The Enhanced Reading Opportunities Study: Findings from the Second Year of Implementation

According to the National Assessment of Educational Progress, a majority of ninth-graders in low-performing high schools begin their freshman year with significant reading difficulties. Poor reading ability is a key predictor of academic disengagement and, ultimately, dropping out. This report presents findings from the second year of the Enhanced Reading Opportunities (ERO) study, a demonstration and random assignment evaluation of two supplemental literacy programs -- Reading Apprenticeship Academic Literacy and Xtreme Reading -- that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers

Interaction between water vapor and pure silver iodide in the vicinity of saturation, The

January 1971.Includes bibliographical references.Sponsored by the National Science Foundation GA-11309

The Enhanced Reading Opportunities Study: Early Impact and Implementation Findings

This report presents early findings from a demonstration and random assignment evaluation of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. On average, the programs produced a positive, statistically significant impact on reading comprehension among students

Preparing High School Students for College: An Exploratory Study of College Readiness Partnership Programs in Texas

About 40 percent of traditional college students take at least one remedial course to prepare for college-level coursework. According to scholars and policymakers, one cause of this problem is the misalignment of high school graduation standards and college academic expectations. College readiness partnership programs attempt to address this problem by facilitating students’ transition to college. These programs, co-sponsored by a college and K-12 organization (usually a high school), are explicitly designed to prepare high school students to enter college ready to undertake college-level work. The current study examines a number of college readiness partnership programs operating in Texas and identifies their features, targeted students, and intended outcomes. It also examines the partnerships that created these programs. The findings presented here are based on a search and analysis of the relevant research and Texas policy literature, an online scan of college readiness partnership programs in Texas with a web presence, and site visits to high schools, colleges, and community-based organizations in the Houston and Dallas–Fort Worth areas. The authors observed that most college readiness partnership programs could be classified into two types: those that focused on academic subjects and those that focused on college knowledge. The former tended to be intensive, short-term programs that targeted a small group of students and provided a direct experience of college; the latter tended to be light-touch, long-term programs that were open to all students and provided little direct experience of college. Although few rigorous evaluations of these programs have been conducted, their potential to improve college readiness for students in the “academic middle” is generally supported by the literature and the research presented here. The authors identify a number of implications for college readiness partnership programs and the partnerships themselves. It is clear that college readiness partnerships create opportunities for secondary and postsecondary institutions to leverage each other’s services, eliminating redundant services and aligning programming to maximize gains for students. In some cases, college readiness partnership programs also lead to long-lasting relationships between institutions and continued collaboration. College readiness partnership programs may have the best chance of improving outcomes if commonly encountered challenges — such as issues related to student recruitment and program sustainability — are considered early in the planning stages. The authors emphasize the value of choosing interventions that show the greatest promise in a given context and matching students to the interventions that best meet their needs; they also note that building a stronger evidence base would enhance high schools’ and colleges’ ability to make sound decisions about which potential program models to implement

Micellar structure and transformations in sodium alkylbenzenesulfonate (NaLAS) aqueous solutions: effects of concentration, temperature, and salt

We investigate the shape, dimensions, and transformation pathways of micelles of linear sodium alkylbenzenesulfonate (NaLAS), a common anionic surfactant, in aqueous solution. Employing Small Angle Neutron Scattering (SANS) and surface tensiometry, we quantify the effects of surfactant concentration (0.6–15 wt%), temperature (5–40 °C) and added salt (≤0.35 M Na2SO4). Spherical micelles form at low NaLAS (≤2.6 wt%) concentration in water, and become elongated with increasing concentration and decreasing temperature. Addition of salt reduces the critical micelle concentration (CMC) and thus promotes the formation of micelles. At fixed NaLAS concentration, salt addition causes spherical micelles to grow into cylindrical micelles, and then multilamellar vesicles (MLVs), which we examine by SANS and cryo-TEM. Above a threshold salt concentration, the MLVs reach diameters of 100 s of nm to few μm, eventually causing precipitation. While the salt concentrations associated with the micelle-to-cylinder transformation increase only slightly with temperature, those required for the cylinder-to-MLV transformation exhibit a pronounced, linear temperature dependence, which we examine in detail. Our study establishes a solution structure map for this model anionic surfactant in water, quantifying the combined roles of concentration, temperature and salt, at practically relevant conditions

Preparing High School Students for College: An Exploratory Study of College Readiness Partnership Programs in Texas

Nationwide, about 40 percent of college students take at least one remedial course to prepare for college-level coursework (Attewell, Lavin, Domina, and Levey, 2006). One cause of this high rate of remedial enrollment is the misalignment of high school graduation standards and college academic expectations (Callan, Finney, Kirst, Usdan, and Venezia, 2006; Venezia, Kirst, and Antonio, 2003). College readiness partnership programs attempt to address this problem by facilitating students’ transition to college. The current study examines 37 state and local college readiness partnership programs in Texas as well as the partnerships that created these programs. The findings are based on a review of the relevant research and Texas policy literature, analysis of an online scan of college readiness partnership programs in Texas with a web presence, and site visits to high schools, colleges, and community-based organizations in the Houston and Dallas–Fort Worth areas. We define college readiness partnership programs as programmatic interventions co-sponsored by secondary and postsecondary institutions and offered to high school students with the goal of increasing students’ college readiness

CMS physics technical design report : Addendum on high density QCD with heavy ions

Peer reviewe

Sessile drop as a heterogeneous nucleation embryo, The

June 1968.Includes bibliographical references.Sponsored by the National Science Foundation GA930