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Recent years have seen increased attention to the high school–college transition. Students are enrolling in college in record numbers, yet they are also taking increasing numbers of remedial courses. How to measure and report on academic readiness for college is an important policy issue receiving attention from the National Assessment Governing Board, Achieve, and several states. The focus of this article is how to create a measure of academic readiness for college, either by building and validating a new assessment or validating and repurposing an existing assessment. After first describing the disjuncture between high school and college and discussing definitions and indicators of academic readiness, the authors identify four strategies that might be used to create a readiness assessment. The pros and cons of each strategy are discussed. [ABSTRACT FROM AUTHOR]

Coherence is the core principle underlying standards-based educational reforms. Assessments aligned with content standards are designed to guide instruction and raise achievement. The authors investigate the coherence of standards-based reform’s key instruments using the Surveys of Enacted Curriculum. Analyzing 138 standards-assessment pairs spread across grades and the three No Child Left Behind tested subjects, the authors find that roughly half of standards content is tested on the corresponding test and roughly half of test content corresponds to the standards. A moderate proportion of test content is at the wrong level of cognitive demand as compared to the corresponding standards, and vice versa. Between 17% and 27% of content on a typical test covers topics not mentioned in the corresponding standards. Policy and research implications are discussed. [ABSTRACT FROM PUBLISHER]

The Vanderbilt Assessment of Leadership in Education (VAL-ED) is a multirater assessment of principals' learning-centered leadership. The instrument was developed based on the Standards for Educational and Psychological Testing. In this article, we report on the validity and reliability evidence for the VAL-ED accumulated in a national field trial. Using data from more than 270 schools across a wide range of settings, we found that the instrument was reliable for measuring principals' learning-centered leadership. Furthermore, there was mostly positive evidence that the VAL-ED distinguished among subscales of principal performance. In conjunction with findings from the VAL-ED development phase, these results support the conclusion that the VAL-ED can be used by K-12 schools to assess learning-centered leadership. [ABSTRACT FROM AUTHOR]

Research has consistently shown that principal leadership matters for successful schools. Evaluating principals on the behaviors shown to improve student learning should be an important leverage point for raising leadership quality. Yet principals are often evaluated with the use of instruments with no theoretical background and little, if any, documented psychometric properties. To address this need, a team of researchers in principal leadership, assessment development, and psychometrics developed the Vanderbilt Assessment of Leadership in Education (VAL-ED). The purpose here is to report on iterative development work where the instrument was tested and revised across several cycles. Future work to investigate the instrument's psychometric properties is identified. After an extensive item writing and instrument development phase, the authors embarked on a series of studies designed to guide improvements to the instrument. These studies include a sorting study, two rounds of cognitive interviews, a bias review, and two rounds of small-scale pilot tests. Results and implications from each study are discussed.The iterative development process helped improve the clarity of instructions and items while building a growing collection of preliminary validity and reliability evidence. At the end of the development process, the VAL-ED represents a promising instrument for assessing principal instructional leadership. The VAL-ED also represents a tool for possible use by principal leadership researchers in measuring the effectiveness of school principals. [ABSTRACT FROM AUTHOR]

The Vanderbilt Assessment of Leadership in Education is a 360-degree assessment of the effectiveness of principals' learning-centered leadership behaviors. In this report, we present results from a differential item functioning (DIF) study of the assessment. Using data from a national field trial, we searched for evidence of DIF on school level, geographic region, and urbanicity. We found evidence of intercept DIF for urbanicity on four items and slope DIF for urbanicity on one item, although all magnitudes were small to moderate. We conclude that the Vanderbilt Assessment of Leadership in Education's items are not biased on the basis of these school characteristics, bolstering its use in schools around the country. [ABSTRACT FROM AUTHOR]

In this article we present results of a comprehensive review of principal leadership assessment practices in the United States. Our analyses of both the general content and the usage of 65 instruments, 56 at the district level and 9 at the state level, provided an in-depth look at what and how districts and states evaluate principals. Using the learning-centered leadership framework, we focused on identifying the congruence (or lack thereof) between documented assessment practices and the research-based criteria for effective leadership that are associated with improved school performance. Using an iterative and deductive process for instrument content analysis, we found that states and districts focused on a variety of performance areas (e.g., management, external environment, or personal traits) when evaluating their principals, with different formats at various levels of specificity. We also found very limited coverage of leadership behaviors that ensure rigorous curriculum and quality instruction, which are linked with schoolwide improvement for the ultimate purpose of enhanced student learning. In seeking information on how principals are evaluated, we found that in most cases, the practices of leadership assessment lacked justification and documentation in terms of the utility, psychometric properties, and accuracy of the instruments. [ABSTRACT FROM AUTHOR]

State content standards are the backbone of the standards-based reform movement. Content standards provide teachers with a set of guidelines for what students are expected to know and be able to do, defining the intended curriculum. And although the current 50-state system of education gives each state the task of setting content standards, there has been little empirical investigation of the similarities and differences among state content standards. This analysis uses the content analysis procedures of the Council of Chief State School Officers/State Collaboratives on Assessment and State Standards to consider whether there exists a de facto national curriculum as defined in state content standards. Data from English/language arts and reading (ELAR), science, and mathematics for Grades 4, 8, and K-8 are used. Results suggest considerable variability among states in the content of content standards, particularly in individual grades, but also for the aggregated standards. Further analysis suggests that state standards are no more well aligned to national professional standards (i.e., National Science Education, National Council of Teachers of Mathematics) than to other states' standards. Still, there exists a small "core curriculum" across states in each content area. The level of focus of the state standards varies substantially across states, and the redundancy of the standards is such that alignment within state, across grades is often as high as alignment within grade, across states. Policy implications are briefly discussed. [ABSTRACT FROM AUTHOR]

This article examines the reliability of content analyses of state student achievement tests and state content standards. We use data from two states in three grades in mathematics and English language arts and reading to explore differences by state, content area, grade level, and document type. Using a generalizability framework, we find that reliabilities for four coders are generally greater than .80. For the two problematic reliabilities, they are partly explained by an odd rater out. We conclude that the content analysis procedures, when used with at least five raters, provide reliable information to researchers, policymakers, and practitioners about the content of assessments and standards. [ABSTRACT FROM AUTHOR]

The cell cycle is tightly controlled to ensure that replication origins fire only once per cycle and that consecutive S-phases are separated by mitosis. When controls fail, DNA over-replication ensues: individual origins fire more than once per S-phase (re-replication) or consecutive S-phases occur without intervening mitoses (endoreduplication). In yeast the cell cycle is controlled by a single cyclin dependent kinase (Cdk) that prevents origin licensing at times when it promotes origin firing, and that is inactivated, via proteolysis of its partner cyclin, as cells undergo mitosis. A quantitative model describes three levels of Cdk activity: low activity allows licensing, intermediate activity allows firing but prevents licensing, and high activity promotes mitosis. In higher eukaryotes the situation is complicated by the existence of additional proteins (geminin, Cul4-Ddb1Cdt2, and Emi1) that control licensing. A current challenge is to understand how these various control mechanisms are co-ordinated and why the degree of redundancy between them is so variable. Here the experimental induction of DNA over-replication is reviewed in the context of the quantitative model of Cdk action. Endoreduplication is viewed as a consequence of procedures that cause Cdk activity to fall below the threshold required to prevent licensing, and re-replication as the result of procedures that increase that threshold value. This may help to explain why over-replication does not necessarily require reduced Cdk activity and how different mechanisms conspire to prevent over-replication. Further work is nevertheless required to determine exactly how losing just one licensing control mechanism often causes over-replication, and why this varies between cell systems. [ABSTRACT FROM AUTHOR]

Background: The ability to regulate transgene expression has many applications, mostly concerning the analysis of gene function. Desirable induction characteristics, such as low un-induced expression, high induced expression and limited cellular heterogeneity, can be seriously impaired by chromosomal position effects at the site of transgene integration. Many clones may therefore need to be screened before one with optimal induction characteristics is identified. Furthermore, such screens must be repeated for each new transgene investigated, and comparisons between clones with different transgenes is complicated by their different integration sites. Results: To circumvent these problems we have developed a "screen and insert" strategy in which clones carrying a transgene for a fluorescent reporter are first screened for those with optimal induction characteristics. Site-specific recombination (SSR) is then be used repeatedly to insert any new transgene at the reporter transgene locus of such clones so that optimal induction characteristics are conferred upon it. Here we have tested in a human fibrosarcoma cell line (HT1080) two of many possible implementations of this approach. Clones (e.g. Rht14-10) in which a GFP reporter gene is very stringently regulated by the tetracycline (tet) transactivator (tTA) protein were first identified flow-cytometrically. Transgenes encoding luciferase, I-SceI endonuclease or Rad52 were then inserted by SSR at a LoxP site adjacent to the GFP gene resulting stringent tet-regulated transgene expression. In clone Rht14-10, increases in expression from essentially background levels (+tet) to more than 104-fold above background (-tet) were reproducibly detected after Cre-mediated insertion of either the luciferase or the I-SceI transgenes. Conclusion: Although previous methods have made use of SSR to integrate transgenes at defined sites, none has effectively combined this with a pre-selection step to identify integration sites that support optimal regulatory characteristics. Rht14-10 and similar HT1080-derived clones can now be used in conjunction with a convenient delivery vector (pIN2-neoMCS), in a simple 3-step protocol leading to stringent and reproducible transgene regulation. This approach will be particularly useful for transgenes whose products are very active at low concentrations and/or for comparisons of multiple related transgenes. [ABSTRACT FROM AUTHOR]

The article focuses on the transcript-templated repair of DNA double-strand breaks in eukaryotic cells. Researchers revealed that DSB are caused by exogenous agents or intrinsic mechanisms. The two main pathways for DSB repair are non-homologous end-joining and homology directed repair (HDR). The author investigates the posibility that RNA transcripts are used as templates for HDR.

The No Child Left Behind Act allows states to vary (a) the trajectories they select to move from the baseline percent proficient or above in 2002 to the 100% proficient goal in 2014, (b) the minimum number of students required for reporting of disaggregated subgroup results, and (c) whether or not they will use confidence intervals when determining whether or not an annual measurable objective has been met. We use data from Kentucky for the years 2003 and 2004 to explore the consequences of different design decisions. The effect of design decisions on number and percentage of schools meeting adequate yearly progress (AYP) is large, with important implications for education practice. [ABSTRACT FROM AUTHOR]

The purpose of this article is to put in the hands of researchers, practitioners, and policy makers a powerful framework for building and studying the effects of high-quality assessment and accountability programs. The framework is illustrated through a description and analysis of the assessment and accountability program in the School District of Philadelphia. [ABSTRACT FROM AUTHOR]

Focuses on the evolution of one approach to describing and using curriculum data. Topic and cognitive demand dimensions; Proportion of instructional time.

Background: The human 6-16 and ISG12 genes are transcriptionally upregulated in a variety of cell types in response to type I interferon (IFN). The predicted products of these genes are small (12.9 and 11.5 kDa respectively), hydrophobic proteins that share 36% overall amino acid identity. Gene disruption and over-expression studies have so far failed to reveal any biochemical or cellular roles for these proteins. Results: We have used in silico analyses to identify a novel family of genes (the ISG12 gene family) related to both the human 6-16 and ISG12 genes. Each ISG12 family member codes for a small hydrophobic protein containing a conserved ~80 amino-acid motif (the ISG12 motif). So far we have detected 46 family members in 25 organisms, ranging from unicellular eukaryotes to humans. Humans have four ISG12 genes: the 6-16 gene at chromosome 1p35 and three genes (ISG12(a), ISG12(b) and ISG12(c)) clustered at chromosome 14q32. Mice have three family members (ISG12(a), ISG12(b1) and ISG12(b2)) clustered at chromosome 12F1 (syntenic with human chromosome 14q32). There does not appear to be a murine 6-16 gene. On the basis of phylogenetic analyses, genomic organisation and intron-alignments we suggest that this family has arisen through divergent inter- and intra-chromosomal gene duplication events. The transcripts from human and mouse genes are detectable, all but two (human ISG12(b) and ISG12(c)) being upregulated in response to type I IFN in the cell lines tested. Conclusions: Members of the eukaryotic ISG12 gene family encode a small hydrophobic protein with at least one copy of a newly defined motif of ~80 amino-acids (the ISG12 motif). In higher eukaryotes, many of the genes have acquired a responsiveness to type I IFN during evolution suggesting that a role in resisting cellular or environmental stress may be a unifying property of all family members. Analysis of gene-function in higher eukaryotes is complicated by the possibility of functional redundancy between family-members. Genetic studies in organisms (e.g. Dictyostelium discoideum) with just one family member so far identified may be particularly helpful in this respect. [ABSTRACT FROM AUTHOR]

Analyzes the extent to which states implemented performance assessments for use in making professional licensure decisions in the U.S. for the period 2001-2002. Motives for the analysis; Reasons for the unpopularity of the implementation of such assessments; State policy regarding the testing of basic skills, content and pedagogical knowledge.

Focuses on evaluating the effectiveness of education funding system. Lessons learnt from evaluations of federal education programs; Lack of information about variables affecting student results; Features of the proposed strategy.

This article describes tools for measuring the content of instruction, the content of instructional materials, and the alignment between these. Illustrative findings about the use of these tools are reported, and possible additional uses, both for research and practice, are discussed. The validity of data produced through use of these tools is found to be quite good. An agenda for future work is sketched—both for improvement of the quality and versatility of the tools and for use of the tools in research and practice. [ABSTRACT FROM PUBLISHER]

This article examines the effects of professional development on teachers' instruction. Using a purposefully selected sample of about 207 teachers in 30 schools, in 10 districts in five states, we examine features of teachers' professional development and its effects on changing teaching practice in mathematics and science from 1996-1999. We found that professional development focused on specific instructional practices increases teachers' use of those practices in the classroom. Furthermore, we found that specific features, such as active learning opportunities, increase the effect of the professional development on teacher's instruction. [ABSTRACT FROM AUTHOR]

Th is study uses a national probability sample of 1,027 mathematics and science teachers to provide the first (age-scale empirical comparison of effects of different characteristics of professional development on teachers' learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers, self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity. [ABSTRACT FROM AUTHOR]

Low-achieving, low-income students are typically tracked into dead-end math courses in high school. In this article, the authors evaluate the success of "transition" math courses in California and New York, which are designed to bridge the gap between elementary and college-preparatory mathematics and to provide access to more challenging and meaningful mathematics for students who enter high school with poor skills. The authors hypothesize that the transition courses—Math A in California and Stretch Regents and UCSMP Math in New York—allow students to keep pace with those who enter college-preparatory courses by covering rigorous mathematical content using a range of cognitive strategies. Data from 882 students in 48 math classes are analyzed using a three-level hierarchical linear model. The results show that growth in student achievement is significantly lower in general-track classes than in college-preparatory classes. Achievement in transition classes falls in between: not significantly lower than in college-preparatory classes, but not significantly greater than in general-track classes. More rigorous content coverage accounts for much of the achievement advantage of college-preparatory classes. The transition classes are 'judged a partial success in meeting their goal of upgrading the quality of mathematics instruction for low-achieving, low-income youth. [ABSTRACT FROM AUTHOR]

Previous studies have indicated that students enrolled in the general math track do not take as much math and do not learn as much math as students in college-preparatory math courses (Gamoran, 1987; Oakes, 1985; Porter 1989). State, district, and school initiatives in California and New York have been developing mechanisms to address this problem of inequality by creating new transition math courses and eliminating the general math track. This study examines course-taking patterns of students in seven high schools in California and New York that have attempted to enroll lower level math students in more meaningful initial math courses. By examining students `transcripts, the success of various policy options to upgrade the math curriculum are evaluated. Our data indicate that the new transition math courses meet with partial success in providing a common curriculum to students with diverse math preparation. [ABSTRACT FROM AUTHOR]

The national evaluation of an early elementary compensatory education program, Follow Through, is used as the context for discussion of design and analysis problems common to many evaluations. Although experiments have well-known advantages over quasi-experiments, the latter are likely to persist for the foreseeable future. It is argued that more careful planning could avoid many unnecessary weaknesses of past quasi-experiments, and that quasi-experiments can provide valuable information for evaluations. The strengths and weaknesses of several competing analysis strategies for quasi-experiments are considered. The conclusion is that no one strategy is satisfactory. A multiple analysis approach is recommended instead which attempts to capitalize on the unique strengths and control the unique weaknesses of several analysis strategies. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand the trajectories of nonsuicidal self-injury (NSSI) and suicide plans (SP) in the 90 days prior to inpatient hospitalization, understand the role of NSSI and SP in predicting suicide attempts (SA) on a given day, and to test the interaction between NSSI and SP in predicting same-day SA. Participants included 69 adolescents (77% female, 65% white, 77% Non-Hispanic/Latinx, Mage = 15.77 SDage = 1.00) from an inpatient psychiatric unit. Past 90 day NSSI, SP, and SA were measured using the Columbia Suicide Severity Rating Scale and Timeline Follow Back. First, mixed effect models were conducted to assess trajectories of NSSI and SP leading up to inpatient hospitalization. The odds of NSSI remained relatively stable prior to hospitalization (OR = 1.01, 95% CI [1.00,1.02]). The odds of SP increased in the 90 days prior to hospitalization (OR = 1.04, 95% CI [1.02,1.05]) with each day associated with a 4% increase in the odds of making a SP. Second, random effect models were conducted to predict the odds of same-day SA from NSSI and SP. When adolescents endorsed either NSSI (OR = 2.99, p <.001) or a SP (OR = 77.13, p <.001) there was elevated odds of same-day SA. However, the presence of both NSSI and SP on a given day did not increase risk of SA on that same day. For this high-risk clinical sample of suicidal adolescents who drink alcohol, odds of SP increased in the days leading up to psychiatric hospitalization, but NSSI remained stable. On days when adolescents reported NSSI or SP, they had an increased odds of same-day SA. These results underscore the importance of frequent monitoring of NSSI and SP among high-risk adolescents who drink alcohol to prevent suicide attempts. [ABSTRACT FROM AUTHOR]