29,322 results on '"New, P."'
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2. SPPED Cloze Training Manual. Form 082.
- Author
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New York State Education Dept., Albany. Div. of Evaluation. and New York State Education Dept., Albany. Div. of Research.
- Abstract
In order to permit teachers to tailor their instruction in the introduction of the SPPED Multiple Choice Cloze to their students, this training manual provides a package of lesson plans and materials developed by the System for Pupil and Program Evaluation and Development (SPPED). The materials include Student Guides for grade 1, grades 2-3, grades 4-6, and grades 7-12. The guides for each grade span contain exercises of increasing complexity that lead step by step to the kinds of passages and items students will encounter on a SPPED Multiple Choice Cloze Test. There are also Additional Cloze Training Passages that can be combined with the Student Guides and duplicated as lesson booklets for students. (BW)
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- 2024
3. THE REGENTS STATEWIDE PLAN FOR THE EXPANSION AND DEVELOPMENT OF HIGHER EDUCATION, 1964, WITH THE PROGRESS REPORTS FOR 1966 AND 1967. (TITLE SUPPLIED).
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New York State Education Dept., Albany. and State Univ. of New York, Albany.
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AS THE HEAD OF THE STATE'S EDUCATIONAL SYSTEM, THE BOARD OF REGENTS EXERCISES CONTROL OVER FOUR SEGMENTS OF HIGHER EDUCATION--(1) THE STATE UNIVERSITY OF NEW YORK, (2) THE CITY UNIVERSITY OF NEW YORK, (3) THE COMMUNITY COLLEGES OPERATING WITHIN THE PROGRAM OF THE STATE UNIVERSITY, AND (4) THE PRIVATELY CONTROLLED COLLEGES. IN 1964 THE REGENTS PREPARED THIS PLANNING DOCUMENT, GIVING ATTENTION TO (1) THE STATE'S HIGHER EDUCATION NEEDS, INCLUDING PROJECTIONS OF ENROLLMENTS, (2) THE REGENTS' GOALS FOR POST-HIGH SCHOOL EDUCATION, (3) REVIEWS OF INSTITUTIONAL PLANS, (4) A 63-POINT PLAN FOR ORGANIZATION AND ADMINISTRATION OF HIGHER EDUCATION, (5) FINANCING, AND (6) RECOMMENDATIONS FOR FUTURE DEVELOPMENT. THE PLAN IS INTENDED (1) TO MEET THE NEEDS OF INDIVIDUALS, (2) TO MEET THE NEEDS OF THE ECONOMY AND THE SOCIETY, (3) TO STRENGTHEN INSTITUTIONS, (4) TO IMPROVE STATE SERVICES TO THE COLLEGES, AND (5) TO GUIDE AND ENCOURAGE THE DEVELOPMENT OF NEW PROGRAMS AND INSTITUTIONS. APPENDIXES CONTAIN EXCERPTS FROM PERTINENT STATE LAWS, A LIST OF RELATED STUDIES AND REPORTS, AND LISTS OF THE STATE'S INSTITUTIONS OF HIGHER EDUCATION, WITH SELECTED STATISTICAL INFORMATION. SUPPLEMENTAL PROGRESS REPORTS SUBMITTED BY THE BOARD OF REGENTS IN 1966 AND 1967 ARE INCLUDED IN THE BASIC DOCUMENT. (WO)
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- 2024
4. Animal Science Technology. An Experimental Developmental Program. Volume II, Curriculum Course Outlines.
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State Univ. of New York, Delhi. Agricultural and Technical Coll. and Brant, Herman G.
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This volume, the second of a two part evaluation report, is devoted exclusively to the presentation of detailed course outlines representing an Animal Science Technology curriculum. Arranged in 6 terms of study (2 academic years), outlines are included on such topics as: (1) Introductory Animal Science, (2) General Microbiology, (3) Zoonoses, (4) Animal Reproduction, (5) Clinical Management, (6) Animal Parasitology, (7) Animal Nutrition, (8) Genetics, and (9) Technical Reporting. Each outline includes estimated instruction time, a lesson description, and reference materials. It should be noted that the establishment of the first year of this curriculum assumes a common core to be taken by all students during the first 3 terms of the program. The second year is characterized by a modified core approach, whereby a reduced number of required courses allow for the selection, by the students, of one of the two option areas; namely, the Laboratory Animal Option or the Veterinary Assisting Option. Volume I of this report, the description and evaluation of the program, is available as VT 013 804. (Author/JS)
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- 2024
5. An Instructional Playground for the Handicapped Using Tires as Inexpensive Playground Equipment: Activity and Construction Manual.
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New York State Education Dept., Albany. Special Education Instructional Materials Center.
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The manual explains how special education students in an occupational program used tires to construct an inexpensive instructional playground for handicapped elementary school pupils. Presented in two sections with accompanying pictures or diagrams are activity ideas for using the tires in a variety of configurations (Part 1) and construction and installation instructions (Part 2) both within the school shop setting and at the playground site. Listed in a brief introductory section are the following project benefits: students' satisfaction, increased interaction between special education and physical education staff members and between students in special and regular classes, equipment safety, and low cost (under $400) of constructing the playground. (LH)
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- 2024
6. ASSOCIATE IN ARTS DEGREE PROGRAM FOR ADULTS.
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New York Univ., NY. School of Continuing Education and Extension Services.
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THIS BROCHURE FOR THE 1968-69 ACADEMIC YEAR DESCRIBES THE CURRICULUM, HISTORY, AND PURPOSE OF THE SCHOOL OF CONTINUING EDUCATION, DESIGNED SPECIFICALLY FOR THE WORKING ADULT. IT GIVES DETAILS OF EACH COURSE IN THE 4-YEAR PROGRAM--(1) HUMANITIES, (2) SOCIAL SCIENCES, (3) NATURAL SCIENCES AND MATHEMATICS, AND (4) INTERDISCIPLINARY SEMINARS, LEADING TO THE ASSOCIATE IN ARTS DEGREE. THE PROGRAM IS NOT ONLY COMPREHENSIVE AND COMPLETE IN ITSELF, BUT CAN ALSO BE EVALUATED FOR TRANSFER TO A BACCALAUREATE PROGRAM IN THE LIBERAL ARTS. THE PROGRAM CARRIES 64 COLLEGE CREDITS AND CALLS FOR REGULAR ATTENDANCE TWO EVENINGS A WEEK, TWO CLASSES A NIGHT. IT ALSO PROVIDES FOR THREE FRIDAY COLLOQUIA PER SEMESTER AND A RECOMMENDED WEEKEND IN RESIDENCE AT THE END OF EACH TERM. INCLUDED IN THE BOOKLIST ARE THE FOLLOWING--A LIST OF THE CURRENT FACULTY MEMBERS, A READING LIST FOR EACH SEMESTER AND FOR THE SUMMERS, EXAMPLES OF ASSIGNMENTS, SAMPLE TOPICS OF THE FRIDAY EVENING COLLOQUIA, A DESCRIPTION OF A TYPICAL RESIDENTIAL WEEKEND, ADMISSION REQUIREMENTS, AND A FEE (AND FINANCIAL AID) SCHEDULE. (HH)
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- 2024
7. Minority Aged: Asian Americans, A Bibliography.
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ERIC Clearinghouse on Urban Education, New York, NY.
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This annotated bibliography lists various guides, bibliographies, papers, reports, books, articles, and other literature dealing with topics related to older Asian Americans. (EB)
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- 2024
8. Curriculum and Teaching of Mathematics in the Higher Secondary Schools - An Analysis of Syllabuses.
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National Council of Educational Research and Training, New Delhi (India). Dept. of Curriculum and Evaluation.
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This curriculum project in general mathematics was planned in order to study syllabuses of the elementary and high school curriculum under the following broad categories: (1) objectives of education and mathematics, (2) arrangement of the content, the duration of the course and the achievement expected in each topic, and (3) objectives of education at the primary and the middle level. One of the reports is an analysis of 43 books in elementary mathematics that are in use in various states of the country. The purpose of this study was to obtain an analytical opinion from the teachers about the textbooks in actual use for teaching elementary mathematics. This information was classified according to general information, general organization of the textbooks, subject matter, style of writing, pictorial and graphic illustrations, and objectives. The second report is an analysis of a limited survey of 30 schools selected from four states of India. The purpose of this study was to determine the current teaching-learning practices followed by teachers and students in the study of elementary mathematics. A factual account of what was observed in classes by the investigators and reported by teachers and students during interviews is reported for the following areas: (1) motivation, (2) continuity, (3) teaching new concepts, (4) problem solving, (5) individual and group work, (6) homework, and (7) teaching aids. (RP)
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- 2024
9. Curriculum and Teaching of Mathematics in the Higher Secondary Schools.
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National Council of Educational Research and Training, New Delhi (India). Dept. of Curriculum and Evaluation.
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This curriculum project in general mathematics was planned with two specific objectives--(1) to study the existing curricula, textbooks, and teaching methods in mathematics in higher secondary schools of various states, and (2) to develop a new curriculum in mathematics in light of the objectives of teaching the subject and to try out the experimental curriculum by adopting suitable techniques of teaching and learning. Given is a brief account, in two sections, of how the project was conducted through various stages. Section I deals with the study of the existing syllabuses, textbooks, and teaching methods in mathematics in higher secondary schools. Section I I deals with the development of the new curriculum as it involves (1) formulation and specifications of objectives, (2) selection and organization of learning materials, (3) developing the learning experiences, and (4) evaluation of the curriculum. (RP)
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- 2024
10. Procedures, Planning Guides, and Cost Data for Community Colleges.
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State Univ. of New York, Albany. Office of Architecture and Facilities. and Rowlands, Ellis M.
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A guidebook of required procedures for capital construction programs for community colleges in New York State. Existing community colleges are listed giving actual and estimated enrollments for 1963-1974. Required procedures specified include--(1) initiation of capital construction and budget requests, (2) space utilization and space projections, building requirements program, (3) rules of procedure for approval of preliminary drawing requirements, and (4) acquisition of additional land for community colleges. Other requirements outlined include building codes, fee schedules, time schedules, site selection, and policies regarding carpeting and air conditioning. Cost data for existing colleges and cost guidelines for proposed facilities are included. (NI)
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- 2024
11. College Student Mental Health in the Post-COVID Era: Education and Workforce-Aligned Solutions Needed in New England
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New England Board of Higher Education (NEBHE), Grace Moore, and Rachael Conway
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Almost two-thirds (64%) of students who are considering dropping out of college cited emotional stress or personal mental health challenges as the reason--more than twice the percentage of those who cite the cost of attendance. The mental health crisis disproportionately impacts students of color, and there is also a critical lack of diversity in the health provider workforce. Given the severity of the mental health crisis on college campuses, higher education and government leaders may feel unsure about how to make a positive impact. This brief contains seven recommendations for higher education institutions and state policymakers that can contribute to a long-term strategy of improving institutional capacity to meet the mental health needs of today's college students.
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- 2024
12. A Course Marking Roadmap: Recommendations to Guide the Development and Implementation of Open and Affordable Course Marking for the Benefit of Students, Faculty, and Institutions
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Midwestern Higher Education Compact (MHEC), New England Board of Higher Education (NEBHE), Southern Regional Education Board (SREB), Western Interstate Commission for Higher Education (WICHE), National Consortium for Open Educational Resources (NCOER), Gina Johnson, Annika Many, Jenny Parks, and Liliana Diaz Solodukhin
- Abstract
Open educational resources (OER) are teaching, learning, or research resources that are offered freely to users in at least one form and that either reside in the public domain or have been released under an open copyright license that allows for its free use, reuse, modification, and sharing with attribution. Course marking (also called attributes, designations, tags, flags, labels) are specific, searchable attributes or designations that are applied to courses, allowing students to quickly identify important information to aid in their decision making and allow them to efficiently plan their academic careers. In 2022, the report, "Toward Convergence: Creating Clarity to Drive More Consistency in Understanding the Benefits and Costs of OER," introduced a set of principles and frameworks that provide guidance for states, systems, and institutions wanting to better understand the benefits of open educational resources (OER). MHEC led the national effort to produce the report, which details recommendations for consistently estimating the cost savings realized by students when a course uses OER compared to traditional course material. Realizing such analyses are not possible without accurate data on course materials, MHEC then led a national effort to create this report to highlight five steps critical for the development of an effective course marking process, providing committed stakeholders with a roadmap and set of recommendations to improve consistency and reliability for marking courses in college registration materials, so students know the costs and nature of such materials at the time they choose their classes. Consistency of course marking efforts across the United States contributes to the ability to aggregate data from many institutions and conduct studies of how OER saves students money and contributes to enhanced student outcomes.
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- 2024
13. Student Records Access for Success: Closed Schools, Transcript Holds, and the Future of Learner Records. Recent Actions, Issues and Resources at the Accreditor, Institutional, State and National Levels
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Midwestern Higher Education Compact (MHEC), Higher Learning Commission (HLC), Cuyahoga Community College, New England Board of Higher Education (NEBHE), Western Interstate Commission for Higher Education (WICHE), Jared Abdirkin, Peace Bransberger, Tisha Hardy, Jenny Parks, and Zach Waymer
- Abstract
Student records, and specifically academic transcripts, are the traditional record of a student's completed coursework and their earned credential at an educational institution. Transcripts can serve as proof and a signal to potential employers and other educational institutions that a student has engaged in certain learning activities and obtained knowledge in given areas. Early in 2021, staff members from the Higher Learning Commission (HLC), the U.S. Department of Education and the regional compacts -- the Midwestern Higher Education Compact (MHEC), the New England Board of Higher Education (NEBHE), and the Western Interstate Commission for Higher Education (WICHE) -- met to discuss students' access to their records as a matter of student success. Three concerns were identified: student access to transcripts when there are financial or administrative holds placed on student accounts at institutions; access to student records when an institution closes; and the future of student records access. HLC and the regional compacts have continued to discuss and study the topic of transcript holds and closed school records. The issues surrounding transcript holds and closed school records have received ever greater attention in light of supporting student success since the pandemic. Because of the many ways the pandemic caused a re-thinking of business as usual, changes to transcript holds became a policy and process initiative at the federal, state, and institutional levels. The definition of student success for this paper includes enrolling in and completing a postsecondary education, transferring between institutions, earning licensure, securing employment, qualifying for military service, and other scenarios that vary by student. This paper provides an overview of student records issues, from an accreditor and regional compacts perspective. It includes recent legislative and policy actions at the federal and state levels as well as practitioner solutions and tools for institutions created by regional compacts, institutions, and other organizations. Resources are provided for those working at the institutional level as well as at the state or federal policy level to help students succeed.
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- 2024
14. 45th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2023
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Office of Special Education and Rehabilitative Services (OSERS) (ED) and New Editions Consulting, Inc.
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The describes the nation's progress in (1) providing a free appropriate public education (FAPE) for children with disabilities under IDEA, Part B, and early intervention services to infants and toddlers with disabilities and their families under IDEA, Part C; (2) ensuring that the rights of these children with disabilities and their parents are protected; (3) assisting States and localities in providing IDEA services to all children with disabilities; and (4) assessing the effectiveness of efforts to provide IDEA services to children with disabilities. The report focuses on children with disabilities being served under IDEA, Part B and Part C, nationally and at the State level. Part B of IDEA provides funds to States to assist them in making FAPE available to eligible children with disabilities, ages 3 through 21, who are in need of special education and related services, whereas Part C of IDEA provides funds to States to assist them in developing and implementing statewide, comprehensive, coordinated, multidisciplinary interagency systems to make early intervention services available to all eligible children with disabilities, from birth through age 2, and their families.
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- 2024
15. High School Advising: Exploring NYC Students' Perceptions of School-Based Support for College and Career Transitions. Research Report
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New York University, Research Alliance for New York City Schools, John Sludden, and James J. Kemple
- Abstract
Preparing students for both college and careers has been an explicit national policy objective for more than a decade. Recently, the "College for All" discourse prominent in the early 2000s has faded as more resources and attention have been focused on career-connected learning. New York City Public Schools (NYCPS) has been at the forefront of this shift, establishing a goal that all students have a "pathway to and preparation for a rewarding career and long-term economic security." As part of this push, NYCPS has expanded apprenticeship and internship opportunities and codified the expectation that every high school student receives individualized career and college advising and planning support. Despite the increased emphasis on college and career preparation, high school advising remains understudied, including in the context of formal career and technical education (CTE) programs. Together with partners from the CTE Research Network, the Research Alliance is engaged in a multi-state project that is investigating the role of advising in students' postsecondary transitions. The current report examines New York City high school students' perceptions of and experiences with college and career planning, the extent to which planning support differs across students and schools, and the link between planning support and short-term student outcomes. The study draws on the Senior Exit Survey administered in 2018, which was issued to only about half of NYC's high schools. Since that time, NYCPS has mandated the documentation of individualized advising plans for all high school students, meaning it is quite possible that students' experiences with advising have changed in recent years. Still, the authors believe their findings highlight challenges that will need to be surmounted to ensure all students are prepared for college and careers.
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- 2024
16. The Role of High School Career-Focused Advising in Students' Postsecondary Planning: A Qualitative Study
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MDRC, New York University, Research Alliance for New York City Schools, Bryan C. Hutchins, Emma Alterman, Cassie Wuest, John Sludden, and Julie A. Edmunds
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The goal of this study was to provide insights on the extent to which high school students receive support for college and career planning, the mechanisms through which they receive this information, and how this varies across students and settings using data from a multi-state, multi-study project focused on advising for postsecondary transitions. Conducted by a collaborative team from three organizations--MDRC, the Research Alliance for New York City Schools, and University of North Carolina at Greensboro's Early College Research Center--this study examines advising structures and practices across 17 high schools in North Carolina and New York City, representing diverse school types, including career and technical education (CTE)-focused schools as well as comprehensive schools offering CTE for elective credit. Findings indicate that advising practices were largely shaped by each school's academic focus and staff expectations. CTE-focused schools, for example, typically were dually focused on preparing students for postsecondary education and careers through CTE programs that included structured partnerships with colleges and employers. In contrast, comprehensive schools varied in their emphasis on college and career advising and the degree to which students were expected to participate in career exploration and preparation activities. Some comprehensive schools expected or encouraged higher levels of CTE participation, whereas others offered CTE without requiring students to participate or commit to a pathway. These schools also differed in how career advising was integrated into the overall approach to postsecondary planning, with some focusing primarily on college preparation and others helping students develop career knowledge and skills as part of a broader college and workforce readiness strategy. Additionally, the study highlights the important role that advisors and other school personnel, particularly CTE teachers, play in helping students link their interests with available school-supported preparation activities and underscores the benefits of personalized, proactive advising tailored to individual student needs. [This paper was created by the Early College Research Center, UNC Greensboro.]
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- 2024
17. Exploring the Role and Effects of High School Advising on CTE Students' Transition to Postsecondary Education and the Workforce
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RAND Corporation, MDRC, New York University, Research Alliance for New York City Schools, Julie A. Edmunds, Christine Mulhern, Brian Phillips, Rachel Rosen, John Sludden, James Kemple, Bryan C. Hutchins, Emma Alterman, and Cassie Wuest
- Abstract
This paper presents a synthesis of three collaboratively conducted studies exploring the relationship between career-focused advising and the postsecondary transition with an emphasis on students enrolled in Career and Technical Education (CTE). The studies included a survey administered to high school seniors in New York City schools, an impact study of career coaches in North Carolina, and a qualitative study looking at implementation of advising in New York City and North Carolina. Key themes coming from the three studies included: 1) postsecondary transition advising is a schoolwide phenomenon; 2) the content and intensity shifts over a student's time in high school; 3) advising tends to focus more on college with less attention paid to career opportunities except in settings with an explicit career emphasis; 4) students with more advantaged backgrounds tend to participate in advising at higher levels; 5) higher participation in advising is associated with an increase in CTE-related activities; 6) college-focused advising is associated with higher enrollment in four-year schools while career-focused advising is associated with higher enrollment in two-year and lower enrollment in four-year institutions; and 7) additional research on how advising outcomes differ by student characteristics is needed. This article also summarizes key methodological takeaways about doing research related to advising. [This paper was created by the Early College Research Center, UNC Greensboro.]
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- 2024
18. Participation and Outcomes in Out-of-School Work-Based Learning: Evidence from ExpandED's STEM Options Program. Research Report
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New York University, Research Alliance for New York City Schools, Clare Buckley Flack, John Sludden, and James J. Kemple
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There is currently a heavy emphasis on career-connected learning for high school students in New York City. ExpandED Schools' science, technology, engineering and mathematics (STEM) Options (ES Options) program predates the newest of these initiatives. Launched in 2019, ES Options combines a credit-bearing STEM apprenticeship in the spring with a teaching internship in summer, designed to offer students hands-on learning experiences that increase their interest in STEM while exposing them to potential careers. Aspects of this model, including the provision of high school credit for a hybrid learning and work experience, have been adopted more broadly by New York City Public Schools and nonprofit organizations across the City. Insights into ES Options' successes, challenges, and outcomes are therefore valuable to inform the continued development and improvement of local programs as well as broader efforts in the field. In the previous report, "Recruiting and Retaining High School Students in Out-of-School Work-Based Learning Lessons from New York City," the Research Alliance described ES Options' implementation in 2022, highlighting notable challenges with program recruitment and persistence and outlining promising strategies to address these challenges. In this new report, patterns of program participation for a more recent cohort of students (2023) are examined, and analyses to investigate key student outcomes are extended. Building from the findings of those analyses, ExpandED piloted two new program models with the 2024 cohort. The first offers apprenticeships at schools during the school day as part of students' regular schedules. The second folds the apprenticeship into a six-week paid summer intensive, avoiding a key point of program attrition. Initial feedback about the in-school and summer intensive models' changes appears positive, and worth monitoring moving forward.
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- 2024
19. Denotational Semantics of Gradual Typing using Synthetic Guarded Domain Theory (Extended Version)
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Giovannini, Eric, Ding, Tingting, and New, Max S.
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Computer Science - Programming Languages - Abstract
Gradually typed programming languages, which allow for soundly mixing static and dynamically typed programming styles, present a strong challenge for metatheorists. Even the simplest sound gradually typed languages feature at least recursion and errors, with realistic languages featuring furthermore runtime allocation of memory locations and dynamic type tags. Further, the desired metatheoretic properties of gradually typed languages have become increasingly sophisticated: validity of type-based equational reasoning as well as the relational property known as graduality. Many recent works have tackled verifying these properties, but the resulting mathematical developments are highly repetitive and tedious, with few reusable theorems persisting across different developments. In this work, we present a new denotational semantics for gradual typing developed using guarded domain theory. Guarded domain theory combines the generality of step-indexed logical relations for modeling advanced programming features with the modularity and reusability of denotational semantics. We demonstrate the feasibility of this approach with a model of a simple gradually typed lambda calculus and prove the validity of beta-eta equality and the graduality theorem for the denotational model. This model should provide the basis for a reusable mathematical theory of gradually typed program semantics. Finally, we have mechanized most of the core theorems of our development in Guarded Cubical Agda, a recent extension of Agda with support for the guarded recursive constructions we use.
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- 2024
20. Observations of Uranus at High Phase Angle as Seen by New Horizons
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Hasler, Samantha N., Mayorga, L. C., Grundy, William M., Simon, Amy A., Benecchi, Susan D., Howett, Carly J. A., Protopapa, Silvia, Hammel, Heidi B., Wenkert, Daniel D., Stern, S. Alan, Singer, Kelsi N., Porter, Simon B., Brandt, Pontus C., Parker, Joel W., Verbiscer, Anne J., Spencer, John R., and Team, the New Horizons Planetary Science Theme
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Astrophysics - Earth and Planetary Astrophysics - Abstract
We present flux measurements of Uranus observed at phase angles of 43.9{\deg}, 44.0{\deg}, and 52.4{\deg} by the Multispectral Visible Imaging Camera (MVIC) on the New Horizons spacecraft during 2023, 2010, and 2019, respectively. New Horizons imaged Uranus at a distance of about 24-70 AU (2023) in four color filters, with bandpasses of 400-550 nm, 540-700 nm, 780-975 nm, and 860-910 nm. High-phase-angle observations are of interest for studying the energy balance of Uranus, constraining the atmospheric scattering behavior, and understanding the planet as an analog for ice giant exoplanets. The new observations from New Horizons provide access to a wider wavelength range and different season compared to previous observations from both Voyager spacecraft. We performed aperture photometry on the New Horizons observations of Uranus to obtain its brightness in each photometric band. The photometry suggests that Uranus may be darker than predicted by a Lambertian phase curve in the Blue and Red filters. Comparison to simultaneous low-phase Hubble WFC3 and ground-based community-led observations indicates a lack of large-scale features at full-phase that would introduce variation in the rotational light curve. The New Horizons reflectance in the Blue (492 nm) and Red (624 nm) filters does not exhibit statistically significant variation and is consistent with the expected error bars. These results place new constraints on the atmospheric model of Uranus and its reflectivity. The observations are analogous to those from future exoplanet direct-imaging missions, which will capture unresolved images of exoplanets at partial phases. These results will serve as a "ground-truth" with which to interpret exo-ice giant data., Comment: Accepted for publication in the Planetary Science Journal, 11 pages, 6 figures
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- 2024
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21. Fluid Antenna Multiple Access with Simultaneous Non-unique Decoding in Strong Interference Channel
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Ghadi, Farshad Rostami, Wong, Kai-Kit, Kaveh, Masoud, Xu, H., New, W. K., Lopez-Martinez, F. Javier, and Shin, Hyundong
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Computer Science - Information Theory - Abstract
Fluid antenna system (FAS) is gaining attention as an innovative technology for boosting diversity and multiplexing gains. As a key innovation, it presents the possibility to overcome interference by position reconfigurability on one radio frequency (RF) chain, giving rise to the concept of fluid antenna multiple access (FAMA). While FAMA is originally designed to deal with interference mainly by position change and treat interference as noise, this is not rate optimal, especially when suffering from a strong interference channel (IC) where all positions have strong interference. To tackle this, this paper considers a two-user strong IC where FAMA is used in conjunction with simultaneous nonunique decoding (SND). Specifically, we analyze the key statistics for the signal-to-noise ratio (SNR) and interference-to-noise ratio (INR) for a canonical two-user IC setup, and subsequently derive the delay outage rate (DOR), outage probability (OP) and ergodic capacity (EC) of the FAMA-IC. Our numerical results illustrate huge benefits of FAMA with SND over traditional fixed-position antenna systems (TAS) with SND in the fading IC.
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- 2024
22. Educational Practices to Identify and Support Students Experiencing Homelessness. Overview Brief #5: Vulnerable Populations. Updated
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EdResearch for Action, Annenberg Institute for School Reform at Brown University, Results for America, New York University, Research Alliance for New York City Schools, Alexandra Pavlakis, J. Kessa Roberts, Meredith Richards, Kathryn Hill, and Zitsi Mirakhur
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The EdResearch for "Action Overview Series" summarizes the research on key topics to provide K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students. Authors -- leading experts from across the field of education research -- are charged with highlighting key findings from research that provide concrete, strategic insight on persistent challenges sourced from district and state leaders. The central question to this brief is: What evidence-based practices can schools and districts implement to identify and support students experiencing homelessness? Students experiencing homelessness tend to have lower attendance and academic achievement than similar low-income students, and academic outcomes vary widely based on residential context. Training school staff on students' legal and educational rights and signs of homelessness is crucial to identifying and supporting students experiencing homelessness and is required by McKinney-Vento. Regular communication with student-identified trusted adults allows schools to tailor practices to meet individual student needs and improve outcomes. The brief provides evidence-based practices and practices to avoid. [The University of Kentucky, Utah State University, and Simmons School of Education and Human Development are additional collaborators for this report.]
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- 2023
23. Crossing the Line: Segregation and Resource Inequality between America's School Districts. Executive Summary
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New America, Zahava Stadler, and Jordan Abbott
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This is the executive summary for the full report, "Crossing the Line: Segregation and Resource Inequality between America's School Districts." School funding debates in the United States tend to center on how much money school districts should receive, and through what policies and formulas. But they almost never focus on the district map, even though district borders do a great deal to determine the funding of each school system. School district boundaries don't just define the area where a certain group of children attends a given set of schools. They also determine the taxing jurisdiction that supports those schools with local property taxes. Big differences in property value can lead to large funding gaps, even between neighboring districts. This report looks at neighboring school systems and the borders that separate them. It examined 24,658 pairs of adjacent districts and measured the divides between them in two ways. First, to measure economic segregation between neighboring districts, it compared their poverty rates among school-aged children, and identified the 100 borders that mark the greatest differences in poverty rates. Second, it looked at the differences in racial composition between adjacent districts by comparing their percentages of enrolled students of color, and identified the 100 borders that create the greatest differences by this measure.
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- 2024
24. Crossing the Line: Segregation and Resource Inequality between America's School Districts. Education Policy
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New America, Zahava Stadler, and Jordan Abbott
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School district boundaries define more than just the area where a certain group of children attends a given set of schools. They also determine the taxing jurisdiction that supports those schools with local property taxes. Big differences in property value can lead to large funding gaps, even between neighboring districts. These disparities in property values are the legacy of discriminatory housing policies explicitly intended to segregate neighborhoods by race and class. The school district lines drawn onto this divided landscape then replicate segregation and inequity in schools. But our current district borders need not be permanent. They can be redrawn to produce better outcomes for students and their schools. In a new research report, New America's Education Funding Equity Initiative analyzes nearly 25,000 pairs of adjacent school districts to measure how district borders create deep economic and racial divisions, producing radically different educational resources and experiences for students in different districts--even districts that are right next door to each other. It also features stories about these disparities told by local educators and families. An accompanying multimedia story shows what these divides mean for American school districts and communities, and an interactive national map and data tool allows users to explore American school districts and the borders that surround them.
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- 2024
25. 'Hyperlocal' Career Pathway Programs in New Hampshire: Collaborating to Support Youth at the Secondary/Postsecondary Transition
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University of New Hampshire, Carsey School of Public Policy and Jayson Seaman
- Abstract
College costs and persistent workforce shortages have prompted educators, policymakers, and employers to shift the conversation on the transition from school from a narrow "college for all" emphasis to a broader "postsecondary education" and "career pathways" perspective. This paper describes an innovative effort to address these challenges in New Hampshire, focusing on a set of programs that follow a "hyperlocal" approach to career pathway development. Seeking to expose participants to careers in high-demand areas, the programs simultaneously address specific, local industry, community, and individual needs. Their purpose is to increase the likelihood of social mobility by using career exposure and hands-on involvement to spur interest and motivation toward additional education and training in promising fields. The research reported focused on programs that target youth approaching the secondary-postsecondary transition. The paper begins by briefly describing New Hampshire's unique demographic characteristics as they relate to the state's approach to education and workforce development. The characteristics help to understand the challenges involved in helping individuals make the transition from secondary education to postsecondary roles. The study's main findings focus on key elements of career pathway programs that align with the New Hampshire Charitable Foundation's (NHCF) hyperlocal model. Excerpts from participant interviews across six programs help to show what works in different career pathway sites, in terms of realizing effective collaboration among partners and providing learners with a positive experience. The paper concludes with a discussion about areas of ongoing need both within and outside of individual pathway programs.
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- 2024
26. Newark Kids Count 2024: A City Profile of Child Well-Being
- Author
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Advocates for Children of New Jersey
- Abstract
Since 1997, Advocates for Children of New Jersey (ACNJ) has published the Newark Kids Count Data Book, a one-stop source for child well-being data on the state's largest city. Newark Kids Count includes the latest statistics, along with five-year trend data, in the following areas: demographics, family economic security, child health, child protection, child care, education, and teens.
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- 2024
27. Learning, Joy, and Equity: A New Framework for Elementary Education. Children's Equity Project
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New America, Tunette Powell, Shantel Meek, Xigrid Soto-Boykin, Rosemarie Allen, Iheoma U. Iruka, Eric Bucher, Afua Ameley-Quaye, Brittany Alexander, Mario Cardona, Gladys Y. Aponte, Lisa Gordon, Darielle Blevins, and Aaron Loewenberg
- Abstract
Much has been written about the impact of the COVID-19 pandemic on students' academic performance and mental health, with overwhelming coverage of "learning loss" and "learning recovery." Now that this is a post-pandemic recovery, it is critical to reflect and think transformatively about what schools need to do differently, in partnership with families and communities, centering children, their joy, their curiosity, and their rights to an enriching, stimulating, culturally affirming educational experience. This report proposes a new framework for elementary education that builds on, and is informed by, previous foundational efforts, centered on children and the ways we know children learn, and disrupting well-documented, historically rooted, and contemporarily entrenched biases in learning systems. While there is no single ideal elementary school experience, there are core ingredients to which every child needs and deserves access. Guided by research, data, learnings from schools across the United States, parent and family voice, and a desire to design child-centered, joyful, and effective spaces for learning, the report provides a framework that consists of 14 core ingredients.
- Published
- 2024
28. The Adequacy and Fairness of State School Finance Systems, School Year 2020-21. Sixth Edition
- Author
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Albert Shanker Institute, Rutgers, The State University of New Jersey, Graduate School of Education, Bruce D. Baker, Matthew Di Carlo, and Mark Weber
- Abstract
In the United States, K-12 school finance is largely controlled by the states. Every year, hundreds of billions of dollars in public funds are distributed based on 51 different configurations of formulas, rules, and regulations to over 13,000 districts that vary in terms of the students they serve, their ability to raise revenue locally, and many other characteristics. Good school finance systems compensate for factors states cannot control (e.g., student poverty, labor costs) using levers that they can control (e.g., driving funding to districts that need it most). The authors have devised a framework that evaluates states based largely on how well they accomplish this balance. Each state's funding is assessed while accounting directly for the students and communities served by its public schools. In this sixth edition of the annual report, the K-12 school finance systems of all 50 states and the District of Columbia is evaluated. The latest year of data presented is the 2020-21 school year. [This report was co-prepared by University of Miami School of Education and Human Development.]
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- 2024
29. New York State Testing Program: Grades 6 and 7 English Language Arts Paper-Based Tests. Teacher's Directions. Spring 2024
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New York State Education Department and NWEA
- Abstract
The New York State Education Department (NYSED) has a partnership with NWEA for the development of the 2024 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2024 Grades 6 and 7 English Language Arts Tests are administered in two sessions on two consecutive school days. Students are asked to demonstrate their knowledge and skills in the areas of reading and writing. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For Grades 6 and 7, the tests consist of multiple-choice (1-credit) and constructed-response (2- and 4-credit) questions. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students record their multiple-choice responses on a separate answer sheet. For Session 1, students will write their responses to the constructed-response questions in their separate answer booklets. For Session 2, students will write their responses to these questions directly in their test booklets. By following the guidelines in this document, teachers help ensure that the test is valid, reliable, and equitable for all students. A series of instructions helps teachers organize the materials and the testing schedule.
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- 2024
30. New York State Testing Program: English Language Arts, Mathematics, and Science Tests. School Administrator's Manual, 2024. Grades 3-8
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New York State Education Department and NWEA
- Abstract
The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts, Mathematics, and Grades 5 & 8 Science Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ Administration System for computer-based testing. This "School Administrator's Manual" serves to guide school administrators in general test administration activities for both paper- and computer-based testing.
- Published
- 2024
31. New York State Testing Program: English Language Arts Paper-Based Tests. Teacher's Directions, Spring 2024. Grades 3 and 4
- Author
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New York State Education Department
- Abstract
The New York State Education Department (NYSED) has a partnership with NWEA for the development of the 2024 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2024 Grades 3 and 4 English Language Arts Tests are administered in two sessions on two consecutive school days. Students are asked to demonstrate their knowledge and skills in the areas of reading and writing. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For Grades 3 and 4, the tests consist of 1-credit multiple-choice questions, 2-credit constructed-response questions, and 4-credit (Grade 4 only) constructed-response questions. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students record their multiple-choice responses on a separate answer sheet. For Session 1, students will write their responses to the constructed-response questions in their separate answer booklets. For Session 2, students will write their responses to these questions directly in the test booklets. By following the guidelines in this document, teachers help ensure that the test is valid, reliable, and equitable for all students. A series of instructions helps teachers organize the materials and the testing schedule.
- Published
- 2024
32. Transformational Leadership Framework: 'Redefining How Schools Are Led'
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New Leaders
- Abstract
New Leaders developed the Transformational Leadership Framework (TLF) to pinpoint practices commonly found in schools that were significantly advancing student achievement and in what sequence principals and their teams implemented those practices to deliver consistent and equitable outcomes for students. The TLF is based on: (1) More than 100 site visits and case studies of schools that achieved dramatic gains; (2) An extensive review of available research on effective schools and leadership; and (3) The collective knowledge of the New Leaders staff and program participants. The Framework is organized to show how specific school leader actions have influenced and enabled schoolwide practices that have collectively yielded sustained improvements in student achievement. [This report was adapted from "Breakthrough Principals: A Step-by-Step Guide to Building Stronger Schools."]
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- 2024
33. Annual Report on People with Disabilities in America: 2024
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University of New Hampshire (UNH), Institute on Disability, A. Houtenville, and S. Bach
- Abstract
The "Annual Report on People with Disabilities in America" is a companion volume to the "2024 Annual Disability Statistics Compendium." Indicators were in the following areas of interest: employment, educational attainment, health and health care, financial status and security, leisure recreation, personal relationships, and crime/safety.
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- 2024
34. 2024 Annual Disability Statistics Compendium
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University of New Hampshire (UNH), Institute on Disability, N. Thomas, S. Paul, S. Bach, and A. Houtenville
- Abstract
The "Annual Disability Statistics Compendium," is a summary of statistics about people with disabilities and about the government programs which serve them. The Compendium, presents key overall statistics on topics including the prevalence of disability, employment among persons with disabilities, rates of participation in disability income and social insurance programs, and other statistics. It is a compilation of data from multiple sources, such as the Social Security Administration, Veterans Benefits Administration, and frequently, the U.S. Census Bureau's American Community Survey, among others. A companion "Annual Report" is available, providing graphic representations of key findings.
- Published
- 2024
35. How Has Centralized Enrollment Affected New Orleans Schools? Policy Brief
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National Center for Research on Education Access and Choice (REACH), Education Research Alliance for New Orleans (ERA), Jane Arnold Lincove, and Jon Valant
- Abstract
This report examines how demographics and outcomes changed when schools that had enrolled a disproportionate share of the system's white students entered the city's centralized enrollment system in New Orleans. It finds that the schools entering that system (OneApp/?NCAP) led to increased access to those schools for Black and other nonwhite students. While schools have been reluctant to give up control over enrollment, these schools did not see declines in white enrollment or academic performance after joining the enrollment system.
- Published
- 2023
36. Setting Priorities in School Choice Enrollment Systems: Who Benefits from Placement Algorithm Preferences? Technical Report
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National Center for Research on Education Access and Choice (REACH), Education Research Alliance for New Orleans (ERA), Jon Valant, and Brigham Walker
- Abstract
Many cities with school choice programs employ algorithms to make school placements. These algorithms use student priorities to determine which applicants get seats in oversubscribed schools. This study explores whether the New Orleans placement algorithm tends to favor students of certain races or socioeconomic classes. Specifically, we examine cases where families of Black and White or poor and non-poor children request the same elementary school as their top choice. We find that when Black and White applicants submit the same first-choice request for kindergarten, Black applicants are 9 percentage points less likely to receive it. Meanwhile, students in poverty are 6 percentage points less likely to receive a first-choice placement than other applicants for the same kindergarten program. However, these biases are not inevitable. In non-entry grades, where placement policies favor students whose schools are closing, Black and low-income applicants are more likely to obtain first-choice placements than their peers. We examine these priorities and simulate placements under alternate specifications of a deferred-acceptance algorithm to assess the potential of algorithm reform as a policymaking tool.
- Published
- 2023
37. Setting Priorities in School Choice Enrollment Systems: Who Benefits from Placement Algorithm Preferences? Policy Brief
- Author
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National Center for Research on Education Access and Choice (REACH), Education Research Alliance for New Orleans (ERA), Jon Valant, and Brigham Walker
- Abstract
Many U.S. cities with school choice programs have adopted unified enrollment systems to manage their application and placement processes centrally. Typically, these systems use placement algorithms to assign students to schools. These algorithms make placements based on families' rank-ordered requests, seat availability in schools, and various priorities and lottery numbers that determine students' standing at each school. This study examines the placement algorithm--and broader school request, placement, and enrollment patterns--in New Orleans, which has a citywide system of charter schools. The authors explore whether the priority categories in the New Orleans placement algorithm tend to favor students of certain races or socioeconomic classes. Specifically, the authors examine cases where families of Black and white children, or lower-income and higher-income families, submit the same first-choice requests for kindergarten (a key entry grade for elementary school). In addition to examining whether certain groups of students are more likely than others to get school placements when they vie for the same seats, the authors run simulations to assess how placement patterns might differ with different policies.
- Published
- 2023
38. Evaluation of the Pack: Integrating a Computational Thinking Game in Middle School Classrooms
- Author
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American Institutes for Research (AIR), New York Hall of Science (NYSCI), Amelia Auchstetter, Eben Witherspoon, Oluchi Ozuzu, Jonathan Margolin, and Lawrence B. Friedman
- Abstract
The purpose of this study was to evaluate the implementation and impact of the Pack program. The Pack was developed by the New York Hall of Science (NYSCI) and includes a digital game and set of curricular and professional development resources that aim to support computational thinking teaching and learning in middle school science and computer science classrooms. The evaluation of the Pack was funded with an Education Innovation and Research grant from the U.S. Department of Education and was carried out by the American Institutes for Research (AIR) during the 2022-23 school year in New York City middle schools. AIR examined the Pack intervention's classroom implementation by teachers and their Grade 6-8 students as well as outcomes related to students' computational thinking skills and their attitudes toward problem solving. Overall, the study yielded promising results about the feasibility and utility of implementing the Pack in middle school science and computer science classrooms. Based on teacher survey and interview responses, teachers reported that NYSCI's professional development was helpful to their teaching and reported that the Pack digital game and lessons were valuable for computational thinking teaching and learning. Using teacher survey and extant data, AIR found that teachers were able to implement the Pack program components with fidelity. To measure the relationship between students' use of the Pack and outcomes related to students' attitudes toward problem solving and computational thinking skills, AIR administered a pre- and posttest survey of student problem solving attitudes and a computational thinking knowledge assessment. AIR found that there were no significant associations between students' use of the Pack and their beliefs about their ability to apply their problem-solving skills to new situations or their beliefs about problem-solving ability as a fixed trait. Similarly, there were no significant associations between teachers' or students' reported use of the Pack and students' scores on a computational thinking assessment. There were also no significant associations between students' reported participation in computational thinking while using the Pack and their scores on a computational thinking assessment.
- Published
- 2023
39. Credit Access and the College-Persistence Decision of Working Students: Policy Implications for New England. Research Report 23-2
- Author
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Federal Reserve Bank of Boston, New England Public Policy Center, Pinghui Wu, and Lucy McMillan
- Abstract
Every year, 2 million first-time, full-time undergraduate students enter a degree-granting postsecondary institution in the United States, but more than one-third leave college before obtaining a college degree. This report's analysis shows that job loss has an adverse effect on college persistence for 18- to 24-year-old US working students, that is, whether those students remain in college. Although the effect was minimal during the 2000-08 period, it became significantly magnified after 2008. It is estimated that from the 2009-10 through 2019-20 academic years, involuntary job loss led to a 17 percentage point increase in a working student's probability of dropping out of college in the next academic year. The authors find supporting evidence that the stronger effect in the later period reflects college students' more restricted access to credit card loans after the passage of the Credit Card Accountability Responsibility and Disclosure (CARD) Act of 2009, which imposed tight restrictions on credit extension to individuals who are younger than 21 or older but enrolled in college. For many working students who have difficulty acquiring alternative forms of credit, credit card loans serve as a crucial means of smoothing consumption when income fluctuates. Tightening of the credit card market has a direct impact on these students. This report's findings suggest that employment stability plays a pivotal role in the retention of young working students, and a small contingency fund goes a long way in preventing college dropout due to temporary employment disruptions. While the underlying analysis was conducted using national data, the findings are relevant to New England, where higher education employs 4 percent of the region's workforce, more than twice the national average. Student retention therefore carries implications not only for the individual students seeking a college education, but also for the vitality of the region's labor market. An important caveat is that the report's findings do not imply that credit card loans improve college students' net welfare. While access to credit card loans improves persistence in the short run for unemployed college students, a large credit card debt leads to other adverse consequences and is unlikely the optimal solution to liquidity issues. Instead, the significance of credit card loans in the personal finance of working students reflects a dearth of alternative income assistance to compensate for short-term earnings loss. Extending timely unemployment assistance to college students through either unemployment insurance or student financial aid programs could potentially insure these students against unforeseen job-loss risks and yield retention benefits. Policymakers concerned with the retention of working college students should consider these options and explore them to a greater degree.
- Published
- 2023
40. Understanding Teacher Self-Efficacy to Address Students' Social-Emotional Needs in the COVID-19 Pandemic
- Author
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Cassandra R. Davis, Courtney N. Baker, Jacqueline Osborn, Stacy Overstreet, and New Orleans Trauma-Informed Schools Learning Collaborative
- Abstract
Teachers are returning to schools during the COVID-19 pandemic under the weight of unprecedented stressors to engage a student body that has also experienced stress and trauma. In this study, we examined how confident 454 teachers (55% Black) from 41 charter schools in New Orleans, Louisiana, were in their ability to address students' social-emotional needs upon their return to school. Results showed that Black teachers were more likely to report a greater sense of efficacy in addressing students' needs. Both Black and White teachers identified the top three resources needed to assist students: mental health supports, trainings, and in-class resources.
- Published
- 2024
- Full Text
- View/download PDF
41. Equation identification for fluid flows via physics-informed neural networks
- Author
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New, Alexander, Villafañe-Delgado, Marisel, and Shugert, Charles
- Subjects
Physics - Fluid Dynamics ,Computer Science - Machine Learning - Abstract
Scientific machine learning (SciML) methods such as physics-informed neural networks (PINNs) are used to estimate parameters of interest from governing equations and small quantities of data. However, there has been little work in assessing how well PINNs perform for inverse problems across wide ranges of governing equations across the mathematical sciences. We present a new and challenging benchmark problem for inverse PINNs based on a parametric sweep of the 2D Burgers' equation with rotational flow. We show that a novel strategy that alternates between first- and second-order optimization proves superior to typical first-order strategies for estimating parameters. In addition, we propose a novel data-driven method to characterize PINN effectiveness in the inverse setting. PINNs' physics-informed regularization enables them to leverage small quantities of data more efficiently than the data-driven baseline. However, both PINNs and the baseline can fail to recover parameters for highly inviscid flows, motivating the need for further development of PINN methods., Comment: Published at ICML 2024 AI4Science: https://openreview.net/forum?id=XsvCLEYH3O
- Published
- 2024
42. Self-supervised learning for crystal property prediction via denoising
- Author
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New, Alexander, Le, Nam Q., Pekala, Michael J., and Stiles, Christopher D.
- Subjects
Computer Science - Machine Learning ,Condensed Matter - Materials Science - Abstract
Accurate prediction of the properties of crystalline materials is crucial for targeted discovery, and this prediction is increasingly done with data-driven models. However, for many properties of interest, the number of materials for which a specific property has been determined is much smaller than the number of known materials. To overcome this disparity, we propose a novel self-supervised learning (SSL) strategy for material property prediction. Our approach, crystal denoising self-supervised learning (CDSSL), pretrains predictive models (e.g., graph networks) with a pretext task based on recovering valid material structures when given perturbed versions of these structures. We demonstrate that CDSSL models out-perform models trained without SSL, across material types, properties, and dataset sizes., Comment: Published at ICML 2024 AI4Science: https://openreview.net/forum?id=yML9ufAEoV
- Published
- 2024
43. Secrecy Performance Analysis of RIS-Aided Fluid Antenna Systems
- Author
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Ghadi, Farshad Rostami, Wong, Kai-Kit, Kaveh, Masoud, Lopez-Martinez, F. Javier, New, Wee Kiat, and Xu, Hao
- Subjects
Computer Science - Information Theory ,Electrical Engineering and Systems Science - Signal Processing - Abstract
This paper examines the impact of emerging fluid antenna systems (FAS) on reconfigurable intelligent surface (RIS)-aided secure communications. Specifically, we consider a classic wiretap channel, where a fixed-antenna transmitter sends confidential information to an FAS-equipped legitimate user with the help of an RIS, while an FAS-equipped eavesdropper attempts to decode the message. To evaluate the proposed wireless scenario, we first introduce the cumulative distribution function (CDF) and probability density function (PDF) of the signal-to-noise ratio (SNR) at each node, using the central limit theorem and the Gaussian copula function. We then derive a compact analytical expression for the secrecy outage probability (SOP). Our numerical results reveal how the incorporation of FAS and RIS can significantly enhance the performance of secure communications.
- Published
- 2024
44. A Tutorial on Fluid Antenna System for 6G Networks: Encompassing Communication Theory, Optimization Methods and Hardware Designs
- Author
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New, Wee Kiat, Wong, Kai-Kit, Xu, Hao, Wang, Chao, Ghadi, Farshad Rostami, Zhang, Jichen, Rao, Junhui, Murch, Ross, Ramírez-Espinosa, Pablo, Morales-Jimenez, David, Chae, Chan-Byoung, and Tong, Kin-Fai
- Subjects
Electrical Engineering and Systems Science - Signal Processing - Abstract
The advent of the sixth-generation (6G) networks presents another round of revolution for the mobile communication landscape, promising an immersive experience, robust reliability, minimal latency, extreme connectivity, ubiquitous coverage, and capabilities beyond communication, including intelligence and sensing. To achieve these ambitious goals, it is apparent that 6G networks need to incorporate the state-of-the-art technologies. One of the technologies that has garnered rising interest is fluid antenna system (FAS) which represents any software-controllable fluidic, conductive, or dielectric structure capable of dynamically changing its shape and position to reconfigure essential radio-frequency (RF) characteristics. Compared to traditional antenna systems (TASs) with fixed-position radiating elements, the core idea of FAS revolves around the unique flexibility of reconfiguring the radiating elements within a given space. One recent driver of FAS is the recognition of its position-flexibility as a new degree of freedom (dof) to harness diversity and multiplexing gains. In this paper, we provide a comprehensive tutorial, covering channel modeling, signal processing and estimation methods, information-theoretic insights, new multiple access techniques, and hardware designs. Moreover, we delineate the challenges of FAS and explore the potential of using FAS to improve the performance of other contemporary technologies. By providing insights and guidance, this tutorial paper serves to inspire researchers to explore new horizons and fully unleash the potential of FAS., Comment: 53 pages, 45 figures, 5 tables. Accepted by IEEE Communications Surveys and Tutorials
- Published
- 2024
45. Coding-Enhanced Cooperative Jamming for Secret Communication in Fluid Antenna Systems
- Author
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Xu, Hao, Wong, Kai-Kit, New, Wee Kiat, Li, Guyue, Ghadi, Farshad Rostami, Zhu, Yongxu, Jin, Shi, Chae, Chan-Byoung, and Zhang, Yangyang
- Subjects
Computer Science - Information Theory ,Electrical Engineering and Systems Science - Signal Processing - Abstract
This letter investigates the secret communication problem for a fluid antenna system (FAS)-assisted wiretap channel, where the legitimate transmitter transmits an information-bearing signal to the legitimate receiver, and at the same time, transmits a jamming signal to interfere with the eavesdropper (Eve). Unlike the conventional jamming scheme, which usually transmits Gaussian noise that interferes not only with Eve but also with the legitimate receiver, in this letter, we consider that encoded codewords are transmitted to jam Eve. Then, by employing appropriate coding schemes, the legitimate receiver can successfully decode the jamming signal and then cancel the interference, while Eve cannot, even if it knows the codebooks. We aim to maximize the secrecy rate through port selection and power control. Although the problem is non-convex, we show that the optimal solution can be found. Simulation results show that by using the FAS technique and the proposed jamming scheme, the secrecy rate of the system can be significantly increased., Comment: 6 pages, 3 figures, this paper has been accepted by IEEE Communications Letters
- Published
- 2024
- Full Text
- View/download PDF
46. Patient flow problems affecting in-patient spinal cord injury rehabilitation in the Netherlands
- Author
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van der Schriek, Linda M. M., Post, Marcel W. M., Dijkstra, Catja A., New, Peter W., and Stolwijk-Swüste, Janneke M.
- Published
- 2025
- Full Text
- View/download PDF
47. Unraveling the Finance Models of Work-Based Learning Intermediaries
- Author
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New America, Center on Education and Labor, Taylor White, and Lancy Downs
- Abstract
Intermediaries play a complex and critical role in the growing work-based learning ecosystem, but little is known about the funding models that support them or how their funding approaches might vary depending on the programs they lead, where they sit within an ecosystem, or the nature of their relationships with other partners. To begin building this evidence base, New America, in partnership with Kinetic West, a social impact consulting firm, conducted an in-depth analysis of budgets at seven WBL intermediaries operating in seven states. Following this analysis, New America staff conducted extensive follow-up interviews with three of these intermediaries. We sought to understand: (1) How intermediary organizations leverage various funding streams to support WBL programs, and what major benefits or challenges they face in doing so; (2) How program formats, intermediary types, and partnership structures influence access to various resource streams; and (3) What changes in practice or policy could enable more effective and efficient combinations of resources from across K-12, postsecondary, and workforce funding streams in support of high-quality WBL models for youth. This report seeks to examine the challenges intermediaries encounter in accessing and combining different sources of funding and to uncover common practices and challenges intermediaries face in their pursuit of sustainability. Finally, we offer recommendations to program leaders, policymakers, and philanthropic leaders interested in supporting the long-term financial success and sustainability of WBL intermediaries.
- Published
- 2023
48. 'We Shouldn't Have to Choose between Maintaining and Bettering Our Lives': An Analysis of Older and Parenting College Students
- Author
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New America, Center on Education and Labor, Love, Ivy, Conroy, Edward, Palmer, Iris, and Sattelmeyer, Sarah
- Abstract
The resources that federal financial aid, state financial aid, and federal public benefits programs provide, when they operate effectively, are critical to older students and students with children. This report seeks to shed light on how these programs are functioning by analyzing data and policies across four states--Colorado, Missouri, North Carolina, and Texas. We analyzed the designs of student financial aid programs to see how many state financial aid resources older students and student parents receive. We chose these states as test cases because they had state representative data in the 2018 National Postsecondary Student Aid Study, a survey administered by the U.S. Department of Education, and they were geographically, politically, and demographically diverse. In addition to examining financial aid programs, we also looked at states' public benefit program designs and policies and we conducted focus groups with older students and student parents in each state. This additional analysis provides a view of what it is like to rely on the system meant to support students to and through college, where it is falling short, and why. We found that Colorado, while far from perfect, designed its financial aid and safety net programs to provide the most robust support for adult and parenting students to enroll in and attend its institutions of higher education. Missouri and Texas provided the weakest support. North Carolina fell somewhere in the middle. We end this report by suggesting several recommendations for policymakers and stakeholders looking to design or reform state financial aid and safety net programs. Within budget constraints, they should adjust eligibility criteria for state aid programs so older students and student parents have the same access to grant programs as students leaving high school. Where states have flexibility in administering federal public benefit programs, they should use that flexibility to ease eligibility criteria and expand access. And they should communicate opportunities and fund supports to help older students and student parents to go to college and access public benefits.
- Published
- 2023
49. Community Colleges and Apprenticeship: The Promise, the Challenge
- Author
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New America, Center on Education and Labor, Palmer, Iris, Prebil, Michael, and Rush-Marlowe, Rachel
- Abstract
To better understand the challenges and opportunities facing community colleges that want to expand apprenticeship opportunities to their students, New America conducted a year-long study. We created an advisory committee to guide this work and spoke to apprenticeship, workforce development, and community college leaders about the community colleges role in expanding apprenticeship. Based on these conversations, we chose case studies and conducted in-depth interviews with leaders from the Community College System of New Hampshire's ApprenticeshipNH, Arapahoe in Colorado, San Jacinto in Texas, and Howard Community College in Maryland's programs in IT and cybersecurity, and Coastal Alabama Community College's nursing apprenticeship. Each of these colleges found a different way to fill the role of intermediary, taking on funding from different sources, using a mix of strategies for sponsorship, and finding place-based approaches to strengthening workforce partnerships. In a variety of sectors, these five colleges found ways to fill the intermediary role that worked for their context, and in doing so provided excellent programming that filled their community's needs. This mosaic of case studies demonstrates that there are some common challenges and successful strategies that colleges looking to serve as apprenticeship intermediaries can learn from.
- Published
- 2023
50. K-12 Federal COVID Relief: What Can We Learn from Doing School Funding Differently? Education Policy
- Author
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New America and Stadler, Zahava
- Abstract
Between March 2020 and March 2021, Congress allocated $189.5 billion for a new Elementary and Secondary School Emergency Relief (ESSER) Fund. The arrival of this federal aid was a lifeline for schools attempting to serve students amid the COVID-19 pandemic. This funding was distributed in a very different manner, and with very different rules and requirements, than we see with other forms of federal and state education aid. This report explores the most significant ways in which this funding differed from school districts' standard funding allocations, and what those differences can teach policymakers both about how to evaluate the ESSER investment and about how to structure and manage future school funding distributions. Our conclusions are informed by in-depth interviews with a number of district and state officials involved in administering and using ESSER dollars.
- Published
- 2023
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