Freshman Course Credit and Unexcused Absences: An Arkansas Policy Analysis

This policy analysis examines the implementation of A.C.A. 6-18-222, a statewide policy in Arkansas that addresses unexcused absences and course credit consequences for students. Using anonymized student-level data from the 2020-21 and 2021-22 school years (N=65,651), the study explores variations in policy implementation across districts and investigates the relationship between absences and course failures for freshmen. Our results highlight the wide variability in the number of allowed unexcused absences and the language of course credit consequence among districts. Additionally, our multivariate logistic regressions reveal FRL-eligible students more likely to fail a course after reaching their district’s unexcused absence threshold. Lastly, we find once students reach their district’s unexcused absence threshold, they more likely to fail a core course compared to a non-core course. Our findings provide insights into the variations of local policy implementation for student academic outcomes

Freshman Course Credit and Unexcused Absences: An Arkansas Policy Analysis

This policy analysis examines the implementation of A.C.A. 6-18-222, a statewide policy in Arkansas that addresses unexcused absences and course credit consequences for students. Using anonymized student-level data from the 2020-21 and 2021-22 school years (N=65,651), the study explores variations in policy implementation across districts and investigates the relationship between absences and course failures for freshmen. Our results highlight the wide variability in the number of allowed unexcused absences and the language of course credit consequence among districts. Additionally, our multivariate logistic regressions reveal FRL-eligible students more likely to fail a course after reaching their district’s unexcused absence threshold. Lastly, we find once students reach their district’s unexcused absence threshold, they more likely to fail a core course compared to a non-core course. Our findings provide insights into the variations of local policy implementation for student academic outcomes

Measurements of complex permittivity of microwave substrates in the 20 to 300 K temperature range from 26.5 to 40.0 GHz

A knowledge of the dielectric properties of microwave substrates at low temperatures is useful in the design of superconducting microwave circuits. Results are reported for a study of the complex permittivity of sapphire (Al2O3), magnesium oxide (MgO), silicon oxide (SiO2), lanthanum aluminate (LaAlO3), and zirconium oxide (ZrO2), in the 20 to 300 Kelvin temperature range, at frequencies from 26.5 to 40.0 GHz. The values of the real and imaginary parts of the complex permittivity were obtained from the scattering parameters, which were measured using a HP-8510 automatic network analyzer. For these measurements, the samples were mounted on the cold head of a helium gas closed cycle refrigerator, in a specially designed vacuum chamber. An arrangement of wave guides, with mica windows, was used to connect the cooling system to the network analyzer. A decrease in the value of the real part of the complex permittivity of these substrates, with decreasing temperature, was observed. For MgO and Al2O3, the decrease from room temperature to 20 K was of 7 and 15 percent, respectively. For LaAlO3, it decreased by 14 percent, for ZrO2 by 15 percent, and for SiO2 by 2 percent, in the above mentioned temperature range

Changes in Teacher Salaries Under The Arkansas LEARNS Act

The LEARNS Act: Increased the state’s minimum teacher salary from $36,000 to$50,000, Guaranteed all teachers a minimum raise of $2,000, and Removed the minimum teacher salary schedule and relaxed other salary schedule requirements in state law. Before LEARNS, starting teacher salaries in almost all school districts were below the new minimum salary of$50,000. The average entry-level teacher salary for those holding a bachelor’s degree was about $38,000, with 39$36,000. Starting teacher salaries under LEARNS are now more equally distributed, with minimal variation across districts. This school year, 97% of districts pay beginning teachers with bachelor’s degrees the new minimum of $50,000. LEARNS significantly reduced the negative and significant association between starting teacher salaries and higher rates of district poverty. However, more differentiation in pay across districts reappears as teachers gain experience, and it remains advantageous to work in more urban districts that continue to offer higher salaries to their experienced teachers. Because experience is a predictor of teacher quality, this could have future implications for the equitable distribution of quality teachers across the state. The LEARNS Act also provides substantially more funding to rural and higher-poverty districts. Although LEARNS made some positive improvements to teacher salaries, other incentive programs and grow-your-own initiatives will likely still be needed to recruit and retain high-quality teachers in rural and high-poverty districts

Changes in Teacher Salaries Under The Arkansas LEARNS Act

The LEARNS Act: Increased the state’s minimum teacher salary from $36,000 to$50,000, Guaranteed all teachers a minimum raise of $2,000, and Removed the minimum teacher salary schedule and relaxed other salary schedule requirements in state law. Before LEARNS, starting teacher salaries in almost all school districts were below the new minimum salary of$50,000. The average entry-level teacher salary for those holding a bachelor’s degree was about $38,000, with 39$36,000. Starting teacher salaries under LEARNS are now more equally distributed, with minimal variation across districts. This school year, 97% of districts pay beginning teachers with bachelor’s degrees the new minimum of $50,000. LEARNS significantly reduced the negative and significant association between starting teacher salaries and higher rates of district poverty. However, more differentiation in pay across districts reappears as teachers gain experience, and it remains advantageous to work in more urban districts that continue to offer higher salaries to their experienced teachers. Because experience is a predictor of teacher quality, this could have future implications for the equitable distribution of quality teachers across the state. The LEARNS Act also provides substantially more funding to rural and higher-poverty districts. Although LEARNS made some positive improvements to teacher salaries, other incentive programs and grow-your-own initiatives will likely still be needed to recruit and retain high-quality teachers in rural and high-poverty districts

Voltage scanning and technical upgrades at the Collinear Resonance Ionization Spectroscopy experiment

To optimize the performance of the Collinear Resonance Ionization Spectroscopy (CRIS) experiment at CERN-ISOLDE, technical upgrades are continuously introduced, aiming to enhance its sensitivity, precision, stability, and efficiency. Recently, a voltage-scanning setup was developed and commissioned at CRIS, which improved the scanning speed by a factor of three as compared to the current laser-frequency scanning approach. This leads to faster measurements of the hyperfine structure for systems with high yields (more than a few thousand ions per second). Additionally, several beamline sections have been redesigned and manufactured, including a new field-ionization unit, a sharper electrostatic bend, and improved ion optics. The beamline upgrades are expected to yield an improvement of at least a factor of 5 in the signal-to-noise ratio by suppressing the non-resonant laser ions and providing time-of-flight separation between the resonant ions and the collisional background. Overall, the presented developments will further improve the selectivity, sensitivity, and efficiency of the CRIS technique.Comment: 10 pages. Under review at NIM B as part of the proceedings of EMIS 2022 at RAON, South Kore

Inefficient high-temperature metamorphism in orthogneiss

A novel method utilizing crystallographic orientation and mineral chemistry data, based on large-scale electron backscatter diffraction (EBSD) and microbeam analysis, quantifies the proportion of relict igneous and neoblastic minerals forming variably deformed high-grade orthogneiss. The Cretaceous orthogneiss from Fiordland, New Zealand, comprises intermediate omphacite granulite interlayered with basic eclogite, which was metamorphosed and deformed at T ≈ 850 °C and P ≈ 1.8 GPa after protolith cooling. Detailed mapping of microstructural and physiochemical relations in two strain profiles through subtly distinct intermediate protoliths indicates that up to 32% of the orthogneiss mineralogy is igneous, with the remainder being metamorphic. Domains dominated by igneous minerals occur preferentially in strain shadows to eclogite pods. Distinct metamorphic stages can be identified by texture and chemistry and were at least partially controlled by strain magnitude. At the grain-scale, the coupling of metamorphism and crystal plastic deformation appears to have permitted efficient transformation of an originally igneous assemblage. The effective distinction between igneous and metamorphic paragenesis and their links to deformation history enables greater clarity in interpretations of the makeup of the crust and their causal influence on lithospheric scale processes

Improving postpartum care delivery and uptake by implementing context-specific interventions in four countries in Africa: a realist evaluation of the Missed Opportunities in Maternal and Infant Health (MOMI) project

Postpartum care (PPC) has remained relatively neglected in many interventions designed to improve maternal and neonatal health in sub-Saharan Africa. The Missed Opportunities in Maternal and Infant Health project developed and implemented a context-specific package of health system strengthening and demand generation in four African countries, aiming to improve access and quality of PPC. A realist evaluation was conducted to enable nuanced understanding of the influence of different contextual factors on both the implementation and impacts of the interventions. Mixed methods were used to collect data and test hypothesised context–mechanism–outcome configurations: 16 case studies (including interviews, observations, monitoring data on key healthcare processes and outcomes), monitoring data for all study health facilities and communities, document analysis and participatory evaluation workshops. After evaluation in individual countries, a cross-country analysis was conducted that led to the development of four middle-range theories. Community health workers (CHWs) were key assets in shifting demand for PPC by ‘bridging’ communities and facilities. Because they were chosen from the community they served, they gained trust from the community and an intrinsic sense of responsibility. Furthermore, if a critical mass of women seek postpartum healthcare as a result of the CHWs bridging function, a ‘buzz’ for change is created, leading eventually to the acceptability and perceived value of attending for PPC that outweighs the costs of attending the health facility. On the supply side, rigid vertical hierarchies and defined roles for health facility workers (HFWs) impede integration of maternal and infant health services. Additionally, HFWs fear being judged negatively which overrides the self-efficacy that could potentially be gained from PPC training. Instead the main driver of HFWs’ motivation to provide comprehensive PPC is dependent on accountability systems for delivering PPC created by other programmes. The realist evaluation offers insights into some of the contextual factors that can be pivotal in enabling the community-level and service-level interventions to be effective

An Empirical Comparison of Human Value Models

Over the past century, various value models have been proposed. To determine which value model best predicts prosocial behavior, mental health, and pro-environmental behavior, we subjected seven value models to a hierarchical regression analysis. A sample of University students (N = 271) completed the Portrait Value Questionnaire (Schwartz et al., 2012), the Basic Value Survey (Gouveia et al., 2008), and the Social Value Orientation scale (Van Lange et al., 1997). Additionally, they completed the Values Survey Module (Hofstede and Minkov, 2013), Inglehart's (1977) materialism-postmaterialism items, the Study of Values, fourth edition (Allport et al., 1960; Kopelman et al., 2003), and the Rokeach (1973) Value Survey. However, because the reliability of the latter measures was low, only the PVQ-RR, the BVS, and the SVO where entered into our analysis. Our results provide empirical evidence that the PVQ-RR is the strongest predictor of all three outcome variables, explaining variance above and beyond the other two instruments in almost all cases. The BVS significantly predicted prosocial and pro-environmental behavior, while the SVO only explained variance in pro-environmental behavior

The DUNE Far Detector Interim Design Report, Volume 3: Dual-Phase Module

The DUNE IDR describes the proposed physics program and technical designs of the DUNE far detector modules in preparation for the full TDR to be published in 2019. It is intended as an intermediate milestone on the path to a full TDR, justifying the technical choices that flow down from the high-level physics goals through requirements at all levels of the Project. These design choices will enable the DUNE experiment to make the ground-breaking discoveries that will help to answer fundamental physics questions. Volume 3 describes the dual-phase module's subsystems, the technical coordination required for its design, construction, installation, and integration, and its organizational structure