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We study the impact of a bonus policy implemented by Hawai'i Public Schools starting in fall 2020 that raised the salaries of all special education teachers in the state by $10,000. We estimate that the introduction of this policy reduced the proportion of vacant special education teaching positions by 32%, or 1.2 percentage points, and the proportion of special education positions that were vacant or filled by an unlicensed teacher by 35%, or 4.0 percentage points. The bonus policy did not have significant impacts on special education teacher retention; instead, the impacts of the policy were driven almost entirely by an increase in the number of general education teachers in the state who moved into open special education teaching positions. The effects of the bonus policy were also largest in historically hard-to-staff schools in which all teachers also received "tiered school" bonuses of up to $8,000. Hawai'i therefore represents a unique but instructive case of how strategic financial incentives can help address special education teacher shortages.

We leverage data on 1,857 families in 140 rural cocoa-growing communities of Côte d'Ivoire to report on child work activities and schooling decisions. We distinguish between unpaid domestic labor and unpaid agricultural child labor activities reported by children in 2021 during the COVID-19 pandemic. We find that more than 80% of children participate in at least one household work activity and more than 50% in at least one agricultural work activity, with differences between boys and girls. Older boys performed more unpaid agricultural work activities, and girls performed more domestic work activities. Thirty-five percent of children were engaged in unpaid agricultural child labor, a rate similar to a national estimate of child labor in cocoa-growing communities of Côte d'Ivoire in 2018/19. Agricultural child labor and schooling are predicted by a child's age and gender, household factors such as parental age, family size, multidimensional poverty, and community factors, especially community-level child labor rates. Social protection and education programs targeting older boys could improve their schooling outcomes and reduce agricultural child labor. Likewise, addressing acute poverty with multifaceted programs reducing consumption-based poverty, poor parental education, and improving community infrastructures could reduce child labor.

To make up for pandemic-related learning losses, many U.S. public school districts have increased enrollment in their summer school programs. We assess summer school as a strategy for COVID-19 learning recovery by tracking the academic progress of students who attended summer school in 2022 across eight districts serving 400,000 students. Based on students' spring to fall progress, we find a positive impact for summer school on math test achievement (0.03 standard deviation, SD), but not on reading tests. These effects are predominantly driven by students in upper elementary grades. To put the results into perspective, if we assume that these districts have losses similar to those present at the end of the 2022-23 school year (i.e., approximately -0.2 SD), we estimate summer programming closed approximately 2% to 3% of the districts' total learning losses in math, but none in reading. [This research received funding from Kenneth C. Griffin.]

We document the characteristics of children and young adults identified in the Panel Study of Income Dynamics as having a learning disability and study whether legislative changes in diagnosis criteria have had a noticeable effect determining who receives a diagnosis. We further document that children and young adults identified as a having a learning disability experience less desirable outcomes early in life, including trouble with the police, drug use, violent behavior, incarceration, self-reported low levels of well-being, lower educational attainment, and less favorable labor market outcomes. We also find that the mothers of children diagnosed with learning disabilities are less likely than other mothers to participate in the labor market.

Nationally, more than 75% of individuals who are credentialed to teach are prepared in traditional college- or university-based teacher education programs (TEPs). But the college and employment pathways that prospective teachers take to TEP enrollment and completion have not been comprehensively examined. A better understanding of how credentialed individuals find their way into TEPs helps us understand the sources of new teacher supply early in the prospective teacher pipeline. With that in mind, we analyze pathways into and through TEPs using historical postsecondary and unemployment insurance data from Washington state. We find that the pathways are quite varied with around 40% of bachelor's-level TEP completers spending at least some time in community colleges and less than 40% enrolling and finishing at the same university directly after high school. Pathways to master's TEP completion are even more varied, with almost half of the completers having prior employment experience. For researchers, this varied landscape raises important questions about the relationship between pathways, candidate persistence, and eventual job performance. For policymakers, the results suggest that efforts to recruit the next generation of teachers need to look beyond the pool of students already enrolled at a 4-year university to include students at 2-year colleges or in the labor force who might be interested in entering a TEP.

The Monitoring the Future (MTF) study monitors historical and developmental changes in substance use prevalence among key subgroups of the general U.S. adolescent and adult population. The current study first devised and evaluated a cohort-specific pooled analysis weighing procedure for the MTF panel study that weighted back to the initial 12th grade samples. Following this, the cohort-specific weights were updated to age-specific weights in order to provide increased flexibility for a wide range of model specifications and to avoid the need to re-calculate a first half-sample respondent's final weight at a particular wave after the full cohort had completed that wave. The cohort-specific pooled analysis weights appear to result in an overall improvement in the degree to which the sociodemographic distributions of the initial 12th grade samples are retained, as well as likely producing slightly improved substance use estimates due to accounting for historical variation in panel sample selection and attrition over time. The updated age-specific pooled analysis weights continued to provide the benefits associated with the cohort-specific weights, but also brought increased flexibility for modeling both cohort- and age-specific research questions, and allowed all respondents' weights at each specific age to remain fixed across time.

There is a growing interest in ensuring that students are prepared for college and a career when they finish high school. Research identified several indicators that are associated with college preparedness including attendance, grade point average (GPA), and test scores. However, it is difficult to use these indicators to determine the preparedness level of the nation's students in general. This study used results from National Assessment of Educational Progress (NAEP) mathematics assessment, the "gold standard" assessing what students know and can do in grade 12 to establish college preparedness benchmarks. This study linked ninth-grade student background data and school-reported high school and postsecondary transcript data from the National High School Longitudinal Study of 2009 (HSLS:09) to student item responses on the 2013 National Assessment of Educational Progress (NAEP) mathematics assessment to examine the relationship between college preparedness and NAEP mathematics achievement. NAEP scale scores imputed for all HSLS:09 participants via marginal maximum likelihood regression analyses were used to predict college preparedness. This study extended the earlier investigations of college preparedness based on NAEP grade 12 mathematics data from the prediction of college enrollment alone to the prediction of additional postsecondary outcomes including remedial course-taking and first-year college GPA based on postsecondary transcript data. Defining college preparedness as enrolling in a 2- or 4-year college without remedial course-taking and acquiring a first-year college GPA of 2.7 or higher as did National Assessment Governing Board, this study showed that the probability of college preparedness increased from 26 percent for students performing at the NAEP Basic level to 58 percent at the NAEP Proficient level and 87 percent at the NAEP Advanced level. The probabilities at preparedness increased when the definition of college preparedness omitted remedial course-taking. Although similar patterns were observed for various student groups including race/ethnicity, gender, and socioeconomic status, there were some differences in results across groups. Since the report shows the probability of college preparedness (under various definitions) at each NAEP achievement level, it is thereby also providing important validity information for these NAEP achievement levels.

This study investigated the underexplored topic of teacher preparation program admissions processes by interviewing faculty and analyzing program documents. We investigated how 31 K-12 "mathematics and science" teacher preparation programs (MSTPPs) and faculty attend to diversity, equity, inclusion, and social and racial justice (DEIJ). Specific foci included applicant recruitment and selection, components of applications (e.g., forms, essays, interviews), and how applicants' DEIJ-related information and orientations factor into admissions. We found that all MSTPPs participating in the study collected information related to DEIJ (e.g., applicants' ethnoracial backgrounds, citizenship), and all interviewed faculty expressed an interest in increasing the diversity of applicants and admitted students. Faculty expressed preferences for applicants who evidenced positive DEIJ orientations, such as recognizing social and ethnoracial injustices, but at the same time, differences were evident in how MSTPPs and faculty attended to DEIJ. Considerations, implication, and dilemmas for teacher preparation programs and faculty are discussed.

The onset of the pandemic in spring 2020 substantially disrupted routes into teaching and offered a unique opportunity to study this process with different requirements for initial entry into the classroom. We examine the impacts of the Temporary Certificate of Eligibility (Temporary CE), which allowed teacher candidates in New Jersey to enter the workforce before completing assessment and performance requirements. Relative to the novice teacher workforce before the pandemic, Temporary CE teachers were substantially more diverse without any significant effects on teacher performance or student test scores. However, Temporary CE holders were less likely to remain in the same school or in the New Jersey teaching workforce between 2020-21 and 2021-22. Although Temporary CE holders disproportionately entered through alternate routes into teaching, these patterns hold for both traditional- and alternate-route entrants.

Research universities enable students to have a unique learning environment and other experiences. This article aims to analyze student engagement in one research university in Brazil, the effects of student socioeconomic and academic characteristics and their associations with university structures (curriculum), and student trajectories. The data comes from the Student Experience in the Research University, an international survey administered in 2012 at the University of Campinas and longitudinal academic registers. The study used both Principal Component Analysis and also Multiple Linear Regression Models. Five modes of engagement were found: two related to curricular engagement (engagement with faculty and engagement outside the classroom), social and leisure engagement, curricular disengagement and co-curricular engagement. The main effects are associated with the disciplines. Regarding student trajectories, there was a negative association between academic engagement and dropout students and those still enrolled seven years after the survey application. The results align with other studies that associate disciplines with student engagement and student engagement with student success.

This qualitative study examines the information collected about applicants to mathematics or science teacher preparation programs (MSTPPs) and how university faculty perceive and value this information in admissions decisions. Based on document review and interviews with MSTPP faculty and admissions directors, we found that broad measures of mathematics and science content background (e.g., achievement test scores, past mathematics and science courses taken) were used more frequently than information on applicants' specific mathematics and science content knowledge and dispositions. In many cases, application components (such as interviews and personal essay statements) were perceived by faculty to be conducive to surfacing applicants' content knowledge and dispositions; however, they were not constructed or employed in a way that afforded the obtainment of this information. We highlight salient examples of MSTPPs' collection and use of information related to mathematics and science and discuss implications for TPP admissions processes.

The lack of experimental data on the direct-drive pressure leads us to the conclusion that, the published experimental confirmation of driving pressure boosting and smoothing for hybrid-drive inertial fusion is not credible., Comment: Comment on https://doi.org/10.1038/s41467-023-41477-2

OO Peg is a detached eclipsing binary system containing two late-A-type stars in a circular orbit with a period of 2.985 d. Using published spectroscopic results and a light curve from the Transiting Exoplanet Survey Satellite (TESS) we determine their masses to be 1.69 +/- 0.09 and 1.74 +/- 0.06 Msun, and their radii to be 2.12 +/- 0.03 and 1.91 +/- 0.03 Rsun. The TESS data are of high quality, but discrepancies in the radial velocities from two sources prevent a precise mass measurement. The primary star is definitively hotter, larger and more luminous than its companion, but its mass is lower (albeit to a significance of only 1.1 sigma). Using published apparent magnitudes and temperatures, we find a distance of 238.8 +/- 6.1 pc, in agreement with the Gaia DR3 parallax. Although both components are in the delta Scuti instability strip, we find no evidence of pulsations. More extensive spectroscopy is needed to improve our understanding of the system., Comment: Accepted for publication in The Observatory. 12 pages, 4 tables, 3 black/white figures

Version 11 of the CHIANTI database and software package is presented. Advanced ionization equilibrium models have been added for low charge states of seven elements (C, N, O, Ne, Mg, Si and S), and represent a significant improvement especially when modelling the solar transition region. The models include the effects of higher electron density and charge transfer on ionization and recombination rates. As an illustration of the difference these models make, a synthetic spectrum is calculated for an electron pressure of 7$\times 10^{15}$ cm$^{-3}$ K and compared with an active region observation from HRTS. Increases are seen of factors of two to five in the predicted radiances of the strongest lines in the UV from Si IV, C IV, and N V, compared to the previous modelling using the coronal approximation. Much better agreement (within 20\%) with the observation is found for the majority of the lines. The new atomic models better equip both those who are studying the transition region and those who are interpreting emission from higher density astrophysical and laboratory plasma. In addition to the advanced models, several ion datasets have been added or updated, and data for the radiative recombination energy loss rate have been updated., Comment: 19 pages, 5 figures, 1 table, submitted to ApJ

We present a full general relativistic analytic solution for a radiation-pressure supported equilibrium fluid torus orbiting a rotating neutron star (NS). Previously developed analytical methods are thoroughly applied in the Hartle-Thorne geometry, including the effects of both the NS's angular momentum and quadrupole moment. The structure, size and shape of the torus are explored, focusing especially on the critically thick solution - the cusp tori. For the astrophysically relevant range of NS parameters, we examine how our findings differ from those obtained for the Schwarzschild spacetime. The solutions for rotating stars display signatures of the interplay between relativistic and Newtonian effects where the impact of NS angular momentum and quadrupole moment are almost counterbalanced at the given radius. Nevertheless, the spacetime parameters still strongly influence the size of tori, which can be shown in a coordinate-independent way. Finally, we discuss the importance of the size of the central neutron star, determining whether or not the surrounding torus may exist. We provide a set of tools in a Wolfram Mathematica code, which poses a basis allowing for a further investigation of the impact of the NSs' superdense matter equation of state on the spectral and temporal behaviour of accretion tori., Comment: 7 pages, 5 figures, submitted to A&A

The four characteristic oscillation frequencies of accretion flows are, in addition to the Keplerian orbital frequency, often discussed in the context of the time variability of the black hole and neutron star (NS) low-mass X-ray binaries (LMXBs). These are namely the frequencies of the axisymmetric radial and vertical epicyclic oscillations, and the frequencies of non-axisymmetric oscillations corresponding to the periastron (radial) and Lense-Thirring (vertical) precessions. In this context, we investigate the effect of the quadrupole moment of a slowly rotating NS and provide complete formulae for calculating these oscillation and precession frequencies, as well as their convenient approximations. Simple formulae corresponding to the geodesic limit of a slender torus (and test particle motion) and the limit of a marginally overflowing torus (torus exhibiting a critical cusp) are presented, and furthermore, more general approximate formulae are included to allow calculations for arbitrarily thick tori. We provide the Wolfram Mathematica code used for our calculations together with C++ and PYTHON codes for calculations of the frequencies. Our formulae can be used for various calculations describing the astrophysical signatures of the NSs' superdense matter equation of state. For instance, we demonstrate that, even for a given fixed number of free parameters, a model accounting for fluid flow precession better matches the frequencies of twin-peak quasiperiodic oscillations observed in NS LMXBs than a model using geodesic precession., Comment: 17 pages, 6 figures, submitted to A&A

The micromixing time of impinging thin liquid sheets depends upon the energy dissipation rate. The kinetic energy released by the impingement has been previously studied and was found to be a function of the coefficient of restitution of the collision. In this work, the volume within which the released kinetic energy is dissipated was investigated. The volume of energy dissipation was determined by measuring the time required for the velocity of the single sheet (prior to the collision) to be reduced to the velocity in the mixed sheet (after the collision). Although different, the velocity in single sheets and the velocity in mixed sheets has been previously shown to be constant. High-speed video was used to measure the velocity of features, generated in the front single sheet, as they passed through the impingement zone and into the mixed sheet. The experimental results showed that the time required for the velocity change was approximately equal to the residence time of liquid in the impingement zone. A new equation for the energy dissipation rate was developed and compared with the energy dissipation rate derived from turbulence energy-cascade theory. This comparison showed that the large-eddy turnover time was approximately equal to the residence time in the impingement zone; a result that is in accordance with the notion from turbulence energy-cascade theory that large, energy-containing eddies lose their energy within approximately one large-eddy turnover time. Within the impingement zone, the large-eddy kinetic energy was found to decay exponentially with time., Comment: Accepted for publication in Chemical Engineering Science

Human-robot interaction is now an established discipline. Dozens of HRI courses exist at universities worldwide, and some institutions even offer degrees in HRI. However, although many students are being taught HRI, there is no agreed-upon curriculum for an introductory HRI course. In this workshop, we aimed to reach community consensus on what should be covered in such a course. Through interactive activities like panels, breakout discussions, and syllabus design, workshop participants explored the many topics and pedagogical approaches for teaching HRI. This collection of articles submitted to the workshop provides examples of HRI courses being offered worldwide.

"Reading for Life" seeks to provide a gateway to that research. Reviewing data on reading and literacy and their impact on the physical, mental, and social-emotional components of health, this paper will: (1) Review the current state of children's literacy and health, particularly in the wake of the COVID-19 pandemic; (2) Explore the importance of early-childhood education and literacy interventions in preschool, and their roles in health outcomes; (3) Summarize existing literature on the relationship between literacy rates and physical, mental, and social-emotional health; and (4) Study successful collaborations between the education and medical fields to implement literacy interventions in pediatric healthcare settings. [This paper was prepared by Scholastic Research & Validation as part of the Yale Child Study Center-Scholastic Collaborative for Child & Family Resilience.]