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 Common Place, Volume 3, Spring 2024

Fiction Widowmaker by Char Lavigne Waning Eve by Lee Kassay Smoker’s Diner by John Travis Bridgham The Rusty Scabbard by Hannah Rice Nonfiction Portraito of My Father by Jordan Mcpherson Poetry Angel Girl by Grace (Asher) Beverly Sons Of Actaeon by Grace (Asher) Beverly Good Soil by Pearl Siff Celestial by Nat Velez-Camp The Hill by Mallory Isabella Davis Hierba Mala Nunca Muere by Mallory Isabella Davis Visual Art Lips by Judson Atkins Discarded Cigarettes by Nyla Mceachin Open Space and Safety by Bradley Pugh Conte Crayon Self-Portrait by Shaylise Jones Untitled 2363 by Judson Atkinshttps://digitalcommons.longwood.edu/special_studentpubs/1218/thumbnail.jp

Transcription factors OVOL1 and OVOL2 induce the mesenchymal to epithelial transition in human cancer

Cell plasticity regulated by the balance between the mesenchymal to epithelial transition (MET) and the opposite program, EMT, is critical in the metastatic cascade. Several transcription factors (TFs) are known to regulate EMT, though the mechanisms of MET remain unclear. We demonstrate a novel function of two TFs, OVOL1 and OVOL2, as critical inducers of MET in human cancers. Our findings indicate that the OVOL-TFs control MET through a regulatory feedback loop with EMT-inducing TF ZEB1, and the regulation of mRNA splicing by inducing Epithelial Splicing Regulatory Protein 1 (ESRP1). Using mouse prostate tumor models we show that expression of OVOL-TFs in mesenchymal prostate cancer cells attenuates their metastatic potential. The role of OVOL-TFs as inducers of MET is further supported by expression analyses in 917 cancer cell lines, suggesting their role as crucial regulators of epithelial-mesenchymal cell plasticity in cancer

A Progressive Approach to Discrete Trial Teaching: Some Current Guidelines

Discrete trial teaching (DTT) is one of the cornerstones of applied behavior analysis (ABA) based interventions. Conventionally, DTT is commonly implemented within a prescribed, fixed manner in which the therapist is governed by a strict set of rules. In contrast to conventional DTT, a progressive approach to DTT allows the therapist to remain flexible, making in-the-moment analyses and changes based on several variables (e.g., individual responding, current and previous history). The present paper will describe some guidelines to a progressive approach to DTT. The guidelines presented here should not be taken as a set of rules or as an exhaustive list

A Preliminary Analysis of a Behavioral Classrooms Needs Assessment

Today many special education classrooms implement procedures based upon the principles of Applied Behavior Analysis (ABA) to establish educationally relevant skills and decrease aberrant behaviors. However, it is difficult for school staff and consultants to evaluate the implementation of various components of ABA and general classroom set up. In the present study we developed the Behavioral Classroom Needs Assessment as a tool to measure the quality of implementation of principles derived from ABA, teaching, and classroom set up in special education classrooms. Experiment 1 evaluated the reliability of two observers using the Behavioral Classroom Needs Assessment during 128 different observations across 68 different special education classrooms. An Intraclass Correlation Coefficient and Cronbach Alpha Analysis were utilized to determine reliability, and the results showed a high f of reliability across the 40 questions of the assessment. Experiment 2 compared the quality of intervention using the Behavioral Classroom Needs Assessment in five classrooms who received behavioral consultation and five classrooms that did not receive behavioral consultation. The results showed an improvement in the scores on the Behavioral Classroom Needs Assessment for those classrooms in which consultation occurred

The effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress

Lay abstractThis is a study of the secondary effects of interventions for young children with autism on their parents. Specifically, we were interested in the impact on parent's sense of efficacy, or how confident and competent a parent feels about themselves as a parent. We tested three ideas: (1) that the style of the intervention, whether it was more or less structured and whether the parent had a more or less formal role, would impact a parent's sense of efficacy; (2) that the intensity of the intervention, how many hours per week the intervention was delivered, would impact parental efficacy; and (3) that the parent's level of stress prior to intervention would impact how intensity and style effected efficacy. We randomly assigned 87 children with autism, age 13-30 months, into one of four conditions: 15 versus 25 intervention hours crossed with two different styles of intervention. We used statistical tests to examine these ideas. We found that parental efficacy was related to intervention intensity but not style. Parents with higher stress at the beginning of a 1-year, home-based, comprehensive intervention program had a higher sense of parenting efficacy if their child received lower intensity intervention; parents with lower stress at baseline had a higher sense of efficacy if their child received higher intensity intervention. If a parent can emerge from the process of diagnosis and early intervention with an increased sense that they can make a difference in their child's life (i.e. increased sense of efficacy), it may set the stage for meeting the long-term demands of parenting a child with autism

Repeat Head CT? Not Necessary for Patients with a Negative Initial Head CT on Anticoagulation or Antiplatelet Therapy Suffering Low-Altitude Falls

Anticoagulation and antiplatelet (ACAP) medications are increasingly prescribed to patients at high risk for falls. Many trauma centers have developed protocols for obtaining repeat head CT (HCT) for patients with low-altitude falls on ACAP therapy. We assess the need for routine scheduled repeat HCT in this population. Prospective, observational analysis of all low-altitude fall (\u3c6 \u3efeet) patients on ACAP therapy evaluated at a Level II trauma center. All low-altitude fall patients with visible or suspected head trauma received an initial HCT. Patients were admitted and repeat HCT was obtained 12 hours later or earlier if acute neurologic decline developed. Chi-squared, Fischer exact, t, and Wilcoxon rank-sum tests were used. Statistical significance was defined as P \u3c 0.05. Total of 1501 patients enrolled suffering low-altitude falls with initial HCT. Among them 1379(91.2%) were negative and 122(8.1%) were initially positive for intracranial hemorrhage. Mean age was 79.9 ± 11.4 years, 61 per cent were female and 85 per cent had visible head trauma at presentation. One hundred ninety-nine were excluded secondary to not receiving repeat HCT. Of the 1180 patients with normal initial HCT who underwent repeat HCT, only 7 (0.51%) had delayed intracranial hemorrhage. None of these patients required surgery, major changes in medical management or suffered head trauma-related mortality; 69 per cent were taking aspirin (acetylsalicylic acid, ASA), 19 per cent warfarin, 17 per cent clopidogrel, 6 per cent other anticoagulants, and 11 per cent were on combination therapy. Repeat HCT for patients on any ACAP therapy after low-altitude fall with a negative initial HCT is not necessary. Thorough neurologic examination and close monitoring is as effective as obtaining a repeat HCT

A Multisite Randomized Controlled Trial Comparing the Effects of Intervention Intensity and Intervention Style on Outcomes for Young Children With Autism

ObjectiveThis randomized, multisite, intent-to-treat study tested the effects of 2 levels of treatment intensity (number of hours) and 2 treatment styles on the progress of young children with autism spectrum disorder (ASD). We predicted that initial severity of developmental delay or autism symptoms would moderate the effects of intensity and style on progress in 4 domains: autism symptom severity, expressive communication, receptive language, and nonverbal ability.MethodA total of 87 children with ASD, mean age 23.4 months, were assigned to 1 of 2 intervention styles (naturalistic developmental/behavioral or discrete trial teaching), each delivered for either 15 or 25 hours per week of 1:1 intervention for 12 months by trained research staff. All caregivers received coaching twice monthly. Children were assessed at 4 timepoints. Examiners and coders were naive to treatment assignment.ResultsNeither style nor intensity had main effects on the 4 outcome variables. In terms of moderating the effects of initial severity of developmental delay and of autism symptom severity, neither moderated the effects of treatment style on progress in any of the 4 domains. In terms of treatment intensity, initial severity moderated effect of treatment intensity on only 1 domain, namely, change in autism symptom severity; in a secondary analysis, this effect was found in only 1 site.ConclusionNeither treatment style nor intensity had overall effects on child outcomes in the 4 domains examined. Initial severity did not predict better response to 1 intervention style than to another. We found very limited evidence that initial severity predicted better response to 25 vs 15 hours per week of intervention in the domains studied.Clinical trial registration informationIntervention Effects of Intensity and Delivery Style for Toddlers With Autism: https://clinicaltrials.gov/; NCT02272192