From Igiaba Scego, La mia casa è dove sono (Home Is Where I Am), Milan: Rizzoli, 2010

Translated by Jon R. Snyder and Megan Williamso

Alternative Certification and Alternative Pathways: A Personal Take on a Core Policy Dilemma

A view on the structured and unstructured journey one goes on to becoming a great teacher

Et Tu, Judy Blume: Are the Books Girls Choose to Read, Sexist?

The decade of the 1970\u27 s could be characterized as period of feminine consciousness, a period of concentrated awareness of social and economic imbalances and injustices, which led to thorough examinations of educational materials. Sexism was discovered to be rampant, though perhaps not unexpected, throughout reading materials intended for young people. Many studies examined the frequency of appearance of male and female characters, which a majority focused on sex role stereotyping

Como os estados integram a avaliação de desempenho em seus sistemas de avaliação?

This paper reviews state strategies for incorporating performance assessment in policy and practice. Specifically, the paper reviews the use of performance assessment in 12 states in the Innovation Lab Network, a group committed to developing systems of assessment that provide meaningful measures of college and career readiness. This review suggests that states relied on four central approaches for integrating performance assessment in state and local systems of assessment: 1) classroom purposes, 2) graduation requirement, 3) school accountability purposes, or 4) federal accountability. We review these approaches and the benefits and challenges associated with each strategy.Este artículo revisa las estrategias estatales para incorporar la evaluación del desempeño en las pólizas y la práctica. Específicamente, el documento revisa el uso de la evaluación del desempeño en 12 estados en Innovation Lab Network, un grupo comprometido con el desarrollo de sistemas de evaluación que ofrecen medidas significativas de preparación universitaria y profesional. Esta reseña sugiere que los estados se basaron en cuatro enfoques centrales para integrar las evaluaciones del desempeño en los sistemas de evaluación estatales y locales: 1) propósitos de la clase, 2) requisito de graduación, 3) propósitos de responsabilidad escolar o 4) responsabilidad federal. Revisamos estos enfoques y los beneficios y desafíos asociados con cada estrategia.Este artigo analisa as estratégias estaduais para incorporar a avaliação de desempenho em políticas e práticas. Especificamente, o documento analisa o uso da avaliação de desempenho em 12 estados da Innovation Lab Network, um grupo comprometido com o desenvolvimento de sistemas de avaliação que oferecem medidas significativas de preparação para universidades e profissionais. Esta revisão sugere que os estados se basearam em quatro abordagens centrais para integrar avaliações de desempenho em sistemas de avaliação estaduais e locais: 1) propósitos de classe, 2) requisito de graduação, 3) objetivos de responsabilidade escolar ou 4) responsabilidade federal. Revisamos essas abordagens e os benefícios e desafios associados a cada estratégia

Community Schools as an Effective Strategy for Reform

Research finds that community school models offering various agreed-upon features provide an excellent social return on investment and significant promise for providing opportunities for learning and promoting well-being in students and communities. Compared with schools that do not follow the community school model, successful community schools across the United States have reported students achieving higher math and reading proficiency and increases in graduation and college going rates. Community schools that commit to a vision for developing comprehensive school–family–community collaborations have the greatest potential to address the needs of the whole child in ways that strengthen families, schools, and neighborhoods

A comparison of transplant outcomes in peritoneal and hemodialysis patients

A comparison of transplant outcomes in peritoneal and hemodialysis patients.BackgroundStudies examining the effect of pre-transplant dialysis modality on graft and patient survival after kidney transplantation have produced conflicting results. Therefore, we studied the effects of pre-transplant dialysis modality on outcomes in a large United States cohort.MethodsWe compared rates of transplantation between peritoneal dialysis and hemodialysis patients from the years 1995 to 1998 in the United States (N = 252,402) and outcomes after transplantation (N = 22,776), using data from the Centers for Medicare and Medicaid Services.ResultsIn a Cox proportional hazards analysis that was adjusted for multiple patient characteristics, kidney transplantation was 1.39 (95% CI = 1.35 to 1.43) times more likely in peritoneal dialysis vs. hemodialysis patients (P < 0.0001). Over the entire follow-up period, the adjusted risk for death-censored graft failure was 1.15 (1.04 to 1.26) times higher in peritoneal dialysis vs. hemodialysis (P < 0.05), but mortality and overall graft failure rates were not different. Pre-transplant dialysis modality did not affect outcomes for patients who survived with a functioning kidney for at least 3 months. However, in adjusted Cox analyses restricted to the first 3 months, peritoneal dialysis was associated with a 1.23 (1.09 to 1.39) times higher risk for early graft failure (P < 0.001) and a 1.33 (1.16 to 1.53) times higher risk for death-censored graft failure (P < 0.001). Peritoneal dialysis patients, however, were seen to have a lower incidence of delayed graft function. In a smaller sample of patients with data on causes of early graft failure, graft thrombosis was more commonly listed as a cause of graft failure among peritoneal dialysis patients, 41% (64/156), compared to hemodialysis patients, 30% (106/349), P < 0.05.ConclusionsKidney transplantation is more frequent in peritoneal dialysis than in hemodialysis patients, and transplantation in peritoneal dialysis patients is more frequently associated with early, but not late, graft failure. Delayed graft function was less common in peritoneal dialysis patients but this potential benefit appears to be offset by other factors which are associated with early graft loss. Additional studies are needed to determine what factors may help understand this early risk of graft failure

Devenir enseignant aux États-Unis : politiques, normes et tensions

Trois niveaux de l’« écosystème éducatif » influencent le parcours pour devenir enseignant aux États-Unis : le niveau fédéral, le niveau des États et le niveau local. À chacun de ces niveaux, deux leviers principaux sont utilisés pour agir sur le parcours enseignant : les normes professionnelles pour l’enseignement et les normes pour la formation des enseignants. Cet article s’intéresse à l’influence de ces trois niveaux de l’écosystème éducatif, avant de conclure par une discussion sur les tensions persistantes qui continuent de traverser les voies qui mènent au métier d’enseignant aux États-Unis.Three levels of the educational ecosystem influence the path of becoming a teacher in the United States: the federal level, the state level, and the local level. Each of these levels uses two major levers that influence the path of becoming a teacher: (a) standards for teaching and (b) standards for teacher education. In this paper we address the influence at each of the three relevant levels of the educational ecosystem. We conclude with a discussion of enduring tensions in an individual’s path towards becoming a teacher in the United States.Tres niveles del «ecosistema educativo» influencian la trayectoria para hacerse docente en Estados Unidos: el nivel federal, el nivel de los Estados y el nivel local. En cada uno de estos niveles, se utilizan dos palancas principales para actuar sobre el recorrido de un docente: las normas profesionales para la enseñanza y las normas para la formación de los docentes. Este artículo se interesa por la influencia de estos tres niveles del ecosistema educativo antes de concluir con una discusión sobre las tensiones persistentes que siguen atravesando las vías que conducen al oficio de docente en Estados Unidos

Heart and lung organ offer acceptance practices of transplant programs are associated with waitlist mortality and organ yield

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/145354/1/ajt14885.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/145354/2/ajt14885_am.pd

Community Research Collaboratives

This policy memo discusses an approach to research and engagement called Community Research Collaboratives (CRCs). Its goal is to further define and elevate an existing field of work currently under-recognized by academic researchers, philanthropists, and educational policymakers and practitioners. The authors describe CRCs as partnerships among community members, researchers, and/or educational institutions that work together to advance equity and justice by jointly creating new knowledge, policies, and/or practices that promote systemic change in educational systems and society. The authors' analysis is intended to highlight the unique attributes of CRCs, to boost their visibility in education, and to encourage funding support for this growing field.</p