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1. Public Education Funding in the U.S. Needs an Overhaul: How a Larger Federal Role Would Boost Equity and Shield Children from Disinvestment during Downturns

Author

Economic Policy Institute, Allegretto, Sylvia, García, Emma, and Weiss, Elaine

Abstract

Education funding in the United States relies primarily on state and local resources, with just a tiny share of total revenues allotted by the federal government. Most analyses of the primary school finance metrics--equity, adequacy, effort, and sufficiency--raise serious questions about whether the existing system is living up to the ideal of providing a sound education equitably to all children at all times. Districts in high-poverty areas, which serve larger shares of students of color, get less funding per student than districts in low-poverty areas, which predominantly serve white students, highlighting the system's inequity. School districts in general--but especially those in high-poverty areas--are not spending enough to achieve national average test scores, which is an established benchmark for assessing adequacy. Efforts states make to invest in education vary significantly. And the system is ill-prepared to adapt to unexpected emergencies. These challenges are magnified during and after recessions. Following the Great Recession that began in December 2007, per-student education revenues plummeted and did not return to pre-recession levels for about eight years. The recovery in per-student revenues was even slower in high-poverty districts. This report combines new data on funding for states and for districts by school district poverty level, and over time, with evidence documenting the positive impacts of increasing investment in education to make a case for overhauling the school finance system. It calls for reforms that would ensure a larger role for the federal government to establish a robust, stable, and consistent school funding plan that channels sufficient additional resources to less affluent students in good times and bad. Furthermore, spending on public education should be retooled as an economic stabilizer, with increases automatically kicking in during recessions. Such a program would greatly mitigate cuts to public education as budgets are depleted, and also spur aggregate demand to give the economy a needed boost.

Published
2022

2. Building a Well-Qualified Transitional Kindergarten Workforce in California: Needs and Opportunities

Author

Learning Policy Institute, Melnick, Hanna, García, Emma, and Leung-Gagné, Melanie

Abstract

In 2021, California made major new investments to advance its commitment to early childhood education through universal preschool. One important investment was extending state funding for transitional kindergarten (TK), previously just for older 4-year-olds, to all 4-year-olds by 2025-26. To ensure the quality of new preschool investments, California must recruit and prepare a sufficient number of qualified teachers in TK and other early childhood programs--a challenge given the rapid expansion of the program. This challenge is even greater during the COVID-19 pandemic, when school districts and early childhood programs are facing significant staffing shortages. This report provides estimates of how many TK teachers California will need through 2025-26 and discusses potential pathways to support a diverse, well-prepared workforce, both in TK and in other early childhood programs. The authors also offer recommendations that state policymakers could follow to stabilize, support, and expand the broader early childhood workforce and to build pathways for racially, linguistically, and culturally diverse educators. [For the Research Brief, see ED622845.]

Published
2022

5. Determinants of Teacher Attrition: Evidence from District-Teacher Matched Data

Author

García, Emma, Han, Eunice, and Weiss, Elaine

Abstract

This study examines various factors influencing teacher attrition. Relying on nationally representative, district-teacher matched data, we attempt to identify key determinants of teacher attrition by employing multilevel mixed-effects linear models, which control for commonalities among teachers within the same school district. We find that a stronger teacher voice, a more supportive work environment, fewer school problems, and greater teacher morale significantly reduce teacher attrition. We also show that teacher base salary and returns to experience are negatively associated with teacher attrition. Among all these factors, teacher voice shows one of the largest impacts on teacher attrition, and its effects are much greater for novice teachers than for experienced teachers.

Published
2022

6. An Explainable Clustering Methodology for the Categorization of Teachers in Digital Learning Platforms Based on Their Performance

Author

García, Emma Pérez, Díaz, María Rosa Hortelano, Rodríguez, Eva Martín, Kacprzyk, Janusz, Series Editor, Pal, Nikhil R., Advisory Editor, Bello Perez, Rafael, Advisory Editor, Corchado, Emilio S., Advisory Editor, Hagras, Hani, Advisory Editor, Kóczy, László T., Advisory Editor, Kreinovich, Vladik, Advisory Editor, Lin, Chin-Teng, Advisory Editor, Lu, Jie, Advisory Editor, Melin, Patricia, Advisory Editor, Nedjah, Nadia, Advisory Editor, Nguyen, Ngoc Thanh, Advisory Editor, Wang, Jun, Advisory Editor, de la Iglesia, Daniel H., editor, de Paz Santana, Juan F., editor, and López Rivero, Alfonso J., editor

Published
2024
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7. The Impact of Changes in Public-Sector Bargaining Laws on Districts' Spending on Teacher Compensation

Author

Economic Policy Institute, García, Emma, and Han, Eunice

Abstract

The U.S. Supreme Court's 2018 decision in "Janus v. American Federation of State, County, and Municipal Employees" (AFSCME) (referred to as "Janus" hereafter) prohibited state and local government worker unions from negotiating collective bargaining agreements with fair share fee arrangements. In this report, the authors examine state collective bargaining restrictions on public-sector unions and how they impact spending on teacher compensation. Specifically, the authors develop a framework to estimate how spending on teacher compensation was affected by changes in the legal institutions (laws, court decisions, and other administrative mechanisms) governing public-sector unions in five states that experienced these changes early in the previous decade. There are two purposes of this study. First, the framework and the analysis, with the necessary adjustments to scale, contexts, and timelines, could be used in the near future to understand and estimate the impact on public-sector workers of the "Janus" decision (or of laws, court decisions, and other administrative mechanisms of a similar nature). Second, the results also set the stage for other important and broad questions regarding the affected education systems. These institutional changes that influence districts' spending on teacher compensation may also shift the career decisions of individuals who otherwise may have chosen a teaching profession, and they may have implications for student outcomes. Thus, this study can help policymakers better grasp the role of teachers unions in the post-"Janus" era by exploring pre-"Janus" events that affected the educational sector. The authors find that the pre-"Janus" legal changes weakening teachers unions in Idaho, Indiana, Michigan, Tennessee, and Wisconsin effectively reduced spending on total teacher compensation by about 6%, reduced teacher salaries by about 5%, and reduced teacher benefits by 9.7%. Even though it is not possible to use these results to exactly estimate the impact of "Janus" on union and nonunion teachers (nor to assess the impact of any other policy changes in states occurring within different contexts and under different timelines), the evidence from the study serves as an early warning of potentially negative repercussions of "Janus" on similar outcomes.

Published
2021

8. A Policy Agenda to Address the Teacher Shortage in U.S. Public Schools: The Sixth and Final Report in the 'Perfect Storm in the Teacher Labor Market' Series

Author

Economic Policy Institute, García, Emma, and Weiss, Elaine

Abstract

The teacher shortage in the nation's public schools--particularly in high-poverty schools--is a crisis for the teaching profession and a serious problem for the entire education system. The Economic Policy Institute's (EPI's) teacher shortage policy agenda plots a course to return teaching to a profession in which teachers are compensated on par with their college-educated peers, operate in environments where they can teach effectively, get the training they need early in their careers and the professional development they need throughout their work lives, have their professional judgment incorporated, and have the opportunity to use the expertise they attain to help shape what goes on in their classrooms and their schools. This policy agenda has two components: a set of four foundational recommendations for how to understand the context and approach the problem in a way that will actually solve it, followed by specific policies that, if implemented together, could go a long way toward solving the teacher shortage crisis. This policy agenda builds on an in-depth analysis of the size, scope, and drivers of the teacher shortage, as detailed in the first five reports in the EPI's "Perfect Storm in the Teacher Labor Market" series. The agenda addresses the factors identified in the series as well as other specific or underlying factors such as lack of a properly resourced system, the lack of a diverse teaching workforce, student loan debt payments burdening teachers, and the uneven effectiveness of initiatives for teachers-in-training. The authors review the analysis, present the principles underlying the agenda, and then present the specific agenda items, which fall into two categories: (1) Overarching principles for how to approach the teacher shortage problem; and (2) Specific proposals in the policy agenda to address the teacher shortage.

Published
2020

9. Examining the Factors That Play a Role in the Teacher Shortage Crisis: Key Findings from EPI's 'Perfect Storm in the Teacher Labor Market' Series

Author

Economic Policy Institute, García, Emma, and Weiss, Elaine

Abstract

The teacher shortage in the United States is an increasingly recognized but still poorly understood crisis. Much attention has focused on the size of the shortage (about 110,000 teachers in the 2017-2018 school year, by one estimate), its monetary costs, and the negative effects of the shortage on students, teachers, and the public education system at large. But the multiple complex and interdependent causes have received less scrutiny. In 2019, we authored a series of five EPI reports examining the full magnitude of the teacher shortage and the working conditions and other factors that contribute to the shortage. A sixth report on policy recommendations, "A Policy Agenda to Address the Teacher Shortage in U.S. Public Schools," [see ED611178] is being released simultaneously with this summary report. This summary report presents key findings from the first five studies in the series and outlines the policy agenda presented in the sixth report. At the end of this summary report are the infographic fact sheets that were released with the reports. [For the first five reports, see ED598211, ED598209, ED598208, ED598207, and ED598210, respectively.]

Published
2020

10. COVID-19 and Student Performance, Equity, and U.S. Education Policy: Lessons from Pre-Pandemic Research to Inform Relief, Recovery, and Rebuilding

Author

Economic Policy Institute, García, Emma, and Weiss, Elaine

Abstract

The COVID-19 pandemic is overwhelming the functioning and outcomes of education systems--some of which were already stressed in many respects. The shutdown of schools, compounded by the associated public health and economic crises, poses major challenges to students and their teachers. The public education system was not built, nor prepared, to cope with a situation like this--there is a lack of structure to sustain effective teaching and learning during a shutdown and to provide the safety net supports that many children receive in school. If students are to not see their temporary interruptions become sustained and are to regain lost ground, if teachers are to do their jobs effectively during and after the pandemic, and if the education system is to deliver on its excellence and equity goals during the next phases of this pandemic, it will be critical to identify which students are struggling most and how much learning and development they have lost out on, which factors are impeding their learning, what problems are preventing teachers from teaching these children, and, very critically, which investments must be made to address these challenges. For each child, this diagnostic assessment will deliver a unique answer, and the system will have to meet the child where he or she is. A strengthened system based on meeting children where they are and providing them with what they need will be key to lifting up children. This report briefly reviews the relevant literature on educational settings that have features in common with how education is occurring during the crisis and emerging evidence on opportunity gaps during the COVID-19 pandemic in order to propose a three-pronged plan. The plan covers the three Rs: (immediate) relief for schools, (short-term) recovery, and (long-term) rebuilding for schools and the education system as a whole.

Published
2020

11. Schools Are Still Segregated, and Black Children Are Paying a Price

Author

Economic Policy Institute and García, Emma

Abstract

Well over six decades after the Supreme Court declared "separate but equal" schools to be unconstitutional in "Brown v. Board of Education," schools remain heavily segregated by race and ethnicity. The lack of progress in integrating schools: (1) depresses education outcomes for black students; (2) widens performance gaps between white and black students; (3) reflects and bolsters segregation by economic status; and (4) it means that the promise of integration and equal opportunities for all black students remains an ideal rather than a reality. Findings on school segregation and student performance come from the National Center for Education Statistics' National Assessment of Educational Progress (NAEP), the most comprehensive study of education performance in the country. The author uses the most recently released data to describe school segregation and its consequences for math performance of eighth-graders. This brief, published by Economic Policy Institute (EPI) to highlight education issues for Black History Month, shows data that are part of ongoing EPI research on student performance and education inequalities.

Published
2020

12. Comparison of ablators for the polar direct drive exploding pusher platform

Author

Whitley, Heather D., Kemp, G. Elijah, Yeamans, Charles, Walters, Zachary, Blue, Brent E., Garbett, Warren, Schneider, Marilyn, Craxton, R. Stephen, Garcia, Emma M., McKenty, Patrick W., Gatu-Johnson, Maria, Caspersen, Kyle, Castor, John I., Däne, Markus, Ellison, C. Leland, Gaffney, James, Graziani, Frank R., Klepeis, John, Kostinski, Natalie, Kritcher, Andrea, Lahmann, Brandon, Lazicki, Amy E., Le, Hai P., London, Richard A., Maddox, Brian, Marshall, Michelle, Martin, Madison E., Militzer, Burkhard, Nikroo, Abbas, Nilsen, Joseph, Ogitsu, Tadashi, Pask, John, Pino, Jesse E., Rubery, Michael, Shepherd, Ronnie, Sterne, Philip A., Swift, Damian C., Yang, Lin, and Zhang, Shuai

Subjects
Physics - Computational Physics, Physics - Plasma Physics
Abstract

We examine the performance of pure boron, boron carbide, high density carbon, and boron nitride ablators in the polar direct drive exploding pusher (PDXP) platform. The platform uses the polar direct drive configuration at the National Ignition Facility to drive high ion temperatures in a room temperature capsule and has potential applications for plasma physics studies and as a neutron source. The higher tensile strength of these materials compared to plastic enables a thinner ablator to support higher gas pressures, which could help optimize its performance for plasma physics experiments, while ablators containing boron enable the possiblity of collecting addtional data to constrain models of the platform. Applying recently developed and experimentally validated equation of state models for the boron materials, we examine the performance of these materials as ablators in 2D simulations, with particular focus on changes to the ablator and gas areal density, as well as the predicted symmetry of the inherently 2D implosion.

Published
2020
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14. Teachers' Base Salary and Districts' Academic Performance: Evidence from National Data

Author

García, Emma and Han, Eunice S.

Abstract

This paper examines the relationship between teacher pay and students' academic achievement, using nationally representative, district-level linked data between districts' performance on standardized tests and average teacher base salary. By employing state fixed effects and multilevel mixed effects models, we find that both mathematics and English test scores are significantly higher in districts that offer higher base salaries to teachers, compared with those in districts with a lower teacher base salary. We also find that higher teacher base salaries reduce achievement gap between white and black students, as well as between white and Hispanic students, by raising test scores more for those minority students.

Published
2022
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15. Student Absenteeism: Who Misses School and How Missing School Matters for Performance

Author

Economic Policy Institute, García, Emma, and Weiss, Elaine

Abstract

A broader understanding of the importance of student behaviors and school climate as drivers of academic performance and the wider acceptance that schools have a role in nurturing the "whole child" have increased attention to indicators that go beyond traditional metrics focused on proficiency in math and reading. The 2015 passage of the Every Student Succeeds Act (ESSA), which requires states to report a nontraditional measure of student progress, has codified this understanding. The vast majority of U.S. states have chosen to comply with ESSA by using measures associated with student absenteeism--and particularly, chronic absenteeism. This report uses data on student absenteeism to answer several questions: How much school are students missing? Which groups of students are most likely to miss school? Have these patterns changed over time? And how much does missing school affect performance? In this report, the authors aim to fill some of the gaps in the analysis of data surrounding absenteeism. They first summarize existing evidence on who misses school and how absenteeism matters for performance. The authors then analyze the National Assessment of Educational Progress (NAEP) data from 2003 (the first assessment with information available for every state) and 2015 (the most recent available microdata). They use this information to describe how much school children are missing, on average; which groups of children miss school most often; and whether there have been any changes in these patterns between 2003 and 2015. The authors also present evidence that higher levels of absenteeism are associated with lower levels of student performance. Major findings include: (1) One in five eighth-graders was chronically absent; (2) absenteeism varied substantially among the groups analyzed; (3) absenteeism varied by state; and (4) prior research linking chronic absenteeism with lowered academic performance was confirmed by the results.

Published
2018

16. Investigation of hospital discharge cases and SARS-CoV-2 introduction into Lothian care homes

Author

Robson, Samuel C., Connor, Thomas R., Loman, Nicholas J., Golubchik, Tanya, Martinez Nunez, Rocio T., Bonsall, David, Rambaut, Andrew, Snell, Luke B., Livett, Rich, Ludden, Catherine, Corden, Sally, Nastouli, Eleni, Nebbia, Gaia, Johnston, Ian, Prieto, Jacqui A., Saeed, Kordo, Jackson, David K., Houlihan, Catherine, Frampton, Dan, Hamilton, William L., Witney, Adam A., Bucca, Giselda, Pope, Cassie F., Moore, Catherine, Thomson, Emma C., Cutino-Moguel, Teresa, Harrison, Ewan M., Smith, Colin P., Rogan, Fiona, Beckwith, Shaun M., Murray, Abigail, Singleton, Dawn, Eastick, Kirstine, Sheridan, Liz A., Randell, Paul, Jackson, Leigh M., Ariani, Cristina V., Gonçalves, Sónia, Fairley, Derek J., Loose, Matthew W., Watkins, Joanne, Moses, Samuel, Nicholls, Sam, Bull, Matthew, Amato, Roberto, Smith, Darren L., Aanensen, David M., Barrett, Jeffrey C., Kele, Beatrix, Aggarwal, Dinesh, Shepherd, James G., Curran, Martin D., Parmar, Surendra, Parker, Matthew D., Williams, Catryn, Glaysher, Sharon, Underwood, Anthony P., Bashton, Matthew, Pacchiarini, Nicole, Loveson, Katie F., Byott, Matthew, Carabelli, Alessandro M., Templeton, Kate E., Peacock, Sharon J., de Silva, Thushan I., Wang, Dennis, Langford, Cordelia F., Sillitoe, John, Gunson, Rory N., Cottrell, Simon, O’Grady, Justin, Kwiatkowski, Dominic, Lillie, Patrick J., Cortes, Nicholas, Moore, Nathan, Thomas, Claire, Burns, Phillipa J., Mahungu, Tabitha W., Liggett, Steven, Beckett, Angela H., Holden, Matthew TG., Levett, Lisa J., Osman, Husam, Hassan-Ibrahim, Mohammed O., Simpson, David A., Chand, Meera, Gupta, Ravi K., Darby, Alistair C., Paterson, Steve, Pybus, Oliver G., Volz, Erik M., de Angelis, Daniela, Robertson, David L., Page, Andrew J., Martincorena, Inigo, Aigrain, Louise, Bassett, Andrew R., Wong, Nick, Taha, Yusri, Erkiert, Michelle J., Spencer Chapman, Michael H., Dewar, Rebecca, McHugh, Martin P., Mookerjee, Siddharth, Aplin, Stephen, Harvey, Matthew, Sass, Thea, Umpleby, Helen, Wheeler, Helen, McKenna, James P., Warne, Ben, Taylor, Joshua F., Chaudhry, Yasmin, Izuagbe, Rhys, Jahun, Aminu S., Young, Gregory R., McMurray, Claire, McCann, Clare M., Nelson, Andrew, Elliott, Scott, Lowe, Hannah, Price, Anna, Crown, Matthew R., Rey, Sara, Roy, Sunando, Temperton, Ben, Shaaban, Sharif, Hesketh, Andrew R., Laing, Kenneth G., Monahan, Irene M., Heaney, Judith, Pelosi, Emanuela, Silviera, Siona, Wilson-Davies, Eleri, Fryer, Helen, Adams, Helen, du Plessis, Louis, Johnson, Rob, Harvey, William T., Hughes, Joseph, Orton, Richard J., Spurgin, Lewis G., Bourgeois, Yann, Ruis, Chris, O'Toole, Áine, Gourtovaia, Marina, Sanderson, Theo, Fraser, Christophe, Edgeworth, Jonathan, Breuer, Judith, Michell, Stephen L., Todd, John A., John, Michaela, Buck, David, Gajee, Kavitha, Kay, Gemma L., Heyburn, David, Charalampous, Themoula, Alcolea-Medina, Adela, Kitchman, Katie, McNal, Alan, Pritch, David T., Dervisevic, Samir, Muir, Peter, Robinson, Esther, Vipond, Barry B., Ramadan, Newara A., Jeanes, Christopher, Weldon, Danni, Catalan, Jana, Jones, Neil, da Silva Filipe, Ana, Williams, Chris, Fuchs, Marc, Miskelly, Julia, Jeffries, Aaron R., Oliver, Karen, Park, Naomi R., Ash, Amy, Koshy, Cherian, Barrow, Magdalena, Buchan, Sarah L., Mantzouratou, Anna, Clark, Gemma, Holmes, Christopher W., Campbell, Sharon, Davis, Thomas, Tan, Ngee Keong, Brown, Julianne R., Harris, Kathryn A., Kidd, Stephen P., Grant, Paul R., Xu-McCrae, Li, Cox, Alison, Madona, Pinglawathee, Pond, Marcus, Randell, Paul A., Withell, Karen T., Williams, Cheryl, Graham, Clive, Denton-Smith, Rebecca, Swindells, Emma, Turnbull, Robyn, Sloan, Tim J., Bosworth, Andrew, Hutchings, Stephanie, Pymont, Hannah M., Casey, Anna, Ratcliffe, Liz, Jones, Christopher R., Knight, Bridget A., Haque, Tanzina, Hart, Jennifer, Irish-Tavares, Dianne, Witele, Eric, Mower, Craig, Watson DipHE, Louisa K., Collins, Jennifer, Eltringham, Gary, Crudgington, Dorian, Macklin, Ben, Iturriza-Gomara, Miren, Lucaci, Anita O., McClure, Patrick C., Carlile, Matthew, Holmes, Nadine, Moore, Christopher, Storey, Nathaniel, Rooke, Stefan, Yebra, Gonzalo, Craine, Noel, Perry, Malorie, Alikhan, Nabil-Fareed, Bridgett, Stephen, Cook, Kate F., Fearn, Christopher, Goudarzi, Salman, Lyons, Ronan A., Williams, Thomas, Haldenby, Sam T., Durham, Jillian, Leonard, Steven, Davies, Robert M., Batra, Rahul, Blane, Beth, Spyer, Moira J., Smith, Perminder, Yavus, Mehmet, Williams, Rachel J., Mahanama, Adhyana IK., Samaraweera, Buddhini, Girgis, Sophia T., Hansford, Samantha E., Green, Angie, Beaver, Charlotte, Bellis, Katherine L., Dorman, Matthew J., Kay, Sally, Prestwood, Liam, Rajatileka, Shavanthi, Quick, Joshua, Poplawski, Radoslaw, Reynolds, Nicola, Mack, Andrew, Morriss, Arthur, Whalley, Thomas, Patel, Bindi, Georgana, Iliana, Hosmillo, Myra, Pinckert, Malte L., Stockton, Joanne, Henderson, John H., Hollis, Amy, Stanley, William, Yew, Wen C., Myers, Richard, Thornton, Alicia, Adams, Alexander, Annett, Tara, Asad, Hibo, Birchley, Alec, Coombes, Jason, Evans, Johnathan M., Fina, Laia, Gatica-Wilcox, Bree, Gilbert, Lauren, Graham, Lee, Hey, Jessica, Hilvers, Ember, Jones, Sophie, Jones, Hannah, Kumziene-Summerhayes, Sara, McKerr, Caoimhe, Powell, Jessica, Pugh, Georgia, Taylor, Sarah, Trotter, Alexander J., Williams, Charlotte A., Kermack, Leanne M., Foulkes, Benjamin H., Gallis, Marta, Hornsby, Hailey R., Louka, Stavroula F., Pohare, Manoj, Wolverson, Paige, Zhang, Peijun, MacIntyre-Cockett, George, Trebes, Amy, Moll, Robin J., Ferguson, Lynne, Goldstein, Emily J., Maclean, Alasdair, Tomb, Rachael, Starinskij, Igor, Thomson, Laura, Southgate, Joel, Kraemer, Moritz UG., Raghwani, Jayna, Zarebski, Alex E., Boyd, Olivia, Geidelberg, Lily, Illingworth, Chris J., Jackson, Chris, Pascall, David, Vattipally, Sreenu, Freeman, Timothy M., Hsu, Sharon N., Lindsey, Benjamin B., James, Keith, Lewis, Kevin, Tonkin-Hill, Gerry, Tovar-Corona, Jaime M., Cox, MacGregor, Abudahab, Khalil, Menegazzo, Mirko, Taylor, Ben EW., Yeats, Corin A., Mukaddas, Afrida, Wright, Derek W., de Oliveira Martins, Leonardo, Colquhoun, Rachel, Hill, Verity, Jackson, Ben, McCrone, J.T., Medd, Nathan, Scher, Emily, Keatley, Jon-Paul, Curran, Tanya, Morgan, Sian, Maxwell, Patrick, Smith, Ken, Eldirdiri, Sahar, Kenyon, Anita, Holmes, Alison H., Price, James R., Wyatt, Tim, Mather, Alison E., Skvortsov, Timofey, Hartley, John A., Guest, Martyn, Kitchen, Christine, Merrick, Ian, Munn, Robert, Bertolusso, Beatrice, Lynch, Jessica, Vernet, Gabrielle, Kirk, Stuart, Wastnedge, Elizabeth, Stanley, Rachael, Idle, Giles, Bradley, Declan T., Killough, Nicholas F., Poyner, Jennifer, Mori, Matilde, Jones, Owen, Wright, Victoria, Brooks, Ellena, Churcher, Carol M., Delgado Callico, Laia, Fragakis, Mireille, Galai, Katerina, Jermy, Andrew, Judges, Sarah, Markov, Anna, McManus, Georgina M., Smith, Kim S., Thomas-McEwen, Peter MD., Westwick, Elaine, Attwood, Stephen W., Bolt, Frances, Davies, Alisha, De Lacy, Elen, Downing, Fatima, Edwards, Sue, Meadows, Lizzie, Jeremiah, Sarah, Smith, Nikki, Foulser, Luke, Patel, Amita, Berry, Louise, Boswell, Tim, Fleming, Vicki M., Howson-Wells, Hannah C., Joseph, Amelia, Khakh, Manjinder, Lister, Michelle M., Bird, Paul W., Fallon, Karlie, Helmer, Thomas, McMurray, Claire L., Odedra, Mina, Shaw, Jessica, Tang, Julian W., Willford, Nicholas J., Blakey, Victoria, Raviprakash, Veena, Sheriff, Nicola, Williams, Lesley-Anne, Feltwell, Theresa, Bedford, Luke, Cargill, James S., Hughes, Warwick, Moore, Jonathan, Stonehouse, Susanne, Atkinson, Laura, Lee, Jack CD., Shah, Divya, Ohemeng-Kumi, Natasha, Ramble, John, Sehmi, Jasveen, Williams, Rebecca, Chatterton, Wendy, Pusok, Monika, Everson, William, Castigador, Anibolina, Macnaughton, Emily, El Bouzidi, Kate, Lampejo, Temi, Sudhanva, Malur, Breen, Cassie, Sluga, Graciela, Ahmad, Shazaad SY., George, Ryan P., Machin, Nicholas W., Binns, Debbie, James, Victoria, Blacow, Rachel, Coupland, Lindsay, Smith, Louise, Barton, Edward, Padgett, Debra, Scott, Garren, Cross, Aidan, Mirfenderesky, Mariyam, Greenaway, Jane, Cole, Kevin, Clarke, Phillip, Duckworth, Nichola, Walsh, Sarah, Bicknell, Kelly, Impey, Robert, Wyllie, Sarah, Hopes, Richard, Bishop, Chloe, Chalker, Vicki, Harrison, Ian, Gifford, Laura, Molnar, Zoltan, Auckland, Cressida, Evans, Cariad, Johnson, Kate, Partridge, David G., Raza, Mohammad, Baker, Paul, Bonner, Stephen, Essex, Sarah, Murray, Leanne J., Lawton, Andrew I., Burton-Fanning, Shirelle, Payne, Brendan AI., Waugh, Sheila, Gomes, Andrea N., Kimuli, Maimuna, Murray, Darren R., Ashfield, Paula, Dobie, Donald, Ashford, Fiona, Best, Angus, Crawford, Liam, Cumley, Nicola, Mayhew, Megan, Megram, Oliver, Mirza, Jeremy, Moles-Garcia, Emma, Percival, Benita, Driscoll, Megan, Ensell, Leah, Lowe, Helen L., Maftei, Laurentiu, Mondani, Matteo, Chaloner, Nicola J., Cogger, Benjamin J., Easton, Lisa J., Huckson, Hannah, Lewis, Jonathan, Lowdon, Sarah, Malone, Cassandra S., Munemo, Florence, Mutingwende, Manasa, Nicodemi, Roberto, Podplomyk FD, Olga, Somassa, Thomas, Beggs, Andrew, Richter, Alex, Cormie, Claire, Dias, Joana, Forrest, Sally, Higginson, Ellen E., Maes, Mailis, Young, Jamie, Davidson, Rose K., Jackson, Kathryn A., Keeley, Alexander J., Ball, Jonathan, Byaruhanga, Timothy, Chappell, Joseph G., Dey, Jayasree, Hill, Jack D., Park, Emily J., Fanaie, Arezou, Hilson, Rachel A., Yaze, Geraldine, Lo, Stephanie, Afifi, Safiah, Beer, Robert, Maksimovic, Joshua, McCluggage, Kathryn, Spellman, Karla, Bresner, Catherine, Fuller, William, Marchbank, Angela, Workma, Trudy, Shelest, Ekaterina, Debebe, Johnny, Sang, Fei, Francois, Sarah, Gutierrez, Bernardo, Vasylyeva, Tetyana I., Flaviani, Flavia, Ragonnet-Cronin, Manon, Smollett, Katherine L., Broos, Alice, Mair, Daniel, Nichols, Jenna, Nomikou, Kyriaki, Tong, Lily, Tsatsani, Ioulia, O'Brien, Sarah, Rushton, Steven, Sanderson, Roy, Perkins, Jon, Cotton, Seb, Gallagher, Abbie, Allara, Elias, Pearson, Clare, Bibby, David, Dabrer, Gavin, Ellaby, Nicholas, Gallagher, Eileen, Hubb, Jonathan, Lackenby, Angie, Lee, David, Manesis, Nikos, Mbisa, Tamyo, Platt, Steven, Twohig, Katherine A., Morgan, Mari, Aydin, Alp, Baker, David J., Foster-Nyarko, Ebenezer, Prosolek, Sophie J., Rudder, Steven, Baxter, Chris, Carvalho, Sílvia F., Lavin, Deborah, Mariappan, Arun, Radulescu, Clara, Singh, Aditi, Tang, Miao, Morcrette, Helen, Bayzid, Nadua, Cotic, Marius, Balcazar, Carlos E., Gallagher, Michael D., Maloney, Daniel, Stanton, Thomas D., Williamson, Kathleen A., Manley, Robin, Michelsen, Michelle L., Sambles, Christine M., Studholme, David J., Warwick-Dugdale, Joanna, Eccles, Richard, Gemmell, Matthew, Gregory, Richard, Hughes, Margaret, Nelson, Charlotte, Rainbow, Lucille, Vamos, Edith E., Webster, Hermione J., Whitehead, Mark, Wierzbicki, Claudia, Angyal, Adrienn, Green, Luke R., Whiteley, Max, Betteridge, Emma, Bronner, Iraad F., Farr, Ben W., Goodwin, Scott, Lensing, Stefanie V., McCarthy, Shane A., Quail, Michael A., Rajan, Diana, Redshaw, Nicholas M., Scott, Carol, Shirley, Lesley, Thurston, Scott AJ., Rowe, Will, Gaskin, Amy, Le-Viet, Thanh, Bonfield, James, Liddle, Jennifier, Whitwham, Andrew, Cotton, S., McHugh, M.P., Dewar, R., Haas, J.G., and Templeton, K.

Published
2023
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18. Education Inequalities at the School Starting Gate: Gaps, Trends, and Strategies to Address Them

Author

Economic Policy Institute, Broader, Bolder Approach to Education, García, Emma, and Weiss, Elaine

Abstract

Extensive research has conclusively demonstrated that children's social class is one of the most significant predictors--if not the single most significant predictor--of their educational success. This three-part study combines a statistical analysis of early skills gaps among a recent cohort of children and changes in them over time with a qualitative study of multifaceted, school-district-level strategies to narrow them. Using data from the National Center for Education Statistics (NCES): the Early Childhood Longitudinal Study of the Kindergarten Classes of 1998-1999 and 2010-2011, this study examines the relationship between children's socioeconomic status (SES) and their cognitive and noncognitive skills when starting school. Findings reveal that large performance gaps exist between children in the lowest and highest SES quintiles and that these gaps have persisted from the 1998 cohort to the 2010 cohort. The positive news is that the gaps have not grown, even as economic inequalities between these two groups of students have grown. The negative news is that the gaps have not narrowed, despite the fact that low-SES parents have substantially increased their engagement in their children's early education. This report also reviews a set of 12 case studies of communities that have employed comprehensive educational strategies and wraparound supports to provide more children (especially low-income children) with strong early academic foundations, and to sustain and build on early gains throughout their K-12 school years. Based on examples from these diverse communities, the authors discuss implications: strategies that districts can employ and district and state policy changes to make those strategies easier to adopt and more sustainable. The report ends with conclusions and recommendations for further research, practice, and policy. [For the companion report, "Reducing and Averting Achievement Gaps: Key Findings from the Report 'Education Inequalities at the School Starting Gate' and Comprehensive Strategies to Mitigate Early Skills Gaps," see ED587806.]

Published
2017

19. Reducing and Averting Achievement Gaps: Key Findings from the Report 'Education Inequalities at the School Starting Gate' and Comprehensive Strategies to Mitigate Early Skills Gaps

Author

Economic Policy Institute, García, Emma, and Weiss, Elaine

Abstract

Persistently large achievement gaps between high-social-class and low-social-class children in America, and the disparities in opportunity that drive these achievement gaps, threaten the very notion of the American Dream. The lack of true equality of opportunity calls for much more comprehensive interventions to tackle those gaps. This report focuses on interventions at the school and community levels, including support for parents. However, the need for those interventions would be substantially reduced and students' odds of success greatly enhanced if the broader structural forces that drive poverty and inequality that hold back a growing number of children were also addressed. This brief describes the type and size of early achievement gaps--and trends in them over time--and points to effective and comprehensive educational policies to avert and narrow them. It is based on key findings from "Education Inequalities at the School Starting Gate: Gaps, Trends, and Strategies to Address Them," a study combining statistical analyses of performance gaps and qualitative analyses of school districts that are piloting promising strategies for closing these achievement gaps. The quantitative analyses (on the persistence of gaps over time and their sensitivity to individual and family characteristics and to educational experiences) are based on data from two representative national samples of children who started kindergarten in 1998 and in 2010. (Kindergarten classes separated by 12 years constitute an "academic generation" because the eldest cohort is in its graduation year when the youngest cohort is beginning kindergarten.) Researchers compare children of low socioeconomic status (SES), as determined by parents' educational attainment and job status as well as household income, with their SES peers. In an effort to identify more effective policy solutions, researchers also look at how and why performance gaps and children's circumstances have changed over time. Specifically this brief argues the following: (1) Interventions to close performance gaps must start early in children's lives because skill and performance gaps take root before children enter kindergarten and do not go away; (2) Interventions that are already being provided must be reassessed because performance gaps did not narrow over an academic cohort (1998-2010); and (3) Comprehensive, community-level education strategies that begin addressing children's needs before kindergarten show promise in narrowing these gaps. Such strategies should be further explored and adapted in more districts, and proven interventions should be widely scaled up. This brief explores the interplay between educational outcomes, socioeconomic status, and social mobility. As the analyses show, there is a close connection between one's economic birthright and educational achievement.

Published
2017

20. Five Key Trends in U.S. Student Performance: Progress by Blacks and Hispanics, the Takeoff of Asians, the Stall of Non-English Speakers, the Persistence of Socioeconomic Gaps, and the Damaging Effect of Highly Segregated Schools

Author

Economic Policy Institute, Carnoy, Martin, and García, Emma

Abstract

A founding ideal of American democracy is that merit, not accident of birth, should determine individuals' income and social status. Schools have assumed a major role in judging key elements of merit among young people--namely, academic skills, hard work, self-discipline, and cooperative behavior. Schools do so mainly by evaluating students in a variety of subjects deemed important for success later in life. No one expects outcomes at the end of the schooling process to be the same for every student, since initial ability varies, and some young people are more disciplined and willing to work harder in school than others. Yet, when students' inherent characteristics--such as race, gender, or parents' economic and social capital--rather than their innate ability, hard work, and discipline systematically affect their school outcomes, this threatens democratic ideals. Analysts have studied persistent gaps in U.S. student achievement--particularly between blacks and whites, Hispanics and whites, and different social-class groups--for many decades. They have also examined achievement gaps between boys and girls. Considerable evidence exists that race continues to be an important factor in explaining achievement differences, however, social-class differences account for much of the black-white and Hispanic-white achievement gap. Disadvantaged minority children, such as African-Americans and Hispanics, are much more likely to be poor than are white children. Furthermore, there are new questions about whether race and social class interact with gender, resulting in a particularly deleterious effect on the academic performance of disadvantaged minority boys, and whether school conditions have a greater effect on boys or girls. The good news in the literature is that achievement differences between blacks and whites and between Hispanics and whites have apparently declined over time. The bad news is that until recently the achievement gap between higher and lower-social class groups appeared to be increasing, particularly between the children in the highest-income group and everyone else. This paper advances the discussion of these issues by analyzing trends in how race/ethnicity, social class, and gender relate to academic performance in U.S. schools. The focus is on different grades and different subjects (mathematics and reading) over the past 10 years and on mathematics since the mid-1990s. Changing achievement gaps between students of different race/ethnic identification, gender, social class, and English language-ability designation in the fourth and eighth grades over the past decade and a half, and how sensitive these gaps are to school composition in terms of the proportion of poor or minority peers were analyzed. Many of those achievement gaps develop well before entry into school and, on average, continue--or get larger as students progress in school (because those who start out behind academically are more likely to attend schools with fewer resources, which may compound, instead of compensate for, initial disadvantages). Lower-income families are also less able and less likely to invest in academically enriching activities for their children outside of school. Student micro data from the National Assessment of Educational Progress (NAEP) were used to estimate the math and reading performance of students in fourth and eighth grade from 2003 to 2013, as well as students' performance in eighth-grade mathematics only from 1996 to 2013. This report makes the argument that changes of patterns of change, or lack of change in patterns have important implications for what is happening in U.S. schools and American society.

Published
2017

24. Making Whole-Child Education the Norm: How Research and Policy Initiatives Can Make Social and Emotional Skills a Focal Point of Children's Education

Author

Economic Policy Institute, García, Emma, and Weiss, Elaine

Abstract

The importance of so-called noncognitive skills--which include abilities and traits such as critical thinking skills, problem solving skills, social skills, persistence, creativity, and self-control--manifests itself in multiple ways throughout life. This policy brief, which focuses on a set of skills that can and should be taught in schools, is based on a body of scholarly literature that tends to use the term "noncognitive skills" over others. Various fields and experts call them social and emotional skills, behavioral skills, inter- and intra-personal skills, and life skills, among other terms, but this brief does not aim to settle this issue. This brief explains why it is so important to incorporate these skills into the goals and components of public education, and lays out the steps necessary to make that happen.

Published
2016

25. It's Time for an Ambitious National Investment in America's Children: Investments in Early Childhood Care and Education Would Have Enormous Benefits for Children, Families, Society, and the Economy

Author

Economic Policy Institute, Bivens, Josh, García, Emma, Gould, Elise, Weiss, Elaine, and Wilson, Valerie

Abstract

Nearly 7 years into the recovery from the Great Recession, two glaring problems remain in the U.S. economy. One is a significant slowdown in the growth of productivity (the amount of output and income generated in an average hour of work). The other is the destructive rise in income inequality in recent decades due largely to big corporations and the wealthy rewriting the rules of the economy to stack the deck in their favor. Ameliorating these two problems should be policymakers' core focus. One way to address both issues--one that would spur myriad other benefits to American families--is investing ambitiously in the country's children. This report reviews the evidence on why a major investment in America's children is such a promising economic strategy that can provide substantial social benefits--and that would more than pay for itself over time. It highlights four particular tranches of benefits: (1) Benefits that stem from having more resources invested in the care and education of children in their early years; (2) Benefits that stem from providing resources directly to families with young children to help them afford early child care and pre-kindergarten; (3) Benefits that stem from increasing labor force participation by parents (mostly mothers) of young children; and (4) Benefits that stem from the professionalization of the child care workforce. This report demonstrates that such a national investment could pay off in a number of ways.

Published
2016

27. Hospital admission and emergency care attendance risk for SARS-CoV-2 delta (B.1.617.2) compared with alpha (B.1.1.7) variants of concern: a cohort study

Author

Koshy, Cherian, Ash, Amy, Wise, Emma, Moore, Nathan, Mori, Matilde, Cortes, Nick, Lynch, Jessica, Kidd, Stephen, Fairley, Derek, Curran, Tanya, McKenna, James, Adams, Helen, Fraser, Christophe, Golubchik, Tanya, Bonsall, David, Hassan-Ibrahim, Mohammed, Malone, Cassandra, Cogger, Benjamin, Wantoch, Michelle, Reynolds, Nicola, Warne, Ben, Maksimovic, Joshua, Spellman, Karla, McCluggage, Kathryn, John, Michaela, Beer, Robert, Afifi, Safiah, Morgan, Sian, Marchbank, Angela, Price, Anna, Kitchen, Christine, Gulliver, Huw, Merrick, Ian, Southgate, Joel, Guest, Martyn, Munn, Robert, Workman, Trudy, Connor, Thomas, Fuller, William, Bresner, Catherine, Snell, Luke, Patel, Amita, Charalampous, Themoula, Nebbia, Gaia, Batra, Rahul, Edgeworth, Jonathan, Robson, Samuel, Beckett, Angela, Aanensen, David, Underwood, Anthony, Yeats, Corin, Abudahab, Khalil, Taylor, Ben, Menegazzo, Mirko, Clark, Gemma, Smith, Wendy, Khakh, Manjinder, Fleming, Vicki, Lister, Michelle, Howson-Wells, Hannah, Berry, Louise, Boswell, Tim, Joseph, Amelia, Willingham, Iona, Jones, Carl, Holmes, Christopher, Bird, Paul, Helmer, Thomas, Fallon, Karlie, Tang, Julian, Raviprakash, Veena, Campbell, Sharon, Sheriff, Nicola, Blakey, Victoria, Williams, Lesley-Anne, Loose, Matthew, Holmes, Nadine, Moore, Christopher, Carlile, Matthew, Wright, Victoria, Sang, Fei, Debebe, Johnny, Coll, Francesc, Signell, Adrian, Betancor, Gilberto, Wilson, Harry, Eldirdiri, Sahar, Kenyon, Anita, Davis, Thomas, Pybus, Oliver, du Plessis, Louis, Zarebski, Alex, Raghwani, Jayna, Kraemer, Moritz, Francois, Sarah, Attwood, Stephen, Vasylyeva, Tetyana, Escalera Zamudio, Marina, Gutierrez, Bernardo, Torok, M. Estee, Hamilton, William, Goodfellow, Ian, Hall, Grant, Jahun, Aminu, Chaudhry, Yasmin, Hosmillo, Myra, Pinckert, Malte, Georgana, Iliana, Moses, Samuel, Lowe, Hannah, Bedford, Luke, Moore, Jonathan, Stonehouse, Susanne, Fisher, Chloe, Awan, Ali, BoYes, John, Breuer, Judith, Harris, Kathryn, Brown, Julianne, Shah, Divya, Atkinson, Laura, Lee, Jack, Storey, Nathaniel, Flaviani, Flavia, Alcolea-Medina, Adela, Williams, Rebecca, Vernet, Gabrielle, Chapman, Michael, Levett, Lisa, Heaney, Judith, Chatterton, Wendy, Pusok, Monika, Xu-McCrae, Li, Smith, Darren, Bashton, Matthew, Young, Gregory, Holmes, Alison, Randell, Paul, Cox, Alison, Madona, Pinglawathee, Bolt, Frances, Price, James, Mookerjee, Siddharth, Ragonnet-Cronin, Manon, F. Nascimento, Fabricia, Jorgensen, David, Siveroni, Igor, Johnson, Rob, Boyd, Olivia, Geidelberg, Lily, Volz, Erik, Rowan, Aileen, Taylor, Graham, Smollett, Katherine, Loman, Nicholas, Quick, Joshua, McMurray, Claire, Stockton, Joanne, Nicholls, Sam, Rowe, Will, Poplawski, Radoslaw, McNally, Alan, Martinez Nunez, Rocio, Mason, Jenifer, Robinson, Trevor, O'Toole, Elaine, Watts, Joanne, Breen, Cassie, Cowell, Angela, Sluga, Graciela, Machin, Nicholas, Ahmad, Shazaad, George, Ryan, Halstead, Fenella, Sivaprakasam, Venkat, Hogsden, Wendy, Illingworth, Chris, Jackson, Chris, Thomson, Emma, Shepherd, James, Asamaphan, Patawee, Niebel, Marc, Li, Kathy, Shah, Rajiv, Jesudason, Natasha, Tong, Lily, Broos, Alice, Mair, Daniel, Nichols, Jenna, Carmichael, Stephen, Nomikou, Kyriaki, Aranday-Cortes, Elihu, Johnson, Natasha, Starinskij, Igor, da Silva Filipe, Ana, Robertson, David, Orton, Richard, Hughes, Joseph, Vattipally, Sreenu, Singer, Joshua, Nickbakhsh, Seema, Hale, Antony, Macfarlane-Smith, Louissa, Harper, Katherine, Carden, Holli, Taha, Yusri, Payne, Brendan, Burton-Fanning, Shirelle, Waugh, Sheila, Collins, Jennifer, Eltringham, Gary, Rushton, Steven, O'Brien, Sarah, Bradley, Amanda, Maclean, Alasdair, Mollett, Guy, Blacow, Rachel, Templeton, Kate, McHugh, Martin, Dewar, Rebecca, Wastenge, Elizabeth, Dervisevic, Samir, Stanley, Rachael, Meader, Emma, Coupland, Lindsay, Smith, Louise, Graham, Clive, Barton, Edward, Padgett, Debra, Scott, Garren, Swindells, Emma, Greenaway, Jane, Nelson, Andrew, McCann, Clare, Yew, Wen, Andersson, Monique, Peto, Timothy, Justice, Anita, Eyre, David, Crook, Derrick, Sloan, Tim, Duckworth, Nichola, Walsh, Sarah, Chauhan, Anoop, Glaysher, Sharon, Bicknell, Kelly, Wyllie, Sarah, Elliott, Scott, Lloyd, Allyson, Impey, Robert, Levene, Nick, Monaghan, Lynn, Bradley, Declan, Wyatt, Tim, Allara, Elias, Pearson, Clare, Osman, Husam, Bosworth, Andrew, Robinson, Esther, Muir, Peter, Vipond, Ian, Hopes, Richard, Pymont, Hannah, Hutchings, Stephanie, Curran, Martin, Parmar, Surendra, Lackenby, Angie, Mbisa, Tamyo, Platt, Steven, Miah, Shahjahan, Bibby, David, Manso, Carmen, Hubb, Jonathan, Chand, Meera, Dabrera, Gavin, Ramsay, Mary, Bradshaw, Daniel, Thornton, Alicia, Myers, Richard, Schaefer, Ulf, Groves, Natalie, Gallagher, Eileen, Lee, David, Williams, David, Ellaby, Nicholas, Harrison, Ian, Hartman, Hassan, Manesis, Nikos, Patel, Vineet, Bishop, Chloe, Chalker, Vicki, Ledesma, Juan, Twohig, Katherine, Holden, Matthew, Shaaban, Sharif, Birchley, Alec, Adams, Alexander, Davies, Alisha, Gaskin, Amy, Plimmer, Amy, Gatica-Wilcox, Bree, McKerr, Caoimhe, Moore, Catherine, Williams, Chris, Heyburn, David, De Lacy, Elen, Hilvers, Ember, Downing, Fatima, Shankar, Giri, Jones, Hannah, Asad, Hibo, Coombes, Jason, Watkins, Joanne, Evans, Johnathan, Fina, Laia, Gifford, Laura, Gilbert, Lauren, Graham, Lee, Perry, Malorie, Morgan, Mari, Bull, Matthew, Cronin, Michelle, Pacchiarini, Nicole, Craine, Noel, Jones, Rachel, Howe, Robin, Corden, Sally, Rey, Sara, Kumziene-SummerhaYes, Sara, Taylor, Sarah, Cottrell, Simon, Jones, Sophie, Edwards, Sue, O'Grady, Justin, Page, Andrew, Mather, Alison, Baker, David, Rudder, Steven, Aydin, Alp, Kay, Gemma, Trotter, Alexander, Alikhan, Nabil-Fareed, de Oliveira Martins, Leonardo, Le-Viet, Thanh, Meadows, Lizzie, Casey, Anna, Ratcliffe, Liz, Simpson, David, Molnar, Zoltan, Thompson, Thomas, Acheson, Erwan, Masoli, Jane, Knight, Bridget, Ellard, Sian, Auckland, Cressida, Jones, Christopher, Mahungu, Tabitha, Irish-Tavares, Dianne, Haque, Tanzina, Hart, Jennifer, Witele, Eric, Fenton, Melisa, Dadrah, Ashok, Symmonds, Amanda, Saluja, Tranprit, Bourgeois, Yann, Scarlett, Garry, Loveson, Katie, Goudarzi, Salman, Fearn, Christopher, Cook, Kate, Dent, Hannah, Paul, Hannah, Partridge, David, Raza, Mohammad, Evans, Cariad, Johnson, Kate, Liggett, Steven, Baker, Paul, Bonner, Stephen, Essex, Sarah, Lyons, Ronan, Saeed, Kordo, Mahanama, Adhyana, Samaraweera, Buddhini, Silveira, Siona, Pelosi, Emanuela, Wilson-Davies, Eleri, Williams, Rachel, Kristiansen, Mark, Roy, Sunando, Williams, Charlotte, Cotic, Marius, Bayzid, Nadua, Westhorpe, Adam, Hartley, John, Jannoo, Riaz, Lowe, Helen, Karamani, Angeliki, Ensell, Leah, Prieto, Jacqui, Jeremiah, Sarah, Grammatopoulos, Dimitris, Pandey, Sarojini, Berry, Lisa, Jones, Katie, Richter, Alex, Beggs, Andrew, Best, Angus, Percival, Benita, Mirza, Jeremy, Megram, Oliver, Mayhew, Megan, Crawford, Liam, Ashcroft, Fiona, Moles-Garcia, Emma, Cumley, Nicola, Smith, Colin, Bucca, Giselda, Hesketh, Andrew, Blane, Beth, Girgis, Sophia, Leek, Danielle, Sridhar, Sushmita, Forrest, Sally, Cormie, Claire, Gill, Harmeet, Dias, Joana, Higginson, Ellen, Maes, Mailis, Young, Jamie, Kermack, Leanne, Gupta, Ravi, Ludden, Catherine, Peacock, Sharon, Palmer, Sophie, Churcher, Carol, Hadjirin, Nazreen, Carabelli, Alessandro, Brooks, Ellena, Smith, Kim, Galai, Katerina, McManus, Georgina, Ruis, Chris, Davidson, Rose, Rambaut, Andrew, Williams, Thomas, Balcazar, Carlos, Gallagher, Michael, O'Toole, Áine, Rooke, Stefan, Hill, Verity, Williamson, Kathleen, Stanton, Thomas, Michell, Stephen, Bewshea, Claire, Temperton, Ben, Michelsen, Michelle, Warwick-Dugdale, Joanna, Manley, Robin, Farbos, Audrey, Harrison, James, Sambles, Christine, Studholme, David, Jeffries, Aaron, Jackson, Leigh, Darby, Alistair, Hiscox, Julian, Paterson, Steve, Iturriza-Gomara, Miren, Jackson, Kathryn, Lucaci, Anita, Vamos, Edith, Hughes, Margaret, Rainbow, Lucille, Eccles, Richard, Nelson, Charlotte, Whitehead, Mark, Turtle, Lance, Haldenby, Sam, Gregory, Richard, Gemmell, Matthew, Wierzbicki, Claudia, Webster, Hermione, de Silva, Thushan, Smith, Nikki, Angyal, Adrienn, Lindsey, Benjamin, Groves, Danielle, Green, Luke, Wang, Dennis, Freeman, Timothy, Parker, Matthew, Keeley, Alexander, Parsons, Paul, Tucker, Rachel, Brown, Rebecca, Wyles, Matthew, Whiteley, Max, Zhang, Peijun, Gallis, Marta, Louka, Stavroula, Constantinidou, Chrystala, Unnikrishnan, Meera, Ott, Sascha, Cheng, Jeffrey, Bridgewater, Hannah, Frost, Lucy, Taylor-Joyce, Grace, Stark, Richard, Baxter, Laura, Alam, Mohammad, Brown, Paul, Aggarwal, Dinesh, Cerda, Alberto, Merrill, Tammy, Wilson, Rebekah, McClure, Patrick, Chappell, Joseph, Tsoleridis, Theocharis, Ball, Jonathan, Buck, David, Todd, John, Green, Angie, Trebes, Amy, MacIntyre-Cockett, George, de Cesare, Mariateresa, Alderton, Alex, Amato, Roberto, Ariani, Cristina, Beale, Mathew, Beaver, Charlotte, Bellis, Katherine, Betteridge, Emma, Bonfield, James, Danesh, John, Dorman, Matthew, Drury, Eleanor, Farr, Ben, Foulser, Luke, Goncalves, Sonia, Goodwin, Scott, Gourtovaia, Marina, Harrison, Ewan, Jackson, David, Jamrozy, Dorota, Johnston, Ian, Kane, Leanne, Kay, Sally, Keatley, Jon-Paul, Kwiatkowski, Dominic, Langford, Cordelia, Lawniczak, Mara, Letchford, Laura, Livett, Rich, Lo, Stephanie, Martincorena, Inigo, McGuigan, Samantha, Nelson, Rachel, Palmer, Steve, Park, Naomi, Patel, Minal, Prestwood, Liam, Puethe, Christoph, Quail, Michael, Rajatileka, Shavanthi, Scott, Carol, Shirley, Lesley, Sillitoe, John, Spencer Chapman, Michael, Thurston, Scott, Tonkin-Hill, Gerry, Weldon, Danni, Rajan, Diana, Bronner, Iraad, Aigrain, Louise, Redshaw, Nicholas, Lensing, Stefanie, Davies, Robert, Whitwham, Andrew, Liddle, Jennifier, Lewis, Kevin, Tovar-Corona, Jaime, Leonard, Steven, Durham, Jillian, Bassett, Andrew, McCarthy, Shane, Moll, Robin, James, Keith, Oliver, Karen, Makunin, Alex, Barrett, Jeff, Gunson, Rory, Twohig, Katherine A, Nyberg, Tommy, Zaidi, Asad, Thelwall, Simon, Sinnathamby, Mary A, Aliabadi, Shirin, Seaman, Shaun R, Harris, Ross J, Hope, Russell, Lopez-Bernal, Jamie, Charlett, Andre, De Angelis, Daniela, and Presanis, Anne M

Published
2022
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28. How Teachers View Their Own Professional Status: A Snapshot

Author

García, Emma and Weiss, Elaine

Abstract

The question of whether teaching is a profession, with all the status and responsibilities that entails, is not as settled as some believe. Emma García and Elaine Weiss look at the requirements and characteristics of a profession and examine data from teachers and find that teaching, as currently experienced by teachers, does not measure up to the traits of a profession, though it would merit the status. Although teaching has credentialing requirements, many teachers lack the credentials associated with effectiveness. In addition, teachers do not receive the professional support needed to grow professionally, and they lack the societal respect and influence other professions enjoy. Teachers also receive lower pay than their peers, and many experience emotionally and physically damaging work environments.

Published
2020
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29. Early Education Gaps by Social Class and Race Start U.S. Children Out on Unequal Footing: A Summary of the Major Findings in 'Inequalities at the Starting Gate'

Author

Economic Policy Institute, García, Emma, and Weiss, Elaine

Abstract

Understanding disparities in school readiness among America's children when they begin kindergarten is critically important, now more than ever. In today's 21st century global economy, it is expected that the great majority of children will complete high school ready to enter college or begin a career, and assume their civic responsibilities. This requires strong math, reading, science, and other cognitive skills, as well as the abilities to work well and communicate eeffectively with others, solve problems creatively, and see tasks to completion. Unfortunately, the weak early starts that many children are getting make it hard to attain these societal goals. Knowing which groups of children tend to start school behind, how far behind they are, and what factors contribute to their lag, can help in developing policies to avert the early gaps that become long-term problems. "Inequalities at the Starting Gate: Cognitive and Noncognitive Skills Gaps between 2010-2011 Kindergarten Classmates" explores gaps by social class and race/ethnicity in both cognitive skills--math, reading, and executive function--and noncognitive skills such as self-control, approaches to learning, and interactions with teachers and peers. The authors refer to these skills gaps as gaps in school readiness. [For the full report, see ED560407.]

Published
2015

30. The impact of viral mutations on recognition by SARS-CoV-2 specific T cells

Author

Aanensen, David M., Abudahab, Khalil, Adams, Helen, Adams, Alexander, Afifi, Safiah, Aggarwal, Dinesh, Ahmad, Shazaad S.Y., Aigrain, Louise, Alcolea-Medina, Adela, Alikhan, Nabil-Fareed, Allara, Elias, Amato, Roberto, Annett, Tara, Aplin, Stephen, Ariani, Cristina V., Asad, Hibo, Ash, Amy, Ashfield, Paula, Ashford, Fiona, Atkinson, Laura, Attwood, Stephen W., Auckland, Cressida, Aydin, Alp, Baker, David J., Baker, Paul, Balcazar, Carlos E., Ball, Jonathan, Barrett, Jeffrey C., Barrow, Magdalena, Barton, Edward, Bashton, Matthew, Bassett, Andrew R., Batra, Rahul, Baxter, Chris, Bayzid, Nadua, Beaver, Charlotte, Beckett, Angela H., Beckwith, Shaun M., Bedford, Luke, Beer, Robert, Beggs, Andrew, Bellis, Katherine L., Berry, Louise, Bertolusso, Beatrice, Best, Angus, Betteridge, Emma, Bibby, David, Bicknell, Kelly, Binns, Debbie, Birchley, Alec, Bird, Paul W., Bishop, Chloe, Blacow, Rachel, Blakey, Victoria, Blane, Beth, Bolt, Frances, Bonfield, James, Bonner, Stephen, Bonsall, David, Boswell, Tim, Bosworth, Andrew, Bourgeois, Yann, Boyd, Olivia, Bradley, Declan T., Breen, Cassie, Bresner, Catherine, Breuer, Judith, Bridgett, Stephen, Bronner, Iraad F., Brooks, Ellena, Broos, Alice, Brown, Julianne R., Bucca, Giselda, Buchan, Sarah L., Buck, David, Bull, Matthew, Burns, Phillipa J., Burton-Fanning, Shirelle, Byaruhanga, Timothy, Byott, Matthew, Campbell, Sharon, Carabelli, Alessandro M., Cargill, James S., Carlile, Matthew, Carvalho, Silvia F., Casey, Anna, Castigador, Anibolina, Catalan, Jana, Chalker, Vicki, Chaloner, Nicola J., Chand, Meera, Chappell, Joseph G., Charalampous, Themoula, Chatterton, Wendy, Chaudhry, Yasmin, Churcher, Carol M., Clark, Gemma, Clarke, Phillip, Cogger, Benjamin J., Cole, Kevin, Collins, Jennifer, Colquhoun, Rachel, Connor, Thomas R., Cook, Kate F., Coombes, Jason, Corden, Sally, Cormie, Claire, Cortes, Nicholas, Cotic, Marius, Cotton, Seb, Cottrell, Simon, Coupland, Lindsay, Cox, MacGregor, Cox, Alison, Craine, Noel, Crawford, Liam, Cross, Aidan, Crown, Matthew R., Crudgington, Dorian, Cumley, Nicola, Curran, Tanya, Curran, Martin D., da Silva Filipe, Ana, Dabrera, Gavin, Darby, Alistair C., Davidson, Rose K., Davies, Alisha, Davies, Robert M., Davis, Thomas, de Angelis, Daniela, De Lacy, Elen, de Oliveira Martins, Leonardo, Debebe, Johnny, Denton-Smith, Rebecca, Dervisevic, Samir, Dewar, Rebecca, Dey, Jayasree, Dias, Joana, Dobie, Donald, Dorman, Matthew J., Downing, Fatima, Driscoll, Megan, du Plessis, Louis, Duckworth, Nichola, Durham, Jillian, Eastick, Kirstine, Easton, Lisa J., Eccles, Richard, Edgeworth, Jonathan, Edwards, Sue, El Bouzidi, Kate, Eldirdiri, Sahar, Ellaby, Nicholas, Elliott, Scott, Eltringham, Gary, Ensell, Leah, Erkiert, Michelle J., Zamudio, Marina Escalera, Essex, Sarah, Evans, Johnathan M., Evans, Cariad, Everson, William, Fairley, Derek J., Fallon, Karlie, Fanaie, Arezou, Farr, Ben W., Fearn, Christopher, Feltwell, Theresa, Ferguson, Lynne, Fina, Laia, Flaviani, Flavia, Fleming, Vicki M., Forrest, Sally, Foster-Nyarko, Ebenezer, Foulkes, Benjamin H., Foulser, Luke, Fragakis, Mireille, Frampton, Dan, Francois, Sarah, Fraser, Christophe, Freeman, Timothy M., Fryer, Helen, Fuchs, Marc, Fuller, William, Gajee, Kavitha, Galai, Katerina, Gallagher, Abbie, Gallagher, Eileen, Gallagher, Michael D., Gallis, Marta, Gaskin, Amy, Gatica-Wilcox, Bree, Geidelberg, Lily, Gemmell, Matthew, Georgana, Iliana, George, Ryan P., Gifford, Laura, Gilbert, Lauren, Girgis, Sophia T., Glaysher, Sharon, Goldstein, Emily J., Golubchik, Tanya, Gomes, Andrea N., Gonçalves, Sónia, Goodfellow, Ian G., Goodwin, Scott, Goudarzi, Salman, Gourtovaia, Marina, Graham, Clive, Graham, Lee, Grant, Paul R., Green, Luke R., Green, Angie, Greenaway, Jane, Gregory, Richard, Guest, Martyn, Gunson, Rory N., Gupta, Ravi K., Gutierrez, Bernardo, Haldenby, Sam T., Hamilton, William L., Hansford, Samantha E., Haque, Tanzina, Harris, Kathryn A., Harrison, Ian, Harrison, Ewan M., Hart, Jennifer, Hartley, John A., Harvey, William T., Harvey, Matthew, Hassan-Ibrahim, Mohammed O., Heaney, Judith, Helmer, Thomas, Henderson, John H., Hesketh, Andrew R., Hey, Jessica, Heyburn, David, Higginson, Ellen E., Hill, Verity, Hill, Jack D., Hilson, Rachel A., Hilvers, Ember, Holden, Matthew T.G., Hollis, Amy, Holmes, Christopher W., Holmes, Nadine, Holmes, Alison H., Hopes, Richard, Hornsby, Hailey R., Hosmillo, Myra, Houlihan, Catherine, Howson-Wells, Hannah C., Hubb, Jonathan, Huckson, Hannah, Hughes, Warwick, Hughes, Joseph, Hughes, Margaret, Hutchings, Stephanie, Idle, Giles, Illingworth, Chris J., Impey, Robert, Irish-Tavares, Dianne, Iturriza-Gomara, Miren, Izuagbe, Rhys, Jackson, Chris, Jackson, Ben, Jackson, Leigh M., Jackson, Kathryn A., Jackson, David K., Jahun, Aminu S., James, Victoria, James, Keith, Jeanes, Christopher, Jeffries, Aaron R., Jeremiah, Sarah, Jermy, Andrew, John, Michaela, Johnson, Rob, Johnson, Kate, Johnston, Ian, Jones, Owen, Jones, Sophie, Jones, Hannah, Jones, Christopher R., Jones, 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Roger, Thwaites, Ryan S., Zambon, Maria, Hardwick, Hayley, Donohue, Chloe, Griffiths, Fiona, Oosthuyzen, Wilna, Donegan, Cara, Spencer, Rebecca G., Dalton, Jo, Girvan, Michelle, Saviciute, Egle, Roberts, Stephanie, Harrison, Janet, Marsh, Laura, Connor, Marie, Halpin, Sophie, Jackson, Clare, Gamble, Carrol, Plotkin, Daniel, Lee, James, Leeming, Gary, Wham, Murray, Clohisey, Sara, Hendry, Ross, Scott-Brown, James, Shaw, Victoria, McDonald, Sarah E., Keating, Seán, Ahmed, Katie A., Armstrong, Jane A., Ashworth, Milton, Asiimwe, Innocent G., Bakshi, Siddharth, Barlow, Samantha L., Booth, Laura, Brennan, Benjamin, Bullock, Katie, Catterall, Benjamin W.A., Clark, Jordan J., Clarke, Emily A., Cole, Sarah, Cooper, Louise, Cox, Helen, Davis, Christopher, Dincarslan, Oslem, Dunn, Chris, Dyer, Philip, Elliott, Angela, Evans, Anthony, Finch, Lorna, Fisher, Lewis W.S., Foster, Terry, Garcia-Dorival, Isabel, Gunning, Philip, Hartley, Catherine, Jensen, Rebecca L., Jones, Christopher B., Jones, Trevor R., Khandaker, Shadia, King, Katharine, Kiy, Robyn T., Koukorava, Chrysa, Lake, Annette, Lant, Suzannah, Latawiec, Diane, Lavelle-Langham, Lara, Lefteri, Daniella, Lett, Lauren, Livoti, Lucia A., Mancini, Maria, McDonald, Sarah, McEvoy, Laurence, McLauchlan, John, Metelmann, Soeren, Miah, Nahida S., Middleton, Joanna, Mitchell, Joyce, Moore, Shona C., Murphy, Ellen G., Penrice-Randal, Rebekah, Pilgrim, Jack, Prince, Tessa, Reynolds, Will, Ridley, P. 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2021
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33. Changes in symptomatology, reinfection, and transmissibility associated with the SARS-CoV-2 variant B.1.1.7: an ecological study

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Koshy, Cherian, Ash, Amy, Wise, Emma, Moore, Nathan, Mori, Matilde, Cortes, Nick, Lynch, Jessica, Kidd, Stephen, Fairley, Derek J, Curran, Tanya, McKenna, James P, Adams, Helen, Fraser, Christophe, Golubchik, Tanya, Bonsall, David, Hassan-Ibrahim, Mohammed O, Malone, Cassandra S, Cogger, Benjamin J, Wantoch, Michelle, Reynolds, Nicola, Warne, Ben, Maksimovic, Joshua, Spellman, Karla, McCluggage, Kathryn, John, Michaela, Beer, Robert, Afifi, Safiah, Morgan, Sian, Marchbank, Angela, Price, Anna, Kitchen, Christine, Gulliver, Huw, Merrick, Ian, Southgate, Joel, Guest, Martyn, Munn, Robert, Workman, Trudy, Connor, Thomas R, Fuller, William, Bresner, Catherine, Snell, Luke B, Patel, Amita, Charalampous, Themoula, Nebbia, Gaia, Batra, Rahul, Edgeworth, Jonathan, Robson, Samuel C, Beckett, Angela H, Aanensen, David M, Underwood, Anthony P, Yeats, Corin A, Abudahab, Khalil, Taylor, Ben EW, Menegazzo, Mirko, Clark, Gemma, Smith, Wendy, Khakh, Manjinder, Fleming, Vicki M, Lister, Michelle M, Howson-Wells, Hannah C, Berry, Louise, Boswell, Tim, Joseph, Amelia, Willingham, Iona, Jones, Carl, Holmes, Christopher, Bird, Paul, Helmer, Thomas, Fallon, Karlie, Tang, Julian, Raviprakash, Veena, Campbell, Sharon, Sheriff, Nicola, Blakey, Victoria, Williams, Lesley-Anne, Loose, Matthew W, Holmes, Nadine, Moore, Christopher, Carlile, Matthew, Wright, Victoria, Sang, Fei, Debebe, Johnny, Coll, Francesc, Signell, Adrian W, Betancor, Gilberto, Wilson, Harry D, Eldirdiri, Sahar, Kenyon, Anita, Davis, Thomas, Pybus, Oliver G, du Plessis, Louis, Zarebski, Alex E, Raghwani, Jayna, Kraemer, Moritz UG, Francois, Sarah, Attwood, Stephen W, Vasylyeva, Tetyana I, Escalera Zamudio, Marina, Gutierrez, Bernardo, Torok, M. Estee, Hamilton, William L, Goodfellow, Ian G, Hall, Grant, Jahun, Aminu S, Chaudhry, Yasmin, Hosmillo, Myra, Pinckert, Malte L, Georgana, Iliana, Moses, Samuel, Lowe, Hannah, Bedford, Luke, Moore, Jonathan, Stonehouse, Susanne, Fisher, Chloe L, Awan, Ali R, BoYes, John, Breuer, Judith, Harris, Kathryn Ann, Brown, Julianne Rose, Shah, Divya, Atkinson, Laura, Lee, Jack CD, Storey, Nathaniel, Flaviani, Flavia, Alcolea-Medina, Adela, Williams, Rebecca, Vernet, Gabrielle, Chapman, Michael R, Levett, Lisa J, Heaney, Judith, Chatterton, Wendy, Pusok, Monika, Xu-McCrae, Li, Smith, Darren L, Bashton, Matthew, Young, Gregory R, Holmes, Alison, Randell, Paul Anthony, Cox, Alison, Madona, Pinglawathee, Bolt, Frances, Price, James, Mookerjee, Siddharth, Ragonnet-Cronin, Manon, Nascimento, Fabricia F., Jorgensen, David, Siveroni, Igor, Johnson, Rob, Boyd, Olivia, Geidelberg, Lily, Volz, Erik M, Rowan, Aileen, Taylor, Graham P, Smollett, Katherine L, Loman, Nicholas J, Quick, Joshua, McMurray, Claire, Stockton, Joanne, Nicholls, Sam, Rowe, Will, Poplawski, Radoslaw, McNally, Alan, Martinez Nunez, Rocio T, Mason, Jenifer, Robinson, Trevor I, O'Toole, Elaine, Watts, Joanne, Breen, Cassie, Cowell, Angela, Sluga, Graciela, Machin, Nicholas W, Ahmad, Shazaad S Y, George, Ryan P, Halstead, Fenella, Sivaprakasam, Venkat, Hogsden, Wendy, Illingworth, Chris J, Jackson, Chris, Thomson, Emma C, Shepherd, James G, Asamaphan, Patawee, Niebel, Marc O, Li, Kathy K, Shah, Rajiv N, Jesudason, Natasha G, Tong, Lily, Broos, Alice, Mair, Daniel, Nichols, Jenna, Carmichael, Stephen N, Nomikou, Kyriaki, Aranday-Cortes, Elihu, Johnson, Natasha, Starinskij, Igor, da Silva Filipe, Ana, Robertson, David L, Orton, Richard J, Hughes, Joseph, Vattipally, Sreenu, Singer, Joshua B, Nickbakhsh, Seema, Hale, Antony D, Macfarlane-Smith, Louissa R, Harper, Katherine L, Carden, Holli, Taha, Yusri, Payne, Brendan AI, Burton-Fanning, Shirelle, Waugh, Sheila, Collins, Jennifer, Eltringham, Gary, Rushton, Steven, 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J, Mather, Alison E, Baker, David J, Rudder, Steven, Aydin, Alp, Kay, Gemma L, Trotter, Alexander J, Alikhan, Nabil-Fareed, de Oliveira Martins, Leonardo, Le-Viet, Thanh, Meadows, Lizzie, Casey, Anna, Ratcliffe, Liz, Simpson, David A, Molnar, Zoltan, Thompson, Thomas, Acheson, Erwan, Masoli, Jane AH, Knight, Bridget A, Ellard, Sian, Auckland, Cressida, Jones, Christopher R, Mahungu, Tabitha W, Irish-Tavares, Dianne, Haque, Tanzina, Hart, Jennifer, Witele, Eric, Fenton, Melisa Louise, Dadrah, Ashok, Symmonds, Amanda, Saluja, Tranprit, Bourgeois, Yann, Scarlett, Garry P, Loveson, Katie F, Goudarzi, Salman, Fearn, Christopher, Cook, Kate, Dent, Hannah, Paul, Hannah, Partridge, David G, Raza, Mohammad, Evans, Cariad, Johnson, Kate, Liggett, Steven, Baker, Paul, Bonner, Stephen, Essex, Sarah, Lyons, Ronan A, Saeed, Kordo, Mahanama, Adhyana I.K, Samaraweera, Buddhini, Silveira, Siona, Pelosi, Emanuela, Wilson-Davies, Eleri, Williams, Rachel J, Kristiansen, Mark, Roy, Sunando, Williams, Charlotte A, Cotic, Marius, Bayzid, Nadua, Westhorpe, Adam P, Hartley, John A, Jannoo, Riaz, Lowe, Helen L, Karamani, Angeliki, Ensell, Leah, Prieto, Jacqui A, Jeremiah, Sarah, Grammatopoulos, Dimitris, Pandey, Sarojini, Berry, Lisa, Jones, Katie, Richter, Alex, Beggs, Andrew, Best, Angus, Percival, Benita, Mirza, Jeremy, Megram, Oliver, Mayhew, Megan, Crawford, Liam, Ashcroft, Fiona, Moles-Garcia, Emma, Cumley, Nicola, Smith, Colin P, Bucca, Giselda, Hesketh, Andrew R, Blane, Beth, Girgis, Sophia T, Leek, Danielle, Sridhar, Sushmita, Forrest, Sally, Cormie, Claire, Gill, Harmeet K, Dias, Joana, Higginson, Ellen E, Maes, Mailis, Young, Jamie, Kermack, Leanne M, Gupta, Ravi Kumar, Ludden, Catherine, Peacock, Sharon J, Palmer, Sophie, Churcher, Carol M, Hadjirin, Nazreen F, Carabelli, Alessandro M, Brooks, Ellena, Smith, Kim S, Galai, Katerina, McManus, Georgina M, Ruis, Chris, Davidson, Rose K, Rambaut, Andrew, Williams, Thomas, Balcazar, Carlos E, Gallagher, Michael D, O'Toole, Áine, Rooke, Stefan, Hill, Verity, Williamson, Kathleen A, Stanton, Thomas D, Michell, Stephen L, Bewshea, Claire M, Temperton, Ben, Michelsen, Michelle L, Warwick-Dugdale, Joanna, Manley, Robin, Farbos, Audrey, Harrison, James W, Sambles, Christine M, Studholme, David J, Jeffries, Aaron R, Darby, Alistair C, Hiscox, Julian A, Paterson, Steve, Iturriza-Gomara, Miren, Jackson, Kathryn A, Lucaci, Anita O, Vamos, Edith E, Hughes, Margaret, Rainbow, Lucille, Eccles, Richard, Nelson, Charlotte, Whitehead, Mark, Turtle, Lance, Haldenby, Sam T, Gregory, Richard, Gemmell, Matthew, Wierzbicki, Claudia, Webster, Hermione J, de Silva, Thushan I, Smith, Nikki, Angyal, Adrienn, Lindsey, Benjamin B, Groves, Danielle C, Green, Luke R, Wang, Dennis, Freeman, Timothy M, Parker, Matthew D, Keeley, Alexander J, Parsons, Paul J, Tucker, Rachel M, Brown, Rebecca, Wyles, Matthew, Whiteley, Max, Zhang, Peijun, Gallis, Marta, Louka, Stavroula F, Constantinidou, Chrystala, Unnikrishnan, Meera, Ott, Sascha, Cheng, Jeffrey K.J., Bridgewater, Hannah E., Frost, Lucy R., Taylor-Joyce, Grace, Stark, Richard, Baxter, Laura, Alam, Mohammad T., Brown, Paul E, Aggarwal, Dinesh, Cerda, Alberto C, Merrill, Tammy V, Wilson, Rebekah E, McClure, Patrick C, Chappell, Joseph G, Tsoleridis, Theocharis, Ball, Jonathan, Buck, David, Todd, John A, Green, Angie, Trebes, Amy, MacIntyre-Cockett, George, de Cesare, Mariateresa, Alderton, Alex, Amato, Roberto, Ariani, Cristina V, Beale, Mathew A, Beaver, Charlotte, Bellis, Katherine L, Betteridge, Emma, Bonfield, James, Danesh, John, Dorman, Matthew J, Drury, Eleanor, Farr, Ben W, Foulser, Luke, Goncalves, Sonia, Goodwin, Scott, Gourtovaia, Marina, Harrison, Ewan M, Jackson, David K, Jamrozy, Dorota, Johnston, Ian, Kane, Leanne, Kay, Sally, Keatley, Jon-Paul, Kwiatkowski, Dominic, Langford, Cordelia F, Lawniczak, Mara, Letchford, Laura, Livett, Rich, Lo, Stephanie, Martincorena, Inigo, McGuigan, Samantha, Nelson, Rachel, Palmer, Steve, Park, Naomi R, Patel, Minal, Prestwood, Liam, Puethe, Christoph, Quail, Michael A, Rajatileka, Shavanthi, Scott, Carol, Shirley, Lesley, Sillitoe, John, Spencer Chapman, Michael H, Thurston, Scott AJ, Tonkin-Hill, Gerry, Weldon, Danni, Rajan, Diana, Bronner, Iraad F, Aigrain, Louise, Redshaw, Nicholas M, Lensing, Stefanie V, Davies, Robert, Whitwham, Andrew, Liddle, Jennifier, Lewis, Kevin, Tovar-Corona, Jaime M, Leonard, Steven, Durham, Jillian, Bassett, Andrew R, McCarthy, Shane, Moll, Robin J, James, Keith, Oliver, Karen, Makunin, Alex, Barrett, Jeff, Gunson, Rory N, Graham, Mark S, Sudre, Carole H, May, Anna, Antonelli, Michela, Murray, Benjamin, Varsavsky, Thomas, Kläser, Kerstin, Canas, Liane S, Molteni, Erika, Modat, Marc, Drew, David A, Nguyen, Long H, Polidori, Lorenzo, Selvachandran, Somesh, Hu, Christina, Capdevila, Joan, Hammers, Alexander, Chan, Andrew T, Wolf, Jonathan, Spector, Tim D, Steves, Claire J, and Ourselin, Sebastien

Published
2021
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35. Comparison of ablators for the polar direct drive exploding pusher platform

Author

Whitley, Heather D., Kemp, G. Elijah, Yeamans, Charles B., Walters, Zachary B., Blue, Brent E., Garbett, Warren J., Schneider, Marilyn B., Craxton, R. Stephen, Garcia, Emma M., McKenty, Patrick W., Gatu-Johnson, Maria, Caspersen, Kyle, Castor, John I., Däne, Markus, Ellison, C. Leland, Gaffney, Jim A., Graziani, Frank R., Klepeis, John E., Kostinski, Natalie B., Kritcher, Andrea L., Lahmann, Brandon, Lazicki, Amy E., Le, Hai P., London, Richard A., Maddox, Brian, Marshall, Michelle C., Martin, Madison E., Militzer, Burkhard, Nikroo, Abbas, Nilsen, Joseph, Ogitsu, Tadashi, Pask, John E., Pino, Jesse E., Rubery, Michael S., Shepherd, Ronnie, Sterne, Philip A., Swift, Damian C., Yang, Lin, and Zhang, Shuai

Published
2021
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36. Segregation and Peers' Characteristics in the 2010-2011 Kindergarten Class: 60 Years after Brown v. Board

Author

Economic Policy Institute, Broader, Bolder Approach to Education, García, Emma, and Weiss, Elaine

Abstract

Closing achievement gaps--disparities in academic achievement between minority and white students, and between low-income and higher-income students--has long been an unrealized goal of U.S. education policy. It has now been 60 years since the Supreme Court declared "separate but equal" schools unconstitutional in "Brown v. Board of Education." With income inequality at record levels, the interactions between poverty and race remain strong and troubling and continue to impede educational progress for many students. One result of such interactions is ongoing segregation at both the neighborhood and school levels. In this paper Garcia and Weiss use data from a recent representative cohort of U.S. students entering kindergarten to describe how segregated schools are by both race and income. Next, the authors compare the racial and socioeconomic status composition of those kindergarten classes with what they would look like if they represented the characteristics of the U.S. student body overall. Garcia and Weiss explore the differences in students' other characteristics based on the racial makeup of their own classes. Finally, Garcia and Weiss analyze how the students' academic performance changes over that first year, measured by their place on the score distribution in math, reading, and approaches to learning at entry in the fall and again in the spring, and by level of segregation in the school.

Published
2014

37. Discrepancy in medications reported by elderly patients in the dental office and in their electronic medical records: A pilot study.

Author

Abeleira‐Pazos, María Teresa, García‐Mato, Eliane, Diniz‐Freitas, Márcio, Muñoz‐Navarro, Carolina, Lago‐Méndez, Lucía, Vázquez‐García, Emma, and Rivas‐Mundiña, Berta

Subjects
ELECTRONIC health records, OLDER patients, DENTAL offices, MEDICAL offices, DRUGS
Abstract

Aims: This study's main objective was to analyze the discrepancy between the dental medication record (DMR) and the physician‐prescribed active medications recorded in the medical medication record (MMR). Methods: The study group consisted of 100 adults who attended the University Dental Clinic (Santiago de Compostela, Spain) requesting dental care. A dental history was created for all participants that included the DMR. The MMR were compiled from their electronic medical records. Results: About 80% of the patients consumed at least one drug (94.2% of those >65 years) and 19% took more than five drugs (26.4% of those > 65 years). In total, 54% of the patients had some discrepancy between the medications recorded in the DMR and those in the MMR (48.4% for those ≤65 years and 64.7% for those >65 years). The rate of participants who omitted some drugs was higher for those >65 years. The drugs most omitted from the DMR were analgesics/opioids, antihypertensives and anxiolytics/hypnotics/sedatives. Conclusions: It is imperative to access the MMR of patients requesting dental care because a significant number of medications are not reflected in their DMR. These discrepancies may be particularly common and relevant in elderly patients, in whom multimorbidity and polypharmacy are more frequent. [ABSTRACT FROM AUTHOR]

Published
2024
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38. Dysbiosis and structural disruption of the respiratory microbiota in COVID-19 patients with severe and fatal outcomes

Author

Hernández-Terán, Alejandra, Mejía-Nepomuceno, Fidencio, Herrera, María Teresa, Barreto, Omar, García, Emma, Castillejos, Manuel, Boukadida, Celia, Matias-Florentino, Margarita, Rincón-Rubio, Alma, Avila-Rios, Santiago, Mújica-Sánchez, Mario, Serna-Muñoz, Ricardo, Becerril-Vargas, Eduardo, Guadarrama-Pérez, Cristobal, Ahumada-Topete, Víctor Hugo, Rodríguez-Llamazares, Sebastián, Martínez-Orozco, José Arturo, Salas-Hernández, Jorge, Pérez-Padilla, Rogelio, and Vázquez-Pérez, Joel Armando

Published
2021
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40. Accelerating Community College Graduation Rates: A Benefit-Cost Analysis

Author

Levin, Henry M. and García, Emma

Abstract

This article reports a benefit-cost evaluation of the Accelerated Study in Associate Programs (ASAP) of the City University of New York (CUNY). ASAP was designed to accelerate associate degree completion within 3 years of degree enrollment at CUNY's community colleges. The program evaluation revealed that the completion rate for the examined cohort increased from 24.1% to 54.9%, and cost per graduate declined considerably (Levin & Garcia, 2012; Linderman & Kolenovic, 2012). The returns on investment to the taxpayer include the benefits from higher tax revenues and lower costs of spending on public health, criminal justice, and public assistance. For each dollar of investment in ASAP by taxpayers, the return was $3 to $4. For each additional graduate, the taxpayer gained an amount equal to a certificate of deposit with a value of $146,000 (net of the costs of the investment). Based on these estimated returns, a cohort of 1,000 students enrolled in ASAP would generate net fiscal benefits for the taxpayer of more than $46 million relative to enrolling in the conventional degree program. ASAP results demonstrate that an effective educational policy can generate returns to the taxpayer that vastly exceed the public investment required.

Published
2018
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