Value-Added Modeling for Teacher Effectiveness

[Excerpt] This report addresses issues associated with the evaluation of teacher effectiveness based on student growth in achievement. It focuses specifically on a method of evaluation referred to as value-added modeling (VAM). Although there are other methods for assessing teacher effectiveness, in the last decade, VAM has garnered increasing attention in education research and policy due to its promise as a more objective method of evaluation. The first section of this report describes what constitutes a VAM approach and how it estimates the so-called “teacher effect.” The second section identifies the components necessary to conduct VAM in education settings. Third, the report discusses current applications of VAM at the state and school district levels and what the research on these applications says about this method of evaluation. The fourth section of the report explains some of the implications these applications have for large-scale implementation of VAM. Finally, the report describes some of the federal policy options that might arise as Congress considers legislative action around these or related issues

Raising the visibility of protected data: A pilot data catalog project

Sharing research data that is protected for legal, regulatory, or contractual reasons can be challenging and current mechanisms for doing so may act as barriers to researchers and discourage data sharing. Additionally, the infrastructure commonly used for open data repositories does not easily support responsible sharing of protected data. This chapter presents a case study of an academic university library’s work to configure the existing institutional data repository to function as a data catalog. By engaging in this project, university librarians strive to enhance visibility and access to protected datasets produced at the institution and cultivate a data sharing culture

Building Indian Country’s Future through Food, Agriculture,Infrastructure, and Economic Development in the 2018 FarmBill

With the potential of approximately $1 trillion in spending over 10 years in rural America, the U.S. Department of Agriculture (USDA) programs authorized by the Farm Bill have the ability to build and support thriving economies in rural America. Nowhere is this potential greater, or needed, than in rural Tribal communities. This paper will examine why the unique circumstances of Tribal governments, individual Native American food producers, and Tribal citizens necessitate changes in several USDA programs to serve Indian Country. Further, it will review several policy changes in various titles of the next Farm Bill reauthorization that will help empower Tribal governments and individual Native food producers to utilize the full breadth of opportunities the Farm Bill offers and allow USDA to invest in Indian Country. This includes the ability to develop and expand Tribal infrastructure, utilities, broadband, water systems, and community buildings like hospitals and fire stations; provide the means for Native agriculture businesses to thrive; and continue to address and improve the health of American Indians and Alaska Natives supporting he already great work happening in Natives communities surrounding food and agriculture. Finally, this paper will discuss how improving the Farm Bill programs for Indian Country will help bolster our work to achieve the truest form of sovereignty: feeding ourselves in our own foods systems with our own foods

Interdistrict Choice and Teacher Beliefs: Implications for Educational Expectations, Equity, and Policymaking

Interdistrict choice, which allows families to choose between schools outside of their districts of residence, is currently serving more students than any other choice program in the United States. Yet, despite this popularity, there is a pressing need for more research on how interdistrict choice may affect educational equity within U.S. public schools. Drawing on the analytic framework of educational racial contract, this study examines the issue of teacher beliefs in the context of interdistrict choice at a large, urban high school in Arizona, where market-based school choice programs have been continually expanded for nearly three decades. Data were collected through a survey of 112 teachers, who rated their in- district and out-of-district students based on their perception of three developmental skill categories: 1) academic, 2) communication, and 3) behavior. Results speak to negative teacher beliefs about the educability of Students of Color and hold significant implications for teachers’ academic expectations, educational equity, and future policy decisions

Base Size Sets and Determining Sets

Bridging the work of Cameron, Harary, and others, we examine the base size set B(G) and determining set D(G) of several families of groups. The base size set is the set of base sizes of all faithful actions of the group G on finite sets. The determining set is the subset of B(G) obtained by restricting the actions of G to automorphism groups of finite graphs. We show that for finite abelian groups, B(G)=D(G)={1,2,...,k} where k is the number of elementary divisors of G. We then characterize B(G) and D(G) for dihedral groups of the form D_{p^k} and D_{2p^k}. Finally, we prove B(G) is not equal to D(G) for dihedral groups of the form D_{pq} where p and q are distinct odd primes.Comment: 10 pages, 1 figur

First measurement of gravitational lensing by cosmic voids in SDSS

We report the first measurement of the diminutive lensing signal arising from matter underdensities associated with cosmic voids. While undetectable individually, by stacking the weak gravitational shear estimates around 901 voids detected in SDSS DR7 by Sutter et al. (2012a), we find substantial evidence for a depression of the lensing signal compared to the cosmic mean. This depression is most pronounced at the void radius, in agreement with analytical models of void matter profiles. Even with the largest void sample and imaging survey available today, we cannot put useful constraints on the radial dark-matter void profile. We invite independent investigations of our findings by releasing data and analysis code to the public at https://github.com/pmelchior/void-lensingComment: 6 pages, 5 figures, as accepted by MNRA

Genetic ancestry of participants in the National Children's Study.

BackgroundThe National Children's Study (NCS) is a prospective epidemiological study in the USA tasked with identifying a nationally representative sample of 100,000 children, and following them from their gestation until they are 21 years of age. The objective of the study is to measure environmental and genetic influences on growth, development, and health. Determination of the ancestry of these NCS participants is important for assessing the diversity of study participants and for examining the effect of ancestry on various health outcomes.ResultsWe estimated the genetic ancestry of a convenience sample of 641 parents enrolled at the 7 original NCS Vanguard sites, by analyzing 30,000 markers on exome arrays, using the 1000 Genomes Project superpopulations as reference populations, and compared this with the measures of self-reported ethnicity and race. For 99% of the individuals, self-reported ethnicity and race agreed with the predicted superpopulation. NCS individuals self-reporting as Asian had genetic ancestry of either South Asian or East Asian groups, while those reporting as either Hispanic White or Hispanic Other had similar genetic ancestry. Of the 33 individuals who self-reported as Multiracial or Non-Hispanic Other, 33% matched the South Asian or East Asian groups, while these groups represented only 4.4% of the other reported categories.ConclusionsOur data suggest that self-reported ethnicity and race have some limitations in accurately capturing Hispanic and South Asian populations. Overall, however, our data indicate that despite the complexity of the US population, individuals know their ancestral origins, and that self-reported ethnicity and race is a reliable indicator of genetic ancestry