The Civil Rights President and the MEDP Dispute: Did Lyndon Johnson Betray the Civil Rights Movement?

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The Relationship Between i-Ready Diagnostic and 10th Grade Students\u27 High-Stakes Mathematics Test Scores Heath Andrew Thompson

Twenty percent of the 2013-2014 sophomore class at a Washington high school was failing high-stakes tests, making these students ineligible to graduate. In an attempt to help students identify their academic proficiency with respect to the Common Core Curricular Standards 9 months before the high-stakes exam, the high school recently introduced the adaptive diagnostic software i-Ready. Cognitive learning theories comprised the framework for this study, which posit that learning is dependent on previous knowledge and central to measuring performance levels. The purpose of this quantitative correlational project study was to examine whether 10th grade students\u27 achievement on i-Ready math scores (N = 220) could predict the subsequent high-stakes mathematics scores on the End of Course Exam while controlling for gender, ethnicity, and socioeconomic status. The i-Ready emerged as a statistically significant predictor of the End of Course Exam scores with β = .64 (p \u3c .001), explaining R2 = .43 of the criterion variance. Gender, ethnicity, and socioeconomic status had no significant moderating influence. The project deliverable as a result of this study was a position paper advising the use of the i-Ready as a predictor for the End of Course Exam at the high school under study. The implications for positive social change include allowing educators to use the i-Ready as an early warning system for students in danger of failing high-stakes exams. This study may help identify students at risk of not graduating who could benefit from instructional support

Positioning creative, three dimensional design practice and understanding its role and value in university health research and development projects

The success or failure of new product innovations depend upon many, complex and often competing demands. These range from market conditions, availability of technology, psychology of consumer acceptance to the fundamental reasons for a particular product or technology existing in the first instance. The role of universities in this mix can compound success or failure issues further. Where there may be a desire and ambition to improve the quality of life of a population through new scientific or clinical discovery, often translating those discoveries to real world application is challenging. The Wilson report, commissioned by the UK Government, 'A Review of Business–University Collaboration' highlights some of the issues universities and industry face and states that “There is no simple model for interaction; the diverse business needs and diversity of supply from universities leads to complexity in relationships” (Wilson, 2012). Based on the experiences of the authors of this paper and through a number of short health research and product development case studies this paper presents and discusses a theoretical model developed to help build greater understanding and demonstrate the value of design practices value in university and industry collaborations. It identifies 3D designs value through targeted activity towards successful outcomes and discusses how those projects have run in university research setting