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This article examines the extent to which both teacher and student assignment patterns are associated with inequitable classroom compositions within schools. From a sample of about 30,000 e...

Contemporary teacher evaluation systems use multiple measures of performance to construct ratings of teacher quality. While the properties of constituent measures have been studied, little is known about whether composite ratings themselves are sufficiently reliable to support high-stakes decision making. We address this gap by estimating the consistency of composite ratings of teacher quality from New Mexico’s teacher evaluation system from 2015 to 2016. We estimate that roughly 40% of teachers would receive a different composite rating if reevaluated in the same year; 97% of teachers would receive ratings within ±1 level of their original rating. We discuss mechanisms by which policymakers can improve rating consistency, and the implications of those changes to other properties of teacher evaluation systems.

This technical report provides information about the sample, survey instrument, and resultant data for the American Instructional Resources Surveys administered to principals and teachers in spring 2019 via RAND's American Educator Panels.

This Data Note draws on data from the spring 2019 American Instructional Resources Survey to provide new insights from English language arts, math, and science teachers on their use of digital materials, their relationship with comprehensive curriculum materials, and barriers to digital material use.

This report provides new results on teachers' curriculum use from the RAND American Instructional Resources Survey (AIRS), which was fielded to a national sample of teachers and school leaders in spring 2019. AIRS specifically focused on the curricula and other instructional materials used by kindergarten through 12th grade teachers in English language arts, mathematics, and science, along with supports provided to teachers for curriculum use.

The American Instructional Resources Survey (AIRS), which was fielded to the RAND Corporation's American Teacher Panel in spring 2019, provides unique insight into U.S. teachers' use of academic intervention programs in English language arts and mathematics. In this Data Note, researchers explore the prevalence of teachers' use of intervention programs and how teachers' use of such programs may vary by school context, based on AIRS data.

Researchers investigate the relationship between teachers' reports of students' internet access and their interaction with students and families during school closures related to the coronavirus disease 2019 (COVID-19) pandemic. These data are drawn from the American Instructional Resources Survey, which was fielded in May and June 2020 and included questions to teachers regarding their instruction during school closures because of the pandemic.

Research shows that teachers matter for both test and nontest score outcomes. Teachers who excel at raising test scores do not necessarily excel at improving other outcomes.

Three-phase two-level inverters using space vector modulation (SVPWM) technology are one of the most popular inverter architectures today. The process of designing and manufacturing inverter systems usually goes through the following stages: simulation, hardware design, software programming on MCU, editing … In this article, we will focus on problem researching and implementing the SVPWM algorithm on an Arduino in detail. Besides, it is also based on the experimental survey of the inverter’s parameters, analyzing and proposing improved solutions for the inverter to operate optimally. SVPWM algorithm is tested on Arduino Mega 2560 board and small power inverter model.

Purpose: Analysis about disease, technical characteristics of 17 right colon cancer patients underwent conversion to laparotomy from single port laparoscopic surgery and propose related factors for indications. Methold: Consist of 17 colon cancer patients, who were conversion to laparotomy from single port laparoscopic colectomy at Hue Central Hospital from october 2010 to august 2014. Results: Mean age 61.3±14.2 years, rate male/female 11/6. Tumor invasion: T2 11.8%, T3 58.8%, T4 29.4%. Mean tumor size on CT 6.5±2.2cm. The causes of conversion: very big tumors 29.4%, invasive-adhesive tumors 47.1%, extended surgery 23.5%. Open procedures: right hemicolectomy 70.6%, right hemicolectomy plus cholecystectomy 5.9%, right hemicolectomy plus wedge-shape duodenectomy 11.8%, right hemicolectomy plus intestinal segmentectomy 5.9% and right hemicolectomy plus low-anterior rectal resection, hysterectomy 5.9%. Conclusion: Conversion to laparotomy from single port laparoscopic colectomy is necessary for very big tumors, excessive tumor adhesions and exceed the technical limitations of laparoscopic dissection. Key words: Single incision laparoscopic colectomy (SILC), single port laparoscopic colectomy (SILC), conversion to laparotomy.

Our work aims to substantiate and extend earlier findings on the effects of student-teacher race matching on academic achievement using longitudinal data for students in Grades 3 through 8 in Tennessee. We examine heterogenous effects not only by racial subgroup and student preparedness, as explored in prior literature, but also by levels of teacher effectiveness, drawing on data from the state’s teacher evaluation system. We find that student-teacher race congruence does not have a significant overall effect on test scores. However, subgroup analyses reveal a positive, significant race-match effect in elementary school math. We observe meaningful effects for Black students in both reading and math, race-matched students in the bottom-most preparedness quartile in math, and race-matched students assigned to teachers in the middle two teacher performance quartiles in math. Our results align with prior findings, emphasizing that race-match effects transcend state borders. Findings support policy efforts to diversify the educator labor force.