What is the Cost of a Preschool Program?

State and local governments that wish to establish or improve preschool programs need cost estimates to evaluate the magnitude of appropriations required. Yet even a casual scrutiny of available expenditure data reveals an enormous variance between the most expensive and least expensive preschool provisions. The purpose of this paper is to delineate the root causes of differences in per-student costs of states’ preschool programs and to suggest cost tradeoffs as different features such as smaller class size or longer school days are introduced or substituted for each other. These cost findings are contrasted with recent meta-analyses of the effectiveness of different program provisions. The goal of this paper is to advance the still nascent body of research on preschool cost effectiveness, and to aid state or local governments to assess the mix of characteristics that are most effective for any given budget constraint. The paper builds partially on the authors’ previous analysis of international preschool programs

Comparing Costs of Early Childhood Care and Education Programs: An International Perspective

The purpose of this article is to outline the determinants of early childhood care and education (EccE) costs as well as a method for measuring them, and to set out available cost data provided by countries for their EccE endeavors. The analysis is based upon comparison of available data for 17 countries. We first address why costs may differ significantly for EccE from country to country. Second, we address why existing reporting of costs is highly inconsistent and typically incomplete, including an examination of disparities in reported EccE expenditures across countries. Third, we outline an appropriate way, known as the “ingredients method”, for determining costs that can provide consistent measurement for comparative purposes

Under Pressure: Job Security, Resource Allocation, and Productivity in Schools Under NCLB

The most sweeping federal education law in decades, the No Child Left Behind (NCLB) Act, requires states to administer standardized exams and to punish schools that do not make Adequate Yearly Progress (AYP) for the fraction of students passing these exams. While the literature on school accountability is well-established, there exists no nationwide study of the strong short-term incentives created by NCLB for schools on the margin of failing AYP. We assemble the first comprehensive, national, school-level dataset concerning detailed performance measures used to calculate AYP, and demonstrate that idiosyncrasies in state policies create numerous cases where schools near the margin for satisfying their own state’s AYP requirements would have almost certainly failed or almost certainly made AYP if they were located in other states. Using this variation as a means of identification, we examine the impact of NCLB on the behavior of school personnel and students’ academic achievement in nationally representative samples. We find that accountability pressure from NCLB lowers teachers’ perceptions of job security and causes untenured teachers in high-stakes grades to work longer hours than their peers. We also find that NCLB pressure has either neutral or positive effects on students’ enjoyment of learning and their achievement gains on low-stakes exams in reading, math, and science.

Energy Efficiency as a Tool for Preservation of Affordable Rental Housing: Evaluation of the Efficiency Emphasis in the MacArthur Foundations Window of Opportunity Initiative

Note: This evaluation is accompanied by a blog post by the RAND Corporation about the initiative. Access these related materials here: https://www.macfound.org/press/grantee-publications/evaluation-investments-energy-efficiency-through-window-opportunity-initiative.In the late 1990s, there was growing concern that the significant portion of subsidized rental homes that were coming to the end of their initial subsidy period would not obtain renewed subsidy and that the amount of affordable rental housing for low and middle-income families in metropolitan areas would fall to even lower numbers. Responding to this escalating concern, the MacArthur Foundation identified preservation of the existing stock of affordable multifamily rental housing as a pressing need. Consequently, the Foundation launched the Window of Opportunity: Preservation of Affordable Rental Housing initiative in 2000. The initiative would expand to become a 20-year effort, during which the Foundation awarded $214 million in grants and loans to a wide range of organizations including non-profit owners of affordable rental housing, state governments, researchers, financial institutions, industry associations, and advocates.By 2011, the Foundation and its Window of Opportunity borrowers and grantees had increasingly recognized that energy costs of multifamily rental properties could be better controlled. To this end, the Foundation opted to extend Window of Opportunity with an explicit focus on increasing the energy efficiency of subsidized and unsubsidized multifamily affordable housing. Between 2012-2015, the Foundation awarded$27.5 million through 39 grants or loans as a part of what we term the Window of Opportunity - Energy Efficiency. The loans were Program-Related Investments, which were low-interest loans to create new business models or grow mission-oriented businesses. The Window of Opportunity - Energy Efficiency activities comprised a little over 10 percent of the overall $214 million Window of Opportunity initiative

Using hydrogeochemical and ecohydrologic responses to understand epikarst process in semi-arid systems, Edwards plateau, Texas, USA

The epikarst is a permeable boundary between surface and subsurface environments and can be conceptualized as the vadose critical zone of epigenic karst systems which have not developed under insoluble cover. From a hydrologic perspective, this boundary is often thought of as being permeable in one direction only (down), but connectivity between the flow paths of water through the epikarst and the root systems of woody plants means that water moves both up and down across the epikarst. However, the dynamics of these flows are complex and highly dependent on variability in the spatial structure of the epikarst, vegetation characteristics, as well as temporal variability in precipitation and evaporative demand. Here we summarize insights gained from working at several sites on the Edwards Plateau of Central Texas, combining isotopic, hydrogeochemical, and ecophysiological methodologies. 1) Dense woodland vegetation at sites with thin to absent soils (0-30 cm) is in part supported by water uptake from the epikarst. 2) However, tree transpiration typically becomes water-limited in dry summers, suggesting that the plant-available fraction of stored water in the epikarst depletes quickly, even when sustained cave drip rates indicate that water is still present in the epikarst. 3) Flow paths for water that feeds cave drips become rapidly disconnected from the evaporation zone of the epikarst and out of reach for plant roots. 4) Deep infiltration and recharge does not occur in these systems without heavy or continuous precipitation that exceeds some threshold value. Thresholds are strongly correlated with antecedent potential evapotranspiration and rainfall, suggesting control by the moisture status of the epikarst evapotranspiration zone. The epikarst and unsaturated zone in this region can be conceptualized as a variably saturated system with storage in fractures, matrix porosity, and in shallow perched aquifers, most of which is inaccessible to the root systems of trees, although woody vegetation may control recharge thresholds.Keywords: hydraulic disconnection, precipitation thresholds, root zone, plant water use, recharge, epikarst storage, barometric pressure.DOI: 10.3986/ac.v42i2-3.67

Ready for Fall? Near-Term Effects of Voluntary Summer Learning Programs on Low-Income Students' Learning Opportunities and Outcomes

This report is the second of five volumes from a five-year study, funded by The Wallace Foundation and conducted by the RAND Corporation, designed as a randomized controlled trial that assesses student outcomes in three waves: in the fall after the 2013 summer program (reported here), at the end of the school year following the program, and after a second summer program in 2014 (to show the cumulative effects of two summer programs). The goal of the study is to answer one key question: Do voluntary, district-run summer programs that include academics and enrichment activities improve student academic achievement and other outcomes, such as social and emotional competence

An Evaluation of MacArthur's Window of Opportunity: Preserving Affordable Rental Housing Initiative

In this report, we describe the seven strategies by which the MacArthur Foundation sought ambitious changes in the preservation of affordable rental housing. In brief, these strategies were to* support a cadre of large nonprofit owners of affordable rental housing to both preserve rental housing and act as spokespersons for preservation* increase capital for preservation by investing in special-purpose vehicles, such as preservation-themed loan funds* invest in regional interagency partnerships to retain affordable rental housing* develop business practices, tools, and research for or about preservation* provide loans and grants directly to state and local government agencies that themselves fund preservation transactions* promote low-income tenants' rights to remain in and advocate for affordable rental housing* improve the funding, regulatory, and legislative context for preservation through the foundation's combined investments in nonprofit owners, networks of nonprofit owners, special-purpose vehicles, state and local government agencies, and advocates

Learning From Summer: Effects of Voluntary Summer Learning Programs on Low-Income Urban Youth

The largest-ever study of summer learning finds that students with high attendance in free, five to six-week, voluntary summer learning programs experienced educationally meaningful benefits in math and reading.The findings are important because children from low-income families lose ground in learning over the summer compared to their more affluent peers. Voluntary, district-run summer programs could help shrink this gap and have the potential to reach more students than traditional summer school or smaller-scale programs run by outside organizations. Yet until now little has been known about the impact of these programs and how they can succeed. Wallace's $50 million National Summer Learning Project seeks to help provide answers.Since 2011, five urban school districts and their partners, the RAND Corporation and Wallace have been working together to find out whether and how voluntary-attendance summer learning programs combining academics and enrichment can help students succeed in school.Starting in 2013, RAND conducted a randomized controlled trial (RCT) in five districts—Boston; Dallas; Duval County, Florida; Pittsburgh; and Rochester—to evaluate educational outcomes, focusing on children who were in 3rd grade in spring of that year. The 5,600 students who applied to summer programs were randomly assigned to one of two groups—those selected to take part in the programs for two summers (the treatment group) and those not selected (the control group). The study analyzed outcomes for 3,192 students offered access to the programs.Researchers found that those who attended a five-to-six-week summer program for 20 or more days in 2013 did better on state math tests than similar students in the control group. This advantage was statistically significant and lasted through the following school year. The results are even more striking for high attenders in 2014: They outperformed control group students in both math and English Language Arts (ELA), on fall tests and later, in the spring. The advantage after the second summer was equivalent to 20-25 percent of a year's learning in math and ELA.These findings are correlational but controlled for prior achievement and demographics, giving researchers confidence that the benefits are likely due to the programs and meeting the requirements for promising evidence under the Every Student Succeeds Act.High-attending students were also rated by teachers as having stronger social and emotional competencies than the control group students; however, researchers have less confidence that this was due to the programs, given the lack of prior data on these competencies.About 60 percent of students attending at least one day met the 20-day threshold that was defined as high attendance.Separately, the study also examined the impact of the programs on all students who were offered access, whether or not they actually attended. Because many students did not attend at a high level, and some didn't attend at all, the average benefits for all of these students were smaller and not statistically significant, with the exception of a modest but educationally meaningful boost in math scores in the fall after the first summer equivalent to 15 percent of a year's learning. These findings are causal, meaning that researchers are confident that they were due to the programs, and meet the standard of strong evidence under the Every Student Succeeds Act.For students to experience lasting benefits from attending summer programs, the report recommends that districts: run programs for at least five weeks; promote high attendance; include sufficient instructional time and protect it; invest in instructional quality; and factor in attendance and likely no-show rates when staffing the programs in order to lower per-student costs

A prospective cohort study assessing clinical referral management & workforce allocation within a UK regional medical genetics service

Abstract Ensuring patient access to genomic information in the face of increasing demand requires clinicians to develop innovative ways of working. This paper presents the first empirical prospective observational cohort study of UK multi-disciplinary genetic service delivery. It describes and explores collaborative working practices including the utilisation and role of clinical geneticists and non-medical genetic counsellors. Six hundred and fifty new patients referred to a regional genetics service were tracked through 850 clinical contacts until discharge. Referral decisions regarding allocation of lead health professional assigned to the case were monitored, including the use of initial clinical contact guidelines. Significant differences were found in the cases led by genetic counsellors and those led by clinical geneticists. Around a sixth, 16.8% (109/650) of referrals were dealt with by a letter back to the referrer or re-directed to another service provider and 14.8% (80/541) of the remaining patients chose not to schedule an appointment. Of the remaining 461 patients, genetic counsellors were allocated as lead health professional for 46.2% (213/461). A further 61 patients did not attend. Of those who did, 86% (345/400) were discharged after one or two appointments. Genetic counsellors contributed to 95% (784/825) of total patient contacts. They provided 93.7% (395/432) of initial contacts and 26.8% (106/395) of patients were discharged at that point. The information from this study informed a planned service re-design. More research is needed to assess the effectiveness and efficiency of different models of collaborative multi-disciplinary working within genetics services. Keywords (MeSH terms) Genetic Services, Genetic Counseling, Interdisciplinary Communication, Cohort Studies, Delivery of Healthcare, Referral and Consultation

Exoplanet phase curves: observations and theory

Phase curves are the best technique to probe the three dimensional structure of exoplanets' atmospheres. In this chapter we first review current exoplanets phase curve observations and the particular challenges they face. We then describe the different physical mechanisms shaping the atmospheric phase curves of highly irradiated tidally locked exoplanets. Finally, we discuss the potential for future missions to further advance our understanding of these new worlds.Comment: Fig.5 has been updated. Table 1 and corresponding figures have been updated with new values for WASP-103b and WASP-18b. Contains a table sumarizing phase curve observation