Pathways to College Preparatory Advanced Academic Offerings in the Anchorage School District

There are many ways a child in the Anchorage School District (ASD) can access advanced course offerings. To a parent these pathways may seem complex. ASD offers options for gifted and highly gifted students at the elementary and middle school level, and accelerated, and enriched learning opportunities such as honors and advanced placement courses at the secondary level. These opportunities, though linked, are not the same, nor do they necessarily follow from one to another in a straight path. Moreover, pathways to and through these opportunities can be quite different. Offerings are different at the elementary, middle and high school levels, with differing qualifications and eligibility. And, some of the programs are only offered in a few particular schools. This variety provides lots of flexibility. It also creates a complex path of choices and decisions. In all of these pathways and choices, active advocacy by a parent is necessary to ensure that their child receive the best and most appropriate opportunities. In this report we describe the many advanced and accelerated learning opportunities available in Anchorage elementary, middle and high schools, and the ways students can access these opportunities. We provide visuals including figures, tables and text to highlight the pathways to and through advanced offerings from Kindergarten to 12th grade. This document is based upon publicly available information. We have combined information from the ASD gifted program website the ASD High School Handbook, the ASD High School Program of Studies guide, and minutes of the ASD Board meetings. We also spoke with staff in the gifted program at ASD. Individual school-level issues that are outside of ASD policy and procedures have not been included. This report focused on the services, programs and schools within the Anchorage School District that service as pathways to college preparation and advance academic course offerings. As we describe in more detail in this report, there are very different offerings and paths at the elementary, middle and high school. In general, there are gifted and highly gifted programs at the elementary and middle school level, and a highly gifted program at the high school level. At all school levels, the highly gifted programs are offered at a limited number of schools. In high school, all students (including those in the highly gifted program) have the opportunity to take honors and advanced placement classes. Math is not included in the middle and high school gifted program. Math instead is a curriculum progression. Advanced math opportunities usually start in 6th grade, when students can choose placement into math courses that are a higher than the usual level. Opting for advanced math in 6th grade puts a student on track to reach Algebra I in 8th grade and calculus in 12th. At the elementary school level ASD operates gifted programs in all schools and a highly gifted program in one. There are also alternative and optional schools, which offer accelerated and enriched learning environments. If a student is in the highly gifted or gifted program in elementary school, he or she usually transitions to gifted and highly gifted middle school programs. In middle school these programs 3 include gifted language arts and science classes. Students who were not a part of the gifted program in elementary school can access the middle school gifted program, by testing in. Many optional and alternative programs provide enriched and accelerated classes to all students in them. For high school students there is a greater variety of advanced offerings. Starting in 9th grade there are honors and Advanced Placement (AP) courses, Credit-by-Choice options, and optional programs within the high schools and alternative schools. Students in the middle school gifted and highly gifted program have the opportunity to transition into the high school Highly Gifted Program. The following table provides a look at advanced offerings at different school levels. Each of these offerings is discussed in the report.Introduction / Glossary of Terms / Elementary Level / Middle School Level / High School Level / Highlights / Future Research Question

Prudence and Executive Control: An Analysis of the Decision-Making Processes of the Christian and the Modern Man

Scientific research and Christian philosophy often appear to be at odds. These different perspectives sometimes offer different answers to the same question. In the light of these perspectives, however, we can gain a greater understanding of the human experience. Executive control, or how a person decides to do something, is unable to account for the greater question of why. St. Thomas Aquinas¹ explanation of prudence provides reasonable evidence in favor of this perspective. In order to understand the Christian intellectual virtue of prudence, a mastery of the classical, Thomistic account is required. Despite the gaps between science and religious thought, the modern narrative does contain some parallels to St. Thomas\u27 reasoning. It is in the differences, and these similarities, that we find the truth behind why humans make decisions

Transforming Accra towards a Sustainable Future: Comprehensive Land Use Planning and the Greater Accra Urban Simulation System (GAUSS)

The urbanization of Sub-Saharan Africa is occurring more rapidly than in any other region in the world, at a historically unprecedented absolute rate of increase, within an institutional framework desperately lacking in resources. In step with its Sub-Saharan location, Ghana is experiencing unprecedented urbanization with currently 50% of its 23 million people living in urban areas; that share is expected to become 65% by 2030. The lion’s share of this growth is taking place in the administrative and commercial center, Accra, which has a population of more than three million people. It is exhibiting a growth rate in excess of 4% per year and is expected to double its population within 16 years

Experiences met in establishing a school camping program in the city of Medford.

Thesis (M.A.)--Boston Universit

Can Science Methods Really be Taught On-Line?

In this paper, the process in which both project-based curriculum strategies and Blackboard web-based technology were utilized to develop on-line methods courses to prepare science teachers is described. A discussion of the curriculum design process includes a rationale for using project-based instruction in methods courses, along with a rationale for using Blackboard, a web-based technology, as the environment for the course. The course‘s potential for creating highly qualified science teachers as defined by the No Child Left Behind legislation of 2001 and the National Science Teacher Association‘s Standards for Science Teacher Preparation will be explored [1]

Alaska Veterans Needs Assessment

The Institute of Social of Economic Research conducted a needs assessment of Alaska Veterans starting in the spring of 2014. Our goal was to identify and measure areas for improvement in providing services and determining the methods to achieve improvement. Our approach consisted of three methods: ‐ Survey of Alaska veterans using a list of 2,950 veterans who have requested veteran designation on their driver’s license. ‐ Focus groups: one consisting of women and one of disabled veterans. ‐ Key informant interviews with individuals responsible for helping veterans navigate the benefits available to them. Our findings are far ranging and details can be found in the report below. One of the most important lessons was the difference in needs across age groups. Younger veterans were concerned about education and employment while their older counterparts valued health care and navigating the application process. Consistent with these differences, the focus groups made it clear that targeted reminders that take into account the veteran’s life stage may be more effective. As things stand, the amount of information one is exposed to at separation can be overwhelming and intimidating. Awareness and use of federal benefits was high for health care, housing, and education benefits. Employment services were less utilized but most of our respondents were aware of their existence (Table 19). Across the board, lack of knowledge/awareness of specific benefits does not seem to be systemic. The three most claimed benefits were Health Care, Disability Compensation, Home Loans, and Education and Training. At the state level, the most commonly claimed benefits by the survey respondents are the veteran driver’s license, veterans license plates, hunting and fishing licenses, property exemption, education benefits, and veterans housing and residential loans. Of note is that only 9% claimed Veteran employment services and awareness about state benefits seems to be more of an issue than in the federal case. A third of our respondents had a disability rating of 50% or higher. Disability payments are very important across the board but seem to be essential for veterans with higher disability ratings. These payments were also more important to younger veterans who potentially have had less time to accumulate savings over their lifetime. Health care use is very much associated with age as older respondents were more likely to have applied for Health Care Services. Additionally, disability rating is also associated with frequency of health care use and utilization of VA services. Thirty percent of our respondents think they will use VA as their primary source of healthcare.Younger veterans are considerably more likely to use education benefits. The majority of our respondents used education benefits after active duty. However, more than ten percent have used education benefits both before and after and another seven percent used them only during active service. When asked about living arrangements in case a veteran could not care for themselves, it was clear that proximity to friends and family was paramount. Anchorage was chosen as the location most of them would prefer.Prepared for: Alaska Department of Military and Veterans Affairs Alaska Office of Veterans AffairsExecutive Summary / Introduction / Characteristics of Alaska Veterans and our Survey Respondents / What are the Most Critical Needs for Alaska Veterans? / What do Veterans Know about Benefits - Federal and State? / How are Veterans Using their Benefits? / What Recommendations do Veterans Have for Improving Benefits? / What are our Conclusions

Pathways to College Preparatory Advanced Academic Offerings in the Anchorage School District

Prepared for: CITC’s Anchorage Realizing Indigenous Student ExcellenceThere are many ways a child in the Anchorage School District (ASD) can access advanced course offerings. To a parent these pathways may seem complex. ASD offers options for gifted and highly gifted students at the elementary and middle school level, and accelerated, and enriched learning opportunities such as honors and advanced placement courses at the secondary level. These opportunities, though linked, are not the same, nor do they necessarily follow from one to another in a straight path. Moreover, pathways to and through these opportunities can be quite different. Offerings are different at the elementary, middle and high school levels, with differing qualifications and eligibility. And, some of the programs are only offered in a few particular schools. This variety provides lots of flexibility. It also creates a complex path of choices and decisions. In all of these pathways and choices, active advocacy by a parent is necessary to ensure that their child receive the best and most appropriate opportunities. In this report we describe the many advanced and accelerated learning opportunities available in Anchorage elementary, middle and high schools, and the ways students can access these opportunities. We provide visuals including figures, tables and text to highlight the pathways to and through advanced offerings from Kindergarten to 12th grade. This document is based upon publicly available information. We have combined information from the ASD gifted program website the ASD High School Handbook, the ASD High School Program of Studies guide, and minutes of the ASD Board meetings. We also spoke with staff in the gifted program at ASD. Individual school-level issues that are outside of ASD policy and procedures have not been included. This report focused on the services, programs and schools within the Anchorage School District that service as pathways to college preparation and advance academic course offerings. As we describe in more detail in this report, there are very different offerings and paths at the elementary, middle and high school. In general, there are gifted and highly gifted programs at the elementary and middle school level, and a highly gifted program at the high school level. At all school levels, the highly gifted programs are offered at a limited number of schools. In high school, all students (including those in the highly gifted program) have the opportunity to take honors and advanced placement classes. Math is not included in the middle and high school gifted program. Math instead is a curriculum progression. Advanced math opportunities usually start in 6th grade, when students can choose placement into math courses that are a higher than the usual level. Opting for advanced math in 6th grade puts a student on track to reach Algebra I in 8th grade and calculus in 12th. At the elementary school level ASD operates gifted programs in all schools and a highly gifted program in one. There are also alternative and optional schools, which offer accelerated and enriched learning environments. If a student is in the highly gifted or gifted program in elementary school, he or she usually transitions to gifted and highly gifted middle school programs. In middle school these programs 3 include gifted language arts and science classes. Students who were not a part of the gifted program in elementary school can access the middle school gifted program, by testing in. Many optional and alternative programs provide enriched and accelerated classes to all students in them. For high school students there is a greater variety of advanced offerings. Starting in 9th grade there are honors and Advanced Placement (AP) courses, Credit-by-Choice options, and optional programs within the high schools and alternative schools. Students in the middle school gifted and highly gifted program have the opportunity to transition into the high school Highly Gifted Program.Introduction / Glossary of Terms / Elementary Level / Middle School Level / High School Level / Highlights / Future Research Question

Policy Implications of Freestanding Emergency Departments

Policymakers have a responsibility to look at both the short- and long-term implications of their decisions. The state’s current fiscal situation, coupled with rising health-care costs makes “budget neutrality” highly desirable in decision-making. In spite of efforts to bend the cost curve, health expenditures have grown inexorably in Alaska. As of 2009 our health expenditures per capita were the second highest in the nation. This means that the state spends a larger portion of its budget on health costs, employers allocate more of employees’ compensation to health premiums, and households spend more of their disposable income on out-of- pocket costs, premiums, and co-pays. The evidence we provide in this analysis consistently shows that freestanding emergency departments charge higher prices for services that are available for considerably less in traditional settings. Allowing freestanding emergency departments to enter the Alaska market goes against the many efforts being undertaken to contain health-care costs. Markets forces explain a significant portion of the high health-care prices charged in Alaska, but in this case the state has an opportunity to use its regulatory authority to help prevent even higher prices in the future. Putting costs aside, in considering emergency services one needs to rationalize the hospital and clinical capacity across a region and the needs of the population. In the Alaska health-care system there are problems with coordinating the delivery of care. Freestanding emergency departments pose the risk of exacerbating that lack of coordination, if people use them in lieu of seeing their primary physicians—which can disrupt the continuum of care and potentially hurt outcomes for patients.Providence Alaska Medical Cente

Indirect Inference for Locally Stationary Models

We propose the use of indirect inference estimation to conduct inference in complex locally stationary models. We develop a local indirect inference algorithm and establish the asymptotic properties of the proposed estimator. Due to the nonparametric nature of locally stationary models, the resulting indirect inference estimator exhibits nonparametric rates of convergence. We validate our methodology with simulation studies in the confines of a locally stationary moving average model and a new locally stationary multiplicative stochastic volatility model. Using this indirect inference methodology and the new locally stationary volatility model, we obtain evidence of non-linear, time-varying volatility trends for monthly returns on several Fama-French portfolios