Funding Gaps 2006

School finance policy choices at the federal, state, and district levels systematically stack the deck against students who need the most support from their schools, according to a report by the Education Trust.The report, Funding Gaps 2006, builds on the Education Trust's annual studies of funding gaps among school districts within states. For the first time the report includes data and analysis on:How federal Title I funds widen rather than narrow the education funding gaps that separate wealthy states from poor states; and How funding choices at the school district level provide enhanced funding to schools serving higher concentrations of affluent students and white students at the expense of schools that serve low-income students and students of color

Evaluating Evaluations: Using Teacher Surveys to Strengthen Implementation

Substantial progress has been made in the last several years in establishing meaningful teacher evaluation systems in K12 education, creating the foundation for improving teacher performance. Evaluating teachers is necessary but not sufficient, however, to improve instruction toward the ultimate goal of increasing student achievement. The evaluation reform movement will have failed if these more rigorous evaluations do not translate into system-wide improvements in teacher effectiveness within the next five years. To convert evaluation information into more effective teaching, teachers, principals, and system leaders need to embrace a culture of ongoing, two-way feedback and a commitment to continuous improvement

Development and Validation of an Open Access Snp Array for Nile Tilapia (Oreochromis niloticus)

Tilapia are among the most important farmed fish species worldwide, and are fundamental for the food security of many developing countries. Several genetically improved Nile tilapia (Oreochromis niloticus) strains exist, such as the iconic Genetically Improved Farmed Tilapia (GIFT), and breeding programs typically follow classical pedigree-based selection. The use of genome-wide single-nucleotide polymorphism (SNP) data can enable an understanding of the genetic architecture of economically important traits and the acceleration of genetic gain via genomic selection. Due to the global importance and diversity of Nile tilapia, an open access SNP array would be beneficial for aquaculture research and production. In the current study, a ∼65K SNP array was designed based on SNPs discovered from whole-genome sequence data from a GIFT breeding nucleus population and the overlap with SNP datasets from wild fish populations and several other farmed Nile tilapia strains. The SNP array was applied to clearly distinguish between different tilapia populations across Asia and Africa, with at least ∼30,000 SNPs segregating in each of the diverse population samples tested. It is anticipated that this SNP array will be an enabling tool for population genetics and tilapia breeding research, facilitating consistency and comparison of results across studies

National Commission on Social, Emotional, and Academic Development: A Policy Agenda in Support of How Learning Happens

Policy can play an essential role in moving efforts to support the whole learner from the periphery to the mainstream of American education, and from the realm of ideas to implementation. This document is rooted in the belief that policy should create enabling conditions for communities to implement locally crafted practices that drive more equitable outcomes by supporting each and every student's social, emotional, and academic development

Distinct cerebellar foliation anomalies in a Chd7 haploinsufficient mouse model of CHARGE syndrome

Mutations in the gene encoding the ATP dependent chromatin‐remodeling factor, CHD7 are the major cause of CHARGE (Coloboma, Heart defects, Atresia of the choanae, Retarded growth and development, Genital‐urinary anomalies, and Ear defects) syndrome. Neurodevelopmental defects and a range of neurological signs have been identified in individuals with CHARGE syndrome, including developmental delay, lack of coordination, intellectual disability, and autistic traits. We previously identified cerebellar vermis hypoplasia and abnormal cerebellar foliation in individuals with CHARGE syndrome. Here, we report mild cerebellar hypoplasia and distinct cerebellar foliation anomalies in a Chd7 haploinsufficient mouse model. We describe specific alterations in the precise spatio‐temporal sequence of fissure formation during perinatal cerebellar development responsible for these foliation anomalies. The altered cerebellar foliation pattern in Chd7 haploinsufficient mice show some similarities to those reported in mice with altered Engrailed, Fgf8 or Zic1 gene expression and we propose that mutations or polymorphisms in these genes may modify the cerebellar phenotype in CHARGE syndrome. Our findings in a mouse model of CHARGE syndrome indicate that a careful analysis of cerebellar foliation may be warranted in patients with CHARGE syndrome, particularly in patients with cerebellar hypoplasia and developmental delay

A comparison of pharmacy student attainment, progression, and perceptions using team- and problem-based learning: Experiences from Wolverhampton School of Pharmacy, UK

Objective To compare pharmacy student attainment, progression, and perception of team-based (TBL) and problem-based learning (PBL) in comparison to more traditional didactic teaching methods. Design Student attainment and progression were established through comparison of examination data before and after TBL implementation and for the three teaching methodologies. Student perceptions of TBL and PBL were sought via a questionnaire and focus group. Assessment Summative examination performance was used to assess the effect of TBL implementation. Student attainment and progression increased after TBL implementation (attainment grade score: pre-TBL 7.7 vs. 11.19 post-TBL; p = 0.01 and progression: 89% vs. 92%; p = 0.574). Summative examination performance was also used to assess the effect of three teaching methodologies in the same cohort. Student attainment was higher with TBL compared with PBL (grade score: 11.19 vs. 8.73; p ≤ 0.001) and slightly but not significantly worse than those seen with traditional didactic teaching (grade score: 11.19 vs. 11.83; p = 0.355). Student progression was the highest with traditional teaching, then TBL, and finally PBL (96% vs. 92% vs. 88%; p = 0.224). Student perceptions favored TBL compared with PBL but traditional teaching methods were favored over both TBL and PBL. Conclusion The study shows that student attainment and progression were better using TBL compared with PBL, although traditional approaches to teaching saw comparable attainment and progression to TBL. Student perceptions favored traditional teaching more than TBL, which was more liked than PBL