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Recent removal and relocation of feral donkeys from vast public lands to more concentrated holding pens, training facilities, and offsite adoption locations raises several health and welfare concerns. Very little is known regarding the common equid pathogens that are circulating within the feral donkey population in and around Death Valley National Park, California, USA. The aim of this study was to utilize serologic assays to assess previous exposure of these donkeys to equine herpesvirus 1 (EHV-1), equine influenza (EIV), West Nile virus (WNV), and Borrelia burgdorferi (the causative agent of Lyme disease). The results of this study indicate that this feral equid population is mostly naïve and likely susceptible to these common equid pathogens upon removal from the wild.

In March 2020, most schools in the United States transitioned to distance learning in an effort to contain COVID-19. A significant number of students did not fully engage in remote learning opportunities due to resource or other constraints. An urgent question for schools around the nation is how much did the pandemic impact student academic and social-emotional development. This paper uses administrative panel data from California to approximate the impact of the pandemic by analyzing how absenteeism affects student outcomes. Our results suggest student outcomes generally suffer more from absenteeism in mathematics than in ELA. Negative effects are larger in middle school. Absences negatively affect social-emotional development, particularly in middle school. Our results suggest districts will face imminent needs for student academic and social-emotional support to make-up for losses due to the COVID-19 pandemic.

Aims: This report documents the exposure of passengers and crew of a commercial international flight to the zoonotic pathogen Brucella canis after an infected dog aborted in the passenger cabin of the aircraft. This case demonstrates the challenges associated with brucellosis screening and the risks that airline personnel, airport employees and travellers face when animals with unrecognized zoonotic infections are transported. Methods/Results: The public health investigation of this case was conducted by the Centers for Disease Control, the Illinois Department of Health and the Illinois Department of Agriculture, in collaboration with a local veterinary clinic and several academic and federal diagnostic laboratories. It included an extensive diagnostic evaluation of the dam and aborted foetuses to confirm a diagnosis of canine brucellosis. Passengers, airline personnel and staff from the veterinary clinic where the dogs were treated underwent risk assessments, and clinic staff also received detailed guidance regarding infection prevention practices. Conclusions: Animal shelters and breeding programs are recommended to screen dogs routinely for brucellosis, but it is not unusual for domestic or imported animals to have unknown health histories, including the dog's brucellosis status, at the time of purchase, adoption, or re‐homing. Testing recommendations and requirements vary by state, making it challenging for state public health and animal health agencies to monitor and respond appropriately. This case highlights the importance of Brucella spp. screening in sexually intact dogs prior to breeding, purchase, or domestic or international transportation of the dogs. The transportation of pregnant dogs may present a previously unrecognized public health threat in addition to contributing to unnecessary stress and health risks for pregnant animals. [ABSTRACT FROM AUTHOR]

Nations, states, and districts must choose among an array of different approaches to measuring school effectiveness in implementing their accountability policies, and the choice can be difficult because different approaches yield different results. This study compares two approaches to computing school effectiveness: a "beating the odds" type approach and a "value-added" approach. We analyze the approaches using both administrative data and simulated data and reveal the reasons why they produce different results. We find that differences are driven by a combination of factors related to modeling decisions as well as bias stemming from nonrandom assignment. Generally, we find that the value-added method provides a more defensible measure of school effectiveness based purely on test scores, but we note advantages and disadvantages of both approaches. This study highlights the consequences of several of the many choices facing policymakers in choosing a methodology for measuring school effectiveness.

This paper investigates the amount of academic service performed by female versus male faculty. We use 2014 data from a large national survey of faculty at more than 140 institutions as well as 2012 data from an online annual performance reporting system for tenured and tenure-track faculty at two campuses of a large public, Midwestern University. We find evidence in both data sources that, on average, women faculty perform significantly more service than men, controlling for rank, race/ethnicity, and field or department. Our analyses suggest that the male-female differential is driven more by internal service--i.e., service to the university, campus, or department--than external service--i.e., service to the local, national, and international communities--although significant heterogeneity exists across field and discipline in the way gender differentials play out.

Understanding how mathematics is taught in the classroom is an important first step in connecting mathematics instruction to student learning. This study sheds light on mathematics teaching in kindergarten and first grade—the grades at which initial understandings, as well as obstacles to later progress, begin to emerge. Using the Early Childhood Longitudinal Study Kindergarten Class of 1998-99 (ECLS-K) survey, we consider (i) how much time teachers spend on mathematics on days when they teach this subject, (ii) the content of mathematics instruction, and (iii) the pedagogical techniques used. We find that time spent on mathematics instruction, content coverage, and pedagogical techniques varies between teachers as a function of school location and type, classroom composition, and a range of teacher attributes that includes demographics, preparation, level of effort, and professional development activities.

Empirical Bayes's (EB) estimation has become a popular procedure used to calculate teacher value added, often as a way to make imprecise estimates more reliable. In this article, we review the theory of EB estimation and use simulated and real student achievement data to study the ability of EB estimators to properly rank teachers. We compare the performance of EB estimators with that of other widely used value-added estimators under different teacher assignment scenarios. We find that, although EB estimators generally perform well under random assignment (RA) of teachers to classrooms, their performance suffers under nonrandom teacher assignment. Under non-RA, estimators that explicitly (if imperfectly) control for the teacher assignment mechanism perform the best out of all the estimators we examine. We also find that shrinking the estimates, as in EB estimation, does not itself substantially boost performance.

The federal government's Race to the Top competition has promoted the adoption of test-based value-added measures (VAMs) of performance as a component of teacher evaluations throughout many states, but the validity of these measures has been controversial among researchers and widely contested by teachers' unions. A key concern is the extent to which nonrandom sorting of students to teachers may bias the results and lead to a misclassification of teachers as high or low performing. In light of potential for bias, it is important to assess the extent to which evidence of sorting can be found in the large administrative data sets used for VAM estimation. Using a large longitudinal data set from an anonymous state, we find evidence that a nontrivial amount of sorting exists--particularly sorting based on prior test scores--and that the extent of sorting varies considerably across schools, a fact obscured by the types of aggregate sorting indices developed in prior research. We also find that VAM estimation is sensitive to the presence of nonrandom sorting. There is less agreement across estimation approaches regarding a particular teacher's rank in the distribution of estimated effectiveness when schools engage in sorting.

We investigate whether commonly used value-added estimation strategies produce accurate estimates of teacher effects under a variety of scenarios. We estimate teacher effects in simulated student achievement data sets that mimic plausible types of student grouping and teacher assignment scenarios. We find that no one method accurately captures true teacher effects in all scenarios, and the potential for misclassifying teachers as high- or low-performing can be substantial. A dynamic ordinary least squares estimator is more robust across scenarios than other estimators. Misspecifying dynamic relationships can exacerbate estimation problems.

We study the properties of two specification tests that have been applied to a variety of estimators in the context of value-added measures (VAMs) of teacher and school quality: the Hausman test for choosing between student-level random and fixed effects, and a test for feedback (sometimes called a "falsification test"). We discuss theoretical properties of the tests to serve as background, and propose parsimonious one-degree-of-freedom versions. An extensive simulation study provides important further insight into the VAM setting. Unfortunately, although both the Hausman and feedback tests have good power for detecting the kinds of nonrandom assignment that can invalidate VAM estimates, they also reject in situations where estimated VAMs perform very well in terms of ranking teachers. Consequently, the tests must be used with caution when student tracking is used to form classrooms.

A major concern among opponents to charter schools is whether these schools will serve all students. Some have raised concerns that charter schools will "push out" low-achieving students in hopes of improving the schools' academic profile while minimizing costs by educating fewer challenging students. In this article, we use data from an anonymous major urban school district to examine whether we see exit patterns consistent with the claim that charter schools are more likely to push out low-achieving students than are traditional public schools (TPSs). Overall, we find no empirical evidence to support the notion of push-out.

This study investigates the impact of teacher characteristics and instructional strategies on the mathematics achievement of students in kindergarten and first grade and tackles the question of how best to use longitudinal survey data to elicit causal inference in the face of potential threats to validity due to nonrandom assignment to treatment. We develop a step-by-step approach to selecting a modeling and estimation strategy and find that teacher certification and courses in methods of teaching mathematics have a slightly negative effect on student achievement in kindergarten, whereas postgraduate education has a positive effect in first grade. Various teaching modalities, such as working with counting manipulatives, using math worksheets, and completing problems on the chalkboard, have positive effects on achievement in kindergarten, and pedagogical practices relating to explaining problem solving and working on problems from textbooks have positive effects on achievement in first grade. We show that the conclusions drawn depend on the estimation and modeling choices made and that several prior studies of teacher effects using longitudinal survey data likely neglected important features needed to establish causal inference. (Contains 6 tables, 1 figure, and 20 footnotes.)

This study examines Qatar's recent and ambitious school reform in the early stages of its implementation against a set of four criteria for successful education systems drawn from guidelines developed by the international community: adequacy, accountability, autonomy and gender equity. We investigate both the initial structure of the reform and its sustainability in light of concerns that movements in these directions might be politically unfeasible. To some degree, these concerns are substantiated by the developments we trace. However, it is important to note that the reform has changed the landscape of primary and secondary education in Qatar and that many reform principles, though diluted, have been retained. This paper highlights lessons learned--both hopeful and cautionary--in the first few years of reform and presents a methodology for evaluating progress along key dimensions that can be applied to school systems in many nations.

This study investigates how school demographics and their interactions with policies affect the mobility behaviors of public school teachers with various human capital characteristics. Using data from North Carolina from 1995 to 2006, it finds that teachers' career stage and human capital investments dominate their decisions to leave public school teaching and school demographic characteristics play a dominant role in intra-system sorting. Schools serving at-risk children struggle to attract and retain teachers with desirable observable characteristics. We find evidence to suggest that across-the-board school-based pay-for-performance policies have small but significant associations with mobility decisions and appear to exacerbate inequities in the distribution of teacher qualifications. (Contains 5 tables and 7 figures.)

Early and accurate identification of special needs, coupled with an appropriate course of treatment and educational plan, is important to academic progress, in particular for economically disadvantaged children with fewer family resources to catch up if they fall behind. A first step in improving mechanisms to promote early identification is to uncover factors influencing the timing of identification. This study investigates how early identification--defined as identification prior to kindergarten entry--varies by demographic characteristics. Using data from the California Department of Education, the authors find systematic differences in the timing of identification, even after adjusting for disability and other factors. Girls are less likely to be identified with special needs prior to kindergarten entry than boys. African Americans are less likely than children of other races to be identified early, despite disproportionately high overall identification rates. English learners are less likely than non-English learners to be identified early. (Contains 3 figures, 4 tables and 4 notes.)

This paper uses administrative data from two states covering the school years 1987-1988 to 2000-2001 to examine principal turnover and mobility. We use a longitudinal event history modeling approach to examine whether individual characteristics of the principal and the school in which they work are related to different types of principal turnover. We find that over the time period considered, turnover among all school principals was 14 percent in Illinois and 18 percent in North Carolina. Only 20 percent of this turnover was due to principals leaving the system in Illinois; and 13 percent in North Carolina. However, we observe some interesting variation by school characteristics. Specifically, we find that principals in schools with a larger proportion of minority students are more likely to change schools and to leave the principalship, but remain in the system.

A study investigated the impact of the Kentucky Education Reform Act (KERA) on special education by collected data on all 176 school districts for 1989-90 through 1993-94. Findings indicate that KERA had a significant impact on the provision of, and allocation of resources to, special education five years after implementation. (Contains two references.) (CR)