the liability of the co-fiduciary to an innocent fiduciary and in general creating an atmosphere of transparency and security. Congress considered the possibility of contribution and indemnity in two limited applications. First, exculpation provisions under ERISA generally banned indemnity except in limited circumstances. Second, insurance provisions allowed a type of contribution, if the plan paid the premiums. The Supreme Court has remained true to the Congressional scheme and denied court implied contribution and indemnity. Parties to private pension plans have the power to specify the plan terms as set forth in ERISA and may allocate liabilities amongst themselves. If they choose not to change the terms, then the intent and purpose of ERISA should control the interpretation of the plan and the fiduciaries responsibilities of the plan

College-Readiness Differences by Economic Status of Texas High School Students With a Learning Disability: A Statewide Multiyear Investigation

The extent to which differences were present in college-readiness rates in reading mathematics and both subjects by economic status for students who were Learning Disabled in Texas public high schools for 2008-2009 through 2010-2011 school years were analyzed in this study Archival data were obtained from the Texas Education Agency Public Education Information Management System on all high school students who were diagnosed as being Learning Disabled Statistically significant differences in reading mathematics and both subjects college-readiness were present for all three school years Extremely low college-readiness rates were present in reading mathematics and both subjects for students who were Learning Disabled in the 2008-2009 through the 2010-2011 school year

I feel it in my fingers! Sense of agency with mid-air haptics

Recent technological advances incorporate mid- air haptic feedback, enriching sensory experience during touchless virtual interactions. We investigated how this impacts the user’s sense of agency. Sense of agency refers to the feeling of controlling external events through one’s actions and has attracted growing interest from human-computer interaction researchers. This is mainly due to the fact that the user’s experience of control over a system is of primary importance. Here we measured sense of agency during a virtual button- pressing task, where the button press caused a tone outcome to occur after intervals of different durations. We explored the effect of manipulating a) mid-air haptic feedback and b) the latency of the virtual hand’s movement with respect to the actual hand movement. Sense of agency was quantified with implicit and explicit measures. Results showed that haptic feedback increased implicit sense of agency for the longest action-outcome interval length. Results also showed that latency led to a decrease in explicit sense of agency, but that this reduction was attenuated in the presence of haptic feedback. We discuss the implications of these findings, focusing on the idea that haptic feedback can be used to protect, or even increase, users’ experiences of agency in virtual interactions

Using virtual objects with hand-tracking: the effects of visual congruence and mid-air haptics on sense of agency

Virtual reality expands the possibilities of human action. With hand-tracking technology, we can directly interact with these environments without the need for a mediating controller. Much previous research has looked at the user-avatar relationship. Here we explore the avatar-object relationship by manipulating the visual congruence and haptic feedback of the virtual object of interaction. We examine the effect of these variables on the sense of agency (SoA), which refers to the feeling of control over our actions and their effects. This psychological variable is highly relevant to user experience and is attracting increased interest in the field. Our results showed that implicit SoA was not significantly affected by visual congruence and haptics. However, both of these manipulations significantly affected explicit SoA, which was strengthened by the presence of mid-air haptics and was weakened by the presence of visual incongruence. We propose an explanation of these findings that draws on the cue integration theory of SoA. We also discuss the implications of these findings for HCI research and design