Common Core State Standards and Assessments: Background and Issues

Over the last two decades, there has been interest in developing federal policies that focus on student outcomes in elementary and secondary education. Perhaps most prominently, the enactment of the No Child Left Behind Act of 2001 (NCLB; P.L. 107-110), which amended and reauthorized the Elementary and Secondary Education Act (ESEA), marked a dramatic expansion of the federal government’s role in supporting standards-based instruction and test-based accountability, thereby increasing the federal government’s involvement in decisions that directly affect teaching and learning. Under the ESEA, states are required to have standards in reading and mathematics for specified grade levels in order to receive funding under Title I-A of the ESEA. In response to this requirement, all 50 states and the District of Columbia have adopted and implemented standards that meet the requirements of the ESEA. Since the ESEA was last comprehensively reauthorized by NCLB, three major changes have taken place that have possibly played a role in the selection of reading and mathematics standards by states: (1) the development and release of the Common Core State Standards; (2) the Race to the Top (RTT) State Grant competition and RTT Assessment Grants competition; and (3) the ESEA flexibility package provided by ED to states with approved applications. As of August 2014, 43 states, the District of Columbia, 4 outlying areas, and the Department of Defense Education Activity (DODEA) had at some point adopted the Common Core State Standards. Indiana and Oklahoma recently became the first states to adopt and subsequently discontinue use of the Common Core State Standards. South Carolina has indicated that the Common Core State Standards will be fully implemented for the 2014-2015 school year but will be replaced by new standards in the 2015-2016 school year. This report examines each of the aforementioned changes and discusses how they are interrelated. More specifically, it provides (1) background information on current law, (2) a discussion of the development of the Common Core State Standards and state adoption of the standards, (3) an analysis of the RTT State Grant competition and how the structure of the grant application process may have incentivized state adoption of the Common Core State Standards, (4) an examination of the RTT Assessment Grants competition and the federal funds provided to support the development of assessments aligned with the Common Core State Standards, and (5) an analysis of the ESEA flexibility package and how the conditions that states had to meet to receive waivers of ESEA accountability provisions may have incentivized state implementation of the Common Core State Standards. This report also examines prohibitions in the ESEA and the General Education Provisions Act related to standards, assessments, and curriculum. Additionally, it includes a brief discussion of the relationship between teacher and school leader evaluation systems that are being developed by states and the Common Core State Standards. Finally, the report examines issues that have arisen in relation to the Common Core State Standards, including the following: • whether states were incentivized by the Administration to adopt and implement the Common Core State Standards; • whether state adoption and implementation of the Common Core State Standards could result in a national assessment and national standards; • whether state adoption and implementation of the Common Core State Standards could lead to the development of a national curriculum; •possible issues that may need to be addressed if a state chooses to discontinue its use of the Common Core State Standards; • possible issues related to teacher evaluation and the Common Core State Standards; • possible technology issues related to implementation of the Common Core State Standards; and • possible issues related to the long-term maintenance of the Common Core State Standards

The Elementary and Secondary Education Act, as Amended by the No Child Left Behind Act: A Primer

[Excerpt] The primary source of federal aid to K-12 education is the Elementary and Secondary Education Act (ESEA), particularly its Title I, Part A program of Education for the Disadvantaged. The ESEA was initially enacted in 1965 (P.L. 89- 10), and was most recently amended and reauthorized by the No Child Left Behind Act of 2001 (NCLBA, P.L. 107-110). Virtually all ESEA programs are authorized through FY2008. During the current 110th Congress, congressional hearings are being conducted in anticipation of subsequent consideration of legislation to amend and extend the ESEA

Spectroscopy and Photometry of Cataclysmic Variable Candidates from the Catalina Real Time Survey

The Catalina Real Time Survey (CRTS) has found over 500 cataclysmic variable (CV) candidates, most of which were previously unknown. We report here on followup spectroscopy of 36 of the brighter objects. Nearly all the spectra are typical of CVs at minimum light. One object appears to be a flare star, while another has a spectrum consistent with a CV but lies, intriguingly, at the center of a small nebulosity. We measured orbital periods for eight of the CVs, and estimated distances for two based on the spectra of their secondary stars. In addition to the spectra, we obtained direct imaging for an overlapping sample of 37 objects, for which we give magnitudes and colors. Most of our new orbital periods are shortward of the so-called period gap from roughly 2 to 3 hours. By considering the cross-identifications between the Catalina objects and other catalogs such as the Sloan Digital Sky Survey, we argue that a large number of cataclysmic variables remain uncatalogued. By comparing the CRTS sample to lists of previously-known CVs that CRTS does not recover, we find that the CRTS is biased toward large outburst amplitudes (and hence shorter orbital periods). We speculate that this is a consequence of the survey cadence.Comment: Accepted for publication in The Astronomical Journal. 35 pages, including 7 figure

External loading determines specific ECM genes regulation

Bio artificial matrices embedded with cells are simulated in bioreactors to facilitate ECM production. As cells attach, they develop forces, which are dependent on cell type and matrix stiffness. External forces (i.e strain), however, are critical for tissue homeostasis and elicit specific cellular responses, such as gene expression and protein production. Collagen Type I is a widely used scaffold in Tissue engineering. The aim of this study was to study the mechanical and molecular responses, of different cell types to increasing collagen substrate stiffness

Assessing the Effectiveness of Saving Incentives

In this paper, we argue that there is more to be learned from recent research on the effectiveness of targeted saving incentives than is suggested by the wide variation in empirical estimates. First, we conclude that characterizations of saving appear to stimulate moderate amounts of new saving. Second, we suggest a cost-benefit approach to ask: What is the incremental gain in capital accumulation per dollar of foregone revenue? We find that for quite conservative measures of the saving impacts of IRAs or 401(k)s, the incremental gains in capital accumulation per dollar of lost revenue are large

Cataclysmic Variables in the SUPERBLINK Proper Motion Survey

We have discovered a new high proper motion cataclysmic variable (CV) in the SUPERBLINK proper motion survey, which is sensitive to stars with proper motions greater than 40 mas/yr. This CV was selected for follow-up observations as part of a larger search for CVs selected based on proper motions and their NUV-V and V-K$_{s}$ colors. We present spectroscopic observations from the 2.4m Hiltner Telescope at MDM Observatory. The new CV's orbital period is near 96 minutes, its spectrum shows the double-peaked Balmer emission lines characteristic of quiescent dwarf novae, and its V magnitude is near 18.2. Additionally, we present a full list of known CVs in the SUPERBLINK catalog.Comment: Accepted for publication in The Astronomical Journal, 22 pages, 6 figure

Optical Studies of Twenty Longer-Period Cataclysmic Binaries

We obtained time-series radial velocity spectroscopy of twenty cataclysmic variable stars, with the aim of determining orbital periods P_orb. All of the stars reported here prove to have P_orb > 3.5 h. For sixteen of the stars, these are the first available period determinations, and for the remaining four (V709 Cas, AF Cam, V1062 Tau, and RX J2133+51) we use new observations to improve the accuracy of previously-published periods. Most of the targets are dwarf novae, without notable idiosyncracies. Of the remainder, three (V709 Cas, V1062 Tau, and RX J2133+51) are intermediate polars (DQ Her stars); one (IPHAS 0345) is a secondary-dominated system without known outbursts, similar to LY UMa; one (V1059 Sgr) is an old nova; and two others (V478 Her and V1082 Sgr) are long-period novalike variables. The stars with new periods are IPHAS 0345 (0.314 d); V344 Ori (0.234 d); VZ Sex (0.149 d); NSVS 1057+09 (0.376 d); V478 Her (0.629 d); V1059 Sgr (0.286 d); V1082 Sgr (0.868 d); FO Aql (0.217 d); V587 Lyr (0.275 d); V792 Cyg (0.297 d); V795 Cyg (0.181 d); V811 Cyg (0.157 d); V542 Cyg (0.182 d); PQ Aql (0.247 d); V516 Cyg (0.171 d); and VZ Aqr(0.161 d). Noteworthy results on individual stars are as follows. We see no indication of the underlying white dwarf star in V709 Cas, as has been previously claimed; based on the non-detection of the secondary star, we argue that the system is farther away that had been thought and the white dwarf contribution is probably negligible. V478 Her had been classified as an SU UMa-type dwarf nova, but this is incompatible with the long orbital period we find. We report the first secondary-star velocity curve for V1062 Tau. In V542 Cyg, we find a late-type contribution that remains stationary in radial velocity, yet the system is unresolved in a direct image, suggesting that it is a hierarchical triple system.Comment: P.A.S.P., in press. 34 pages and 8 figure

Precautionary Saving and Social Insurance

Microdata studies of household saving often find a significant group in the population with virtually no wealth, raising concerns about heterogeneity in motives for saving. In particular, this heterogeneity has been interpreted as evidence against the life-cycle model of saving. This paper argues that a life-cycle model can replicate observed patterns in household wealth accumulation after accounting explicitly for precautionary saving and asset-based means- tested social insurance. We demonstrate theoretically that social insurance programs with means tests based on assets discourage saving by households with low expected lifetime income. In addition, we evaluate the model using a dynamic programming model with four state variables. Assuming common preference parameters across lifetime- income groups, we are able to replicate the empirical pattern that low-income households are more likely than high-income households to hold virtually no wealth. Low wealth accumulation can be explained as a utility-maximizing response to asset-based means-tested welfare programs.