Value-Added Modeling for Teacher Effectiveness

[Excerpt] This report addresses issues associated with the evaluation of teacher effectiveness based on student growth in achievement. It focuses specifically on a method of evaluation referred to as value-added modeling (VAM). Although there are other methods for assessing teacher effectiveness, in the last decade, VAM has garnered increasing attention in education research and policy due to its promise as a more objective method of evaluation. The first section of this report describes what constitutes a VAM approach and how it estimates the so-called “teacher effect.” The second section identifies the components necessary to conduct VAM in education settings. Third, the report discusses current applications of VAM at the state and school district levels and what the research on these applications says about this method of evaluation. The fourth section of the report explains some of the implications these applications have for large-scale implementation of VAM. Finally, the report describes some of the federal policy options that might arise as Congress considers legislative action around these or related issues

The effect of a lumbopelvic compression belt on load transfer during the active straight leg test: A proof of concept study using ultrasound imaging

INTRODUCTION: The active straight leg raise (ASLR) test assesses load transfer through the pelvis. During the ASLR, intraabdominal pressure (IAP) rises, increasing the load on the lumbopelvic region. Several studies have shown a correlation between the magnitude of bladder base displacement (BBD) during the ASLR and lumbopelvic instability. Additionally, greater depression of the bladder and pelvic floor muscles is associated with motor control impairments associated with form and force closure. Pelvic stability belts are a common therapeutic intervention for individuals who report pelvic girdle pain. Their mechanism of action is to improve form closure and assist force closure and motor control. Impaired form and force closure mechanisms through the lumbopelvic area are associated poor load transfer, low back pain, sacroiliac pain, stress urinary incontinence and chronic pelvic pain. OBJECTIVES: This study aimed to observe and determine the impact of the ASLR test with and without a Serola lumbopelvic belt on BBD and participant self-reported level of difficulty score. METHODS: A convenience sample of fifteen physical therapy students (mean age 25 years) who were previously identified as having lumbopelvic instability were recruited for this study. PCOM\u27s institutional review board approved the study, and each participant provided informed consent. All participants completed a bladder filling protocol via natural diuresis to standardize bladder volumes to allow for bladder and pelvic floor delineation on ultrasound imaging. A Clarius C3 curvilinear wireless ultrasound unit was used for image acquisition with images displayed on an IPAD. The ultrasound transducer was placed suprapublically on the lower abdomen, oriented transversely, and manipulated until a clear image of the bladder base was apparent. A standard script was read to each participant to standardize testing. The magnitude of BBD was captured with cine loops across two testing conditions: the ASLR test without a lumbopelvic belt which was repeated with the participant wearing a belt. Participants also self-reported the level of difficulty for each testing condition. Participants were fitted with the lumbopelvic belt according to manufacturer’s recommendation. The belt tension was standardized using a manometer set to 20mmHG placed between the belt\u27s anterior aspect and the participant\u27s lower abdomen. On-screen calipers identified the lateral and medial aspects of the bladder base. All images were saved for post hoc analysis to determine the magnitude and direction of BBD between both testing conditions. RESULTS: Descriptive statistics will be reported, and a repeated measures ANOVA will be completed to determine whether there is a statistically significant difference between the means with the level of significance set at p=.05. CONCLUSION: TB

The Education of Students with Disabilities: Alignment Between the Elementary and Secondary Education Act and the Individuals with Disabilities Education Act

This report focuses on four broad policy issues within both the ESEA and IDEA, which potentially create differing expectations or requirements for schools and teachers educating students with disabilities

Administration’s Proposal to Reauthorize the Elementary and Secondary Education Act: Comparison to Current Law

This report discusses the challenges and consequences of reauthorizing the Elementary and Secondary Education Act (ESEA). Moreover, the report outlines the Department of Education's (ED) ideas for reform in the reauthorization. Finally, the reforms are compared to the current policy the ESEA possesses