1. The paper examines how school choice programs can improve academic outcomes through both improved school inputs and increased student motivation and effort.
2. The authors analyze data on school choice lotteries and student outcomes in a large, urban school district to measure the effects of winning a school choice lottery on absenteeism and suspensions before school changes (when motivation may change) and test scores after attending the new school.
3. Preliminary results suggest that winning a school choice lottery reduces absenteeism prior to attending the new school, indicating increased student motivation, and can also improve longer-term academic outcomes through both motivation and school inputs.
An Overview on Children Exposure to Interparental Violence: Definition, Impac...BASPCAN
Ms. See Lok Man, Mary
Assistant Lecturer
School of Nursing
The University of Hong Kong
Dr. Anna Choi
Assistant Professor
Department of Social Work and Social Administration
The University of Hong Kong
In this presentation, Shushyam introduces the topic of SMAC and associated trends. Shushyam already has experience in machine learning using "R" and he intends to build on that to build customer profiles for targeting with right products and services.
Implementation of AHP and TOPSIS Method to Determine the Priority of Improvi...AM Publications
Many problems of asset management based on audit results is an indicator of weakness implementation of asset management which adversely affects of the Audit Board of the Republic of Indonesia. All evaluation of the implementation of asset management is the first step in improving the quality of asset management. This study aims to build decision support system to help problems solving prioritization improved management of government assets with AHP and TOPSIS methods. Integration of AHP and TOPSIS methods are used to perform weighting and ranking alternatives. Weights are obtained by comparison of the level of interest criteria carried out by experts ranked. While alternative methods produced are based on the calculation method in which the best alternative has the shortest distance from the positive ideal solution and the farthest from the negative ideal solution. Alternative asset management is a low priority in the increasing in asset management. The results of this analysis, a system is used for prioritization based on defined criteria. The test results shows that the system can provide an alternative sequence that has an accuracy rate of 83% and has an average value of 4.91 of an evaluation system 5-point scale with the aspect of effectiveness, efficiency and user satisfaction.
An Overview on Children Exposure to Interparental Violence: Definition, Impac...BASPCAN
Ms. See Lok Man, Mary
Assistant Lecturer
School of Nursing
The University of Hong Kong
Dr. Anna Choi
Assistant Professor
Department of Social Work and Social Administration
The University of Hong Kong
In this presentation, Shushyam introduces the topic of SMAC and associated trends. Shushyam already has experience in machine learning using "R" and he intends to build on that to build customer profiles for targeting with right products and services.
Implementation of AHP and TOPSIS Method to Determine the Priority of Improvi...AM Publications
Many problems of asset management based on audit results is an indicator of weakness implementation of asset management which adversely affects of the Audit Board of the Republic of Indonesia. All evaluation of the implementation of asset management is the first step in improving the quality of asset management. This study aims to build decision support system to help problems solving prioritization improved management of government assets with AHP and TOPSIS methods. Integration of AHP and TOPSIS methods are used to perform weighting and ranking alternatives. Weights are obtained by comparison of the level of interest criteria carried out by experts ranked. While alternative methods produced are based on the calculation method in which the best alternative has the shortest distance from the positive ideal solution and the farthest from the negative ideal solution. Alternative asset management is a low priority in the increasing in asset management. The results of this analysis, a system is used for prioritization based on defined criteria. The test results shows that the system can provide an alternative sequence that has an accuracy rate of 83% and has an average value of 4.91 of an evaluation system 5-point scale with the aspect of effectiveness, efficiency and user satisfaction.
The Chatbot Imperative: Intelligence, Personalization and Utilitarian DesignCognizant
To boost business outcomes and deliver superior experiences, chatbots must quickly deliver responses that speak directly to individual human needs and apply meaningful responses to evolving requirements over time.
VISIONARY FEMALE DIRECTOR, ARLENE BOGNA'S INDIE FILM IS AN OFFICIAL SELECTIO...Nicolette Fontaine, J.D.
MEDIA ALERT
VISIONARY FEMALE DIRECTOR, ARLENE BOGNA'S INDIE FILM IS AN OFFICIAL SELECTION AT NEWFILMMAKERS FESTIVAL LOS ANGELES (NFMLA)
THE BALLAD OF SNAKE OIL SAM
An alchemist driven by ambition embarks on a mystical journey in pursuit of redemption.
Arlene Bogna is a Powerful Female Voice in independent filmmaking today and gaining well-deserved attention in the movie industry and film director communities. She is part of the "Support Women Filmmakers" movement and is in the Alliance of Women Directors, the only non-profit organization solely dedicated to education, support and advocacy for women directors in the entertainment industry.
The Ballad of Snake Oil Sam captivates an audience of young and old alike with the inspiring mystical story of an alchemist and magical elixir salesman in pursuit of redemption told in sweeping epic vistas, mind-blowing moments, and colorful dynamic shots.
View all film updates at Facebook.com/TheBalladofSnakeOilSam
Follow Publicist, Nicolette Fontaine on Twitter @DiscoveryMM
and Film Director, Arlene Bogna on Twitter @Rockstarawesome
Peter Komives, director for network integration of the Global Entrepreneurship Network, on GEN Country Strategic Planning.
Presentation delivered at the Global Entrepreneurship Congress in Johannesburg, South Africa (March 2017).
Memory, Forgetting,Psychology, 3 Phases of Memory, Division and sub categories of memory, four general stages of memory, sequential category levels of memory, two types of memory recollection, physical structure of memory, basic factors affecting memory, forgetting, the ebbinghaus forgetting curve, reasons for forgetting information, memorization technique
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
We The Students: More Than Just A Number 8.7.14city_club
A panel on youth research featuring Taylor Watson, Michael Sterritt, La-Shaune Gullatt, Anne Galletta, Ph.D., Jayme Thomas, Carly Evans, and 9th grade students from the Cleveland Metropolitan School District.
WHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE REFORMASSESSING THE ALTER.docxjane3dyson92312
WHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE REFORM?
ASSESSING THE ALTERNATIVES TO SUSPENSIONS AND EXPULSIONS
THE U.S. DEPARTMENT OF EDUCATION'S OFFICE for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014. The news was welcomed by those who oppose the frequent use of suspensions and expulsions, known as exclusionary discipline. In recent years, many policymakers and educators have called for the adoption of alternative disciplinary strategies that allow students to stay in school and not miss valuable learning time. Advocates for discipline reform contend that suspensions are meted out in a biased way, because minority students and those with disabilities receive a disproportionate share of them. Some also assert that reducing suspensions would improve school climate for all students. Government leaders have taken steps to encourage school discipline reform. The Obama administration has embarked on several initiatives to encourage schools to move away from suspensions and toward alternative strategies. In 2011, the Department of Education (DOE) and the Department of Justice (DOJ) launched the Supportive School Discipline Initiative to coordinate federal efforts in this area. In January 2014, the DOE released a resource package with a variety of informational materials designed to support state and local efforts to improve school climate and discipline. The package
included a “Dear Colleague” letter, issued jointly by DOE and DOJ, warning against intentional racial discrimination but also stating that schools unlawfully discriminate even “if a policy is neutral on its face—meaning that the policy itself does not mention race—and is administered in an evenhanded manner but has a disparate impact, i.e., a disproportionate and unjustified effect on students of a particular race.” Discipline reform efforts are also underway at the state and school-district levels. As of May 2015, 22 states and the District of Columbia had revised their laws in order to require or encourage schools to: limit the use of exclusionary discipline practices; implement supportive (that is, nonpunitive) discipline strategies that rely on behavioral interventions; and provide support services such as counseling, dropout prevention, and guidance services for at- risk students. And as of the 2015-16 school year, 23 of the 100 largest school districts nationwide had implemented policy reforms requiring nonpunitive discipline strategies and/or limits to the use of suspensions. In an April 2014 survey of 500 district superintendents conducted by the School Superintendents Association (AASA), 84 percent of respondents reported that their districts had updated their code of conduct within the previous three years. What evidence supports the call for discipline reform?
by MATTHEW P. STEINBERG and JOHANNA LACOE
44 EDUCATION NEXT / W I N T E R 2 0 1 7 educationnext.org
PHOTOGRAPH /.
The Chatbot Imperative: Intelligence, Personalization and Utilitarian DesignCognizant
To boost business outcomes and deliver superior experiences, chatbots must quickly deliver responses that speak directly to individual human needs and apply meaningful responses to evolving requirements over time.
VISIONARY FEMALE DIRECTOR, ARLENE BOGNA'S INDIE FILM IS AN OFFICIAL SELECTIO...Nicolette Fontaine, J.D.
MEDIA ALERT
VISIONARY FEMALE DIRECTOR, ARLENE BOGNA'S INDIE FILM IS AN OFFICIAL SELECTION AT NEWFILMMAKERS FESTIVAL LOS ANGELES (NFMLA)
THE BALLAD OF SNAKE OIL SAM
An alchemist driven by ambition embarks on a mystical journey in pursuit of redemption.
Arlene Bogna is a Powerful Female Voice in independent filmmaking today and gaining well-deserved attention in the movie industry and film director communities. She is part of the "Support Women Filmmakers" movement and is in the Alliance of Women Directors, the only non-profit organization solely dedicated to education, support and advocacy for women directors in the entertainment industry.
The Ballad of Snake Oil Sam captivates an audience of young and old alike with the inspiring mystical story of an alchemist and magical elixir salesman in pursuit of redemption told in sweeping epic vistas, mind-blowing moments, and colorful dynamic shots.
View all film updates at Facebook.com/TheBalladofSnakeOilSam
Follow Publicist, Nicolette Fontaine on Twitter @DiscoveryMM
and Film Director, Arlene Bogna on Twitter @Rockstarawesome
Peter Komives, director for network integration of the Global Entrepreneurship Network, on GEN Country Strategic Planning.
Presentation delivered at the Global Entrepreneurship Congress in Johannesburg, South Africa (March 2017).
Memory, Forgetting,Psychology, 3 Phases of Memory, Division and sub categories of memory, four general stages of memory, sequential category levels of memory, two types of memory recollection, physical structure of memory, basic factors affecting memory, forgetting, the ebbinghaus forgetting curve, reasons for forgetting information, memorization technique
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
We The Students: More Than Just A Number 8.7.14city_club
A panel on youth research featuring Taylor Watson, Michael Sterritt, La-Shaune Gullatt, Anne Galletta, Ph.D., Jayme Thomas, Carly Evans, and 9th grade students from the Cleveland Metropolitan School District.
WHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE REFORMASSESSING THE ALTER.docxjane3dyson92312
WHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE REFORM?
ASSESSING THE ALTERNATIVES TO SUSPENSIONS AND EXPULSIONS
THE U.S. DEPARTMENT OF EDUCATION'S OFFICE for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014. The news was welcomed by those who oppose the frequent use of suspensions and expulsions, known as exclusionary discipline. In recent years, many policymakers and educators have called for the adoption of alternative disciplinary strategies that allow students to stay in school and not miss valuable learning time. Advocates for discipline reform contend that suspensions are meted out in a biased way, because minority students and those with disabilities receive a disproportionate share of them. Some also assert that reducing suspensions would improve school climate for all students. Government leaders have taken steps to encourage school discipline reform. The Obama administration has embarked on several initiatives to encourage schools to move away from suspensions and toward alternative strategies. In 2011, the Department of Education (DOE) and the Department of Justice (DOJ) launched the Supportive School Discipline Initiative to coordinate federal efforts in this area. In January 2014, the DOE released a resource package with a variety of informational materials designed to support state and local efforts to improve school climate and discipline. The package
included a “Dear Colleague” letter, issued jointly by DOE and DOJ, warning against intentional racial discrimination but also stating that schools unlawfully discriminate even “if a policy is neutral on its face—meaning that the policy itself does not mention race—and is administered in an evenhanded manner but has a disparate impact, i.e., a disproportionate and unjustified effect on students of a particular race.” Discipline reform efforts are also underway at the state and school-district levels. As of May 2015, 22 states and the District of Columbia had revised their laws in order to require or encourage schools to: limit the use of exclusionary discipline practices; implement supportive (that is, nonpunitive) discipline strategies that rely on behavioral interventions; and provide support services such as counseling, dropout prevention, and guidance services for at- risk students. And as of the 2015-16 school year, 23 of the 100 largest school districts nationwide had implemented policy reforms requiring nonpunitive discipline strategies and/or limits to the use of suspensions. In an April 2014 survey of 500 district superintendents conducted by the School Superintendents Association (AASA), 84 percent of respondents reported that their districts had updated their code of conduct within the previous three years. What evidence supports the call for discipline reform?
by MATTHEW P. STEINBERG and JOHANNA LACOE
44 EDUCATION NEXT / W I N T E R 2 0 1 7 educationnext.org
PHOTOGRAPH /.
NMONFORTPART 1ALSO I would suggest finding the height difference f.docxhenrymartin15260
NMONFORT
PART 1ALSO I would suggest finding the height difference for males and females.COLLECT DATA BASED ON THE RESEARCH PLAN, THEN:· CREATE A summary THAT should include:· The results of your data collection efforts. Did your collection tool work as you expected? What surprises or challenges did you encounter? Are there are sources of bias in your data? What might you do differently “next time”?· An initial analysis of your data IN RED. it should give the group an idea of what you have done, what you intend to do, and any questions or concerns you have about the analysis.· Specific questions or topics you would like feedback on.Research Plan
Ask a Question: Do boys or girls have a larger growth spurt between the grades of two and six?
Observational Unit: The boys and girls
Variable: Heights at grades 2 and 6
Collect Appropriate Data: Since school is closed. I will be collecting data from students at our local Elementary and Middle School. The information is housed in the nurse’s office and is accessible through her. I will take the student information which is in alphabetical order and choose every third student until I gather heights for 20 girls and 20 boys. There are a total of 100 sixth graders in the school to choose from.
Analyze the Data: My data will be organized by grade and by gender. I will use a double line plot for boys and a separate double line plot for girls. I will find the mean of each plot to determine who had the larger growth spurt over those two grades.
Interpret the Results: My expectations are to find that at this level girls will have the larger growth spurt. I am basing this simply on past observations. Boys seem to have their growth spurt in Middle school. Possible biases may include convenience sampling since my data is only being taken from one school. I may also have a measurement bias since these student’s heights were taken by hand and then copied onto a medical card. This information was then put into the computer.
COMPARING GROWTH SPURT OF BOYS AND GIRLS BETWEEN TWO GRADESTABLE OF CONTENTS
ABSTRUCT
Chapter One
1.1 Background information………………….....................................................
1.2 Statement of the problem...........................................................................
1.3Objectives of the study................................................................................
1.4Significance of the study..............................................................................
Chapter Two: Review Of the Literature ……………………………………………………..
Chapter Three: Research Methodology
3.1 Research Design and data collection..............................................................
ABSTRACT
In the study, the design applied to get the data will be simple random sampling without replacement.
The data will be analyzed and conclusions made by comparison of the students total heights in their genders at the two different grades.
Introduction
1..
SUMMER 2007 JOURNAL OF COLLEGE ADMISSION W W W. N A C A C .docxjoyjonna282
| SUMMER 2007 JOURNAL OF COLLEGE ADMISSION� W W W. N A C A C N E T. O R G
ChriStoPher erik mattSon, M.F.A., M.Ed. is the
coordinator of testing accommodations for disability
services and programs at the University of Southern
California (CA). He earned his M.Ed. from the University
of Southern California, M.F.A. from Brandeis University
(MA) and B.A. from Western Washington University (WA)
after first attending Linfield College (OR).
By Christopher Erik Mattson
SUMMER 2007 JOURNAL OF COLLEGE ADMISSION | 9W W W. N A C A C N E T. O R G
Beyond Admission:
Understanding Pre-College Variables and the Success of At-Risk Students
Abstract
This study examined pre-college variables from an admission-office perspective and the
ability of these variables to predict college grade point average (GPA) for students spe-
cially admitted into an academic support program for at-risk students. The research was
conducted at a private, highly-selective, research university in the southwest United
States. The primary determining factors for this special admission program are lower-
than-average high school GPA and/or standardized test scores. Pre-college variables that
most significantly predicted college GPA were high school GPA, gender of student, and
leadership experience prior to applying. Scholastic Aptitude Test (SAT) scores failed to
predict success as measured by college GPA.
Beyond Admission
Seventy-five percent of students who drop out of college do so
during their first two years, and 57 percent of students leave
their first college without graduating (Tinto, 1993). First semes-
ter grades (McGrath & Braunstein, 1997) and first year grades
(Gifford, Briceño-Perriott, & Mianzo, 2006; Reason, 2003) are
significantly linked with retention. Because these grades act as a
quantifiable predictor of retention and because grades are associ-
ated with academic success, this study focuses on the predicting
of first-semester and first-year GPA of at-risk students.
The use of high school GPA and rank is widely accepted as a
positive predictor of academic success (Astin, 1997; Hoffman &
Lowitzki, 2005; Schwartz & Washington, 2002; Stricker, Rock &
Burton, 1996; Ting, 1998; Wolfe & Johnson, 1995). Standard-
ized test scores have also been found as a predictor, although
they have been questioned in recent years (Astin, 1997; Lawlor,
S., Richman, S. & Richman, C.L., 1997; Naumann, Bandalos &
Gutkin, 2003; Reason, 2001; Stricker, et. al, 1996). Student
involvement (Astin, 1984) and a variety of emotional and social
variables (Boulter, 2002; DeBerard, Spielmans & Julka, 2004;
House, Keely & Hurst, 1996; McGrath & Braunstein, 1997;
Ridgell & Lounsbury, 2004; Spitzer, 2000; Wolfe & Johnson,
1995) have also been recently demonstrated as possible predic-
tors of success.
Changes in demographics have altered studies on academ-
ic success and retention (Reason, 2001). Much of the research
has been based on the traditional vi ...
Presentación del IES Galileo (Valladolid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación del Colegio Árula (Alalpard, Madrid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación del IES Valdebernardo (Madrid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación del CEIP Nuestra Señora del Villar (Laguna de Duero, Valladolid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Belinda Cerdá, Assessment Group Manager en Cambridge English, sobre los principios de la evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Juliet Wilson, Directora de Assessment de Cambridge English, sobre la evaluación orientada al aprendizaje presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Virginia Díez y Joaquín Vera, asesores técnicos del INEE, sobre los resultados de TIMSS 2015 presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Lis Cercadillo, asesora técnica del INEE, sobre los resultados de PISA 2015 en España presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Alfonso Echazarra, analista de la OCDE, sobre los resultados de PISA 2015 y el futuro de esta evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación de los resultados del estudio TIMSS en España en relación con los países de la OCDE y de la Unión Europea a cargo de técnicos del Instituto Nacional de Evaluación Educativa (Ministerio de Educación, Cultura y Deporte).
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Silvia Montoya, Directora del Instituto de Estadística de la UNESCO.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Maciej Jakubowski, Director del Evidence Institute y profesor en la Universidad de Varsovia (Polonia).
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Antonio España Sánchez, Director del Colegio Nuestra Señora del Recuerdo.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Carmen Peña Jaramillo, Directora del IES Atenea.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Isabel Couso Tapia y Gillermo Gil Escudero, del Instituto Nacional de Evaluación Educativa.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Tue Halgreen y Javier Suárez-Álavarez, analistas del Directorate for Education and Skills (OCDE).
Conferencia inaugural del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Andreas Schleicher, Director del Directorate for Education and Skills (OCDE).
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Home assignment II on Spectroscopy 2024 Answers.pdf
Educar en el s XXI. UIMP 2013. The Effect of School Choice on Intrinsic Motivation and Academic Outcomes
1. The Effect of School Choice on Intrinsic Motivation and
Academic Outcomes
Justine Hastings, Christopher Neilson and Seth Zimmerman
Yale University
July 2013
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 1 / 13
2. Motivation
The big picture
Since the federal No Child Left Behind Act (NCLB) 2001, school choice and
accountability programs have been widely implemented in the United States and
are intended to provide all students the opportunity to obtain a high-quality
education.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 2 / 13
3. Motivation
The big picture
Since the federal No Child Left Behind Act (NCLB) 2001, school choice and
accountability programs have been widely implemented in the United States and
are intended to provide all students the opportunity to obtain a high-quality
education.
This paper offers new evidence on different mechanisms through which school
choice can improve academic outcomes:
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 2 / 13
4. Motivation
The big picture
Since the federal No Child Left Behind Act (NCLB) 2001, school choice and
accountability programs have been widely implemented in the United States and
are intended to provide all students the opportunity to obtain a high-quality
education.
This paper offers new evidence on different mechanisms through which school
choice can improve academic outcomes:
1 Through improved school and peer inputs. (traditional view)
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 2 / 13
5. Motivation
The big picture
Since the federal No Child Left Behind Act (NCLB) 2001, school choice and
accountability programs have been widely implemented in the United States and
are intended to provide all students the opportunity to obtain a high-quality
education.
This paper offers new evidence on different mechanisms through which school
choice can improve academic outcomes:
1 Through improved school and peer inputs. (traditional view)
2 Through increased motivation and personal effort. (new evidence)
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 2 / 13
6. Motivation
The big picture
Since the federal No Child Left Behind Act (NCLB) 2001, school choice and
accountability programs have been widely implemented in the United States and
are intended to provide all students the opportunity to obtain a high-quality
education.
This paper offers new evidence on different mechanisms through which school
choice can improve academic outcomes:
1 Through improved school and peer inputs. (traditional view)
2 Through increased motivation and personal effort. (new evidence)
We address these questions using data on student outcomes and school choice
lotteries from a low-income urban school district.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 2 / 13
7. 1 Motivation and Introduction
2 Data and Institutional Context
3 Empirical Methodology and Results
4 Conclusions
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 3 / 13
8. The school district
Table : City and State Demographics and Academics
City X State Y
Hispanic 34.5% 16.5%
Black 51.3% 13.8%
White 12.0% 65.0%
Free Lunch 80.5% 32.9%
English Language Learns 11.9% 5.3%
English Not Spoken at Home 25.5% 13.1%
At Goal or Proficient (YMT) 43.0% 69.0%
Source: State Y Department of Education.
YMT : State Y Mastery Test is a standardized test score given to all children in grades
3 to 8.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 4 / 13
9. School Choice Context
School choice widely available within the district.
Students are admitted to charter and magnet schools via lottery. Lotteries
take place once each year, typically in March.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 5 / 13
10. School Choice Context
School choice widely available within the district.
Students are admitted to charter and magnet schools via lottery. Lotteries
take place once each year, typically in March.
Students submit an ordered list of up to three schools to the district, which
then conducts a first-choice maximizing lottery.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 5 / 13
11. School Choice Context
School choice widely available within the district.
Students are admitted to charter and magnet schools via lottery. Lotteries
take place once each year, typically in March.
Students submit an ordered list of up to three schools to the district, which
then conducts a first-choice maximizing lottery.
Admissions are processed for priority lotteries first, and then non-priority
lotteries if space permits.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 5 / 13
12. School Choice Context
School choice widely available within the district.
Students are admitted to charter and magnet schools via lottery. Lotteries
take place once each year, typically in March.
Students submit an ordered list of up to three schools to the district, which
then conducts a first-choice maximizing lottery.
Admissions are processed for priority lotteries first, and then non-priority
lotteries if space permits.
Students are most likely to participate in lotteries in transitional grades.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 5 / 13
13. Empirical Methodology
We measure the effects of changes in intrinsic motivation separately from the
effects of changes in school inputs by estimating the impact winning the lottery
has on absences and suspensions after students learn about lottery outcomes but
before they enroll in their new schools.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 6 / 13
14. Empirical Methodology
We measure the effects of changes in intrinsic motivation separately from the
effects of changes in school inputs by estimating the impact winning the lottery
has on absences and suspensions after students learn about lottery outcomes but
before they enroll in their new schools.
We measure changes in effort using measures of attendance and behavior in
the spring semester after lottery outcomes are announced but before students
attend their newly chosen school.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 6 / 13
15. Empirical Methodology
We measure the effects of changes in intrinsic motivation separately from the
effects of changes in school inputs by estimating the impact winning the lottery
has on absences and suspensions after students learn about lottery outcomes but
before they enroll in their new schools.
We measure changes in effort using measures of attendance and behavior in
the spring semester after lottery outcomes are announced but before students
attend their newly chosen school.
We measure the effect of attending the chosen school using test score
outcomes from the end of the first school year after lottery outcomes are
announced (the first year of lottery school attendance for complying lottery
winners).
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 6 / 13
16. Empirical Methodology
We measure the effects of changes in intrinsic motivation separately from the
effects of changes in school inputs by estimating the impact winning the lottery
has on absences and suspensions after students learn about lottery outcomes but
before they enroll in their new schools.
We measure changes in effort using measures of attendance and behavior in
the spring semester after lottery outcomes are announced but before students
attend their newly chosen school.
We measure the effect of attending the chosen school using test score
outcomes from the end of the first school year after lottery outcomes are
announced (the first year of lottery school attendance for complying lottery
winners).
Exogenous variation comes from the assignment of lottery numbers which is
random and determines assignment to schools given choices.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 6 / 13
17. Constructing Sample and Lottery Instrument
We concentrate on lotteries that were competitive, in other words, where
significant number of applicants were accepted and rejected.
We construct a simulated lottery number instead of finally school
assignments to avoid confounding the families endogenous responses and
endogenous errors in forecasts of school principals as to how many choice
spots they would have in the fall.
Across the simulated lottery acceptance threshold, all Xs are balanced. See paper
for details.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 7 / 13
18. School Choice and Motivation
We aggregate our daily data into a two-period model and take first differences
within student to avoid potential bias in our standard errors due to autocorrelation
in truancies.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 8 / 13
19. School Choice and Motivation
We aggregate our daily data into a two-period model and take first differences
within student to avoid potential bias in our standard errors due to autocorrelation
in truancies.
To estimate the impact of lottery notification on student absences and
suspensions, we estimate regressions of the following form:
Yit = αi + βpostt + θpostt · won lotteryi + ǫit (1)
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 8 / 13
20. School Choice and Motivation
We aggregate our daily data into a two-period model and take first differences
within student to avoid potential bias in our standard errors due to autocorrelation
in truancies.
To estimate the impact of lottery notification on student absences and
suspensions, we estimate regressions of the following form:
Yit = αi + βpostt + θpostt · won lotteryi + ǫit (1)
or in first differences
∆Yit = β + θwon lotteryi + εit (2)
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 8 / 13
21. School Choice and Motivation
We aggregate our daily data into a two-period model and take first differences
within student to avoid potential bias in our standard errors due to autocorrelation
in truancies.
To estimate the impact of lottery notification on student absences and
suspensions, we estimate regressions of the following form:
Yit = αi + βpostt + θpostt · won lotteryi + ǫit (1)
or in first differences
∆Yit = β + θwon lotteryi + εit (2)
Our coefficient of interest, θ, captures post-lottery change in the truancy rate for
lottery winners relative to lottery losers.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 8 / 13
22. Effects of winning lottery on Truancies
TABLE 4: IMPACT OF WINNING A LOTTERY ON TRUANCIES IN THE MONTHS FOLLOWING ADMISSION NOTIFICATION
Male and female students Male only Female only
All Grades Grade 4+ Grade 7+ All Grades Grade 4+ Grade 7+ All Grades Grade 4+ Grade 7+
Won lottery X Post -0.019* -0.023* -0.023 -0.038** -0.053** -0.063** -0.002 0.002 0.008
(0.009) (0.011) (0.013) (0.014) (0.017) (0.021) (0.012) (0.014) (0.016)
Post 0.062** 0.065** 0.063** 0.065** 0.074** 0.079** 0.060** 0.057** 0.049**
(0.006) (0.007) (0.009) (0.009) (0.011) (0.014) (0.008) (0.010) (0.011)
Observations 4,293 2,870 2,215 2,059 1,312 982 2,234 1,558 1,233
R-squared 0.001 0.002 0.001 0.004 0.008 0.009 0.000 0.000 0.000
Mean Weekly Truancies 0.268 0.264 0.279 0.272 0.276 0.293 0.265 0.254 0.267
Note: Standard errors in parentheses; ** Significant at 1%, * Significant at 5%. Sample is limited to marginal lottery students who chose a magnet (other than the one transitional
magnet) or charter (other than the District's smallest charter) as their first choice school. Students without a normal grade progression in the year following the lottery are
dropped. The dependent variable is mean weekly truancies. Estimated using first differences with observations at the student-year level.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 9 / 13
23. Effects of winning lottery on Truancies
TABLE 5: IMPACT OF WINNING A LOTTERY ON TRUANCIES IN THE MONTHS FOLLOWING ADMISSION NOTIFICATION
Male and female students Male only Female only
All Grades Grade 4+ Grade 7+ All Grades Grade 4+ Grade 7+ All Grades Grade 4+ Grade 7+
Lost lottery X Post -0.007 -0.011 -0.017 -0.004 -0.006 -0.003 -0.009 -0.016 -0.028
(0.008) (0.010) (0.012) (0.011) (0.015) (0.019) (0.011) (0.014) (0.017)
Won lottery X Post -0.026** -0.034** -0.040** -0.042** -0.059** -0.066** -0.011 -0.014 -0.020
(0.008) (0.010) (0.012) (0.011) (0.013) (0.017) (0.011) (0.014) (0.017)
Post 0.069** 0.076** 0.079** 0.069** 0.080** 0.082** 0.068** 0.073** 0.077**
(0.005) (0.006) (0.008) (0.006) (0.008) (0.010) (0.007) (0.010) (0.012)
Observations 37,035 18,524 10,423 19,205 9,609 5,496 17,830 8,915 4,927
R-squared 0.001 0.002 0.002 0.003 0.005 0.006 0.000 0.001 0.001
Mean Weekly Truancies 0.342 0.379 0.439 0.346 0.384 0.443 0.338 0.374 0.435
P Value t-test 0.034 0.033 0.070 0.005 0.001 0.002 0.856 0.886 0.623
Note: Standard errors in parentheses; ** Significant at 1%, * Significant at 5%. Sample includes lottery winners, losers, and nonparticipants. Students without a normal grade
progression in the year following the lottery are dropped. The dependent variable is mean weekly truancies. Estimated using first differences. Observations are at the student-year
level, and are propensity-score weighted to balance baseline characteristics amongst lottery participants and non-participants (see main text). Reported p-values are for t-tests of
the null hypothesis that the lost lottery and won lottery coefficients are equal.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 10 / 13
24. Effect of Attending a Chosen School on Academic
Achievement
Following the literature, we estimate the following equations using our simulated
lottery outcome as an instrument for attending a first choice school.
Yi = γDi + X′
i β + ǫi Test Scores (3)
Di = αZi + X′
i θ + εi Attending School (4)
Di is attending the school, Zi is winning the lottery, Yi is test scores and Xi
student predetermined characteristics.
We will also present the reduced-form Intent-to-Treat (ITT) effects, substituting
Zi for Di in equation (3).
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 11 / 13
25. IV Effects of winning lottery on Test Scores
TABLE 6: ITT EFFECTS OF WINNING A SCHOOL CHOICE LOTTERY
Intent to Treat (1) (2)
Panel I
First Choice Attendance 0.587** 0.609**
(0.020) (0.027)
Mean First Choice Attendance 0.484 0.470
Observations 1,799 959
Panel II
Attrition from district -0.093** -0.079**
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 12 / 13
26. IV Effects of winning lottery on Test Scores
Observations 2,780 1,436
Panel IV
Pooled Combined Z-Score 0.111** 0.161**
(0.0349) (0.0263)
Observations 1,799 957
Magnet School Combined Z-Score 0.063 0.124**
(0.0387) (0.0304)
Observations 1325 698
Charter Combined Z-Score 0.260** 0.244**
(0.0765) (0.0506)
Observations 474 259
Note: Standard errors in parentheses; ** Significant at 1%, * Significant at 5%. Lottery block fixed
effects included in all specifications. Coefficients are from regressions of outcome variables on an
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 12 / 13
27. Conclusions
General results:
We provide evidence that school choice has important impacts on motivation
and test score performance for low-SES students using data from a mid-size
urban school district.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 13 / 13
28. Conclusions
General results:
We provide evidence that school choice has important impacts on motivation
and test score performance for low-SES students using data from a mid-size
urban school district.
We find that winning the lottery to attend a chosen school has an immediate
impact on absences and suspensions after notification, and that this result is
particularly strong for older male students.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 13 / 13
29. Conclusions
General results:
We provide evidence that school choice has important impacts on motivation
and test score performance for low-SES students using data from a mid-size
urban school district.
We find that winning the lottery to attend a chosen school has an immediate
impact on absences and suspensions after notification, and that this result is
particularly strong for older male students.
We find substantial gains in test scores for students choosing both charter
and magnet schools in this district.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 13 / 13
30. Conclusions
General results:
We provide evidence that school choice has important impacts on motivation
and test score performance for low-SES students using data from a mid-size
urban school district.
We find that winning the lottery to attend a chosen school has an immediate
impact on absences and suspensions after notification, and that this result is
particularly strong for older male students.
We find substantial gains in test scores for students choosing both charter
and magnet schools in this district.
Future work should disentangle the contribution of each of these and policies
that can leverage these mechanisms to increase effects.
Christopher Neilson (Yale University) Motivation and Academic Outcomes July 2013 13 / 13