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The argument is made that increasing enrollments and graduation rates cannot occur while maintaining academic standards. Several U.S. universities are attempting to increase their enrollments to counter the financial difficulties created by a reduction in state support. These same universities are also under growing pressure from their state legislatures to increase four-year graduation rates and make degrees more affordable. In this essay, we describe how some universities and programs are attempting to meet both of these goals by lowering academic standards.

As part of No Child Left Behind (NCLB) legislation, many states are using confidence intervals to determine a range of scores for evaluating a school system. More specifically, the states are employing confidence intervals to help minimize measurement error in determining a school system's performance. The methodology and techniques employed in these NCLB calculations for confidence intervals have raised several questions with regard to appropriateness, methods, and the transfer to educational policy. The purpose of this paper is to review the methodology, application, and impact of the various methods in regard to educational policy. Additionally, simulations that examine variations in sample size and proportions were completed in order to examine how inconsistency can impact the determination of a school's performance relative to the achievement goals. (Contains 4 tables.)

Effective exploration of spatially referenced educational achievement data can help educational researchers and policy analysts accelerate interpretation of datasets to gain valuable insights. This paper illustrates the use of Geographic Information Systems (GIS) to analyze educational achievement gaps in Arkansas. It introduces the Geographic Academic Policy Series (GAPS) and presents one example of GAPS as a case study using GIS in the education policy analysis. The Geographic Academic Policy Series, developed in the National Office for Research on Measurement and Evaluation Systems, provides a visual "snapshot" of achievement relative to important policy issues. The GAPS series displays maps in conjunction with state-wide summaries of educational statistics, but does not require complicated understanding of statistics or methodology by the user. Currently, the GAPS series examines the relationships between school district academic performance and other district level variables including percent of students participating in Free and Reduced Lunch Programs (a proxy measure for poverty), school district size, and per pupil spending. In addition, district performance on the ACT exam, which is completed by students intending to attend college, is presented and examined in relation to district size. The GAPS series also includes state maps identifying the academic performance status of all districts and schools in Arkansas relative to NCLB. Policy makers have been particularly interested in the GAPS series, noting that it provides them with an effective method for examining academic achievement statewide.

The Revised NEO Personality Inventory (NEO PI-R) was developed to operationalize the Five-Factor Model of Personality. Using correlational analysis and confirmatory and exploratory factor analysis, the present study investigates the facet structure of the domain of Agreeableness of the NEO-PI-R at the facet and item level to assess which is a more appropriate level of analysis for interpretation. While the six Agreeableness facets fit the domain, the results of confirmatory factor analysis indicate that the original six facet model at the item level did not fit the data well. Exploratory factor analysis indicates that only 35 of the 48 items associated with the Agreeableness domain had salient loadings on their intended facet. Results indicate that performing item-level factor analysis can produce misleading or un-interpretable results. Implications for research and assessment are discussed. (Contains 3 tables.)

The Revised NEO Personality Inventory (NEO PI-R) was developed to operationalize the Five-Factor Model of Personality. Using correlational analysis and confirmatory and exploratory factor analysis, the present study investigates the facet structure of the domain of Agreeableness of the NEO-PI-R at the facet and item level to assess which is a more appropriate level of analysis for interpretation. While the six Agreeableness facets fit the domain, the results of confirmatory factor analysis indicate that the original six facet model at the item level did not fit the data well. Exploratory factor analysis indicates that only 35 of the 48 items associated with the Agreeableness domain had salient loadings on their intended facet. Results indicate that performing item-level factor analysis can produce misleading or un-interpretable results. Implications for research and assessment are discussed. (Contains 3 tables.)

The goal of an educational system or degree program is to "educate" students. This immediately raises the question of what does it mean to "educate" students. All academic institutions, degree programs and content areas are typically expected to answer this question and establish appropriate academic expectations both within the classroom and as part of their specific academic programs. The theme of this special edition is to provide insight on the challenges of improving graduation rates in both undergraduate and graduate education. As a statistics professor, on many occasions the authors have been part of both college and university committees on research methodology, statistics, and other academic requirements associated with graduate education. The purpose of this article is to provide an overview of these experiences and the authors' perspective on how to improve success of students in methodology and statistics courses associated with successfully completing a graduate degree.

The Motivated Strategies for Learning Questionnaire (MSLQ) has dominated self-regulated learning research since the early 1990s. In this study, the two MSLQ subscales specifically designed to assess self-regulation--Metacognitive Self-Regulation subscale and Effort Regulation subscale--were examined. Results indicated that the structure of the two scales is not supported by the original data reported by Pintrich, Smith, Garcia, and McKeachie in 1991 or new data. Statistical and theoretical analyses supported two modified scales, the General Strategies for Learning scale and the Clarification Strategies for Learning scale, that assess academic self-regulation from the original MSLQ items. The statistical and theoretical analyses, results, and modified scales are discussed. (Contains 9 tables and 1 figure.)

The National Office for Research on Measurement and Evaluation Systems (NORMES) at the University of Arkansas developed a web-based interactive system to provide information on state, district, and school level achievement gaps between white students and black students, socioeconomically disadvantaged students and non-disadvantaged students, male students and female students, and mobile students and non-mobile students. The website of this system is http://normessasweb.uark.edu/alert/. Using Hypertext Preprocessor (PHP) to generate interactive box plots and dynamic interpretation of effect sizes, this system provides K-12 educators with the information of the achievement gaps between the given groups. Dissemination of this system will help educators develop effective strategies for closing the achievement gaps. The information can be used by policy makers to create more accurate and effective policy decisions. (Contains 3 figures.)

Google Maps API (Application Programming Interface), released in late June 2005 by Google, is an amazing technology that allows users to embed Google Maps in their own Web pages with JavaScript. Google Maps API has accelerated the development of new Google Maps based applications. This article reports a Web-based interactive mapping system building with Google Maps API, to map all Arkansas public schools and linking the school on the Google map with its longitudinal educational achievement database. The goal of this system is to disseminate the longitudinal statistical summaries of school performance produced by experts with the school geographical information to public users. Educators can use this interactive mapping system for local educational research, and for analyses of school improvement through accessing the longitudinal educational achievement data. Parents can use this system to get information for deciding which school would provide the best educational environment, so that they can choose the best and nearest school for their children.

Effective exploration of spatially referenced educational achievement data can help educational researchers and policy analysts speed up gaining valuable insight into datasets. This article illustrates a demo system developed in the National Office for Research on Measurement and Evaluation Systems (NORMES) for supporting Web-based interactive exploration of state-wide educational achievement data. The spatially referenced statistical summaries are presented in thematic maps that are generated using the Geographic Information System (GIS). Visual analysis of the thematic maps can help the educational policy analysts to "see" complex spatial relationships and to detect patterns easily. Linking among GIS maps allows the educators to interactively "drill down" through a hierarchy of geopolitical levels and to visualize statistical graphics and tables which are dynamically generated using Hypertext Preprocessor (PHP) script language. Through building up the relationships between maps, graphs, and databases, this highly interactive Web-based system allows administrators to have an enhanced understanding of what is occurring in their schools, and allows the policy analysts to generate more accurate and effective policy decisions. (Contains 6 figures.)

School counselors are responsible for addressing social and personal issues, educational issues, and the career needs of students. Recent emphasis on high-stakes testing and school accountability has resulted in counselors focusing more of their time on schoolwide testing programs. A statewide survey provided information on counselors' attitudes of, involvement in, and activities associated with the testing process. (Contains 46 references and 3 tables.) (Author)

Considered recommendations made by R. Linn (2000) and made a preliminary determination of the degree of cohesion between the Arkansas Comprehensive Testing, Assessment, and Accountability (ACTAAP) program and those recommendations. The ACTAAP appears to be an exemplary program in the early stages of development. (SLD)

Studied the effects of student socioeconomic status (SES), using free- or reduced price-lunch as a measure of SES, on student performance on the Arkansas Fourth Grade benchmark Examination. Results from about 32,000 students indicate that direct comparisons of schools without regard to percentage of free and reduced lunch participation would not be equitable. (SLD)

Results of two surveys completed by scholarship recipients revealed that ACT scores and class ranking were important predictor variables for success in college. This study also showed a strong correlation between high school grade point average and freshman grade point average. (MKA)

School counselors are responsible for addressing social and personal issues, educational issues, and the career needs of students. Recent emphasis on high-stakes testing and school accountability has resulted in counselors [...]

Summary: Consensus guidelines have attempted to standardize the measurement and interpretation of pulse wave velocity (PWV); however, guidelines have not addressed whether hydration status affects PWV. Moreover, multiple studies have utilized heat stress to reduce arterial stiffness which may lead to dehydration. This study utilized two experiments to investigate the effects of dehydration on PWV at rest and during passive heat stress. In experiment 1, subjects (n = 19) completed two trials, one in which they arrived euhydrated and one dehydrated (1·2[1·0]% body mass loss). In experiment 2, subjects (n = 11) began two trials euhydrated and in one trial did not receive water during heat stress, thus becoming dehydrated (1·6[0·6]% body mass loss); the other trial subjects remained euhydrated. Using Doppler ultrasound, carotid‐to‐femoral (central) and carotid‐to‐radial (peripheral) PWVs were measured. PWV was obtained at a normothermic baseline, and at a 0·5°C and 1°C elevation in rectal temperature (via passive heating). In experiment 1, baseline central PWV was significantly higher when euhydrated compared to dehydrated (628[95] versus 572[91] cm s−1, respectively; P<0·05), but peripheral PWV was unaffected (861[117] versus 825[149] cm s−1; P>0·05). However, starting euhydrated and becoming dehydrated during heating in experiment 2 did not affect PWV measures (P>0·05), and independent of hydration status peripheral PWV was reduced when rectal temperature was elevated 0·5°C (−74[45] cm s−1; P<0·05) and 1·0°C (−70[48] cm s−1; P<0·05). Overall, these data suggest that hydration status affects measurements of central PWV in normothermic, resting conditions. Therefore, future guidelines should suggest that investigators ensure adequate hydration status prior to measures of PWV. [ABSTRACT FROM AUTHOR]

The National Office for Research on Measurement and Evaluation Systems (NORMES) at the University of Arkansas developed a web-based interactive system to provide information on state, district, and school level achievement gaps between white students and black students, socioeconomically disadvantaged students and non-disadvantaged students, male students and female students, and mobile students and non-mobile students. The website of this system is http://normessasweb.uark.edu/alert/. Using Hypertext Preprocessor (PHP) to generate interactive box plots and dynamic interpretation of effect sizes, this system provides K-12 educators with the information of the achievement gaps between the given groups. Dissemination of this system will help educators develop effective strategies for closing the achievement gaps. The information can be used by policy makers to create more accurate and effective policy decisions. [ABSTRACT FROM AUTHOR]

Effective exploration of spatially referenced educational achievement data can help educational researchers and policy analysts accelerate interpretation of datasets to gain valuable insights. This paper illustrates the use of Geographic Information Systems (GIS) to analyze educational achievement gaps in Arkansas. The Geographic Academic Policy Series (GAPS), developed in the National Office for Research on Measurement and Evaluation Systems, provides a visual ‘snapshot’ of achievement relative to important policy issues. The GAPS series displays maps in conjunction with state-wide summaries of educational statistics, but does not require complicated understanding of statistics or methodology by the user. Currently, the GAPS series examines the relationships between school district academic performance and other district level variables including percent of students participating in Free and Reduced Lunch Programs (a proxy measure for poverty), school district size, and per pupil spending. In addition, district performance on the ACT exam, which is completed by students intending to attend college, is presented and examined in relation to district size. The GAPS series also includes state maps identifying the academic performance status of all districts and schools in Arkansas relative to NCLB. Policy makers have been particularly interested in the GAPS series, noting that it provides them with an effective method for examining academic achievement statewide. [ABSTRACT FROM AUTHOR]

Presents information on a study regarding four large-scale national health data collection systems and their applications to women's health. Continuing Survey of Food Intakes by Individuals and Diet and Health Knowledge Survey; Third National Health and Nutrition Examination Survey; National Longitudinal Study of Adolescent Health; Youth Risk Behavior Surveillance System.

Functional movement patterns are an important aspect of everyday life, and a growing area of interest for determining the risk of injury and performance ability. Police, military, and fire personnel often carry torso-borne loads that increase the demands on the body while performing occupational tasks. The purpose of this study was to compare movement screen results in both a loaded and unloaded condition to identify potential effects that torso-borne body armor load carriage may have on tactical performance. This provided objective data on the effects that external loads may have on functional movement patterns. Twenty-four physically active participants (11 males, 13 females) volunteered and completed the Fusionetics™ Movement Efficiency Test (FMET) in two conditions: loaded (wearing a 13.5 kg tactical vest) and unloaded, in a counterbalanced order. Participants were video recorded performing these movements and scored later. The overall scores, on a scale of 0 to 100, showed a large, statistically significant decline in functional movement pattern quality from the unloaded to the loaded condition (12.6±7.3 points, p<.001, d =1.8). In the subscales, statistically significant declines ( p <.001) were seen in the 2-leg squat ( d =0.8), push-ups ( d =1.1), shoulder movements ( d =2.1), and trunk movements ( d =0.9). There was no significant effect of load on the cervical movements or 1-leg squat. Overall, torso-borne body armor loading decreased functional movement pattern quality, suggesting the potential benefit of performing loaded movement screens on tactical athletes.