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2. Students' Assignments and Research Papers Generated by AI: Arab Instructors' Views
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Reima Al-Jarf
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This study explores Arab university faculty's views on fully AI-generated assignments and research papers submitted by students, what reasons they give for their stance and how they react in this case. Surveys with a sample of 45 Arab instructors revealed that 98% do not accept AI-generated assignments and research papers from students at all. They gave numerous reasons for their position. If students submit AI-generated assignments or research papers, they would ask them to re-write them. The study recommends raising students' awareness of university policies regarding AI-generated content and introducing faculty and students to AI plagiarism detection tools. Faculty views and recommendations are reported in detail.
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- 2024
3. Improving Hiring Decisions: Experimental Evidence on the Value of Reference Information about Teacher Applicants. Working Paper No. 306-0824
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Dan Goldhaber, and Cyrus Grout
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Professional references are widely used in hiring decisions, yet their effectiveness remains largely understudied. This study analyzes structured ratings collected from the professional references of teacher applicants and conduct an experiment to see whether the ratings influence hiring managers' assessments of applicants and hiring decisions. There is little evidence that providing reference ratings to hiring managers influences their evaluations of candidates or hiring choices in productive ways. However, the analysis suggests that reference ratings are predictive of future job performance independent of other applicant information available to hiring managers. The result is a paradox: reference ratings offer potentially low-cost, high-value information, but hiring managers do not appear to make productive use of them.
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- 2024
4. Moving Away from 'Best Practices': Towards Relevant Pedagogical Approaches and Reforms. Working Paper #187.2. SPARKS Working Paper II
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Brookings Institution, Center for Universal Education, Ghulam Omar Qargha, and Rachel Dyl
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In many low- and medium-income countries (LMICs), student-centered pedagogies are often implicitly or explicitly at the heart of innovative pedagogical reforms. In recent years, there has been a growing emphasis on student-centered pedagogies, which aim to shift power dynamics, increase interaction, and prioritize the needs of learners. Many international agencies, governments, and education experts view these pedagogies as "best practices" or a pedagogical "silver bullet" to improve classroom practice. This paper is the second in a series of three working papers meant to serve as references and conversation starters for policymakers and researchers as they navigate pedagogical reform for education system transformation in their local contexts. Together, the three working papers emphasize the need for more locally driven collaborative research on how the interaction of culture, local education ecosystems, and learning theories--collectively called Invisible Pedagogical Mindsets--influences teachers' pedagogical choices in the classroom. This paper details why the authors recommend policymakers examine Invisible Pedagogical Mindsets in their local context to inform pedagogical reforms. The authors discuss the reasons why generalized "best practices"--namely "student-centered pedagogies" as currently implemented--do not often successfully transfer to new cultures, countries, and contexts and argue that many pedagogical reforms do not adequately consider the Invisible Pedagogical Mindsets embedded in each local context.
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- 2024
5. Invisible Pedagogical Mindsets: Developing a Contextual Understanding of Pedagogies. Working Paper #187.1. SPARKS Working Paper 1
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Brookings Institution, Center for Universal Education, Ghulam Omar Qargha, and Rachel Dyl
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Although global access to schooling has increased over the last several decades, Sustainable Development Goal 4 (SDG 4), which champions inclusive, equitable, quality education, is far from being achieved. Experts predict that if the global community continues to operate education systems in the same way, by 2030, only one in six countries will reach the universal secondary school completion targets, and approximately 300 million students in school will continue to lack basic numeracy and literacy skills. The 2022 United Nations Transforming Education Summit emphasized the urgent need for a complete overhaul of education systems to meet SDG 4 targets. One significant outcome of the summit was a call to improve student learning by transforming teacher classroom practice. This paper is the first in a series of three working papers meant to serve as references and conversation starters for policymakers and researchers as they navigate pedagogical reform for education system transformation in their local contexts. This paper explores various definitions of pedagogies, the lack of consensus on what pedagogy means in practice, and the effects of Invisible Pedagogical Mindsets on pedagogical approaches.
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- 2024
6. Linking Research to Policy to Practice: Collaborative Research for Evidence-Informed Policymaking in Education. Working Paper #187.3. SPARKS Working Paper III
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Brookings Institution, Center for Universal Education, Ghulam Omar Qargha, and Rachel Dyl
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Since the 1990s, there has been a growing demand for evidence-based education policy and practice. This demand stems from concerns that education systems are not meeting the needs of a changing world and that education research lacks rigor. While this demand aims to improve the quality of education, silos between different actors often hinder how evidence informs policymaking. We encourage researchers to use a collaborative research approach by involving multiple education actors in the research process to close the gaps between research, policy, and practice. This paper is the third in a series of three working papers meant to serve as references and conversation starters for policymakers and researchers as they navigate pedagogical reform for education system transformation in their local contexts. Together, the three working papers emphasize the need for more locally driven collaborative research on how the interaction of culture, local education ecosystems, and learning theories--collectively called Invisible Pedagogical Mindsets--influences teachers' pedagogical choices in the classroom. Primarily intended for education researchers, Working Paper III advocates the use of collaborative research approaches to actively include multiple education actors in the research process, foster complementary relationships between actors with different expertise, and make research findings more relevant and responsive to the local education ecosystem. The paper has three parts that discuss the need for flexible research approaches to inform policy given the complexities of education decision-making, the importance of communication and dissemination, and how collaborative research can bridge the gaps between research, policy, and practice. The paper concludes by looking at the ongoing work of the SPARKS project at the Center for Universal Education and how collaborative research can contribute to education systems transformation.
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- 2024
7. Talent Pipelines for the Fourth Industrial Revolution: How California PaCE Units Can Bridge Critical KSA Gaps. Research & Occasional Paper Series: CSHE.8.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Tyler Reeb, Chris Swarat, and Barbara Taylor
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This paper presents a rationale for using professional and continuing education (PaCE) units at post-secondary institutions throughout California to design and implement talent-pipelines, research and development collaborations, and other knowledge ecosystems where emerging and returning professionals can acquire the knowledge, skills, and abilities (KSAs), as well as the experience, they need to address the challenges of the Fourth Industrial Revolution (4IR). The paper provides an analysis of the reasons why PaCE units are uniquely positioned to address the needs of industry and job seekers, and on a timetable that keeps pace with 4IR velocity.
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- 2024
8. Reform and Reaction: The Politics of Modern Higher Education Policy. Research & Occasional Paper Series: CSHE.7.2023
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University of California, Berkeley. Center for Studies in Higher Education (CSHE) and David O’Brien
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An ongoing debate in K-12 education policy has been between the "reform" agenda, including charter schools and school vouchers, and advocates of traditional public schools, led by educator unions. A similar split has emerged in higher education, particularly community colleges. Using California as an example, this paper: 1) summarizes the evolution of the current political divide between advocates of the "completion and success" agenda and faculty-led opponents, including the major reforms involved, 2) discusses the claims that leading organizations on each side have made, including their policy priorities, and 3) argues that the two sides share do share some areas of mutual agreement. The paper concludes by noting future policy considerations that could complicate reform efforts.
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- 2024
9. Device Ownership, Digital Equity, and Postsecondary Student Success. Research & Occasional Paper Series: CSHE.3.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Kate Berkley, Joseph I. Castro, and Shadman Uddin
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In recent years, American universities have implemented many innovative strategies to enhance the academic success of students, especially those from underrepresented backgrounds. Yet first-generation and/or low-income (FLI) college students continue to encounter barriers to success because they do not have authentic access to digital technology needed to graduate and be career-ready in our rapidly changing economy. This paper analyzes the current state of digital inequity among FLI students at Stanford University. It also reviews existing programs to address digital inequity at California State University, Fresno (Fresno State), the University of Michigan and Bowdoin College and provides guidance on developing a device program. Finally, the paper recommends strategies to better understand digital inequity and to address it in a sustainable way.
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- 2024
10. International Students: Poorly Suited Immigration Pathways Stymie Formation of High Growth Businesses. White Paper No. 273
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Pioneer Institute for Public Policy Research, Aidan Enright, Joshua Bedi, and Eileen McAnneny, Contributor
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This paper examines the impact, characteristics, and entrepreneurial proclivities of foreign-born college graduates in the United States. A significant body of research has found that immigrants are more likely to start businesses than those born in the U.S., and the propensity of international students to concentrate in STEM fields indicates enormous potential for economic contributions and innovation. Yet the static nature of the immigration system, with visa pathways and restrictions that discourage business creation, hamper the nation's ability to take full advantage of the benefits immigrants can provide. In fact, this study finds that the U.S. immigration system likely delays foreign-born graduates from creating incorporated firms by as many as five years. The authors estimate that the creation of 150,000 incorporated firms and 580,000 jobs were delayed between 2013 and 2021. Without reform, the U.S. will continue to depress high-value firm creation by international students and cease to be the primary destination of global talent.
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- 2024
11. Parenting in a Pandemic: Understanding the Challenges Faced by California Community College Students and Actionable Recommendations for Policy. Research & Occasional Paper Series: CSHE.4.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Dulcemonica Delgadillo, Norma Hernandez, Margarita Jimenez-Silva, and Ruth Luevanos
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The COVID-19 pandemic has presented numerous challenges to students across the United States, particularly those who are parents enrolled in community colleges. California's community college system serves a diverse student population, including a significant number of non-traditional, working adults who are also parents. These students have faced unprecedented challenges due to the pandemic, including the difficulties of balancing childcare responsibilities with academic and professional obligations. This paper summarizes the preliminary findings of a study that intends to contribute to the crucial conversation around childcare needs among community college students. The focus of this study was understanding the experiences of BIPOC (Black, Indigenous, People of Color) mothers with young children and the impact of COVID-19 on their educational experiences in community colleges across the state of California.
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- 2024
12. Mapping Organizational Support and Collective Action: Towards a Model for Advancing Racial Equity in Community College. Research & Occasional Paper Series: CSHE.6.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Eric R. Felix, Ángel de Jesus González, and Elijah J. Felix
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In this paper we present the Advancing Racial Equity in Community College Model which maps out the organizational conditions shaping institutional transformation. Focused on two dimensions, the level of "organizational support" and "shared responsibility" to enact equity, we describe four quadrants with distinct organizational conditions that shape how equity advocates design, build, and sustain equity efforts. With well-documented racial inequities and renewed calls for racial justice across higher education, it demands new ways of exploring and understanding how institutional actors leading equity efforts are nested within differing organizational contexts that can enable as well as restrict the enactment and success of racial equity efforts. Our model helps equity advocates gain an "awareness" of known barriers to implementation in higher education, assess the readiness of their campus for racialized change, and take action to build the necessary institutional support and capacity to move the work forward.
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- 2024
13. Reconceptualizing Quality Early Care and Education with Equity at the Center. Occasional Paper Series 51
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Bank Street College of Education, Mark Nagasawa, Cristina Medellin-Paz, Helen Frazier, Contributor, Virginia Dearani, Contributor, Charis-Ann Sole, Contributor, M. Nalani Mattox-Primacio, Contributor, Shin Ae Han, Contributor, Soyoung Park, Contributor, Sunmin Lee, Contributor, Nnenna Odim, Contributor, Jennifer Keys Adair, Contributor, Angie Zapata, Contributor, Mary Adu-Gyamfi, Contributor, Adrianna González Ybarra, Contributor, Seung Eun McDevitt, Contributor, Louella Sween, Contributor, Vanessa Rodriguez, Contributor, Mark Nagasawa, Cristina Medellin-Paz, Helen Frazier, Contributor, Virginia Dearani, Contributor, Charis-Ann Sole, Contributor, M. Nalani Mattox-Primacio, Contributor, Shin Ae Han, Contributor, Soyoung Park, Contributor, Sunmin Lee, Contributor, Nnenna Odim, Contributor, Jennifer Keys Adair, Contributor, Angie Zapata, Contributor, Mary Adu-Gyamfi, Contributor, Adrianna González Ybarra, Contributor, Seung Eun McDevitt, Contributor, Louella Sween, Contributor, Vanessa Rodriguez, Contributor, and Bank Street College of Education
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Issue 51 of the Bank Street Occasional Papers Series "Reconceptualizing Quality Early Care and Education with Equity at the Center" is a response to Gunilla Dahlberg, Peter Moss, and Alan Pence's 25-year interrogation of the concept of quality in early childhood education (ECE) (Dahlberg et al., 1999, 2013, 2023). Their groundbreaking work has called early childhood educators to question deeply held assumptions about the universality of childhood and how these shape the standardization of practices in early childhood settings around the world. While quality is typically conceived of as existing primarily in classrooms, the authors in Issue 51 remind readers that the small world of ECE exists within oppressive systems imbued with intersecting racism, classism, sexism, and ableism, and that, therefore, a beyond quality praxis requires nurturing and supporting educators through partnerships (recognizing that resilience is social), developing political commitments and orientations through relationships, and mobilizing these relationships for collective action towards liberatory alternatives. The idea for this issue, which is a part of a broader project to identify and analyze promising, equity-committed early childhood policies and practices, emerged over the past few years.
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- 2024
14. Paternity Leave and Child Development. Discussion Paper No. 2024
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Lídia Farré, Libertad González, Claudia Hupkau, and Jenifer Ruiz-Valenzuela
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We study the effect of paternity leave on early child development. We collect sur-vey data on 5,000 children under age six in Spain and exploit several extensions of paternity leave that took place between 2017 and 2021. We follow a differences-in-discontinuities research design, based on the date of birth of each child and using cohorts born in non-reform years as controls. We show that the extensions led to significant increases in the length of leave taken by fathers, without affecting that of mothers, thus increasing parental time at home in the first year after birth. Eligibility for four additional weeks of paternity leave led to a significant 12 percentage-point increase in the fraction of children with developmental delays. We provide evidence for two potential mechanisms. First, children exposed to longer paternity leave spend less time alone with their mother, and more time with their father, during their first year of life. Second, treated children use less formal childcare. Our results suggest that paternity leave replaces higher-quality modes of early care. We conclude that the effects of parental leave policies on children depend crucially on the quality of parental versus counterfactual modes of childcare. [Funding for this report was provided by the Spanish Agencia Estatal de Investigación (AEI) and the Spanish Ministry of Science, Innovation and Universities.]
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- 2024
15. Working Towards an Equitable Future in California Dual Enrollment Programs. Research & Occasional Paper Series: CSHE.9.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE) and Rogelio Salazar
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This study explores the underrepresentation of Black and Latinx students in California's community college Dual Enrollment (DE) programs. The study investigates how DE staff describe an understanding and commitment towards equity for Black and Latinx students in DE programs and how staff engage in equitably aimed praxis to serve Black and Latinx students through practices and collaborations between feeder high schools. Using a Critical Policy Analysis lens, the research highlights how Black and Latinx students are prioritized through equitable practices focused in advising and outreach. However, not all DE staff prioritize Black and Latinx through practices. Despite this, scant instances reveal that collaborative efforts between DE programs, high schools, and districts improve DE services and outcomes, though majority of K-12 partners are absent from collaborative efforts led by DE programs. The study emphasizes the need for increased collaboration between K-12 partners and integrating equitable approaches to DE outreach and advising to engage and recruit Black and Latinx students. This research advances the conversation of equity in DE programs and offers insights for addressing participation gaps among Black and Latinx students.
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- 2024
16. Education, Gender and Family Formation. Discussion Paper No. 2011
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Hanna Virtanen, Mikko Silliman, Tiina Kuuppelomäki, and Kristiina Huttunen
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We study the effect of educational attainment on family formation using regression discontinuity designs generated by centralized admissions processes to both secondary and tertiary education in Finland. Admission to further education at either margin does not increase the likelihood that men form families. In contrast, women admitted to further education are more likely to both live with a partner and have children. We then pre-register and test two hypotheses which could explain each set of results using survey data. These suggest that the positive association between men's education and family formation observed in the data is driven by selection. For women, our estimates are consistent with the idea that, as increased returns to social skills shift the burden of child development from schools to parents and particularly mothers, education can make women more attractive as potential partners. [Funding for this report was provided by The Strategic Research Council, the Research Council of Finland, and Palkansaajasäätiö.]
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- 2024
17. Enrolment and Persistence in Postsecondary Education among High School Graduates in British Columbia: A Focus on Special Needs Status. Analytical Studies Branch Research Paper Series. Catalogue No. 11F0019M
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Statistics Canada, Allison Leanage, and Rubab Arim
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This study used Postsecondary Student Information System (PSIS) administrative data within the Education and Labour Market Longitudinal Platform to compare enrolment and persistence in postsecondary education (PSE) among high school graduates in British Columbia with and without special needs across five cohorts from 2010/2011 to 2014/2015 before and after controlling for several sociodemographic characteristics and academic achievement. The use of integrated longitudinal administrative data from the British Columbia Ministry of Education, the PSIS and the T1 Family File and the disaggregation of the special needs categorization were two major strengths of this study. Results show that high school graduates with mental health-related or cognitive needs and those with physical or sensory needs were less likely to enrol in PSE compared with high school graduates without special needs, even after controlling for covariates. Moreover, graduates with mental health-related or cognitive needs were less likely to transition to PSE immediately and less likely to persist in PSE two years after enrolment. These findings suggest that high school graduates with special needs, particularly those with mental health-related or cognitive needs, may encounter different types of barriers in transitioning to PSE.
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- 2024
18. College and Career Ready: How Well Does 8th Grade MAP Performance Predict Post-Secondary Educational Attainment? Working Paper No. 300-0524
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Darrin DeChane, Takako Nomi, and Michael Podgursky
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Like most other states, Missouri uses assessments intended to measure whether students are on a pathway to "college and career readiness." The state longitudinal data system now has the capacity to directly test that claim. We make use of 8th-grade assessment (MAP) scores in Math, Science, and Communication Arts for roughly 260,000 first-time Missouri freshmen who began high school between Fall, 2009 and Fall, 2012. These students were tracked through high school and for five years following on-time high school graduation. We find a strong positive association between MAP performance scores in 8th grade Math, Science, and Communication Arts and post-secondary college attendance and degree completion. This is true overall and for White, Black, and Hispanic students disaggregated by gender. Proficiency on all three exams matters even more. Based on a logistic forecasting model, if all students who scored below Proficient on the 8th-grade MAP raised their scores to Proficient, the number earning post-secondary degrees would increase by roughly 50 percent. Black and Hispanic students earning post-secondary degrees would increase by roughly 150 and 75 percent, respectively. We conclude that 8th-grade MAP proficiency scores are highly informative about whether students are on a pathway to college and career readiness.
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- 2024
19. Is the University of California Drifting toward Conformism? The Challenges of Representation and the Climate for Academic Freedom. Research & Occasional Paper Series: CSHE.5.2023
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Steven Brint, and Komi Frey
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In this essay, we explore the consequences of the University of California's policies to address racial disparities and its support for social justice activism as influences on its commitment to academic freedom and other intellectual values. This is a story of the interaction between two essential public university missions -- one civic, the other intellectual -- and the slow effacement of one by the other. The University's expressed commitments to academic freedom and the culture of rationalism have not been abandoned, but they are too often considered secondary or when confronted by new administrative initiatives and social movement activism related to diversity, equity, and inclusion (DEI). The experimental use of mandatory DEI statements on a number of the ten UC campuses, within willing academic departments, as initial screening mechanisms in faculty hiring is the most dramatic of the new administrative policies that have been put into place to advance faculty diversity. This policy can be considered the most problematic of a series of efforts that the UC campuses and the UC Office of the President have taken for more than a decade to prioritize representation in academic appointments. Our intent is to encourage a discussion of these policies within UC in light of the University's fundamental commitments to open intellectual inquiry, the discovery and dissemination of a wide range of new knowledge, and a culture of rationalism.
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- 2023
20. Four Years of Pandemic-Era Emergency Licenses: Retention and Effectiveness of Emergency-Licensed Massachusetts Teachers over Time. Working Paper No. 299-0424
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Ben Backes, James Cowan, Dan Goldhaber, and Roddy Theobald
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Most states responded to the onset of the pandemic by temporarily granting teachers Emergency licenses. These licenses allowed teachers to work in classrooms without passing the typical licensure exams. Since then, several states have extended their use of Emergency licenses, raising questions about how these policies impact the composition of the teacher workforce and student outcomes. In this paper, we examine the result of these policies using data on multiple cohorts of Emergency licensed teachers (ELTs) who taught in Massachusetts between 2021 and 2023. We find that ELTs were slightly more likely to remain in the same school and in the teaching workforce than teachers from other entry routes. However, ELTs' students scored significantly lower on standardized tests in math and science than other students in the same school and same year. Our findings are at odds with earlier, more positive assessments of Emergency licensure in Massachusetts. Our updated results appear to be driven by more recent cohorts of ELTs, rather than the teachers who received Emergency licenses at the start of the pandemic. Overall, this study suggests policymakers should be cautious when drawing sweeping conclusions about the impacts of teacher licensure based solely on the earliest cohort of teachers who obtained pandemic-era Emergency licenses.
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- 2024
21. Whole-College Reforms in Community Colleges: Guided Pathways Practices and Early Academic Success in Three States. CCRC Working Paper No. 136
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Columbia University, Community College Research Center (CCRC), Veronica Minaya, and Nicolas Acevedo
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The guided pathways model, comprising 14 different practices, is a framework for comprehensive, whole-college reform undertaken by community colleges to help all students choose, enter, progress through, and complete a program of study that enables them to secure sustaining-wage employment or transfer with junior standing in a major. Since its introduction in 2015, it has been adopted by hundreds of community colleges across the United States. This paper asks whether guided pathways practices implemented at 62 community and technical colleges in three states--Tennessee, Ohio, and Washington--are associated with improvements in student outcomes during the first year of college. Specifically, using institutional survey and rich administrative data, we construct measures of adoption of guided pathways reforms to examine the association between guided pathways practices and fall-to-fall persistence, college credits earned, college math credits earned, and STEM credits earned. Our study reveals substantial variation in the adoption of guided pathways reforms across the states and across community colleges within the states over time. While we cannot establish a causal relationship between guided pathways adoption and student outcomes, we find significant positive associations between the statewide adoption of guided pathways reforms and early student outcomes in Tennessee. The observed improvements in that state are likely the result of concurrent reforms--guided pathways and others--implemented simultaneously, rather than of guided pathways reforms alone. We do not find evidence of improved student outcomes in either Ohio or Washington following the launch of statewide guided pathways initiatives. Our findings suggest that complementarities among adopted practices within and across areas of practice--rather than the adoption of individual practices or the intensity of adoption--seem to drive larger improvements in early academic success across the three states. Our study is the first of its kind to explore the potential of guided pathways reforms in contributing to improved early academic success, representing a significant descriptive contribution given that whole-college reforms in higher education are understudied.
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- 2024
22. Public University Systems and the Benefits of Scale. Research & Occasional Paper Series: CSHE.2.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE) and James R. Johnsen
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Multi-campus public higher education governance systems exist in 44 of the 50 U.S. states. They include all the largest and most influential public colleges and universities in the United States, educating fully 75 percent of the nation's public sector students. Their impact is enormous. And yet, they are largely neglected and as a tool for improvement are underutilized. Meanwhile, many states continue to struggle achieving their goals for higher education attainment, social and economic mobility, workforce development, equitable access and affordability, technological innovation, and human and environmental health. The dearth of scholarly research on these systems and their more effective use is explored in a forthcoming volume edited by the author. This paper extracts from that volume a set of specific ways in which systems can leverage their unique ability to use scale in service to their mission.
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- 2024
23. MCAS, NAEP, and Educational Accountability. White Paper No. 266
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Pioneer Institute for Public Policy Research and Cara Candal
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In 1993, the Commonwealth of Massachusetts dramatically overhauled its K-12 education system and created a new school finance formula, building an educational accountability structure to ensure every child has access to a high-quality education. The Massachusetts Education Reform Act (MERA) established academic standards in core subjects, mandated assessments to measure student outcomes on those standards, and established a system for holding schools accountable when students failed to meet basic expectations. This system has helped Massachusetts' public schools become the highest performing in the country. Student outcomes in all tested subjects and across demographic groups have improved steadily over time, but disparities in achievement and attainment exist between the Commonwealth's most privileged students and their less privileged counterparts, many of whom are black or Hispanic. Without the MERA and its requirement to assess every student and publish aggregate academic outcomes, policymakers may not understand the extent of disparity or how to address it as student outcomes data are integral to understanding where Massachusetts' public schools have been, where they are going, and how they can get there. This paper illustrates the importance of the Massachusetts Education Reform Act and how it has positively impacted students over time. It explains why the current accountability system evolved as it did and why preserving the most important aspects of that system is critical if the state is going to fulfill its constitutional obligation to educate all children to a high common standard.
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- 2024
24. Pandemic Learning Loss by Student Baseline Achievement: Extent and Sources of Heterogeneity. Working Paper No. 292-0224
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Ian Callen, Dan Goldhaber, Thomas J. Kane, Anna McDonald, Andrew McEachin, and Emily Morton
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It is now well established that the COVID-19 pandemic had a devastating and unequal impact on student achievement. Test score declines were disproportionately large for historically marginalized students, exacerbating preexisting achievement gaps and threatening educational and economic inequality. In this paper, we use longitudinal student-level NWEA MAP Growth test data to estimate differences in test score declines for students at different points on the prepandemic test distribution. We also test the extent to which students' schools and districts accounted for these differences in declines. We find significant differences in learning loss by baseline achievement, with lower-achieving student's scores dropping 0.100 SD more in math and 0.113 SD more in reading than higher-achieving students' scores. We additionally show that the school a student attended accounts for about three-quarters of this widening gap in math achievement and about one-third in reading. The findings suggest school and district-level policies may have mattered more for learning loss than individual students' experiences within schools and districts. Such nuanced information regarding the variation in the pandemic's impacts on students is critical for policymakers and practitioners designing targeted academic interventions and for tracking disparities in academic recovery. [Additional funding for this report was provided by Kenneth C. Griffin.]
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- 2024
25. Graduation of High School Students in British Columbia from 2010/2011 to 2018/2019: A Focus on Special Needs Status. Analytical Studies Branch Research Paper Series. Catalogue No. 11F0019M. No. 476
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Statistics Canada, Allison Leanage, and Rubab Arim
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Using British Columbia Ministry of Education administrative school data within the Education and Labour Market Longitudinal Platform, this study compared the proportions of high school graduates among Grade 12 students with and without special needs across nine cohorts from 2010/2011 to 2018/2019 before and after controlling for several sociodemographic characteristics. Two major strengths of this study were the use of longitudinal administrative education data integrated with income tax data from the T1 Family File and the further disaggregation of the special education needs categorization. Students with special needs in all different categories (excluding those with gifted status) were less likely to have graduated across all nine cohorts compared with students without special needs, even after controlling for sociodemographic characteristics and academic achievement, suggesting that students with special needs may face other types of barriers in completing high school. Yet there was diversity among students with special needs, with the highest proportions of graduation among students with learning disabilities or those with sensory needs and the lowest among students with intellectual disabilities. A larger share of females than males graduated high school among students without special needs. However, sex differences were less consistent among students with special needs status (including students with gifted status). As expected, the proportions of graduation were significantly higher at age 19 compared with at age 18 or younger, with the differences being slightly higher among students with special needs (excluding those with gifted status; 5 to 10 percentage points) compared with those without special needs (3 to 7 percentage points). The largest age differences were observed among students with autism spectrum disorder, behavioural needs or mental illness, and those with physical needs across all nine cohorts.
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- 2024
26. Teacher Preparation in the Wild West: The Impact of Fully Online Teacher Preparation and Uncertified Teachers in Texas. Working Paper No. 01-004
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Texas Tech University (TTU), Center for Innovative Research in Change, Leadership, and Education (CIRCLE), J. Jacob Kirksey, and Jessica J. Gottlieb
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This study addresses the burgeoning phenomenon of fully online alternative teacher certification programs (ACPs). In Texas where most teachers are prepared via ACPs, our research zeroes in on the proportion of teachers who are prepared fully online and the relative effectiveness of teacher preparation programs on student achievement and teacher retention. Using statewide longitudinal data from 2014-2023, our findings show that 1 in 4 of Texas students are being taught by teachers prepared fully online Students taught by teachers prepared online exhibit comparable levels of achievement to those taught by uncertified teachers, underperforming compared to students taught by teachers from other preparation pathways. Moreover, these teachers exhibit a markedly higher turnover rate. This study contributes to the ongoing discourse on teacher preparation quality, offering insights for policymakers and stakeholders.
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- 2024
27. ESSER Funding and School System Jobs: Evidence from Job Posting Data. Working Paper No. 297-0424
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Dan Goldhaber, Grace Falken, and Roddy Theobald
- Abstract
The Elementary and Secondary School Emergency Relief Fund (ESSER) was the largest onetime federal investment in K-12 schools in history, funneling almost $200 billion to states and school districts. We use novel data from Washington State to investigate the extent to which ESSER funding causally influenced spending on school personnel. We argue one cannot infer this directly from ESSER claims data because of the fungibility of school budgets. Thus, we rely on a more direct signal of district hiring decisions: public education job postings scraped from district hiring websites. To address endogeneity concerns, our preferred approach employs an instrumental variables strategy that exploits a formula mechanism used to determine Title I funding for 2020-21 (and thus ESSER allocations in 2022) based on the number of Title I formula-eligible children. We find strong, arguably causal, evidence that public school hiring increased in response to the availability of ESSER funding. Specifically, we estimate that each $1,000 in ESSER allocations caused districts to seek to hire $206 in additional staff, disproportionately teachers. These estimates suggest that roughly 12,000 new staff (including 5,100 teachers) were hired in Washington because of ESSER. In the absence of new funding, school staffing budgets will likely need to contract substantially following the sunset of ESSER.
- Published
- 2024
28. Departmentalized Instruction and Elementary School Effectiveness. Working Paper No. 298-0424
- Author
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Ben Backes, James Cowan, and Dan Goldhaber
- Abstract
Departmentalized instruction, in which teachers specialize in one or more core subjects and instruct multiple groups of students in a day, has become increasingly prominent in elementary schools. Using 8 years of data from Massachusetts and a difference-in-differences design, we estimate the effects of departmentalization on student achievement. We find that departmentalization has positive effects in English language arts (ELA) and science and mixed evidence of positive effects in math. These positive effects are not driven by teacher productivity improvements: Consistent with prior findings on teacher specialization, teachers are less effective when specializing in math and no more effective in ELA than when teaching self-contained classrooms. Rather, consistent with the theoretical underpinnings for specialization, departmentalized schools tend to assign teachers to their stronger subjects.
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- 2024
29. Absent Peers, Present Challenges: The Differential Impact of In-Person and Virtual Classmate Absences on Future Attendance. Working Paper No. 01-003
- Author
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Texas Tech University (TTU), Center for Innovative Research in Change, Leadership, and Education (CIRCLE), J. Jacob Kirksey, Michael A. Gottfri, Arya Ansari, and Teresa Lansford
- Abstract
Policymakers and educational leaders across state and federal agencies have invested considerable effort in identifying how schools can both mitigate and exacerbate student absenteeism. Despite extensive research into school-level characteristics and programs, there remains a notable gap in understanding the impact of classroom-level factors on absenteeism. This study investigates how classmates' absences impact student absenteeism in four Texas school districts, analyzing both in-person and virtual contexts. Using a novel approach that accounts for day-to-day attendance variation, findings indicate that in-person absenteeism among peers significantly increases a student's absenteeism, with effects lasting up to three days, regardless of achievement levels. However, virtual absenteeism showed no similar impact, highlighting distinct absenteeism dynamics in virtual environments. Amid COVID-19 disruptions, this underscores the need for interventions addressing absenteeism across varied learning settings, offering insights for policymakers and educators in navigating the challenges of both physical and virtual classroom dynamics.
- Published
- 2024
30. Shaping the STEM Teacher Workforce: What University Faculty Value about Teacher Applicants. Working Paper No. 295-0324
- Author
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Dan Goldhaber, Roddy Theobald, Amy Roth McDuffie, David Slavit, Jennifer Dechaine-Berkas, John M. Krieg, and Emma Dewil
- Abstract
Who ends up in the teacher workforce is greatly influenced by who is admitted into teacher education programs (TEPs). To better understand how the preferences of teacher education faculty might shape admissions of STEM teacher candidates, we surveyed faculty who teach content or methods courses to STEM teacher candidates across five universities. Faculty reported that they most value information collected from individual interviews with applicants and data on the number of STEM courses taken in college and their performance in these courses, and least value data on university admissions tests, high school GPA, and teacher licensure test scores. When we investigate faculty members' revealed preferences through a conjoint analysis, we find that faculty most value applicants who have worked with students from diverse backgrounds and applicants from a marginalized racial or ethnic community, and least value whether they received high grades in math and/or science courses. Finally, we find significant variation in these perceptions across respondents in different faculty roles, who teach different courses, and from different institutions: for example, Arts and Sciences faculty tend to value TEP applicants' performance in college STEM courses relatively more than STEM education faculty, while STEM education faculty tend to value applicants' race and ethnicity relatively more than Arts and Sciences faculty.
- Published
- 2024
31. Course Corrections? The Labor Market Returns to Correctional Education Credentials. Working Paper No. 294-0224
- Author
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), James Cowan, Dan Goldhaber, and Suvekshya Gautam
- Abstract
Correctional education is a prevalent form of rehabilitation programming for prisoners in the United States. There is limited evidence, however, about the labor market returns to credentials received while incarcerated. Using incarceration, educational, and labor market data in Washington State, we study the labor market returns to GEDs and short-term vocational certificates earned in prison. We identify the returns to credentials by a difference-indifferences design that compares changes in earnings and employment for incarcerated persons who earn a credential to those who enroll in a program but fail to complete a GED or certificate. We estimate that GEDs increase post-incarceration earnings by about $450 per quarter and that vocational certificates increase earnings by about $250 per quarter. Degree completers have higher hourly wages, are more likely to be employed, and work more hours following release. For vocational programs, earnings increases are driven by certificates in construction and manufacturing. [The research presented presented in this report uses confidential data from the Education Research and Data Center (ERDC) located within the Washington Office of Financial Management (OFM).]
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- 2024
32. Misalignments between Student Teaching Placements and Initial Teaching Positions: Implications for the Early-Career Attrition of Special Education Teachers. Working Paper No. 293-0224
- Author
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Ben Backes, James Cowan, Dan Goldhaber, Zeyu Jin, and Roddy Theobald
- Abstract
Graduates of special education teacher education programs can teach in a range of special education settings, raising the potential that their training can occur in very different settings than where they find their first jobs. We follow 263 completers of Moderate Disabilities programs in Massachusetts from their field placements to their early-career teaching positions and study the characteristics of their field placements and the degree to which these are aligned with their early-career teaching positions. We also assess the degree to which alignment is associated with early-career teacher turnover. We found that many of these teachers student-taught in an inclusive setting but were hired into a self-contained special education setting and vice versa, and teachers who experienced this misalignment were more likely to leave the workforce early in their careers. Teachers who student taught with a supervising practitioner without a special education license were also more likely to leave early. Findings suggest that teachers training to educate students with learning disabilities should student teach in a setting that is aligned with where they are likely to be hired, and with a supervising practitioner who is trained in special education.
- Published
- 2024
33. The AI Divide: Equitable Applications of AI in Higher Education to Advance the Completion Agenda. A Position Paper on AI, Access, and Digital Tools as Levers for Equity in Higher Education.
- Author
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Complete College America (CCA)
- Abstract
In this position paper, the authors lay out the imperative for equitable artificial intelligence (AI), highlighting the essential role of access-oriented institutions and calling on technology companies (both large and small), foundations, and local, state, and federal regulators to consult with the newly convened Complete College America Council on Equitable AI in Higher Education. Their belief is that equitable AI spans far beyond the risk of mis-trained data. How schools adopt or reject these tools, the priorities of AI vendors, access to resources that enable the use of these tools, and the systemic integration of historically underrepresented and underserved voices will shape whether technology amplifies privilege or fosters inclusivity. A three-fold framework is presented for understanding Equity in AI, considering not just the quality and unbiased nature of the data used to train generative AI machines but also who has access to conversations around policy and product, as well as which institutions have access to the resources and safety nets that enable innovation and experimentation in the field of AI. A disruptive new advisory council is proposed, the Complete College America Council on Equitable AI in Higher Education, composed of representatives from historically excluded institutions and, by extension, students. The authors urge policymakers, technologists, and funders to proactively consult the Council and disrupt systemic inequities by integrating AI into higher education rather than continue to perpetuate them. [This paper was created in partnership with T3 Advisory.]
- Published
- 2023
34. Mapping the Student Journey: The Many Faces of Completion and Non-Completion in VET. Technical Paper
- Author
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National Centre for Vocational Education Research (NCVER) (Australia) and Michelle Hall
- Abstract
This document provides technical detail and supporting data for the research findings discussed in 'The student journey in VET: the many faces of completion and non-completion'. The analysis in this technical paper explores: (1) an approach to identifying VET subject enrolment activity that serves a compliance or regulatory purpose; (2) variability in completion rates across VET qualifications, and associated differences in patterns of subject enrolments and outcomes; (3) different indicators of student outcomes in VET, including program completion, subject completion, and movement to subsequent VET; (4) student training pathways exploring the extent to which students undertook programs, stand-alone subjects, or a combination of the two, and how this training choice evolved over time; and (5) student training pathways exploring the extent to which students went on to enrol in a program at a higher, lower, or the same level of educations, and how these pathways compared for students who did and did not complete their initial program.
- Published
- 2024
35. 'Waiving' Goodbye to Placement Testing: Broadening the Benefits of Dual Enrollment through Statewide Policy. CCRC Working Paper No. 135
- Author
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Columbia University, Community College Research Center (CCRC), Daniel Sparks, Sarah Griffin, and John Fink
- Abstract
Each year, more than a million high school students nationally take college dual enrollment courses, which have been shown to increase college access and success among participants. Yet racial/ethnic and other equity gaps in dual enrollment participation are widespread. To broaden the benefits of dual enrollment, the state of Ohio passed legislation in 2017 establishing the Innovative Programs (IP) policy, allowing waivers to test-based eligibility requirements--a frequently identified barrier to equitable access--for specific high school-college partnerships providing expanded outreach and support for students underrepresented in the state's dual enrollment program. This paper describes a multiple methods study of IP we conducted to examine how these partnerships were implemented to address the needs of underrepresented students and to evaluate whether the partnerships were successful in broadening access to and success in dual enrollment, as measured by course participation, pass rates, and college matriculation after high school. We find that the IP increased participation in dual enrollment among Black and Hispanic students. And while the implementation of the policy broadened access without changing course outcomes, the impacts on college enrollment after high school were mixed. Our results underscore the importance of pairing increased access to dual enrollment with adequate financial, advising, and academic resources to promote student success in and beyond dual enrollment courses.
- Published
- 2024
36. Utilizing Collaborative Filtering in a Personalized Research-Paper Recommendation System
- Author
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Hasan, Mahamudul, Islam, Anika Tasnim, and Islam, Nabila
- Subjects
Computer Science - Information Retrieval - Abstract
Recommendation system is such a platform that helps people to easily find out the things they need within a few seconds. It is implemented based on the preferences of similar users or items. In this digital era, the internet has provided us with huge opportunities to use a lot of open resources for our own needs. But there are too many resources on the internet from which finding the precise one is a difficult job. Recommendation system has made this easier for people. Research-paper recommendation system is a system that is developed for people with common research interests using a collaborative filtering recommender system. In this paper, coauthor, keyword, reference, and common citation similarities are calculated using Jaccard Similarity to find the final similarity and to find the top-n similar users. Based on the test of top-n similar users of the target user research paper recommendations have been made. Finally, the accuracy of our recommendation system has been calculated. An impressive result has been found using our proposed system., Comment: 5 pages, 4 figures
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- 2024
37. The Nature of NLP: Analyzing Contributions in NLP Papers
- Author
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Pramanick, Aniket, Hou, Yufang, Mohammad, Saif M., and Gurevych, Iryna
- Subjects
Computer Science - Computation and Language - Abstract
Natural Language Processing (NLP) is a dynamic, interdisciplinary field that integrates intellectual traditions from computer science, linguistics, social science, and more. Despite its established presence, the definition of what constitutes NLP research remains debated. In this work, we quantitatively investigate what constitutes NLP by examining research papers. For this purpose, we propose a taxonomy and introduce NLPContributions, a dataset of nearly $2k$ research paper abstracts, expertly annotated to identify scientific contributions and classify their types according to this taxonomy. We also propose a novel task to automatically identify these elements, for which we train a strong baseline on our dataset. We present experimental results from this task and apply our model to $\sim$$29k$ NLP research papers to analyze their contributions, aiding in the understanding of the nature of NLP research. Our findings reveal a rising involvement of machine learning in NLP since the early nineties, alongside a declining focus on adding knowledge about language or people; again, in post-2020, there has been a resurgence of focus on language and people. We hope this work will spark discussions on our community norms and inspire efforts to consciously shape the future.
- Published
- 2024
38. Scideator: Human-LLM Scientific Idea Generation Grounded in Research-Paper Facet Recombination
- Author
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Radensky, Marissa, Shahid, Simra, Fok, Raymond, Siangliulue, Pao, Hope, Tom, and Weld, Daniel S.
- Subjects
Computer Science - Human-Computer Interaction ,Computer Science - Artificial Intelligence ,H.5.2, I.2 - Abstract
The scientific ideation process often involves blending salient aspects of existing papers to create new ideas. To see if large language models (LLMs) can assist this process, we contribute Scideator, a novel mixed-initiative tool for scientific ideation. Starting from a user-provided set of papers, Scideator extracts key facets (purposes, mechanisms, and evaluations) from these and relevant papers, allowing users to explore the idea space by interactively recombining facets to synthesize inventive ideas. Scideator also helps users to gauge idea novelty by searching the literature for potential overlaps and showing automated novelty assessments and explanations. To support these tasks, Scideator introduces four LLM-powered retrieval-augmented generation (RAG) modules: Analogous Paper Facet Finder, Faceted Idea Generator, Idea Novelty Checker, and Idea Novelty Iterator. In a within-subjects user study, 19 computer-science researchers identified significantly more interesting ideas using Scideator compared to a strong baseline combining a scientific search engine with LLM interaction.
- Published
- 2024
39. Can pre-trained language models generate titles for research papers?
- Author
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Rehman, Tohida, Sanyal, Debarshi Kumar, and Chattopadhyay, Samiran
- Subjects
Computer Science - Computation and Language ,Computer Science - Artificial Intelligence - Abstract
The title of a research paper communicates in a succinct style the main theme and, sometimes, the findings of the paper. Coming up with the right title is often an arduous task, and therefore, it would be beneficial to authors if title generation can be automated. In this paper, we fine-tune pre-trained and large language models to generate titles of papers from their abstracts. We also use ChatGPT in a zero-shot setting to generate paper titles. The performance of the models is measured with ROUGE, METEOR, MoverScore, BERTScore and SciBERTScore metrics.
- Published
- 2024
40. An Instance-based Plus Ensemble Learning Method for Classification of Scientific Papers
- Author
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Zhang, Fang and Wu, Shengli
- Subjects
Computer Science - Digital Libraries ,Computer Science - Artificial Intelligence - Abstract
The exponential growth of scientific publications in recent years has posed a significant challenge in effective and efficient categorization. This paper introduces a novel approach that combines instance-based learning and ensemble learning techniques for classifying scientific papers into relevant research fields. Working with a classification system with a group of research fields, first a number of typical seed papers are allocated to each of the fields manually. Then for each paper that needs to be classified, we compare it with all the seed papers in every field. Contents and citations are considered separately. An ensemble-based method is then employed to make the final decision. Experimenting with the datasets from DBLP, our experimental results demonstrate that the proposed classification method is effective and efficient in categorizing papers into various research areas. We also find that both content and citation features are useful for the classification of scientific papers.
- Published
- 2024
41. ScissorBot: Learning Generalizable Scissor Skill for Paper Cutting via Simulation, Imitation, and Sim2Real
- Author
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Lyu, Jiangran, Chen, Yuxing, Du, Tao, Zhu, Feng, Liu, Huiquan, Wang, Yizhou, and Wang, He
- Subjects
Computer Science - Robotics - Abstract
This paper tackles the challenging robotic task of generalizable paper cutting using scissors. In this task, scissors attached to a robot arm are driven to accurately cut curves drawn on the paper, which is hung with the top edge fixed. Due to the frequent paper-scissor contact and consequent fracture, the paper features continual deformation and changing topology, which is diffult for accurate modeling. To ensure effective execution, we customize an action primitive sequence for imitation learning to constrain its action space, thus alleviating potential compounding errors. Finally, by integrating sim-to-real techniques to bridge the gap between simulation and reality, our policy can be effectively deployed on the real robot. Experimental results demonstrate that our method surpasses all baselines in both simulation and real-world benchmarks and achieves performance comparable to human operation with a single hand under the same conditions., Comment: Accepted by CoRL2024
- Published
- 2024
42. Pen-and-paper Rituals in Service Interaction: Combining High-touch and High-tech in Financial Advisory Encounters
- Author
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Dolata, Mateusz, Agotai, Doris, Schubiger, Simon, and Schwabe, Gerhard
- Subjects
Computer Science - Human-Computer Interaction - Abstract
Advisory services are ritualized encounters between an expert and an advisee. Empathetic, high-touch relationship between those two parties was identified as the key aspect of a successful advisory encounter. To facilitate the high-touch interaction, advisors established rituals which stress the unique, individual character of each client and each single encounter. Simultaneously, organizations like banks or insurances rolled out tools and technologies for use in advisory services to offer a uniform experience and consistent quality across branches and advisors. As a consequence, advisors were caught between the high-touch and high-tech aspects of an advisory service. This manuscript presents a system that accommodates for high-touch rituals and practices and combines them with high-tech collaboration. The proposed solution augments pen-and-paper practices with digital content and affords new material performances coherent with the existing rituals. The evaluation in realistic mortgage advisory services unveils the potential of mixed reality approaches for application in professional, institutional settings. The blow-by-blow analysis of the conversations reveals how an advisory service can become equally high-tech and high-touch thanks to a careful ritual-oriented system design. As a consequence, this paper presents a solution to the tension between the high-touch and high-tech tendencies in advisory services.
- Published
- 2024
- Full Text
- View/download PDF
43. LLM-Powered Ensemble Learning for Paper Source Tracing: A GPU-Free Approach
- Author
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Chen, Kunlong, Wang, Junjun, Chen, Zhaoqun, Chen, Kunjin, and Chen, Yitian
- Subjects
Computer Science - Machine Learning ,Computer Science - Artificial Intelligence ,Computer Science - Computation and Language - Abstract
We participated in the KDD CUP 2024 paper source tracing competition and achieved the 3rd place. This competition tasked participants with identifying the reference sources (i.e., ref-sources, as referred to by the organizers of the competition) of given academic papers. Unlike most teams that addressed this challenge by fine-tuning pre-trained neural language models such as BERT or ChatGLM, our primary approach utilized closed-source large language models (LLMs). With recent advancements in LLM technology, closed-source LLMs have demonstrated the capability to tackle complex reasoning tasks in zero-shot or few-shot scenarios. Consequently, in the absence of GPUs, we employed closed-source LLMs to directly generate predicted reference sources from the provided papers. We further refined these predictions through ensemble learning. Notably, our method was the only one among the award-winning approaches that did not require the use of GPUs for model training. Code available at https://github.com/Cklwanfifa/KDDCUP2024-PST.
- Published
- 2024
44. AI Horizon Scanning, White Paper p3395, IEEE-SA. Part I: Areas of Attention
- Author
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Cortês, Marina, Liddle, Andrew R., Emmanouilidis, Christos, Kelly, Anthony E., Matusow, Ken, Ragunathan, Ragu, Suess, Jayne M., Tambouratzis, George, Zalewski, Janusz, and Bray, David A.
- Subjects
Computer Science - Computers and Society ,Computer Science - Artificial Intelligence - Abstract
Generative Artificial Intelligence (AI) models may carry societal transformation to an extent demanding a delicate balance between opportunity and risk. This manuscript is the first of a series of White Papers informing the development of IEEE-SA's p3995: `Standard for the Implementation of Safeguards, Controls, and Preventive Techniques for Artificial Intelligence (AI) Models', Chair: Marina Cort\^{e}s (https://standards.ieee.org/ieee/3395/11378/). In this first horizon-scanning we identify key attention areas for standards activities in AI. We examine different principles for regulatory efforts, and review notions of accountability, privacy, data rights and mis-use. As a safeguards standard we devote significant attention to the stability of global infrastructures and consider a possible overdependence on cloud computing that may result from densely coupled AI components. We review the recent cascade-failure-like Crowdstrike event in July 2024, as an illustration of potential impacts on critical infrastructures from AI-induced incidents in the (near) future. It is the first of a set of articles intended as White Papers informing the audience on the standard development. Upcoming articles will focus on regulatory initiatives, technology evolution and the role of AI in specific domains., Comment: This is an interim version of our p3395 working group White Paper. We will update this version, until publication by the Institute of Electrical and Electronics Engineers, Standards Association (IEEE-SA), Sponsor Committee - Artificial Intelligence Standards Committee (C/AISC); https://standards.ieee.org/ieee/3395/11378/
- Published
- 2024
45. Flexible Trilayer Cellulosic Paper Separators engineered with BaTiO$_3$ ferroelectric fillers for High Energy Density Sodium-ion Batteries
- Author
-
Sapra, Simranjot K., Das, Mononita, Raja, M. Wasim, Chang, Jeng-Kuei, and Dhaka, Rajendra S.
- Subjects
Condensed Matter - Materials Science ,Physics - Applied Physics ,Physics - Chemical Physics - Abstract
We design a full cell configuration having Na$_{3}$V$_{2}$(PO$_{4}$)$_{3}$ as cathode and pre-sodiated hard carbon as an anode with Cellulosic Paper Separators and compare the electrochemical performance of these ceramic-impregnated polymer-coated cellulose paper separators with commercial glass fiber separator. Notably, the paper-based multilayer separators provide desirable characteristics such as excellent electrolyte wettability, thermal stability up to 200\degree C, and ionic conductivity, which are essential for the efficient operation of SIBs. The cellulose separator is coated by a layer of polyvinylidene fluoride polymer, followed by a second layer of styrene butadiene rubber (SBR) polymer in which ferroelectric fillers BaTiO$_{3}$ are integrated, which interacts with the polymer hosts through Lewis acid-base interactions ion and improves the conduction mechanism for the Na$^{+}$ ions. The final lamination is performed by varying the SBR concentrations (0.5, 0.75, and 1.0 w/v\%). The incorporated polymer matrices improve the flexibility, adhesion and dispersion of the nanoparticles and affinity of the electrolyte to the electrode. The morphology of the paper separators shows the uniform interconnected fibers with the porous structure. Interestingly, we find that the paper separator with 0.75 w/v\% content of SBR exhibit decreased interfacial resistance and improved electrochemical performance, having retention of 62\% and nearly 100\% Coulombic efficiency up to 240 cycles, as compared to other concentrations. Moreover, we observe the energy density around 376 Wh kg$^{-1}$ (considering cathode weight), which found to be comparable to the commercially available glass fiber separator. Our results demonstrate the potential of these multilayer paper separators towards achieving sustainability and safety in energy storage systems., Comment: submitted
- Published
- 2024
46. Paper Copilot: A Self-Evolving and Efficient LLM System for Personalized Academic Assistance
- Author
-
Lin, Guanyu, Feng, Tao, Han, Pengrui, Liu, Ge, and You, Jiaxuan
- Subjects
Computer Science - Computation and Language - Abstract
As scientific research proliferates, researchers face the daunting task of navigating and reading vast amounts of literature. Existing solutions, such as document QA, fail to provide personalized and up-to-date information efficiently. We present Paper Copilot, a self-evolving, efficient LLM system designed to assist researchers, based on thought-retrieval, user profile and high performance optimization. Specifically, Paper Copilot can offer personalized research services, maintaining a real-time updated database. Quantitative evaluation demonstrates that Paper Copilot saves 69.92\% of time after efficient deployment. This paper details the design and implementation of Paper Copilot, highlighting its contributions to personalized academic support and its potential to streamline the research process.
- Published
- 2024
47. Jet observables in heavy ion collisions : a white paper
- Author
-
Budhraja, Ankita, van Leeuwen, Marco, and Milhano, José Guilherme
- Subjects
High Energy Physics - Phenomenology ,High Energy Physics - Experiment - Abstract
This paper presents an overview of a survey of jet substructure observables used to study modifications of jets induced by interaction with a Quark Gluon Plasma. We further outline ideas that were presented and discussed at the \textit{New jet quenching tools to explore equilibrium and non-equilibrium dynamics in heavy-ion collisions} workshop, which was held in February 2024 at the ECT$^{*}$ in Trento, Italy. The goal of this white paper is to provide a brief report on the study of jet quenching observables earlier conducted and to present new ideas that could be relevant for future explorations., Comment: 12 pages, 2 figures, NA3:Jet-QGP group white paper
- Published
- 2024
48. Recommended receiver papers for ALMA users
- Author
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Bakx, Tom and Conway, John
- Subjects
Astrophysics - Instrumentation and Methods for Astrophysics ,Astrophysics - Earth and Planetary Astrophysics ,Astrophysics - Astrophysics of Galaxies ,Astrophysics - Solar and Stellar Astrophysics - Abstract
The Atacama Large Millimetre/submillimetre Array (ALMA) receivers and technical papers are cited fewer than once in every six publications. This citation shortage is impeding the development of future (sub)millimetre instruments. In an effort to facilitate the correct citations of ALMA receivers and technical papers, this memo provides a comprehensive list of papers for the scientific community. This list was produced in discussion with the scientific and instrumentalist community, based on a June 2024 survey at the European Southern Observatory workshop on the ALMA Wideband Sensitivity Upgrade, as well as with the ALMA technical staff. The authors now encourage the community to enhance their already-excellent ALMA science with the appropriate references to ensure future (sub)millimetre instrumentation can keep addressing the key questions about our Universe., Comment: 8 pages; 1 figure; 3 tables; continuously updated as more papers become available. Suggestions are warmly welcomed. ALMA memos solely contains the opinion of the authors in discussion with the astronomer and instrument builder community, and does not reflect the official policy of the ALMA telescope
- Published
- 2024
49. Temporal Graph Neural Network-Powered Paper Recommendation on Dynamic Citation Networks
- Author
-
Shen, Junhao, Haqqani, Mohammad Ausaf Ali, Hu, Beichen, Huang, Cheng, Xie, Xihao, Lee, Tsengdar, and Zhang, Jia
- Subjects
Computer Science - Information Retrieval ,Computer Science - Machine Learning - Abstract
Due to the rapid growth of scientific publications, identifying all related reference articles in the literature has become increasingly challenging yet highly demanding. Existing methods primarily assess candidate publications from a static perspective, focusing on the content of articles and their structural information, such as citation relationships. There is a lack of research regarding how to account for the evolving impact among papers on their embeddings. Toward this goal, this paper introduces a temporal dimension to paper recommendation strategies. The core idea is to continuously update a paper's embedding when new citation relationships appear, enhancing its relevance for future recommendations. Whenever a citation relationship is added to the literature upon the publication of a paper, the embeddings of the two related papers are updated through a Temporal Graph Neural Network (TGN). A learnable memory update module based on a Recurrent Neural Network (RNN) is utilized to study the evolution of the embedding of a paper in order to predict its reference impact in a future timestamp. Such a TGN-based model learns a pattern of how people's views of the paper may evolve, aiming to guide paper recommendations more precisely. Extensive experiments on an open citation network dataset, including 313,278 articles from https://paperswithcode.com/about PaperWithCode, have demonstrated the effectiveness of the proposed approach., Comment: 10 pages, 4 figures, accepted by SDU@AAAI-2024. The AAAI Workshop on Scientific Document Understanding (2024)
- Published
- 2024
50. Analysis of the ICML 2023 Ranking Data: Can Authors' Opinions of Their Own Papers Assist Peer Review in Machine Learning?
- Author
-
Su, Buxin, Zhang, Jiayao, Collina, Natalie, Yan, Yuling, Li, Didong, Cho, Kyunghyun, Fan, Jianqing, Roth, Aaron, and Su, Weijie J.
- Subjects
Statistics - Applications ,Computer Science - Digital Libraries ,Computer Science - Computer Science and Game Theory ,Computer Science - Machine Learning ,Statistics - Machine Learning - Abstract
We conducted an experiment during the review process of the 2023 International Conference on Machine Learning (ICML) that requested authors with multiple submissions to rank their own papers based on perceived quality. We received 1,342 rankings, each from a distinct author, pertaining to 2,592 submissions. In this paper, we present an empirical analysis of how author-provided rankings could be leveraged to improve peer review processes at machine learning conferences. We focus on the Isotonic Mechanism, which calibrates raw review scores using author-provided rankings. Our analysis demonstrates that the ranking-calibrated scores outperform raw scores in estimating the ground truth ``expected review scores'' in both squared and absolute error metrics. Moreover, we propose several cautious, low-risk approaches to using the Isotonic Mechanism and author-provided rankings in peer review processes, including assisting senior area chairs' oversight of area chairs' recommendations, supporting the selection of paper awards, and guiding the recruitment of emergency reviewers. We conclude the paper by addressing the study's limitations and proposing future research directions., Comment: See more details about the experiment at https://openrank.cc/
- Published
- 2024
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