1) The document discusses developing data to assess student progression at the Los Angeles Community College District.
2) It presents research questions about the progress of first-time students placed in basic skills math, including whether progress varies by ethnicity.
3) Tables show outcomes like course completion rates over three years for different ethnic groups of students placed in basic skills math.
The document discusses Pierce College's ASAP program which aims to improve outcomes for students in developmental math courses. The program provides a highly structured approach where students take algebra and college success courses together in a semester with embedded tutoring and counseling support. Initial data shows algebra success rates of 48% for beginning and 53% for intermediate courses through the program. The discussion also notes a new cohort model combining ASAP supports with a first year experience for students to complete remedial English and math in their first year, though outcome data is not yet available.
- The document summarizes a study evaluating the effects of basic skills math placement policies on student outcomes at the Los Angeles Community College District (LACCD).
- Over 50% of community college students in California are placed into basic skills math courses, higher than the national average of 25-40%. The study aims to evaluate how different basic skills math paths impact student course-taking and success.
- Researchers will use a regression discontinuity design to analyze how assignment to different basic skills math levels affects later outcomes, leveraging a continuous placement score to assign students to treatment and control groups.
1. The keynote presentation at the Los Angeles Community College District Annual Summit discussed Northern Essex Community College's experience with Achieving the Dream, a national nonprofit focused on student success and completion.
2. A faculty member described how Achieving the Dream helped address frustrations by focusing efforts on research, evidence, and institutionalizing initiatives. This led to improved retention rates, especially in developmental math.
3. Achieving the Dream produced cultural and policy changes at the college and spurred new efforts to support students, leading to steady improvements in student outcomes over three years.
StatwayTM is a student success initiative that embeds developmental math within a statistics course, allowing students to complete both subjects in one year. It is part of a Networked Improvement Community consisting of researchers and practitioners collaborating to build and refine solutions to high developmental math failure rates. The curriculum and pedagogy are informed by statistical and mathematics organizations and emphasize rich tasks, conceptual understanding over procedures, productive struggle, explicit connections, and deliberate practice.
The document discusses the Transformational Toolbox program funded by the Chancellor's Office to support faculty in transforming curricula and pedagogy to close achievement gaps and help more students complete educational milestones. Over 6,000 faculty, administrators, and students from all 112 California community colleges have connected through the program. It also describes a new Basic Skills Progress Tracker tool and upcoming events connecting educators, including workshops on math pathways and leadership training. The outcomes listed are to help campuses support student success through curricular and institutional redesign initiatives offered by the Transformational Toolbox program.
Building stronger systems for sl os and program reviewharrindl
This document discusses lessons learned from the BRIC Initiative about building stronger systems for student learning outcomes (SLOs) and program review. The BRIC Initiative provided on-campus support to help colleges improve internal practices like SLOs and program review by focusing on meaningful, sustainable, and consistent processes. Colleges wanted to reform these processes to make them simpler and more useful. The Initiative found that creating time and space for conversation allowed good ideas to be implemented. Improving SLOs and program review requires engaging a wide range of people in analyzing data and developing action plans, rather than creating additional processes.
The document summarizes the rules and activities of the Marshmallow Challenge workshop. It explains that participants will have 18 minutes to build the tallest freestanding structure out of spaghetti, string and tape to support a marshmallow on top. It also discusses reflection activities where participants will share experiences of change initiatives in their schools and identify common obstacles or "marshmallows". Finally, it introduces the theory of change of the 3CSN program which aims to transform teacher identity and create communities of practice to improve student success through training and action research.
The document discusses Pierce College's ASAP program which aims to improve outcomes for students in developmental math courses. The program provides a highly structured approach where students take algebra and college success courses together in a semester with embedded tutoring and counseling support. Initial data shows algebra success rates of 48% for beginning and 53% for intermediate courses through the program. The discussion also notes a new cohort model combining ASAP supports with a first year experience for students to complete remedial English and math in their first year, though outcome data is not yet available.
- The document summarizes a study evaluating the effects of basic skills math placement policies on student outcomes at the Los Angeles Community College District (LACCD).
- Over 50% of community college students in California are placed into basic skills math courses, higher than the national average of 25-40%. The study aims to evaluate how different basic skills math paths impact student course-taking and success.
- Researchers will use a regression discontinuity design to analyze how assignment to different basic skills math levels affects later outcomes, leveraging a continuous placement score to assign students to treatment and control groups.
1. The keynote presentation at the Los Angeles Community College District Annual Summit discussed Northern Essex Community College's experience with Achieving the Dream, a national nonprofit focused on student success and completion.
2. A faculty member described how Achieving the Dream helped address frustrations by focusing efforts on research, evidence, and institutionalizing initiatives. This led to improved retention rates, especially in developmental math.
3. Achieving the Dream produced cultural and policy changes at the college and spurred new efforts to support students, leading to steady improvements in student outcomes over three years.
StatwayTM is a student success initiative that embeds developmental math within a statistics course, allowing students to complete both subjects in one year. It is part of a Networked Improvement Community consisting of researchers and practitioners collaborating to build and refine solutions to high developmental math failure rates. The curriculum and pedagogy are informed by statistical and mathematics organizations and emphasize rich tasks, conceptual understanding over procedures, productive struggle, explicit connections, and deliberate practice.
The document discusses the Transformational Toolbox program funded by the Chancellor's Office to support faculty in transforming curricula and pedagogy to close achievement gaps and help more students complete educational milestones. Over 6,000 faculty, administrators, and students from all 112 California community colleges have connected through the program. It also describes a new Basic Skills Progress Tracker tool and upcoming events connecting educators, including workshops on math pathways and leadership training. The outcomes listed are to help campuses support student success through curricular and institutional redesign initiatives offered by the Transformational Toolbox program.
Building stronger systems for sl os and program reviewharrindl
This document discusses lessons learned from the BRIC Initiative about building stronger systems for student learning outcomes (SLOs) and program review. The BRIC Initiative provided on-campus support to help colleges improve internal practices like SLOs and program review by focusing on meaningful, sustainable, and consistent processes. Colleges wanted to reform these processes to make them simpler and more useful. The Initiative found that creating time and space for conversation allowed good ideas to be implemented. Improving SLOs and program review requires engaging a wide range of people in analyzing data and developing action plans, rather than creating additional processes.
The document summarizes the rules and activities of the Marshmallow Challenge workshop. It explains that participants will have 18 minutes to build the tallest freestanding structure out of spaghetti, string and tape to support a marshmallow on top. It also discusses reflection activities where participants will share experiences of change initiatives in their schools and identify common obstacles or "marshmallows". Finally, it introduces the theory of change of the 3CSN program which aims to transform teacher identity and create communities of practice to improve student success through training and action research.
Havelock Elementary had high student performance on standardized tests, with 74.2% of students scoring at or above grade level in reading and 84.1% in math overall. The school was designated as a School of Progress for expected growth in learning achieved by students from one year to the next. The school met all 15 of its targets for Adequate Yearly Progress under the No Child Left Behind Act.
Havelock Elementary had high student performance on standardized tests, with 74.2% of students scoring at or above grade level in reading and 84.1% in math overall. The school was designated as a School of Progress for expected growth in learning achieved by students from one year to the next. The school met all 15 of its targets for Adequate Yearly Progress under No Child Left Behind.
Irving Park Elementary achieved Expected Growth and was designated a School of Progress based on its 2008-09 end-of-grade test results. 59.9% of students scored at or above grade level in reading and 75.7% in math, above the district but below state averages. The school did not make adequate yearly progress under No Child Left Behind. There were no reported acts of crime or violence among the school's 691 students.
This document discusses kids' active living in Marin County from multiple perspectives. It notes that focus groups found the community lacks walkability and safety for walking. It also discusses kids' access to physical activity through parks, schools, and after school programs. Survey data shows nearly half of youth are physically active daily, though this declines from middle to high school. Disparities also exist between ethnic groups and school districts in meeting fitness standards. The information presented suggests improving opportunities and environments to support kids' active living and reduce inequalities.
The document summarizes Georgetown ISD's Adequate Yearly Progress (AYP) report for 2011-2012. It discusses the measures and standards used to evaluate student performance and participation in reading/ELA and math. It provides an overview of the AYP report pages, including performance data for different student groups and campuses. Finally, it shares Georgetown ISD's overall 2012 AYP results and information for accessing the full AYP report.
The PTA meeting covered several topics:
1) School officials introduced the PTA board and budget, highlighting expenses for school programs and activities.
2) Teachers discussed improvements in academics, including expanded science activities, use of technology for reading, and focus on math lessons and problem-solving.
3) Test results from 2012 were presented, showing most grades improved scores in English but need more growth in math.
This document discusses using data to provide new perspectives on schools' and districts' performance. It presents examples of data visualizations about out-of-field teaching, college enrollment rates, and an elementary school's performance over time in English/language arts and math. The examples show how data can reveal patterns to inform complex issues like program improvement. The document advocates using narrative data analyses to spark better questions and conversations about school and district performance.
The document discusses how student performance standards will increase with the adoption of NAEP equivalency cut scores. It notes that under the previous state standards, many students were considered proficient, but under NAEP standards most would now only be considered basic. The document provides district achievement data compared to state averages and other districts to illustrate that goals will need to be higher to meet the new standards. It acknowledges successes but recognizes significant work is needed to help more students achieve proficiency under the new, more rigorous expectations.
The document contains data from multiple schools across several years related to Adequate Yearly Progress (AYP) metrics and school status. It shows percentages of graduates from the class of 2011 going to 4-year colleges, 2-year colleges, and other destinations. It also describes learning labs at one school for academics, math, English, and their role in student success.
The document summarizes the Adequate Yearly Progress (AYP) measures and targets for Georgetown ISD for the 2010-2011 school year. It discusses the measures of reading/ELA and math proficiency and participation that were evaluated for different student groups. It provides an overview of Georgetown ISD's 2011 AYP report, which found the district missed AYP due to reading proficiency and some individual campuses missed for various reasons.
1) Analysis of student test results from DBE 2 and control schools found that over 75% of students met standards in language and science, but only about 35% met standards in math in both grade 3 and 6.
2) The percentage of students exceeding language standards dropped dramatically from 69.4% in grade 3 to 7.1% in grade 6, and the percentage below standards increased from 5.4% to 21.5%.
3) DBE 2 programming helped narrow the gender gap in math performance, with an 8% difference favoring girls in grade 6 in 2008/09, compared to a 21% difference favoring boys in 2006/07 before DBE 2.
4)
This document summarizes data from Glencliff High School in Tennessee from 2010. It shows that the school has highly diverse student body from 44 countries speaking 40 languages. It also shows improvements in freshman promotion rates since implementing a Freshman Academy. Additional data outlines the school's performance, demographics, attendance, mobility, and Adequate Yearly Progress history. Scores on state standardized tests and ACT exams are provided. Throughout, the importance of recognizing the individual students behind the data is emphasized.
This document discusses the value and benefits of attending high school and college. It notes that high school helps develop skills and choose a career path, while college can increase earning potential with degrees paying more than those without. The document also outlines the Advanced Placement (AP) program offerings at Baldwin High School and benefits of taking challenging AP classes and exams for college preparation and credit.
This document provides an overview and summary of the 2011-12 Academic Excellence Indicator System (AEIS) Annual Report and Public Hearing for Georgetown ISD. It summarizes key sections and data from the full AEIS report, including district and campus performance on TAKS and other assessments, student demographic and achievement data disaggregated by student group, four-year completion rates, and additional indicators of college readiness. It also provides overviews of the district and campus profiles as well as bilingual/ESL performance data reported in the AEIS. The document aims to give stakeholders a high-level snapshot of the information contained within the full AEIS report.
This document compares zone-based and home-based assignment plans for school choice in Boston. It shows that a zone-based plan with 11 zones results in unequal choice availability and large discontinuities across zone boundaries. A home-based plan provides more gradual variation in school choice across the city without major boundaries. However, it also results in many areas being highly reliant on out-of-zone schools for higher quality options, especially for non-white students.
The document contains information about college readiness and success rates in Central Texas. It shows that Central Texas exceeds the state rate for graduates receiving distinguished diplomas. The majority of Asian students earn distinguished diplomas, while about 1 in 4 Black students and 1 in 5 Hispanic students receive minimum diplomas. Graduates with distinguished diplomas are more likely to earn a college degree. There is a gap in college readiness for graduates of color. Only 1 in 4 freshmen graduate high school on-time and college and career ready. College enrollment rates after high school graduation vary by district and are correlated with the proportion of low-income students.
The document provides data on student achievement, attendance, enrollment, finances, and human resources for PTISD school district. It includes STAAR test results, ACT/SAT scores, attendance rates, enrollment numbers, budgets, tax rates, and staffing information. Overall, the data shows the district maintaining high achievement levels, attendance, and financial stability over recent years.
The document discusses challenges to access in higher education in the United States, including growing diversity, inconsistent academic preparation, information gaps, and financial barriers. It notes that college attainment rates vary significantly by race and income level, with only 21% of American Indians and 24% of African Americans attaining a bachelor's degree compared to 56% of whites. Preparation is inconsistent, with a lack of alignment between K-12 and college standards and many students requiring remedial coursework. Financial barriers are also substantial, with complex admissions and financial aid systems deterring many from applying for aid.
The document discusses an overview of Achieving the Dream, a national initiative focused on student success at community colleges. It outlines the goals of Achieving the Dream, which are to help more community college students stay in school and earn certificates or degrees by using data to identify issues, examining the root causes of problems, and developing solutions. It also provides some example data from Pierce College on topics like placement test scores, persistence rates, and awards earned to illustrate the types of data analyzed through Achieving the Dream.
Bsi leadership for student success what matters_most_2010harrindl
The document discusses factors that matter most for student success based on research. It finds that student engagement, relationships, high expectations, and developmental education are critical. Engagement must be intentionally designed through activities like collaborative learning and student-faculty interaction. Advising and clear academic plans also promote success. While faculty believe they provide prompt feedback, many students do not feel they receive it. Focused efforts can improve student outcomes.
Havelock Elementary had high student performance on standardized tests, with 74.2% of students scoring at or above grade level in reading and 84.1% in math overall. The school was designated as a School of Progress for expected growth in learning achieved by students from one year to the next. The school met all 15 of its targets for Adequate Yearly Progress under the No Child Left Behind Act.
Havelock Elementary had high student performance on standardized tests, with 74.2% of students scoring at or above grade level in reading and 84.1% in math overall. The school was designated as a School of Progress for expected growth in learning achieved by students from one year to the next. The school met all 15 of its targets for Adequate Yearly Progress under No Child Left Behind.
Irving Park Elementary achieved Expected Growth and was designated a School of Progress based on its 2008-09 end-of-grade test results. 59.9% of students scored at or above grade level in reading and 75.7% in math, above the district but below state averages. The school did not make adequate yearly progress under No Child Left Behind. There were no reported acts of crime or violence among the school's 691 students.
This document discusses kids' active living in Marin County from multiple perspectives. It notes that focus groups found the community lacks walkability and safety for walking. It also discusses kids' access to physical activity through parks, schools, and after school programs. Survey data shows nearly half of youth are physically active daily, though this declines from middle to high school. Disparities also exist between ethnic groups and school districts in meeting fitness standards. The information presented suggests improving opportunities and environments to support kids' active living and reduce inequalities.
The document summarizes Georgetown ISD's Adequate Yearly Progress (AYP) report for 2011-2012. It discusses the measures and standards used to evaluate student performance and participation in reading/ELA and math. It provides an overview of the AYP report pages, including performance data for different student groups and campuses. Finally, it shares Georgetown ISD's overall 2012 AYP results and information for accessing the full AYP report.
The PTA meeting covered several topics:
1) School officials introduced the PTA board and budget, highlighting expenses for school programs and activities.
2) Teachers discussed improvements in academics, including expanded science activities, use of technology for reading, and focus on math lessons and problem-solving.
3) Test results from 2012 were presented, showing most grades improved scores in English but need more growth in math.
This document discusses using data to provide new perspectives on schools' and districts' performance. It presents examples of data visualizations about out-of-field teaching, college enrollment rates, and an elementary school's performance over time in English/language arts and math. The examples show how data can reveal patterns to inform complex issues like program improvement. The document advocates using narrative data analyses to spark better questions and conversations about school and district performance.
The document discusses how student performance standards will increase with the adoption of NAEP equivalency cut scores. It notes that under the previous state standards, many students were considered proficient, but under NAEP standards most would now only be considered basic. The document provides district achievement data compared to state averages and other districts to illustrate that goals will need to be higher to meet the new standards. It acknowledges successes but recognizes significant work is needed to help more students achieve proficiency under the new, more rigorous expectations.
The document contains data from multiple schools across several years related to Adequate Yearly Progress (AYP) metrics and school status. It shows percentages of graduates from the class of 2011 going to 4-year colleges, 2-year colleges, and other destinations. It also describes learning labs at one school for academics, math, English, and their role in student success.
The document summarizes the Adequate Yearly Progress (AYP) measures and targets for Georgetown ISD for the 2010-2011 school year. It discusses the measures of reading/ELA and math proficiency and participation that were evaluated for different student groups. It provides an overview of Georgetown ISD's 2011 AYP report, which found the district missed AYP due to reading proficiency and some individual campuses missed for various reasons.
1) Analysis of student test results from DBE 2 and control schools found that over 75% of students met standards in language and science, but only about 35% met standards in math in both grade 3 and 6.
2) The percentage of students exceeding language standards dropped dramatically from 69.4% in grade 3 to 7.1% in grade 6, and the percentage below standards increased from 5.4% to 21.5%.
3) DBE 2 programming helped narrow the gender gap in math performance, with an 8% difference favoring girls in grade 6 in 2008/09, compared to a 21% difference favoring boys in 2006/07 before DBE 2.
4)
This document summarizes data from Glencliff High School in Tennessee from 2010. It shows that the school has highly diverse student body from 44 countries speaking 40 languages. It also shows improvements in freshman promotion rates since implementing a Freshman Academy. Additional data outlines the school's performance, demographics, attendance, mobility, and Adequate Yearly Progress history. Scores on state standardized tests and ACT exams are provided. Throughout, the importance of recognizing the individual students behind the data is emphasized.
This document discusses the value and benefits of attending high school and college. It notes that high school helps develop skills and choose a career path, while college can increase earning potential with degrees paying more than those without. The document also outlines the Advanced Placement (AP) program offerings at Baldwin High School and benefits of taking challenging AP classes and exams for college preparation and credit.
This document provides an overview and summary of the 2011-12 Academic Excellence Indicator System (AEIS) Annual Report and Public Hearing for Georgetown ISD. It summarizes key sections and data from the full AEIS report, including district and campus performance on TAKS and other assessments, student demographic and achievement data disaggregated by student group, four-year completion rates, and additional indicators of college readiness. It also provides overviews of the district and campus profiles as well as bilingual/ESL performance data reported in the AEIS. The document aims to give stakeholders a high-level snapshot of the information contained within the full AEIS report.
This document compares zone-based and home-based assignment plans for school choice in Boston. It shows that a zone-based plan with 11 zones results in unequal choice availability and large discontinuities across zone boundaries. A home-based plan provides more gradual variation in school choice across the city without major boundaries. However, it also results in many areas being highly reliant on out-of-zone schools for higher quality options, especially for non-white students.
The document contains information about college readiness and success rates in Central Texas. It shows that Central Texas exceeds the state rate for graduates receiving distinguished diplomas. The majority of Asian students earn distinguished diplomas, while about 1 in 4 Black students and 1 in 5 Hispanic students receive minimum diplomas. Graduates with distinguished diplomas are more likely to earn a college degree. There is a gap in college readiness for graduates of color. Only 1 in 4 freshmen graduate high school on-time and college and career ready. College enrollment rates after high school graduation vary by district and are correlated with the proportion of low-income students.
The document provides data on student achievement, attendance, enrollment, finances, and human resources for PTISD school district. It includes STAAR test results, ACT/SAT scores, attendance rates, enrollment numbers, budgets, tax rates, and staffing information. Overall, the data shows the district maintaining high achievement levels, attendance, and financial stability over recent years.
The document discusses challenges to access in higher education in the United States, including growing diversity, inconsistent academic preparation, information gaps, and financial barriers. It notes that college attainment rates vary significantly by race and income level, with only 21% of American Indians and 24% of African Americans attaining a bachelor's degree compared to 56% of whites. Preparation is inconsistent, with a lack of alignment between K-12 and college standards and many students requiring remedial coursework. Financial barriers are also substantial, with complex admissions and financial aid systems deterring many from applying for aid.
The document discusses an overview of Achieving the Dream, a national initiative focused on student success at community colleges. It outlines the goals of Achieving the Dream, which are to help more community college students stay in school and earn certificates or degrees by using data to identify issues, examining the root causes of problems, and developing solutions. It also provides some example data from Pierce College on topics like placement test scores, persistence rates, and awards earned to illustrate the types of data analyzed through Achieving the Dream.
Bsi leadership for student success what matters_most_2010harrindl
The document discusses factors that matter most for student success based on research. It finds that student engagement, relationships, high expectations, and developmental education are critical. Engagement must be intentionally designed through activities like collaborative learning and student-faculty interaction. Advising and clear academic plans also promote success. While faculty believe they provide prompt feedback, many students do not feel they receive it. Focused efforts can improve student outcomes.
This document discusses developing logic models to focus program evaluations. It defines logic models and their components, and provides an example logic model for an education program to prevent HIV infection. Logic models describe the resources, activities, outputs, and short- and long-term outcomes of a program, helping evaluators design focused evaluation questions. The document emphasizes engaging stakeholders in developing the logic model and determining the evaluation's purpose and questions.
This document discusses the importance and power of networks. It notes that the problems being addressed are larger than any one person can handle alone. Networks allow people to see other contexts and understand their own context better. It also discusses how to build and map networks both on and off campus, including identifying knowledgeable individuals, potential leaders, gaps, and resources. The key is to foster relationships, learn from others' experiences, and connect the big picture issues to fine-grained details.
- The document summarizes a study evaluating the effects of basic skills math placement policies on student outcomes at the Los Angeles Community College District (LACCD).
- Over 50% of community college students in California are placed into basic skills math courses, higher than the national average of 25-40%. The study aims to evaluate how different basic skills math paths impact student course-taking and success.
- Researchers will use a regression discontinuity design to analyze how assignment to different basic skills math levels affects later outcomes, leveraging a continuous placement score to assign students to treatment and control groups.
Motivation and self regulation--Myron Demboharrindl
The document discusses several topics related to student learning and motivation, including:
1) The role of self-regulation in learning and key motivational constructs that influence students.
2) Common causes of students' learning and motivational problems such as their beliefs, help-seeking behaviors, and perceptions of ability.
3) Recommendations for interventions to address motivational issues and improve instruction, such as addressing students' and instructors' conflicting beliefs.
Classroom-based research can be used to discover students' knowledge, skills, and attitudes as well as the impact of classroom interventions. It benefits teachers by helping them plan and teach effectively while enhancing their research, teaching skills, and understanding of how they impact student learning. The steps of classroom-based research involve developing questions about student learning, collecting and analyzing data through methods like surveys, pre/post-tests, and observations, examining assumptions, discussing findings, and sharing conclusions.
Valencia Community College underwent an institutional transformation process through its participation in the Achieving the Dream initiative. This involved identifying performance gaps between different student groups, choosing strategies to address these gaps, implementing the strategies, collecting and analyzing data, and making adjustments based on lessons learned. Some key strategies included supplemental learning, learning communities, and a student life skills course. Through a process of broad engagement, collecting meaningful data, and continuous improvement, Valencia was able to successfully close achievement gaps between racial/ethnic groups and increase overall student success rates.
The document summarizes a presentation about accountability and action plans related to basic skills initiatives at California community colleges. It finds that while most colleges created action plans, only a few were truly "actionable" by identifying clear problems, strategies, and outcomes. The most effective plans incorporated practitioner inquiry, addressed institutional culture change, and viewed basic skills challenges holistically across the student journey.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdfMalak Abu Hammad
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
A tale of scale & speed: How the US Navy is enabling software delivery from l...sonjaschweigert1
Rapid and secure feature delivery is a goal across every application team and every branch of the DoD. The Navy’s DevSecOps platform, Party Barge, has achieved:
- Reduction in onboarding time from 5 weeks to 1 day
- Improved developer experience and productivity through actionable findings and reduction of false positives
- Maintenance of superior security standards and inherent policy enforcement with Authorization to Operate (ATO)
Development teams can ship efficiently and ensure applications are cyber ready for Navy Authorizing Officials (AOs). In this webinar, Sigma Defense and Anchore will give attendees a look behind the scenes and demo secure pipeline automation and security artifacts that speed up application ATO and time to production.
We will cover:
- How to remove silos in DevSecOps
- How to build efficient development pipeline roles and component templates
- How to deliver security artifacts that matter for ATO’s (SBOMs, vulnerability reports, and policy evidence)
- How to streamline operations with automated policy checks on container images
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
Introducing Milvus Lite: Easy-to-Install, Easy-to-Use vector database for you...Zilliz
Join us to introduce Milvus Lite, a vector database that can run on notebooks and laptops, share the same API with Milvus, and integrate with every popular GenAI framework. This webinar is perfect for developers seeking easy-to-use, well-integrated vector databases for their GenAI apps.
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...SOFTTECHHUB
The choice of an operating system plays a pivotal role in shaping our computing experience. For decades, Microsoft's Windows has dominated the market, offering a familiar and widely adopted platform for personal and professional use. However, as technological advancements continue to push the boundaries of innovation, alternative operating systems have emerged, challenging the status quo and offering users a fresh perspective on computing.
One such alternative that has garnered significant attention and acclaim is Nitrux Linux 3.5.0, a sleek, powerful, and user-friendly Linux distribution that promises to redefine the way we interact with our devices. With its focus on performance, security, and customization, Nitrux Linux presents a compelling case for those seeking to break free from the constraints of proprietary software and embrace the freedom and flexibility of open-source computing.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
Unlocking Productivity: Leveraging the Potential of Copilot in Microsoft 365, a presentation by Christoforos Vlachos, Senior Solutions Manager – Modern Workplace, Uni Systems
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...Neo4j
Leonard Jayamohan, Partner & Generative AI Lead, Deloitte
This keynote will reveal how Deloitte leverages Neo4j’s graph power for groundbreaking digital twin solutions, achieving a staggering 100x performance boost. Discover the essential role knowledge graphs play in successful generative AI implementations. Plus, get an exclusive look at an innovative Neo4j + Generative AI solution Deloitte is developing in-house.
Enchancing adoption of Open Source Libraries. A case study on Albumentations.AIVladimir Iglovikov, Ph.D.
Presented by Vladimir Iglovikov:
- https://www.linkedin.com/in/iglovikov/
- https://x.com/viglovikov
- https://www.instagram.com/ternaus/
This presentation delves into the journey of Albumentations.ai, a highly successful open-source library for data augmentation.
Created out of a necessity for superior performance in Kaggle competitions, Albumentations has grown to become a widely used tool among data scientists and machine learning practitioners.
This case study covers various aspects, including:
People: The contributors and community that have supported Albumentations.
Metrics: The success indicators such as downloads, daily active users, GitHub stars, and financial contributions.
Challenges: The hurdles in monetizing open-source projects and measuring user engagement.
Development Practices: Best practices for creating, maintaining, and scaling open-source libraries, including code hygiene, CI/CD, and fast iteration.
Community Building: Strategies for making adoption easy, iterating quickly, and fostering a vibrant, engaged community.
Marketing: Both online and offline marketing tactics, focusing on real, impactful interactions and collaborations.
Mental Health: Maintaining balance and not feeling pressured by user demands.
Key insights include the importance of automation, making the adoption process seamless, and leveraging offline interactions for marketing. The presentation also emphasizes the need for continuous small improvements and building a friendly, inclusive community that contributes to the project's growth.
Vladimir Iglovikov brings his extensive experience as a Kaggle Grandmaster, ex-Staff ML Engineer at Lyft, sharing valuable lessons and practical advice for anyone looking to enhance the adoption of their open-source projects.
Explore more about Albumentations and join the community at:
GitHub: https://github.com/albumentations-team/albumentations
Website: https://albumentations.ai/
LinkedIn: https://www.linkedin.com/company/100504475
Twitter: https://x.com/albumentations
Maruthi Prithivirajan, Head of ASEAN & IN Solution Architecture, Neo4j
Get an inside look at the latest Neo4j innovations that enable relationship-driven intelligence at scale. Learn more about the newest cloud integrations and product enhancements that make Neo4j an essential choice for developers building apps with interconnected data and generative AI.
Pushing the limits of ePRTC: 100ns holdover for 100 daysAdtran
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
Pushing the limits of ePRTC: 100ns holdover for 100 days
Das presentation 2011
1. Taking D t t th N t L
T ki Data to the Next Level
l
Developing Data to Assess Student Progression
Maury Pearl, LACCD Institutional Effectiveness
September 23, 2011
2. High Interest in Student Progression
High Interest in Student Progression
• Understanding the Complete Picture
– Short‐term measures
Short term measures
– Longer term perspective
• Research Findings
–LLow rates of student progression
t f t d t i
– Achievement gaps
• Desire for Improvement
p
o Describe student progression
o Identify problems or issue along path
o Research possible explanations
Research possible explanations
o Design and implement interventions
o Assess and evaluate
3. Student Progress Research Questions
Student Progress Research Questions
• What has been the progress of first time
first-time
program pursuing students (students who
attempted 12 units or more in the first
year) who were assessed and placed in
Basic Skills Math?
• Does progress vary by ethnicity?
4. Basic Skills Math Improvement Over Three Years*
Progress of first-time program pursuing students (attempted 12 units or
more in the first year) who were assessed and placed in Basic Skills Math.
Fall 05: assessed=9,201, placed in BS=6,549
Fall 06: assessed=9,482, placed in BS=6,563
Fall 07: assessed=10 040 placed in BS=6 915
assessed=10,040, BS=6,915
* Over the three cohorts, 70% of those assessed in Math have been placed in the basic skills levels.
100%
Of Those Placed in Basic Skills Math
75% 69% 70% 69%
50% 42% 42% 41%
33% 35% 36%
25% 18% 20% 20%
8% 10% 9%
0%
Enrolled in Completed 1st Passed Passed Passed College
Recommended Course in 1st Elementary Intermediate Algebra/
Course in 1st Year Algebra Algebra or Transfer Level
Year Geometry Math
Fall 05 Cohort Fall 06 Cohort Fall 07 Cohort
5. Progress Of Fall 2007 Cohort Students Placed in Basic
Skills Math
80%
70%
60%
50%
40%
30%
20%
10%
0%
Enrolled in Completed First Passed Passed Passed College
Recommended Course in the Elementary Intermediate Algebra /
Course in the First Year Algebra Algebra Transfer Level
First Year Math
Asian Black Hispanic White
Amer I d/
A Ind/
Other Non- All
Asian Black Hispanic White White Students
Enrolled in Recommended
67.6% 62.4% 73.7% 62.3% 57.4% 69.8%
Course in the First Year
Completed First Course in
50.6%
50 6% 26.4%
26 4% 43.5%
43 5% 44.9%
44 9% 40.6%
40 6% 41.6%
41 6%
the First Year
Passed Elementary Algebra 47.2% 18.5% 36.8% 46.8% 43.9% 36.2%
Passed Intermediate Algebra 30.6% 7.3% 19.7% 26.3% 19.4% 19.5%
Passed College Algebra /
17.7% 3.1% 9.1% 12.0% 8.4% 9.2%
Transfer Level Math
Supplemental Slides 1
6. Student Outcomes Database
Student Outcomes Database
• Student unit record (SUR)
• Currently based Fall 2007 cohort
• Includes student characteristics (age, gender,
( g ,g ,
ethnicity, student status)
• Contains outcomes (units attempted units
Contains outcomes (units attempted, units
completed, attempted BS English, attempted
BS Math, …, completed degree or certificate)
BS Math, , completed degree or certificate)
• Database
7. Outcomes Database
Variable Name Variable Description
ID Student ID
CAMPUS Campus
SEM Term of entry
SEX Student gender
AGE Student age group (at the time of entry)
1.00 Under 20
2.00 20 - 24
3.00 25 - 34
4.00 35 - 54
5.00 55 and over
9.00 Unknown
ETHNIC Student ethnicity
1.00
.00 Asian
s a
2.00 Black
3.00 Hispanic
4.00 White
5.00 Amer Ind/Other Non-White
6.00 Unknown/Decline to State
NEW Entering status
2.0 1st Time Student
2.4 Former Concurrent Student This College
2.6 Former Concurrent Student Another
College
UNATTMPT Units attempted in Fall 07
UNCOMPLT Units completed in Fall 07
POINT1 Student attempted units in Fall 07 (1=yes)
POINT2 Student completed units in Fall 07 (1=yes)
ATT20081 Units attempted in Spring 2008
POINT3 Student attempted units in Spring 08 (1=yes)
ATT20083 Units attempted in Fall 08
POINT4 Student attempted units in Fall 08 (1=yes)
COMPENGL Student completed any basic skills English/ESL (1=yes)
COMPMATH Student completed any basic skills math (1=yes)
COMPE101 Student completed English 101 (1=yes)
COMPM125 Student completed Math 125 (1=yes)
COMPBOTH Student completed English 101 and Math 125 (1=yes)
TOTCOMPL Total units completed
COMP60UN Student completed 60 units or more (1=yes)
TRANMATH Student completed transfer-level math (1=yes)
DEGRCERT Student completed degree or certificate (1=yes)
Supplemental Slides 2
11. Degree‐Seeking Academic Pipeline @ Los Angeles Mission College
Fall 2007 Cohort – Academic Years of Study: 07‐08, 08‐09, 09‐10, 10‐11
Exhibit 1 Taking Placement Test Results
Cohort Fall 2007 = 1278 Level of Readiness Total %
Not taking placement test
Not taking placement test 327 26%31 Earned Award
26%31 Earned Award
Take placement test 951 74%
College ready (M125 & E101 or
E28) 53 5.6%
Need English only (M125) 29 3.0%
Need Math only (E101 or E28) 222 23.3%
Need both 647 68.0%
951 100.0%
Exhibit 2 ‐ Momentum Point 1 Attempted and Completed units in Fall 2007
Level of Readiness Original cohort Attempted % Completed %
College ready (M125 & E101 or
E28) 53 53 100% 48 91%
Need english only (M125) 29 29 100% 27 93%
Need math only (E101 and/or
E28) 222 222 100% 195 88%
Need both 647 647 100% 474 73%
744
Exhibit 3 ‐ Momentum point 2 Attempted and Success Developmental Courses
No.
Attempte
Level of Readiness Original Cohort d % Attempted No. Success % Success
Need English only (M125)
N d E li h l (M125) 29 23 79% 19 83%
Need Math only (E101 and/or
E28) 222 182 82% 130 71%
Need both 647 571 88% 356 62%
Dev Math courses 478 74% 265 55%
Dev ESL courses 459 71% 291 63%
776 505
Exhibit 4 ‐ Momentum Point 3 Completed both E101 and M125 Completed 60 units or more
%
%
Completed Completed 60 Units or
Level of Readiness Original cohort both both more %
College ready (M125 & E101 or
E28) 53 37 70% 26 49%
Need english only (M125) 29 14 48% 17 59%
Need math only (E101 and/or
E28) 222 57 26% 58 26%
Need both
Need both 647 77 12% 128 20%
185 229
Exhibit 5 ‐ Momentum point 4 Earned an Award or Still Enrolled in Fall 2011
Still % Still
Level of Readiness Original cohort Enrolled Enrolled Awards % Awards
College ready (M125 & E101 or
E28) 53 12 23% 19 36%
Need english only (M125)
g y( ) 29 6 21% 10 34%
Need math only (E101 and/or
E28) 222 42 19% 33 15%
Need both 647 130 20% 54 8%
190 116
Supplemental Slides 4
12. Students Entering and Leaving the Pipeline From Fall 2007 to Spring 2011
Fall 2007 Cohort (FTIC)
1000
900
207
800
700
600
239 Unsuccess/Incompleted
500
951 Success/Completed
400
744 276
320
300
505
200
113
100 229 185
116
0
Take placement Completed any Successful Completed 60 Completed E101 Earned awards
test in Fall 07 units in Fall 07 completed dev. units or more and M125
courses