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1. Evaluating Machine Learning for Projecting Completion Rates for VET Programs. Technical Paper

Author

National Centre for Vocational Education Research (NCVER) (Australia), Hall, Michelle, Lees, Melinda, Serich, Cameron, and Hunt, Richard

Abstract

This paper summarises exploratory analysis undertaken to evaluate the effectiveness of using machine learning approaches to calculate projected completion rates for vocational education and training (VET) programs, and compares this with the current approach used at the National Centre for Vocational Education Research (NCVER) -- Markov chains methodology. While the Markov chains methodology currently used by NCVER has demonstrated that it is reliable, with predictions aligning well with the actual rates of completion for historical estimates, it has not been reviewed for some time and it does have some limitations. The evaluation of machine learning techniques for predicting VET program completion rates was undertaken to overcome some of these limitations and with a view to improving our current predictions. This report includes: (1) an overview of the methodologies: Markov chains and two machine learning algorithms that were applied to predict completion rates for VET programs (XGBoost and CatBoost); (2) a comparison of the accuracy of the predictions generated by both methodologies; and (3) an evaluation of the relative strengths and limitations of both methodologies.

Published
2023

7. Journeying through VET: A Case Study of Foundation Skills Learners. Research Report

Author

National Centre for Vocational Education Research (NCVER) (Australia), Circelli, Michelle, Hall, Michelle, Li, Zhenyuan, Ong, Adrian, and Lim, Patrick

Abstract

Adult language, literacy, numeracy and digital skills (LLND), and employability skills (for example, collaboration, problem-solving and self-management) -- often referred to as foundation skills -- are key skills that: assist people to get a job and remain employed, look after their mental and physical health, and help them to participate in their community. The role of vocational education and training (VET) in assisting individuals to develop or improve these skills is of interest. The aim of this exploratory research was to learn more about those who undertake nationally recognised foundation skills programs after school and to investigate their training and employment outcomes. A key aspect of this research involved using the unique student identifier to track learners' pathways through VET based on the learner's enrolment status in a defined list of LLND and employment skills programs between 2016 and 2019. In doing so, the research identified four distinct groups of foundation skills learners, with each having varying student, program and provider characteristics [Funding for this report was provided through the Australian Government Department of Employment and Workplace Relations.]

Published
2022

16. Health-Related Quality of Life of People Who Inject Drugs: The Enhancing Treatment of Hepatitis C in Opioid Substitution Settings Engage Study

Author

Grebely, Jason, Dore, Gregory J., Silk, David, Bath, Nicky, Treloar, Carla, Milat, Andrew, Dunlop, Adrian, Amin, Janaki, Holden, Jo, Murray, Carolyn, Henderson, Charles, Leadbeatter, Kyle, Day, Emma, Habraken, Nikitah, Dawson, Olivia, Degenhardt, Louisa, Scott, Clarke, Read, Phillip, Valerio, Heather, Tillakeratne, Shane, Marks, Philippa, Jayasinghe, Indika, Martinez, Maria, Reid, Hannah, Gleeson, Valerie, Van Dyk, Jodi, Mercade, Gerard Estivill, Marshall, Alison D., Obeid, Stephanie, Wheeler, A., Hooshyar, Samira Hosseini, Catlett, Beth, Verich, Andrey, Conway, Anna, Erratt, Amanda, Wheeler, Alice, Ezard, Nadine, Reid, David, Gorton, Carla, Hayllar, Jeremy, Lam, Thao, Datta, Prasun, Wade, Alex, Spruce, Sally, Cock, Vicky, Cornwell, Mark, Zohrab, Krista, Christmass, Michael, Connelly, Craig, Cooper, Angela, Montebello, Mark, Cherry, Robert, Dyer, Julie, Arawal, Shikha, Press, Elke, Horasak, Nadine, Lewis, Rhondda, Carthew, Astrid, Morris, Daniel, Donohue, Kathy, Griffiths, Kathy, Lana, Jason Dalla, Shin, Sue, Graf, Connie, Hampson, Adele, Qian, Siyu, Brown, Danielle, Lautier, Amber, Curran, Cate, Burns, Carina, Raidu, Ravina, Stolzenhein, Kylie, Brabender, Wanda, Somes, Kelly, Abram, Nargis, Turne, Rick, Larter, Stuart, Goodberg, Fiona, Luksza, Jennifer, Hall, Michelle, Hazelwood, Susan, Ismay, Charlotte, McClurg, Belinda, Mincham, Cherie, Barlow, Kali, Hoskins, Anita, Salisbury, Kate, Markham, Julie, Talmet, Jacky, Dunn, Sandy, Mitchell, Amanda, McKinnon, Andrew, Smyth, Fionnualh, Snell, Lisa, Laing, Elizabeth, Clark, Martin, Dorigo, Justin, Carman, Louise, Fergusson, Brent, Puszka, Bonny, Duncan, Gai, Baker, Fiona, Walsh, Jayde, Walsh, Leeann, Adey, Sara, Hinton, Rodd, Joyce, Melanie, Woods, Cheryl, Jenart, Alain, Everingham, Hope, Jansen, Louisa, Pepolim, Lucy, Clark, Kathy, Murphy, Lyn, Iliffe, Joel, Cheng, Qinglu, Cunningham, Evan B., and Shih, Sophy T.F.

Published
2024
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18. The genetic landscape and clinical spectrum of nephronophthisis and related ciliopathies

Author

Attié-Bitach, Tania, Comier-Daire, Valerie, Rozet, Jean-Michel, Frishberg, Yaacov, Llanas, Brigitte, Broyer, Michel, Mohsin, Nabil, Macher, Marie-Alice, Philip, Nicole, Baudouin, Véronique, Brackman, Damian, Loirat, Chantal, Charbit, Marina, Dehennault, Maud, Guyot, Claude, Bataille, Pierre, Elting, Mariet, Deschenes, Georges, Gropman, Andrea, Guest, Geneviève, Gagnadoux, Marie-France, Nicoud, Philippe, Cochat, Pierre, Ranchin, Bruno, Bensman, Albert, Guerrot, Anne-Marie, Knebelmann, Bertrand, Bilge, Ilmay, Bruno, Danièle, Burtey, Stéphane, Rouvière, Caroline Rousset, Caudwell, Valérie, Morin, Denis, Dollfus, Hélène, Maisin, Anne, Hamel, Christian, Bieth, Eric, Gie, Sophie, Goodship, Judith, Roussey, Gwenaelle, La Selve, Hermine, Nivet, Hubert, Bessenay, Lucie, Caillez, Mathilde, Palcoux, Jean Bernard, Benoît, Stéphane, Dubot, Philippe, Fila, Marc, Giuliano, Fabienne, Iftene, Daouya, Kessler, Michele, Kwon, Theresa, Lahoche, Anine, Laurent, Audrey, Leclerc, Anne-Laure, Milford, David, Neuhaus, Thomas, Odent, Sylvie, Eckart, Philippe, Chauveau, Dominique, Niaudet, Patrick, Repetto, Horacio, Taque, Sophie, Bruel, Alexandra, Noel-Botte, Alexandra, Launay, Emma Allain, Allard, Lisa, Anlicheau, Dany, Adra, Anne-Laure, Garnier, Arnaud, Nagra, Arvind, Baatard, Remy, Bacchetta, Justine, Sadikoglu, Banu, Barnerias, Christine, Barthelemy, Anne, Basel, Lina, Bassilios, Nader, Ben Maiz, Hedi, Ben Moussa, Fatma, Benmati, Faïza, Berthaud, Romain, Bertholet, Aurélia, Blanchier, Dominique, Boffa, Jean Jacques, Bouchireb, Karim, Bouhabel, Ihab, Boukerroucha, Zakaria, Bourdat-Michel, Guylhène, Boute, Odile, Brochard, Karine, Caumes, Roseline, Elalaoui, Siham Chafai, Chamontin, Bernard, Chastang, Marie Caroline, Pietrement, Christine, Richer, Christine, Legendre, Christophe, Dahan, Karin, Dalla-Vale, Fabienne, Thibaudin, Damien, Dauvergne, Maxime, Davourie, Salandre, Debeukelaer, Martin, Delbet, Jean Daniel, Deltas, Constantinos, Graber, Denis, Devillars, Nadège, Diouf, Boucar, Fenzy, Martine Doco, André, Jean-Luc, Joly, Dominique, Fryer, Alan, Albano, Laetitia, Cassuto, Elisabeth, Pincon, Aline, Medeira, Ana, Chaussenot, Annabelle, Mensire-Marinier, Anne, Bouissou, Francois, Decramer, Stephane, Bottani, Armand, Hummel, Aurélie, Karras, Alexandre, Katz, Avi, Azema, Christine, Janbon, Bénédicte, Roussel, Bernard, Bonniol, Claude, Mariat, Christiophe, Champion, Gérard, Chantreuil, Deborah, Chassaing, Nicolas, Mousson, Christiane, Baudeau, Christine, Cuntz, Delphine Hafdar, Mignot, Cyril, Dehoux, Laurene, Lacombe, Didier, Hannedouche, Thierry, Mérieau, Elodie, Charlin, Emmanuelle, Gauthier, Eric, Plasse, Florent, Faguer, Stanislas, Lebas, Fanny, Demurger, Florence, Emma, Francesco, Cartault, François, Dumont, Geneviève, Godefroid, Nathalie, Guigonis, Vincent, Hillaire, Sophie, Groothoff, Jaap, Dudley, Jan, Jourde-Chiche, Noémie, El Karoui, Khalil, Krid, Saoussen, Coudert, Krier, Bencheick, Larbi, Yver, Laurent, Lavocat, Marie-Pierre, De Sagazan, Le Monies, Leroy, Valerie, Thibaudin, Lise, Ingulli, Liz, Gwanmesia, Lorraine, Burglen, Lydie, Saïd-Menthon, Marie-Hélène, Carrera, Marta, Nizon, Mathilde, Melander, Catherine, Foulard, Michel, Blayo, Monique, Prinseau, Jacques, Jay, Nadine, Brun, Nathalie, Camille, Nicolas, Nobili, François, Devuyst, Olivier, Ben Brahim, Ouafa, Parvex, Paloma, Sabourin, Laurence Perrin, Blanc, Philippe, Vanhille, Philippe, Galichon, Pierre, Pierrepont, Sophie, Planquois, Vincent, Poussard, Gwenaelle, Noble, Claire Pouteil, Allal, Radia, Bernard, Raphaelle, Mounet, Raynaud, Cahen, Rémi, Touraine, Renaud, Rigothier, Claire, Ryckewaert, Amélie, Sacquepee, Mathieu, El Chehadeh, Salima, Samaille, Charlotte, Haq, Shuman, Simckes, Ari, Lanoiselée, Stéphanie, Tellier, Stephanie, Subra, Jean-François, Cloarec, Sylvie, Tenenbam, Julie, Lamy, Thomas, Garraud, Valérie Drouin, Valette, Huguette, Meyssonnier, Vanina, Vargas-Poussou, Rosa, Snajer, Yves, Durault, Sandrine, Plaisier, Emmanuelle, Berard, Etienne, Fakhouri, Fadi, Louillet, Ferielle, Finielz, Paul, Fischbach, Michel, Foliguet, Bernard, Francois-Pradier, Hélène, Garaix, Florentine, Gerard, Marion, Rizzoni, Gianfranco, Gilbert, Brigitte, Glotz, Denis, Dubrasquet, Astrid Godron, Grünfeld, Jean-Pierre, Bollee, Guillaume, Hall, Michelle, Hansson, Sverker, Haye, Damien, Taffin, Hélène, Hildebrandt, Friedhelm, Hourmand, Maryvonne, Kayserili, Hümya, Tack, Ivan, Jacquemont, Marie Line, Fabre-Teste, Jennifer, Kashtan, Cliff, Van Hoeck, Kkoen, Klein, Alexandre, Knefati, Yannick, Knoers, Nine, Konrad, Martin, Lachaux, Alain, Landru, Isabelle, Landthaler, Gilbert, Lang, Philippe, Le Pogamp, Patrick, Legris, Tristan, Didailler, Catherine, Lobbedez, Thierry, de Parscau, Loïc, Pinson, Lucile, Maheut, Hervé, Duval-Arnould, Marc, Rio, Marlène, Gubler, Marie-Claire, Merville, Pierre, Mestrallet, Guillaume, Meunier, Maite, Moreau, Karine, Harambat, Jérôme, Morgan, Graeme, Mourad, Georges, Stuber, Niksic, Boespflug-Tanguy, Odile, Dunand, Olivier, Niel, Olivier, Ouali, Nacera, Malvezzi, Paolo, Jaoude, Pauline Abou, Pelletier, Solenne, Peltier, Julie, Petersen, M.B., Michel, Philippe, Rémy, Philippe, Philit, Jean-Baptiste, Pichault, Valérie, Billette de Villemeur, Thierry, Boudailliez, Bernard, Leheup, Bruno, Dossier, Claire, Djeddi, Djamal-Dine, Berland, Yves, Hurault de Ligny, Bruno, Rigden, Susan, Robino, Christophe, Rossi, Annick, Sarnacki, Sabine, Saidani, Messaoud, Sartorius, Albane Brodin, Schäfer, Elise, Laszlo, Sztriha, Thouret, Marie-Christine, Thuillier-Lecouf, Angélique, Trachtman, Howard, Trivin, Claire, Tsimaratos, Michel, Van Damme-Lombaerts, Rita, Willems, Marjolaine, Youssef, Michel, Zaloszyc, Ariane, Zawodnik, Alexis, Ziliotis, Marie-Julia, Petzold, Friederike, Billot, Katy, Chen, Xiaoyi, Henry, Charline, Filhol, Emilie, Martin, Yoann, Avramescu, Marina, Douillet, Maxime, Morinière, Vincent, Krug, Pauline, Jeanpierre, Cécile, Tory, Kalman, Boyer, Olivia, Burgun, Anita, Servais, Aude, Salomon, Remi, Benmerah, Alexandre, Heidet, Laurence, Garcelon, Nicolas, Antignac, Corinne, Zaidan, Mohamad, and Saunier, Sophie

Published
2023
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19. In a World of Immersive Behaviors, Why Not Reading Immersion to Strengthen Educational Skills?

Author

Hall, Michelle S.

Abstract

In a world of immersive behaviors, why not immerse students in words, vocabulary, and language to improve their reading skills? Reading immersion will improve the learners' reading skills and comprehension across the curriculum in all subjects. To employ this reading immersion, several strategies could be pulled from various immersion techniques used in other areas. A combination of techniques used in the trending art immersions and classic language immersions is symbolic of John Dewey's philosophy of marring traditional education and progressive education and using the best qualities of the two, to enhance and build upon the learners' educational experience and further the learner's knowledge and education.

Published
2022

20. Taking Stock of Stakeholder Engagement in California's Local Control Funding Formula: What Can We Learn from the Past Four Years to Guide Next Steps? Technical Report. Getting Down to Facts II

Author

Stanford University, Policy Analysis for California Education (PACE), Marsh, Julie A., Hall, Michelle, Allbright, Taylor, Tobben, Laura, Mulfinger, Laura, Kennedy, Kate, and Daramola, Eupha Jeanne

Abstract

In 2013, Governor Jerry Brown signed into law the Local Control Funding Formula (LCFF) with a clear mandate for democratic involvement in district goal setting and budgeting. School districts are expected to organize "meaningful engagement" of key stakeholders, including parents, students, educators, and the broader community, in developing and reviewing Local Control Accountability Plans (LCAPs) that detail annual goals and improvement strategies and are ultimately approved by elected school boards. In recent months the Governor has doubled down on his commitment to the local decision-making aspects of this policy. Upon announcing the 2018-19 budget, Governor Brown defended LCFF, declaring "Local empowerment - that's what it's all about. The age of micromanagement from Washington or Sacramento is over as far as I am concerned." (EdSource, 2018). At this critical juncture--with LCFF in its 5th year and likely to come under even more scrutiny in the coming year with a new administration--one must ask if California should maintain a commitment to local control and expectations for stakeholder engagement in accountability and resource allocation. And if so, what more is needed to fully realize these democratic goals? This report seeks to address these key issues by answering three overarching research questions: (1) How have districts interpreted and implemented the LCFF requirement for democratic engagement over time?; (2) What role have school board members played in LCFF generally and stakeholder engagement efforts more specifically?; and (3) How does the implementation of stakeholder engagement relate to the enactment of LCFF's broader equity mandate?

Published
2018

21. How Stakeholder Engagement Fuels Improvement Efforts in Three California School Districts

Author

Stanford University, Policy Analysis for California Education (PACE), Local Control Funding Formula Research Collaborative (LCFFRC), Humphrey, Daniel, Koppich, Julia, Lavadenz, Magaly, Marsh, Julie, O'Day, Jennifer, Plank, David, Stokes, Laura, and Hall, Michelle

Abstract

California's Local Control Funding Formula (LCFF) was signed into law in 2013, and represents the most significant change in California education finance and governance in 40 years. It moves additional funds to districts with students in poverty, English language learners, and foster youth. The LCFF sends supplemental funds to districts based on unduplicated counts of these target student groups and concentration funds to districts with high proportions (over 55%) of these same students. In addition, the LCFF eliminates nearly all categorical funding and pushes decision-making about how best to allocate resources to the local level. The LCFF also requires districts to develop a Local Control and Accountability Plan (LCAP) with meaningful local community engagement of parents, community members, students, and educators. The LCFF Research Collaborative has been following the implementation of LCFF since the first year of LCAP planning. In that time, we have seen broad support for the intent of the law, both in its emphasis on more equitable allocation of resources based on student need and in its incorporation of local control and flexibility to support more locally responsive and coherent approaches to improvement. However, we have also noted wide variation among districts in the extent and ways in which they have been able to manifest these intents at the local level. Often the attention of policy makers and the public is drawn to implementation shortcomings and instances in which either the intent or the specific provisions of the law are not being met. Certainly, it is important to address these shortcomings if implementation and the law itself are to be improved over time. Equally important, however, are cases in which the LCFF is operating as envisioned, for it is through such positive exemplars that others might learn and improve. Thus, after studying LCFF implementation for 4 years, the LCFF Research Collaborative decided to identify and document the work of school districts whose implementation efforts in three specific areas are reputed to be noteworthy. We were interested in school districts that were particularly innovative in their attempts to: (1) Meaningfully engage stakeholders in their Local Control Accountability Plan (LCAP) development; (2) Advance the implementation of the California State Standards (CCSS); and (3) Take an innovative approach to resource allocation decision-making.

Published
2018

22. Patient-Reported Outcomes During and After Hepatitis C Virus Direct-Acting Antiviral Treatment Among People Who Inject Drugs

Author

Grebely, Jason, Dore, Gregory, Marks, Philippa, Dalgard, Olav, Bruggmann, Philip, Stedman, Catherine, Lacombe, Karine, Powis, Jeff, Hellard, Margaret, Crawford, Sione, Swan, Tracy, Byrne, Jude, Coordinating Centre—Amanda Erratt, Melanie Lacalamita., Cunningham, Evan, Hajarizadeh, Behzad, Marks, Pip, Shaw, Ineke, Siriragavan, Sharmila, Amin, Janaki, Quiene, Sophie, Petoumenos, Kathy, Schmid, Patrick, Castro, Erika, Moriggia, Alberto, Daulouede, Jean-Pierre, Conway, Brian, Fraser, Christopher, Feld, Jordan, Bruneau, Julie, Cooper, Curtis, Gane, Ed, Matthews, Gail, Dunlop, Adrian, Kronborg, Ian, Shaw, David, Litwin, Alain, Norton, Brianna, Thurnheer, Maria Christine, Weltman, Martin, Read, Philip, Dillon, John, Kessler, Simone, Knapp, Cornelia, Oprandi, Lorenza, Messina, Paola, Pantic, Marzia, Le Cam, Manuela, Maitre, Cecilia, Andreassen, Jessica, Melkeraaen, Ingunn, Tollefsen, Merete Moen, Pagarigan, Hannah, Milne, Rozalyn, Mason, Kate, Kaznowski, Diana, Zou, Lily, Bouchard, Rachel, Kotsoros, Barbara, Muir, Miriam, Milloy, Jessica, Oliver, Victoria, Noonan, Tracy, Sevehon, Alison, Hazelwood, Susan, Hall, Michelle, Hagenauer, Michelle, Liddle, Rachel, Ferguson, Catherine, Agyemang, Linda, Patel, Hiral, Soloway, Irene, Cerocchi, Orlando, Lacalamita, Melanie, Fragomeli, Vincenzo, Gilliver, Rosie, Lothian, Rebecca, Cleary, Shirley, Johnston, Linda, Middleton, Sarah, D’Amico, Ronald, McGovern, Barbara, Anderson, Jonathan, Zhong, Ze, Keane, Fiona, Tatsch, Fernando, Brainard, Diana, McHutchison, John, Cheng, Qinglu, Cunningham, Evan B., Shih, Sophy, Artenie, Adelina A., Litwin, Alain H., Read, Phillip, Dunlop, Adrian J., Feld, Jordan J., and Dore, Gregory J.

Published
2023
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26. Paving the Way to Equity and Coherence? The Local Control Funding Formula in Year 3

Author

Policy Analysis for California Education (PACE), Local Control Funding Formula Research Collaborative (LCFFRC), Humphrey, Daniel, Koppich, Julia, Lavadenz, Magaly, Marsh, Julie, O'Day, Jennifer, Plank, David, Stokes, Laura, and Hall, Michelle

Abstract

This report is the third in a series by the Local Control Funding Formula Research Collaborative (LCFFRC). This research seeks to help policymakers and others better understand ways in which the LCFF is changing fundamental aspects of resource allocation and governance and how these changes might lead to improved student outcomes. The work is grounded in an understanding of how the LCFF is supposed to work and what it is meant to accomplish, in other words, in the law's theory of action. Drawing on findings from previous research, this study focuses on four main issues: (1) the extent of meaningful stakeholder engagement in Local Control Accountability Plan (LCAP) development; (2) ways LCFF implementation is advancing or challenging Common Core State Standards (CCSS) implementation; (3) how resources are allocated, especially to targeted groups; and (4) the extent to which LCFF planning and implementation advance equity and coherence. This report is based on eight case studies, seven in traditional districts and one in a charter management organization. Study sites reflected California's geographic and demographic diversity. To collect data, researchers conducted 151 interviews with administrators, parents, community members, union leaders, and board members in fall 2016 and examined a range of relevant documents, including LCAPs, district budgets, collectively bargained contracts, strategic plans, and school site plans. While this study has limitations, including the small number of cases and the timing of the data collection (districts had not yet used the revised LCAP template and the new state accountability system was not fully in place), this research provides important insights into the ongoing implementation of the state's ambitious new system of finance and governance. The Research Methodology is appended. [This report was written with the assistance of Taylor Allbright, Jarah Blum, Tasmin Dhaliwal, Laila Fahimuddin, Katherine Ramage, and Laura Tobben. For the previous study, "Two Years of California's Local Control Funding Formula: Time to Reaffirm the Grand Vision," see ED564335.]

Published
2017

27. THE ADDITIVE EFFECTS OF AEROBIC ACTIVITY TO STRENGTHENING EXERCISE FOR HIP OSTEOARTHRITIS: A RANDOMIZED CONTROLLED TRIAL

Author

Hall, Michelle, primary, Allison, Kim, additional, Knox, Gabrielle, additional, Hinman, Rana S., additional, Bennell, Kim, additional, Spiers, Libby, additional, Plinsinga, Melanie, additional, Klyne, David, additional, McManus, Fiona, additional, De Silva, Anurika, additional, Da Costa, Ricardo, additional, Murphy, Nicholas, additional, and Dobson, Fiona, additional

Published
2024
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28. At the Forefront of the New Accountability Era: Early Implementation Findings from the CORE Waiver Districts

Author

Policy Analysis for California Education (PACE), CORE Districts, Marsh, Julie A., Bush-Mecenas, Susan, Hough, Heather J., Park, Vicki, Allbright, Taylor, Hall, Michelle, and Glover, Holly

Abstract

California and the nation are at the crossroads of a major shift in school accountability policy. At the state level, California's Local Control and Accountability Plan (LCAP) encourages the use of multiple measures of school performance used locally to support continuous improvement and strategic resource allocation. Similarly, the federal Every Student Succeeds Act (ESSA) reinforces this local control, requiring more comprehensive assessment of school performance and a less prescriptive, local approach to school support. These changes represent a major cultural shift for California schools and districts. Ahead of the curve, six California districts, known as the California Office to Reform Education (CORE) waiver districts, have implemented an innovative measurement system and supports for school and district improvement under an NCLB waiver, and thus provide a unique opportunity to examine and learn from the enactment of a system supported by accountability policy in this new era. This report examines the early implementation and effects of the CORE reform and seeks to inform the ongoing efforts within CORE as well as the development and implementation of future accountability policy in other states and districts. Additional details about the research methods are appended. [For the accompanying policy brief, "Local Control in Action: Learning from the CORE Districts' Focus on Measurement, Capacity Building, and Shared Accountability. CORE-PACE Research Partnership. Policy Brief 16-4," see ED574788.]

Published
2016

38. Civic Engagement in Education: Insights from California's Local Control Funding Formula

Author

Marsh, Julie A., Dhaliwal, Tasminda K., Hall, Michelle, and Polikoff, Morgan S.

Abstract

In this policy brief, we use the case of California's Local Control Funding Formula (LCFF) to provide policy makers and educators guidance on how to involve the public in goal setting and resource distribution decisions. We provide clarity around who is and is not participating, why, and what broader lessons we can draw for implementing federal and state education policies mandating public engagement. Our findings indicate tremendous room for improvement. LCFF's target populations (e.g., low-income, English learners) are not more likely to be aware of or participate in decisions than nontargeted groups, which suggests weak accountability for the use of public funds by the policy's target populations. Although LCFF has defined a broad set of stakeholders, only a narrow segment of the public (i.e., individuals with stronger ties to and positive views of schools) is aware of and engaging with the policy. Finally, we find a substantial gap between actual participation in LCFF and interest in participation, which may relate to a lack of self-efficacy, time, trust, perceived appropriateness, and information. As states and districts respond to mandates for engagement, these results suggest the need for greater investments in: (1) communication; (2) targeting a range of stakeholders; and (3) capacity building.

Published
2020
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40. Sex differences in singing behaviour are predicted by territoriality and biparental care in songbirds

Author

Odom, Karan, primary, Salas, Marcelo Araya, additional, Benedict, Lauryn, additional, Lim, Kristi, additional, Dale, James, additional, Webb, Wesley, additional, Sheard, Catherine, additional, Tobias, Joseph, additional, Ball, Gregory, additional, Hall, Michelle, additional, Langmore, Naomi, additional, Webster, Michael, additional, and Riebel, Katharina, additional

Published
2024
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43. Poor sleep versus exercise: A duel to decide whether pain resolves or persists after injury

Author

Klyne, David M., primary, Hilliard, Brendan A., additional, Harris, Michele Y., additional, Amin, Mamta, additional, Hall, Michelle, additional, Besomi, Manuela, additional, Mustafa, Sanam, additional, Farrell, Scott F., additional, Rawashdeh, Oliver, additional, Han, Felicity Y., additional, Hodges, Paul W., additional, Frara, Nagat, additional, and Barbe, Mary F., additional

Published
2024
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44. Assuring Quality in Online Offerings: Insights from a University's Faculty

Author

Budden, Connie B., Budden, Heather L., Hall, Michelle, and Longman, Debbie G.

Abstract

As the growth of online education offered by universities accelerates and spreads, universities are increasingly grappling with concerns related to widespread availability and the maintenance of academic quality. The "Quality Matters at Southeastern" Program fosters quality through a peer review process and offers a certification process to help assure quality in the University's online and blended course offerings. This report is a look at perceived impacts of the internal certification process by faculty.

Published
2015

48. Californians and Public Education: Results from the Fourth PACE/USC Rossier Poll

Author

Policy Analysis for California Education (PACE), University of Southern California (USC), Rossier School of Education, Polikoff, Morgan, Marsh, Julie, Plank, David N., Hall, Michelle, Hardaway, Tenice, and Le, Tien

Abstract

California is in the middle of a nearly unprecedented period of change in the state's education system. Following voter approval of Proposition 30 in 2012, the Legislature adopted the Local Control Funding Formula (LCFF) in 2013. The LCFF upended the way California funds schools, redistributing revenues toward schools and school districts facing the greatest challenges and shifting control over the allocation of revenues from Sacramento to local educators and their communities. The decentralization of authority and responsibility brought about by the LCFF is reflected in the state's new accountability system. The centerpiece of the new system is the Local Control Accountability Plan (LCAP), which must be developed in consultation with parents, teachers, and the broader community. The LCAP ties decisions about the use of resources directly to local strategies for educational improvement, rather than focusing on student test scores as the sole or even primary criterion for educational performance. Along with radically new school finance and accountability policies, California is simultaneously moving forward with the most ambitious transformation of standards and assessments in a generation. The Common Core State Standards (CCSS) and the associated Smarter Balanced Assessment Consortium (SBAC) assessments promise greatly improved instruction and deeper learning for all California students, but successful implementation of the new standards will require major changes in curricula, instructional materials, teacher training, and professional development, among many other things. The courts have also weighed in on education policy issues in California. The recent decision in the "Vergara v. State of California" case would require the state to rethink state and local policies on several key elements of teacher employment policy including "teacher tenure" and the rules for teacher dismissal. How much do California voters know about the policy changes that are transforming their education system, and what are their views about the direction in which the state is moving? This report presents findings from the latest Policy Analysis for California Education (PACE) and University of Southern California (USC) Rossier School of Education poll. The poll was conducted by MFour Research/Tulchin Research in June 2014. It surveyed California voters' knowledge and opinions about the quality of the state education system, CCSS, the "Vergara" case and teacher employment policies, LCFF, and charter schools. [For the previous report in the series of PACE/USC Rossier polls, "How Californians View Education Standards, Testing and Accountability: Results from the Third PACE/USC Rossier Poll" (2013), see ED564340.]

Published
2014

50. Risks of and risk factors for COVID-19 disease in people with diabetes: a cohort study of the total population of Scotland

Author

Whettlock, Alice, McLeod, Allan, Gasiorowski, Andrew, Merrick, Andrew, McAuley, Andy, Went, April, Purdie, Calum, Fischbacher, Colin, Ramsey, Colin, Bailey, David, Henderson, David, McDonald, Eisin, Drennan, Genna, Gowans, Graeme, Reid, Graeme, Murdoch, Heather, Carruthers, Jade, Murray, Josie, Heatlie, Karen, Donaldson, Lorraine, Paton, Martin, Reid, Martin, Llano, Melissa, Murphy-Hall, Michelle, Hall, Ross, Cameron, Ross, Brownlie, Susan, Gaffney, Adam, Milne, Aynsley, Sullivan, Christopher, McArdle, Edward, Glass, Elaine, Young, Johanna, Malcolm, William, McCoubrey, Jodie, McGurnaghan, Stuart J, Weir, Amanda, Bishop, Jen, Kennedy, Sharon, Blackbourn, Luke A K, McAllister, David A, Hutchinson, Sharon, Caparrotta, Thomas M, Mellor, Joseph, Jeyam, Anita, O'Reilly, Joseph E, Wild, Sarah H, Hatam, Sara, Höhn, Andreas, Colombo, Marco, Robertson, Chris, Lone, Nazir, Murray, Janet, Butterly, Elaine, Petrie, John, Kennon, Brian, McCrimmon, Rory, Lindsay, Robert, Pearson, Ewan, Sattar, Naveed, McKnight, John, Philip, Sam, Collier, Andrew, McMenamin, Jim, Smith-Palmer, Alison, Goldberg, David, McKeigue, Paul M, and Colhoun, Helen M

Published
2021
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