Thoughts of Leaving: An Exploration of Why New York City Middle School Teachers Consider Leaving Their Classrooms

This report explores the conditions under which middle-school teachers in New York City leave their schools, and the consequences of this turnover. The focus on middle schools stems from the widely-held view that the middle grades are a critical turning point in the lives of children, and that many New York City school children lose academic momentum in these grades, setting them on trajectories of failure as they move towards high school and life beyond it. This report is based on a survey of more than 4,000 full-time middle school teachers working in 125 of the nearly 200 middle schools in New York City serving children in grades six through eight in the 2009-10 school year. The participating teachers reported whether they had considered leaving their current school or leaving teaching during that school year, and the reasons that they considered leaving. The report links their responses to teachers' reports about their own backgrounds and experiences, to the demographic characteristics of the schools in which they teach, and to the collective perceptions of all of the teachers in a school about that school as a workplace. This report is part of a three-year, mixed-methods study of teacher turnover in New York City middle schools

Americans Endorse Climate Change Education

Scientists and the international community agree: Climate change is a defining issue of our time and we are at a defining moment. Whether referred to as "global warming" or "climate change," these patterns have already had observable effects on our planet, including loss of sea ice, accelerated sea level rise and longer, more intense heat waves. Education, from classrooms to boardrooms, is seen as a critical tool for boosting both resilience and the capacity to carry out the enormous social and technological changes necessary to cut risks as the human surge meets accelerating climate disruption. By engaging students with climate science, energy history and related subjects, schools can help young people grasp reality amid today’s noise and polarization, and shape academic, civic and career paths that can help build a climate-safe future. Public opinion polling on teaching about global warming and climate change is a relatively limited. This research brief examines Americans' views of teaching about global warming and climate change in primary and secondary schools. The brief provides detailed analysis by socio-demographic groups and open-ended reflection from respondents

The Public Matters: Technical Note

Citizen preferences play a key role in a democracy, and there is a substantial body of work that tries to understand the role that public preferences play in the policy process. Despite the important role public opinion plays, there are only limited efforts to document public opinion about education, psychology, and health. The Public Matters project seeks to address this gap by providing reliable, valid public opinion data to inform public debate. The Project includes a series of public opinion surveys on a variety of issues related to governance, policies, and practice that have the potential to affect human development

It Takes a Village: Americans' Views of Community Schools

Citizen preferences play a key role in a democracy, and there is a substantial body of work that tries to understand the role that public preferences play in the policy process. Despite the important role public opinion plays, there are only limited efforts to document public opinion about education, psychology, and health. The Public Mind project seeks to address this gap by providing reliable, valid public opinion data to inform public debate. The Project includes a series of public opinion surveys on a variety of issues related to governance, policies, and practice that have the potential to affect human development. This new survey indicates that the appetite for community schools is strong. The national survey of about 3,000 adults, released August 9th, 2018 shows that a majority of Americans approve of schools that offer integrated educational, social, health and community services to students and families

Americans’ Views of Higher Education as a Public and Private Good

Citizen preferences play a key role in a democracy, and there is a substantial body of work that tries to understand the role that public preferences play in the policy process. Despite the important role public opinion plays, there are only limited efforts to document public opinion about education, psychology, and health. The Public Mind project seeks to address this gap by providing reliable, valid public opinion data to inform public debate. The Project includes a series of public opinion surveys on a variety of issues related to governance, policies, and practice that have the potential to affect human development. This research brief extends our understanding of public views of American higher education. Since their inception, American universities and colleges have been charged both with enabling talented individuals to advance through higher education and with enhancing the quality of American life through scientific discoveries and the invigoration of the American economy. To what extent do Americans believe these promises have been met

Americans’ Views of Stakeholders in Education

Citizen preferences play a key role in a democracy, and there is a substantial body of work that tries to understand the role that public preferences play in the policy process. Despite the important role public opinion plays, there are only limited efforts to document public opinion about education, psychology, and health. The Public Mind project seeks to address this gap by providing reliable, valid public opinion data to inform public debate. The Project includes a series of public opinion surveys on a variety of issues related to governance, policies, and practice that have the potential to affect human development. This research brief examines Americans' views of stakeholders in education: parents, teachers, teacher unions, academic researchers, business leaders, and think tanks. Whereas in the past only elected officials were considered legitimate policy actors, today there are more groups of people competing to shape education policy. But we know very little about which stakeholders are seen as credible by the public, and why

Microarray analyses demonstrate the involvement of type i interferons in psoriasiform pathology development in D6-deficient mice

The inflammatory response is normally limited by mechanisms regulating its resolution. In the absence of resolution, inflammatory pathologies can emerge, resulting in substantial morbidity and mortality. We have been studying the D6 chemokine scavenging receptor, which played an indispensable role in the resolution phase of inflammatory responses and does so by facilitating removal of inflammatory CC chemokines. In D6-deficient mice, otherwise innocuous cutaneous inflammatory stimuli induce a grossly exaggerated inflammatory response that bears many similarities to human psoriasis. In the present study, we have used transcriptomic approaches to define the molecular make up of this response. The data presented highlight potential roles for a number of cytokines in initiating and maintaining the psoriasis-like pathology. Most compellingly, we provide data indicating a key role for the type I interferon pathway in the emergence of this pathology. Neutralizing antibodies to type I interferons are able to ameliorate the psoriasis-like pathology, confirming a role in its development. Comparison of transcriptional data generated from this mouse model with equivalent data obtained from human psoriasis further demonstrates the strong similarities between the experimental and clinical systems. As such, the transcriptional data obtained in this preclinical model provide insights into the cytokine network active in exaggerated inflammatory responses and offer an excellent tool to evaluate the efficacy of compounds designed to therapeutically interfere with inflammatory processes

Towards Cross-Provider Analysis of Transparency Information for Data Protection

Transparency and accountability are indispensable principles for modern data protection, from both, legal and technical viewpoints. Regulations such as the GDPR, therefore, require specific transparency information to be provided including, e.g., purpose specifications, storage periods, or legal bases for personal data processing. However, it has repeatedly been shown that all too often, this information is practically hidden in legalese privacy policies, hindering data subjects from exercising their rights. This paper presents a novel approach to enable large-scale transparency information analysis across service providers, leveraging machine-readable formats and graph data science methods. More specifically, we propose a general approach for building a transparency analysis platform (TAP) that is used to identify data transfers empirically, provide evidence-based analyses of sharing clusters of more than 70 real-world data controllers, or even to simulate network dynamics using synthetic transparency information for large-scale data-sharing scenarios. We provide the general approach for advanced transparency information analysis, an open source architecture and implementation in the form of a queryable analysis platform, and versatile analysis examples. These contributions pave the way for more transparent data processing for data subjects, and evidence-based enforcement processes for data protection authorities. Future work can build upon our contributions to gain more insights into so-far hidden data-sharing practices.Comment: technical repor