Making the Most of Opportunities to Learn What Works: A School District's Guide

This guide for district and school leaders shows how to recognize opportunities to embed randomized controlled trials (RCTs) into planned policies or programs. Opportunistic RCTs can generate strong evidence for informing education decisions -- with minimal added cost and disruption. The guide also outlines the key steps to conduct RCTs and responds to common questions and concerns about RCTs. Readers will find a real life example of how one district took advantage of an opportunity to learn whether a summer reading program worked

KIPP Middle Schools: Impacts on Achievement and Other Outcomes

The Knowledge Is Power Program (KIPP) is a rapidly expanding network of public charter schools whose mission is to improve the education of low-income children. As of the 2012 -- 2013 school year, 125 KIPP schools are in operation in 20 different states and the District of Columbia (DC). Ultimately, KIPP's goal is to prepare students to enroll and succeed in college.Prior research has suggested that KIPP schools have positive impacts on student achievement, but most of the studies have included only a few KIPP schools or have had methodological limitations. This is the second report of a national evaluation of KIPP middle schools being conducted by Mathematica Policy Research. The evaluation uses experimental and quasi-experimental methods to produce rigorous and comprehensive evidence on the effects of KIPP middle schools across the country.The study's first report, released in 2010, described strong positive achievement impacts in math and reading for the 22 KIPP middle schools for which data were available at the time. For this phase of the study, we nearly doubled the size of the sample, to 43 KIPP middle schools, including all KIPP middle schools that were open at the start of the study in 2010 for which we were able to acquire relevant data from local districts or states. This report estimates achievement impacts for these 43 KIPP middle schools, and includes science and social studies in addition to math and reading. This report also examines additional student outcomes beyond state test scores, including student performance on a nationally norm-referenced test and survey-based measures of student attitudes and behavior

Three Essays on Resources in Education.

The first chapter of this dissertation examines how a large increase to state aid to schools in New Jersey affects the expenditures of the affected school districts. The 30 school districts affected by the Abbott policy received a 10% boost to school budgets following a court ruling. Using the funding induced by the court ruling as an instrument for state aid to school districts, I measure the uses of increased state aid. In specifications that control for unobserved differences across districts, I find that 60-70% of the increased funding passes through to increased school expenditures and that the rest is used to reduce local contributions to school revenues in Abbott districts relative to comparison districts. This funding went largely to instructional purposes, paying for increased hiring of teachers and support services personnel. The second chapter looks at the achievement effects of the expenditure changes examined in chapter 1. Using restricted student-level test scores for New Jersey's 11th grade assessment, I find that the policy improved math and reading scores of minority students by 0.2-0.25 standard deviations. Trends in scores at earlier grades also show shrinking achievement gaps. The third chapter, written with James Sallee and Paul Courant, develops a simple model for allocating students and resources to schools in a system of higher education. Starting with a distribution of student ability and a fixed quantity of resources we show that only a few assumptions are required to lead to a tiered higher education system that sorts students by ability. Our assumptions, that student ability and school resources are complementary and that there is a fixed cost to establishing a school, lead to a tiered system even without peer effects.PhDPublic Policy & EconomicsUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/61592/1/aresch_1.pd

A Tobacco Homolog of DCN1 is Involved in Cellular Reprogramming and in Developmental Transitions

Plant proteomes show remarkable plasticity in reaction to environmental challenges and during developmental transitions. Some of this adaptability comes from ubiquitin-mediated protein destruction regulated by cullin-RING E3 ubiquitin ligases (CRLs). CRLs are activated through modification of the cullin subunit with the ubiquitin-like protein RUB/NEDD8 by an E3 ligase called defective in cullin neddylation 1 (DCN1). Here we show that tobacco DCN1 binds ubiquitin and RUB/NEDD8, and associates with cullin. When knocked down by RNAi, tobacco pollen formation stopped and zygotic embryogenesis was blocked around the globular stage. Additionally, we found that RNAi of DCN1 inhibited the stress-triggered reprogramming of cultured microspores from their intrinsic gametophytic mode of development to an embryogenic state. This stress-induced developmental switch is a known feature in many important crops and leads ultimately to the formation of haploid embryos and plants. Compensating the RNAi effect by re-transformation with a promoter-silencing construct restored pollen development and zygotic embryogenesis, as well as the ability for stress-induced formation of embryogenic microspores. Overexpression of DCN1, however, accelerated pollen tube growth and increased the potential for microspore reprogramming. These results demonstrate that the biochemical function of DCN1 is conserved in plants and that its activity is specifically required for transitions during pollen development and embryogenesis, and for pollen tube tip growth

The impact of school-based screening on service use in adolescents at risk for mental health problems and risk-behaviour.

Early detection and intervention can counteract mental disorders and risk behaviours among adolescents. However, help-seeking rates are low. School-based screenings are a promising tool to detect adolescents at risk for mental problems and to improve help-seeking behaviour. We assessed associations between the intervention "Screening by Professionals" (ProfScreen) and the use of mental health services and at-risk state at 12 month follow-up compared to a control group. School students (aged 15 ± 0.9 years) from 11 European countries participating in the "Saving and Empowering Young Lives in Europe" (SEYLE) study completed a self-report questionnaire on mental health problems and risk behaviours. ProfScreen students considered "at-risk" for mental illness or risk behaviour based on the screening were invited for a clinical interview with a mental health professional and, if necessary, referred for subsequent treatment. At follow-up, students completed another self-report, additionally reporting on service use. Of the total sample (N = 4,172), 61.9% were considered at-risk. 40.7% of the ProfScreen at-risk participants invited for the clinical interview attended the interview, and 10.1% of subsequently referred ProfScreen participants engaged in professional treatment. There were no differences between the ProfScreen and control group regarding follow-up service use and at-risk state. Attending the ProfScreen interview was positively associated with follow-up service use (OR = 1.783, 95% CI = 1.038-3.064), but had no effect on follow-up at-risk state. Service use rates of professional care as well as of the ProfScreen intervention itself were low. Future school-based interventions targeting help-seeking need to address barriers to intervention adherence.Clinical Trials Registration: The trial is registered at the US National Institute of Health (NIH) clinical trial registry (NCT00906620, registered on 21 May, 2009), and the German Clinical Trials Register (DRKS00000214, registered on 27 October, 2009)

Adolescent subthreshold-depression and anxiety: psychopathology, functional impairment and increased suicide risk

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Life-time prevalence and psychosocial correlates of adolescent direct self-injurious behavior: A comparative study of findings in 11 European countries

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Self-injury: Treatment, Assessment, Recovery (STAR): online intervention for adolescent non-suicidal self-injury - study protocol for a randomized controlled trial

Background: Non-suicidal self-injury (NSSI) is a clinically significant behavior affecting approximately 18% of adolescents and young adults worldwide. The importance of NSSI is supported by its association with a broad spectrum of mental disorders. Despite its high relevance, evidence-based, specific, time-, and cost-effective treatment approaches are scarce. Cognitive behavioral therapy (CBT) seems effective in reducing the frequency of NSSI in adolescents and young adults. However, young people are often reluctant to seek professional help and effective interventions adressing NSSI are not sufficiently available across all regions of Germany. Research indicates that the majority of youth with risk behavior (including NSSI) prefer technology-based interventions. To date, effective interventions for adolescents and young adults with NSSI that are deliverd online are not available. Methods: The present project aims to develop and evaluate an online intervention for adolescents and young adults with NSSI based on the content of a recently evaluated face-to-face short-term program that includes elements of CBT and dialectical behavior therapy (DBT): “The Cutting Down Programme” (CDP). The efficacy of the new online CDP intervention will be tested in a randomized controlled trial (RCT) in which n = 700 youths engaging in repetitive NSSI will participate in either an online psychoeducation (n = 350) or online CDP (n = 350). Within a postline assessment four months after baseline (end of treatment; T1), and follow-up evaluations 12 and 18 months after baseline (follow-ups; T2 and T3), NSSI and comorbid symptoms as well as quality of life will be assessed. It is hypothesized that participants receiving online CDP report a greater reduction in the frequency of NSSI within the last three months at T2 (primary endpoint) compared to those receiving online psychoeducation. Exploratory analyses will focus on predictors of treatment outcome. Discussion: We report on the development and evaluation of an online intervention for adolescents and young adults engaging in NSSI based on the CDP. If supported by empirical evidence, an online-based intervention for NSSI might help to overcome the limited availability of adequate interventions for youth. Trial registration: German Clinical Trials Register, DRKS00014623. Registered on 22 May 2018