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The sustaining environments thesis hypothesizes that PreK effects are more likely to persist into later grades if children experience high-quality learning environments in the years subsequent to PreK. This study tests this hypothesis using data from a statewide PreK randomized experiment in Tennessee that found positive effects at the end of PreK that did not persist past kindergarten. These data were combined with teacher observation and school-level value-added scores from Tennessee's formal evaluation system to determine whether positive effects of PreK persisted for the subgroup of students exposed to higher-quality learning environments between kindergarten and 3rd grade. Neither exposure to highly effective teachers nor attending a high-quality school was sufficient by itself to explain differences in achievement between PreK participants and non-participants in 3rd-grade. However, this study found evidence that having both was associated with a sustained advantage for PreK participants in both math and ELA. Notably, however, very few children were exposed to high-quality learning environments after PreK, suggesting that maximizing PreK investments may require attending to the quality of learning environments during PreK and beyond.

There is demand among policy-makers for the use of state education longitudinal data systems, yet laws and policies regulating data disclosure limit access to such data, and security concerns and risks remain high. Well-developed synthetic datasets that statistically mimic the relations among the variables in the data from which they were derived, but which contain no records that represent actual persons, present a viable solution to these laws, policies, concerns, and risks. We present a case study in the development of a synthetic data system and highlight potential applications of synthetic data. We begin with an overview of synthetic data, what it is, how it has been utilized thus far, and the potential benefits and concerns in its application to education data systems. We then describe our federally-funded project, proposing the steps required to synthesize a statewide longitudinal data system covering high school, postsecondary, and workforce data. Last, for use as a template for other agencies considering synthetic data, we review the challenges we have confronted in the development of our synthetic data system for research and policy evaluation purposes.

Online credit recovery will likely expand in the coming years as school districts try to address increased course failure rates brought on by the coronavirus pandemic. Some researchers and policymakers, however, raise concerns over how much students learn in online courses, and there is limited evidence about the effectiveness of online credit recovery. This article presents findings from a multisite randomized study, conducted prior to the pandemic, to expand the field's understanding of online credit recovery's effectiveness. Within 24 high schools from a large urban district, the study randomly assigned 1,683 students who failed Algebra 1 or ninth grade English to a summer credit recovery class that either used an online curriculum with in-class teacher support or the school's business-as-usual teacher-directed class. The results suggest that online credit recovery had relatively insignificant effects on student course experiences and content knowledge, but significantly lower credit recovery rates for English. There was limited heterogeneity in effects across students and schools. Non-response on the study-administered student survey and test limit our confidence in the student experience and content knowledge results, but the findings are robust to different approaches to handling the missing data (multiple imputation or listwise deletion). We discuss how the findings add to the evidence base about online credit recovery and the implications for future research. [ABSTRACT FROM AUTHOR]

A 14‐h version of TOGETHER, a relationship and financial education program for couples (Author, 2015), was evaluated by comparing pre‐ and post‐intervention changes in psychological distress, relationship functioning, and financial management in couples that participated in this shorter 14‐h workshop (14HW) version, in the original 20‐h workshop (20HW) version, or in a control group that received no intervention. The total sample included 649 community couples (14HW group: 320; 20HW group:182; control group: 147) recruited from the Washington, DC, metropolitan area. Self‐report data were analyzed through dyadic multilevel models to test mean differences within each group (control, 14HW, and 20HW) and across groups from pre‐intervention to post‐intervention controlling for demographic differences and baseline measurement of variables. Compared to the 20HW version, the 14HW format had lower attrition and greater participation. In addition, improvements in positive conflict management, relationship quality and satisfaction, and commitment, and reductions in negative conflict management and difficulties paying bills were not significantly different from the 20HW group, but they were significantly different from the control group. Participants reported high levels of program satisfaction. Limitations and programmatic implications, as well as the need for further evaluations of the 14HW version, are discussed. [ABSTRACT FROM AUTHOR]

The present study evaluated the effectiveness of the TOGETHER program through a randomized controlled trial. A sample of community couples, predominantly African-American and low-income, was randomly assigned to either a no-intervention control group (N = 147) or the intervention group (N = 145) that participated in the program consisting of a 20-hour integrated relationship and financial education workshop and referrals to community services for family needs. Both groups completed self-report instruments upon enrollment (T1), 8 weeks later (workshop end = T2), and 6 months later (T3) regarding general and financial individual coping and well-being, general and financial relationship functioning, and financial self-efficacy and management. Dyadic multilevel models controlling for demographic variables and baseline measurement of outcome variables were used to test T1 – T2, T2 – T3, and T1 – T3 mean differences. Improvements in the intervention group were statistically significantly different from the control group at 6-month follow-up in the following areas: Stress levels, use of positive individual and dyadic strategies to manage financial and non-financial stress, conflict management, relationship satisfaction and commitment, and budgeting. Considering the reciprocal influence of individual/relational emotional and financial aspects, TOGETHER may be a particularly useful relationship education program for financially distressed couples. However, given the absence of significant differences between the intervention and control groups in financial stress, financial shared goals and values, cash and credit management, and savings/investment, future studies should continue evaluating whether the financial literacy component of the program may have a positive impact in such outcomes. Limitations and implications are discussed. [ABSTRACT FROM AUTHOR]

Behavioral integrity (BI)—a perception that a person acts in ways that are consistent with their words—has been shown to have an impact on many areas of work life. However, there have been few studies of BI in Eastern cultural contexts. Differences in communication style and the nature of hierarchical relationships suggest that spoken commitments are interpreted differently in the East and the West. We performed three scenario-based experiments that look at response to word–deed inconsistency in different cultures. The experiments show that Indians, Koreans, and Taiwanese do not as readily revise BI downward following a broken promise as do Americans (Study 1), that the U.S.–Indian difference is especially pronounced when the speaker is a boss rather than a subordinate (Study 2), and that people exposed to both cultures adjust perceptions of BI based on the cultural context of where the speaking occurs (Study 3). [ABSTRACT FROM AUTHOR]

Mediation analysis has become one of the most widely used tools for investigating the mechanisms through which variables influence each other. When conducting mediation analysis with fully nested data (e.g., individuals working in teams) or partially nested data (e.g., individuals working alone in one study arm but working in teams in another arm) special considerations arise. In this article we (a) review traditional approaches for analyzing mediation in nested data, (b) describe multilevel structural equation modeling (MSEM) as a versatile technique for assessing mediation in fully nested data, and (c) explain how MSEM can be adapted for assessing mediation in partially nested data (MSEM-PN) and introduce two new MSEM-PN specifications. MSEM-PN affords options for testing equality of level-specific mediation effects in the nested arm with mediation effects in the nonnested arm. We demonstrate the application of MSEM and MSEM-PN in simulated examples from the group processes literature involving fully and partially nested data. Finally, we conclude by providing software syntax and guidelines for implementation. [ABSTRACT FROM PUBLISHER]

Objective: Research suggests that the nature of combat may affect later development of posttraumatic stress disorder (PTSD) in combat veterans. Studies comparing rates of PTSD across different conflicts indicate that the use of asymmetric or guerilla-style tactics by enemy fighters may result in higher rates of PTSD among U.S. military personnel than the use of symmetric tactics, which mirror tactics used by U.S. forces. Investigations of the association between enemy combat tactics and PTSD across conflicts were limited because of cohort effects and a focus on male veterans. The current study examined rates of PTSD diagnosis in a sample of male and female veterans deployed to Operation Iraqi Freedom (OIF), a conflict with 3 distinct phases marked by varying enemy tactics., Method: Participants were 738 veterans enrolled in Project VALOR (Veterans' After-Discharge Longitudinal Registry) who deployed once to OIF. Participants completed a clinician interview as well as self-report measures., Results: Male veterans deployed during the OIF phase marked by asymmetric tactics were more than twice as likely to be diagnosed with PTSD as those deployed during the other 2 phases, even after controlling for extent of combat exposure, demographic characteristics, and other deployment-related risk factors for PTSD. Differing rates of PTSD across the 3 OIF phases were not observed among female participants., Conclusion: The nature of combat (specifically, asymmetric enemy tactics) may be a risk factor for the development of PTSD among males. Factors other than enemy tactics may be more important to the development of PTSD among females. (PsycINFO Database Record, ((c) 2016 APA, all rights reserved).)