Ratings and rankings: Voodoo or Science?

Composite indicators aggregate a set of variables using weights which are understood to reflect the variables' importance in the index. In this paper we propose to measure the importance of a given variable within existing composite indicators via Karl Pearson's `correlation ratio'; we call this measure `main effect'. Because socio-economic variables are heteroskedastic and correlated, (relative) nominal weights are hardly ever found to match (relative) main effects; we propose to summarize their discrepancy with a divergence measure. We further discuss to what extent the mapping from nominal weights to main effects can be inverted. This analysis is applied to five composite indicators, including the Human Development Index and two popular league tables of university performance. It is found that in many cases the declared importance of single indicators and their main effect are very different, and that the data correlation structure often prevents developers from obtaining the stated importance, even when modifying the nominal weights in the set of nonnegative numbers with unit sum.Comment: 28 pages, 7 figure

High School Exit Examinations: When Do Learning Effects Generalize?

This paper reviews international and domestic evidence on the effects of three types of high school exit exam systems: voluntary curriculum-based external exit exams, universal curriculum-based external exit exam systems and minimum competency tests that must be passed to receive a regular high school diploma. The nations and provinces that use Universal CBEEES (and typically teacher grades as well) to signal student achievement have significantly higher achievement levels and smaller differentials by family background than otherwise comparable jurisdictions that base high stakes decisions on voluntary college admissions tests and/or teacher grades. The introduction of Universal CBEEES in New York and North Carolina during the 1990s was associated with large increases in math achievement on NAEP tests. Research on MCTs and high school accountability tests is less conclusive because these systems are new and have only been implemented in one country. Cross-section studies using a comprehensive set of controls for family background have not found that students in MCT states score higher on audit tests like the NAEP that carry no stakes for the test taker. The analysis reported in table 1 tells us that the five states that introduced MCTs during the 1990s had significantly larger improvements on NAEP tests than states that made no change in their student accountability regime. The gains, however, are smaller than for the states introducing Universal CBEEES. New York and North Carolina. The most positive finding about MCTs is that students in MCT states earn significantly more during the first eight years after graduation than comparable students in other states suggesting that MCTs improve employer perceptions of the quality of the recent graduates of local high schools

Reinterpreting the development of reading skills

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88027/1/RRQ.40.2.3.pd

Camp Shriver – A Free Inclusive Summer Sports Camp for Children with and without Disabilities

Camp Shriver at UMass Boston provides summer recreational programming for children in the surrounding communities of Boston, Brockton and Quincy. Through Camp Shriver, UMass Boston reaches out to children and families who have few opportunities, particularly families of children with disabilities

Perspectives in Gifted Education: Complexities of Emotional Development, Spirituality and Hope

This is the third in a series of monographs funded by the Lynde and Harry Bradley Foundation through the Institute for the Development of Gifted Education at the University of Denver. The first monograph contained different perspectives on the growth and development of young gifted children. The second monograph addressed the characteristics and needs of the twice-exceptional: those who are gifted and have some type of disabling condition. This monograph is focused on the personality, spiritual and character development of gifted children, including the process of instilling hope and resilience in this special population. The authors explore the development of personality, spirituality and character of gifted children that advances our current understanding of this population. Strategies are presented to support and nurture the needs of this unique group of children.https://digitalcommons.du.edu/perspectivesingifteded/1002/thumbnail.jp

Helping Developing Countries Implement the Young Athletes Program

The Center for Social Development and Education is implementing Young Athletes (YA), a motor play program, in five developing countries: Kenya, Romania, Malawi, Venezuela, and Tanzania. Young Athletes is a theoretically-based program designed to improve the motor development of children with disabilities (ages 3-7) through various motor activities. Clinical trials conducted by CSDE (Favazza et al., 2013) indicate that the Young Athletes program significantly improves the motor skills of children with disabilities. The program is now being introduced internationally to address the needs of children in developing countries