School Finance Systems and Their Responsiveness to Performance Pressures: A Case Study of Texas

Details the mechanisms of and influences on the state's school finance system, changes caused by increased performance pressures, local officials' ability to allocate resources as deemed appropriate, and obstacles to linking resources to student learning

School Finance Systems and Their Responsiveness to Performance Pressures: A Case Study of North Carolina

Details the mechanisms of and influences on the state's school finance system, changes caused by increased performance pressures, local officials' views on alternative allocation of resources, and obstacles to linking resources to student learning

Consistency and Change: Districts’ Efforts to Engage Stakeholders Over Time

Background: Across families from all backgrounds, and for all students, when parents and the broader community engage in sustained systematic program improvements, schools and districts are more likely to focus on and maintain improvements. As a result, federal and state lawmakers have implemented engagement mandates. The ways in which these mandates are interpreted and implemented influence the success of the engagement practices. Research Design: We conducted a comparative case study and analyzed state representative survey data. Research Questions: How has Local Control Funding Formula (LCFF) local engagement played out over time? What has been learned? What may be facilitating and inhibiting “meaningful” engagement? Conclusions: Through the lens of democratic engagement, we find broad community and district leadership support for the ideals of community engagement. However, we also find that community engagement over time has generally lacked both depth and breadth and was specifically constrained for traditionally marginalized communities. Our analysis also identifies outlier districts that have established ways to implement broader and deeper engagement activities that focus on utilizing their communities as assets. Our research suggests that district leaders and educators need greater support to fully realize these democratic processes

Barriers to Pediatric Sickle Cell Disease Guideline Recommendations.

National guidelines recommend that providers counsel all patients with sickle cell anemia about hydroxyurea (HU) therapy and screen children with sickle cell anemia annually for the risk of stroke with transcranial Doppler (TCD). We surveyed a national convenience sample of sickle cell disease clinicians to assess factors associated with low adherence. Adherence was 46% for TCD screening. Low adherence was associated with a lack of outcome expectancy (eg, a belief that there would be poor patient follow-up to TCD testing; P < .05). Adherence was 72% for HU counseling. Practice barriers (eg, lack of support staff or time) and a lack of agreement with HU recommendations were associated with low adherence (P < .05). This study demonstrates that different types of strategies are needed to improve TCD screening (to address follow-up and access to testing) versus HU counseling (to address physician agreement and practice barriers)

Intervention Strategies Promoting Academic Self-Efficacy in Prospective First-Generation College Students: A Literature Review

This literature review first identifies the challenges facing prospective first-generation college students (PFGCS) including a lack of academic preparation in high school, financial barriers created by lower socioeconomic status (SES), and a lack of family support due to unfamiliarity with higher education (Majer, 2009; Olive, 2008; Weiser & Riggio, 2010). Second, this literature review examines the positive correlation between increased academic self-efficacy (ASE) and academic achievement (Elias & Loomis, 2002; Robbins et al., 2004; Zajacova, Lynch, & Espenshade, 2005). Third, this literature review provides a conceptual framework for PFGCS intervention program development based on four strategies found to influence ASE: enactive experiences, vicarious experiences, verbal persuasion, and physiological and affective states (Gandara & Bail, 2001; Habel, 2009; Robbins et al., 2004; Zimmerman, 2000). Fourth, the literature review provides implications including the proposed use of an ASE framework for existing intervention program assessment, a recommendation for the use of an ASE framework to guide high school educator and program administrator activities, and the proposed use of an ASE framework for school counselor planning activities serving the PFGCS population

Fuzzy Navigation Engine: Mitigating the Cognitive Demands of Semi-Natural Locomotion

Many interfaces exist for locomotion in virtual reality, although they are rarely considered fully natural. Past research has found that using such interfaces places cognitive demands on the user, with unnatural actions and concurrent tasks competing for finite cognitive resources. Notably, using semi-natural interfaces leads to poor performance on concurrent tasks requiring spatial working memory. This paper presents an adaptive system designed to track a user\u27s concurrent cognitive task load and adjust interface parameters accordingly, varying the extent to which movement is fully natural. A fuzzy inference system is described and the results of an initial validation study are presented. Users of this adaptive interface demonstrated better performance than users of a baseline interface on several movement metrics, indicating that the adaptive interface helped users manage the demands of concurrent spatial tasks in a virtual environment. However, participants experienced some unexpected difficulties when faced with a concurrent verbal task

Civic Engagement in Education: Insights from California\u27s Local Control Funding Formula

In this policy brief, we use the case of California\u27s Local Control Funding Formula (LCFF) to provide policy makers and educators guidance on how to involve the public in goal setting and resource distribution decisions. We provide clarity around who is and is not participating, why, and what broader lessons we can draw for implementing federal and state education policies mandating public engagement. Our findings indicate tremendous room for improvement. LCFF\u27s target populations (e.g., low-income, English learners) are not more likely to be aware of or participate in decisions than nontargeted groups, which suggests weak accountability for the use of public funds by the policy\u27s target populations. Although LCFF has defined a broad set of stakeholders, only a narrow segment of the public (i.e., individuals with stronger ties to and positive views of schools) is aware of and engaging with the policy. Finally, we find a substantial gap between actual participation in LCFF and interest in participation, which may relate to a lack of self-efficacy, time, trust, perceived appropriateness, and information. As states and districts respond to mandates for engagement, these results suggest the need for greater investments in: (1) communication, (2) targeting a range of stakeholders, and (3) capacity building