Trends in Pennsylvania 8th and 11th Grade Student Test Performance Since the Common Core Implementation

Abstract The purpose of this research study was to explore trends in student test performance since the Common Core implementation in 8th and 11th grades in Pennsylvania. After receiving failing grades for the Pennsylvania State Standards when compared with other states, legislators adopted the Pennsylvania Common Core Standards in 2013. Much of this decision was grounded in the belief that with new standards, Pennsylvania student test scores would move from 35-45% proficiency levels in Reading and Math to 100% proficiency (Hamilton, 2007). Research questions focused on the trends in students’ scores over time as reported by the PSSA and Keystone exams, administered each year. A quantitative analysis was performed with repeated measures for 8th grade from 2015-2017 and for 11th grade from 2013-2017 looking for statistical significance in the general population, the “Historically Underperforming” population, and in locales- urban, suburban, rural, and towns. Where significance was found, correlations were run between the covariates of Black/Hispanic and poor student populations. Results showed significant growth in 8th grade math scores over time, with negative correlations from race and poverty which also affected 8th grade ELA scores in the “Historically Underperforming” population. Eleventh grade scores showed no significance except negative correlations associated with race in the “Historically Underperforming” reading students. When drilling down to locales, significance was found in growth made by city and rural schools in 8th grade math and short term gains in 11th grade math

Trends in Pennsylvania 8th and 11th Grade Student Test Performance Since the Common Core Implementation

Abstract The purpose of this research study was to explore trends in student test performance since the Common Core implementation in 8th and 11th grades in Pennsylvania. After receiving failing grades for the Pennsylvania State Standards when compared with other states, legislators adopted the Pennsylvania Common Core Standards in 2013. Much of this decision was grounded in the belief that with new standards, Pennsylvania student test scores would move from 35-45% proficiency levels in Reading and Math to 100% proficiency (Hamilton, 2007). Research questions focused on the trends in students’ scores over time as reported by the PSSA and Keystone exams, administered each year. A quantitative analysis was performed with repeated measures for 8th grade from 2015-2017 and for 11th grade from 2013-2017 looking for statistical significance in the general population, the “Historically Underperforming” population, and in locales- urban, suburban, rural, and towns. Where significance was found, correlations were run between the covariates of Black/Hispanic and poor student populations. Results showed significant growth in 8th grade math scores over time, with negative correlations from race and poverty which also affected 8th grade ELA scores in the “Historically Underperforming” population. Eleventh grade scores showed no significance except negative correlations associated with race in the “Historically Underperforming” reading students. When drilling down to locales, significance was found in growth made by city and rural schools in 8th grade math and short term gains in 11th grade math

“some kind of thing it aint us but yet its in us”: David Mitchell, Russell Hoban, and metafiction after the millennium

This article appraises the debt that David Mitchell’s Cloud Atlas owes to the novels of Russell Hoban, including, but not limited to, Riddley Walker. After clearly mapping a history of Hoban’s philosophical perspectives and Mitchell’s inter-textual genre-impersonation practice, the article assesses the degree to which Mitchell’s metatextual methods indicate a nostalgia for by-gone radical aesthetics rather than reaching for new modes of its own. The article not only proposes several new backdrops against which Mitchell’s novel can be read but also conducts the first in-depth appraisal of Mitchell’s formal linguistic replication of Riddley Walker

Unbounded randomness certification using sequences of measurements

Unpredictability, or randomness, of the outcomes of measurements made on an entangled state can be certified provided that the statistics violate a Bell inequality. In the standard Bell scenario where each party performs a single measurement on its share of the system, only a finite amount of randomness, of at most $4 log_2 d$ bits, can be certified from a pair of entangled particles of dimension $d$. Our work shows that this fundamental limitation can be overcome using sequences of (nonprojective) measurements on the same system. More precisely, we prove that one can certify any amount of random bits from a pair of qubits in a pure state as the resource, even if it is arbitrarily weakly entangled. In addition, this certification is achieved by near-maximal violation of a particular Bell inequality for each measurement in the sequence.Comment: 4 + 5 pages (1 + 3 images), published versio

Generalized Bell Inequality Experiments and Computation

We consider general settings of Bell inequality experiments with many parties, where each party chooses from a finite number of measurement settings each with a finite number of outcomes. We investigate the constraints that Bell inequalities place upon the correlations possible in a local hidden variable theories using a geometrical picture of correlations. We show that local hidden variable theories can be characterized in terms of limited computational expressiveness, which allows us to characterize families of Bell inequalities. The limited computational expressiveness for many settings (each with many outcomes) generalizes previous results about the many-party situation each with a choice of two possible measurements (each with two outcomes). Using this computational picture we present generalizations of the Popescu-Rohrlich non-local box for many parties and non-binary inputs and outputs at each site. Finally, we comment on the effect of pre-processing on measurement data in our generalized setting and show that it becomes problematic outside of the binary setting, in that it allows local hidden variable theories to simulate maximally non-local correlations such as those of these generalised Popescu-Rohrlich non-local boxes.Comment: 16 pages, 2 figures, supplemental material available upon request. Typos corrected and references adde

Evaluating the Use of Daily Care Notes Software for Older People with Dementia

There has been little research to investigate the impact of software to support the care for older people with dementia care. This article reports the evaluation of software adapted to support one key person-centered task for the care of older residents with dementia – recording and sharing daily care notes. The evaluation on the dementia wing of 1 residential home for over 6 months revealed that use of the software on mobile devices carried by the carers increased the number and volume of daily care notes recorded, but only for the types of content that were already being recorded by carers. Carers reported more advantages that resulted from daily care notes once in digital form than from the documenting task, as well as barriers to the use of mobile digital software to record daily care notes

Evidence-Based Professional Development of Science Teachers in Two Countries

The focus of this collaborative research project of King?s College London, and the Weizmann Institute, Israel. project is on investigating the ways in which teachers can demonstrate accomplished teaching in a specific domain of science and on the teacher learning that is generated through continuing professional development programs (CPD) that lead towards such practice. The interest lies in what processes and inputs are required to help secondary school science teachers develop expertise in a specific aspect of science teaching. `It focuses on the design of the CPD programmes and examines the importance of an evidence-based approach through portfolioconstruction in which professional dialogue pathes the way for teacher learning. The set of papers highlight the need to set professional challenge while tailoring CPD to teachers? needs to create the environment in which teachers can advance and transform their practice. The cross-culture perspective added to the richness of the development and enabled the researchers to examine which aspects were fundamental to the design by considering similarities and differences between the domains