Sample records for achievement gap exists

  1. Achievement-Related within-School Socioeconomic Gaps in Science Subjects in China: Evidence on Existence, Consistency, and Compensation

    ERIC Educational Resources Information Center

    Ma, Xin; Yuan, Jing; Luo, Xingkai

    2016-01-01

    Using data from the 2011 (Chinese) Student Academic Achievement Evaluation, we examined whether within-school socioeconomic gaps in science achievement exist across science subjects, how consistent they are, and whether there are relationships between school average science achievement and within-school socioeconomic gaps in science achievement.…

  2. Minority Gaps Smaller in Some Pentagon Schools. The Achievement Gap.

    ERIC Educational Resources Information Center

    Viadero, Debra

    2000-01-01

    This third in a four-part series on why academic achievement gaps exist explains how U.S. Department of Defense schools for children of military families offer lessons on how to raise academic achievement among minority students. Minority students in these schools do better than their counterparts almost anywhere in the United States on…

  3. Which Achievement Gap?

    ERIC Educational Resources Information Center

    Anderson, Sharon; Medrich, Elliott; Fowler, Donna

    2007-01-01

    From the halls of Congress to the local elementary school, conversations on education reform have tossed around the term "achievement gap" as though people all know precisely what that means. As it's commonly used, "achievement gap" refers to the differences in scores on state or national achievement tests between various…

  4. Pushing Past the Achievement Gap: An Essay on the Language of Deficit

    ERIC Educational Resources Information Center

    Ladson-Billings, Gloria

    2007-01-01

    Despite the intense focus on the achievement gap that exists between African American, Latino, and other students of color and their White counterparts, the achievement gap discourse keeps us locked in the deficit paradigm. This article challenges us to look at the inherent fallacies of the achievement gap discourse and place students' academic…

  5. Urban Schools that Have Narrowed the Achievement Gap: Middle School Math Achievement in an Urban Setting

    ERIC Educational Resources Information Center

    Sagun, Theodore

    2010-01-01

    The achievement gap is a persistent academic disparity between White and Asian students and ethnic minorities, English Language Learners, and low-income students. The academic disparity exists within the realm of mathematics. Although many factors are cited for contributing to the achievement gap, this study reviews institutional racism, meager…

  6. Educating the African American Male College Student: The Achievement Gap Factor

    ERIC Educational Resources Information Center

    Moyo, Tawonga Timothy

    2013-01-01

    The academic achievement gap persists in spite of much concern and talk in both the educational and political arenas. Moreover, literature on the education of African American male students at the college level is scarce; the existing literature is on the achievement gap issue in general. In this phenomenological study, the academic achievement…

  7. Patterns of Change in U.S. Gender Achievement Gaps during Elementary and Middle School

    ERIC Educational Resources Information Center

    Fahle, Erin

    2016-01-01

    Research on gender achievement gaps shows they exist, and are largest in the tails of the distribution, starting as early as Kindergarten and persisting through eighth grade. In mathematics, studies find small average gender achievement gaps and larger systematically male-favoring gaps among the highest achieving students. This paper seeks to…

  8. Test Format and the Variation of Gender Achievement Gaps within the United States

    ERIC Educational Resources Information Center

    Reardon, Sean; Fahle, Erin; Kalogrides, Demetra; Podolsky, Anne; Zarate, Rosalia

    2016-01-01

    Prior research demonstrates the existence of gender achievement gaps and the variation in the magnitude of these gaps across states. This paper characterizes the extent to which the variation of gender achievement gaps on standardized tests across the United States can be explained by differing state accountability test formats. A comprehensive…

  9. Confronting the Achievement Gap

    ERIC Educational Resources Information Center

    Gardner, David

    2007-01-01

    This article talks about the large achievement gap between children of color and their white peers. The reasons for the achievement gap are varied. First, many urban minorities come from a background of poverty. One of the detrimental effects of growing up in poverty is receiving inadequate nourishment at a time when bodies and brains are rapidly…

  10. Connecting Social Disorganization Theory to African-American Outcomes to Explain the Achievement Gap

    ERIC Educational Resources Information Center

    Madyun, Na'im H.

    2011-01-01

    African-American student achievement outcomes have been and continue to be a critical concern for education researchers. Much of the framing of African-American student outcomes centers on what is known as achievement gaps that exist between African-American and White students. Unfortunately, these gaps have remained roughly the same since the…

  11. Reducing the White-Nonwhite Achievement Gap.

    ERIC Educational Resources Information Center

    Ramey, Madelaine

    It is well documented that there continues to be a gap between white and nonwhite student achievement. A study develops and tests a measure of white-nonwhite achievement gap reduction. The ultimate purpose is to use the measure as the dependent variable in a qualitative study of what works in reducing the gap. The strategy used in addressing this…

  12. The Effects of Reading Recovery™ on the American Indian/Non-American Indian Achievement Gap

    ERIC Educational Resources Information Center

    Collins, Mary L.

    2012-01-01

    Despite the attention being paid to the achievement gap of minorities, the regulations and laws being enacted, the research being conducted, and the funding made available to narrow the achievement gap, there is evidence that shows it still exists for American Indians. This study examined the effects of Reading Recovery, an early literacy…

  13. The Global Increase in the Socioeconomic Achievement Gap, 1964-2015. CEPA Working Paper No. 17-04

    ERIC Educational Resources Information Center

    Chmielewski, Anna K.

    2017-01-01

    The existence of a "socioeconomic achievement gap"--a disparity in academic achievement between students from high- and low-socioeconomic status (SES) backgrounds--is well-known in educational research. The SES achievement gap has been documented across a wide range of countries. What is unknown in most countries is whether the SES…

  14. Closing the Achievement Gap: Challenges and Opportunities

    ERIC Educational Resources Information Center

    Robards, Shirley N.

    2008-01-01

    Closing the achievement gap between low- and high-achieving public school students is an important goal of public education. This article explores background information and research and discusses examples of best practices to close the achievement gap. Several plans have been proposed as ways to enhance the achievement of under-represented…

  15. School Choice and the Achievement Gap

    ERIC Educational Resources Information Center

    Jeynes, William H.

    2014-01-01

    The possibility is examined that school choice programs could be a means to reducing the achievement gap. Data based on meta-analytic research and the examination of nationwide data sets suggest that school choice programs that include private schools could reduce the achievement gap by 25%. The propounding of this possibility is based on research…

  16. Eliminating the Achievement Gap: A White Paper on How Charter Schools Can Help District Leaders

    ERIC Educational Resources Information Center

    Lake, Robin; Hernandez, Alex

    2011-01-01

    A staggering achievement gap exists between minority and white students in America. The gap is unjust, and it is constraining the country economically, socially, and politically. Intense political pressures, labor contracts, and other forces prevent urban superintendents from closing those gaps. However, partnerships with high-performing charter…

  17. The "Developing" Achievement Gap: Colombian Voucher Reform

    ERIC Educational Resources Information Center

    Stern, Jonathan M. B.

    2014-01-01

    The achievement gap in many developing countries is defined in terms of rich/poor and public/private. The prevailing explanation for the "developing" achievement gap is an underfunded, inefficient, and/or inadequately supplied public school sector. Via an analysis of a Colombian voucher experiment, this article examines the extent to…

  18. Subgroup Achievement and Gap Trends: Idaho, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Idaho for 2010. Idaho showed improvement in reading and math in grade 8 at the basic, proficient, and advanced levels for Latino and white students, low income students, and boys and girls. The state has also made progress in narrowing achievement gaps between Latino and white…

  19. Two Models of Learning and Achievement: An Explanation for the Achievement Gap?

    ERIC Educational Resources Information Center

    Yeh, Stuart S.

    2015-01-01

    Background/Context: Despite decades of research, the persistence of the gap in student achievement between disadvantaged minority students and their middle-class peers remains unexplained. Purpose/Objective: The purpose of the current article is to propose a new model of the achievement gap. Research Design: Data were analyzed from three…

  20. Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

    PubMed Central

    Becker, Bronwyn E.; Luthar, Suniya S.

    2012-01-01

    Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social–emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social–emotional factors that act as both risk and protective factors for disadvantaged students’ learning and opportunities for academic success. Four critical social–emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed. PMID:23255834

  1. Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap.

    PubMed

    Becker, Bronwyn E; Luthar, Suniya S

    2002-01-01

    Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-emotional factors that act as both risk and protective factors for disadvantaged students' learning and opportunities for academic success. Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed.

  2. Closing the Achievement Gap: Four States' Efforts

    ERIC Educational Resources Information Center

    Wixom, Micah Ann

    2015-01-01

    The achievement gap separating economically disadvantaged students from their more advantaged peers disproportionately affects students of color and has been the focus of discussion, research and controversy for more than 40 years. While the gap between black and white students narrowed considerably from the 1950s to the 1980s, that gap has…

  3. The Hispanic-Asian Achievement Gap in Elementary School

    ERIC Educational Resources Information Center

    Martinez, Lina Maria

    2012-01-01

    There is little research of Hispanic and Asian children's educational outcomes; in particular, the achievement gap between these two racial/ethnic groups has not been fully explored. The objective of this investigation is to analyze the Hispanic-Asian achievement gap in elementary school using the ECLS-K, a longitudinal nationally representative…

  4. Instructional Strategies and Best Practices to Narrow the Mathematics Achievement Gaps between African American, Hispanic, and European American Students

    ERIC Educational Resources Information Center

    Bolden, Felicia Mickles

    2012-01-01

    A persistent mathematics achievement gap between African American, Hispanic, and European American students at one elementary school was the focus of this investigation. The research questions of this single site case study involved understanding why an achievement gap exists, and to identify the instructional strategies and best practices used to…

  5. Causes of and Solutions to the Achievement Gap: Teachers' Perceptions

    ERIC Educational Resources Information Center

    Ratcliff, Nancy J.; Costner, Richard H.; Carroll, Kimberly L.; Jones, Cathy R.; Sheehan, Heather Chase; Hunt, Gilbert H.

    2016-01-01

    Survey results from 874 educators regarding the achievement gap are shared. The importance of the achievement gap, causes of and solutions to the achievement gap, and performance expectations for students in their schools are explored. Implications for teacher educators are discussed as related to both pre-service and in-service training programs.

  6. The Achievement Gap, Revisited: An Empirical Assessment of What We Can Learn from East Asian Education

    ERIC Educational Resources Information Center

    Czehut, Katherine Jessica Drake

    2012-01-01

    International mathematics assessments have established students in East Asia as among the best in the world and their U.S. counterparts as mediocre. What is not clear is why this "achievement gap" exists. The last major study to address this question, Stevenson and Stigler's (1992) "The Learning Gap," was published prior to…

  7. Can Within-Race Achievement Comparisons Help Narrow Between-Race Achievement Gaps?

    ERIC Educational Resources Information Center

    Duke, Daniel L.

    2017-01-01

    Reports on the low achievement of African American students tend to focus on Black-White achievement gaps. This study draws from official reports that also consider within-race achievement differences. An argument is presented that within-race comparisons are likely to reveal important causal factors that may go unnoticed when between-race…

  8. Instructional Strategies and Best Practices for Improving the Achievement Gap in Mathematics: An Exploratory Case Study

    ERIC Educational Resources Information Center

    Lord, Joey

    2017-01-01

    This qualitative exploratory case study focused on the achievement gap in mathematics that exists in one urban North Carolina middle school and the strategies used by school personnel to narrow this gap. The goal of this research was to determine effective instructional strategies and best practices used to engage students in learning that will…

  9. Superintendents' Responses to the Achievement Gap: An Ethical Critique.

    ERIC Educational Resources Information Center

    Sherman, Whitney H.; Grogan, Margaret

    2003-01-01

    Uses multidimensional ethical framework to critique 15 Virginia superintendents' responses to the achievement gap as measured by the Standards of Learning (SOL) tests. Questions majority of superintendents' readiness to deal with moral and ethical issues related to achievement gap. (Contains 24 references.) (PKP)

  10. Subgroup Achievement and Gap Trends: Wyoming, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Wyoming for 2010. Wyoming's demographic profile is such that achievement trends could only be determined for white, Latino, male and female, and low-income student subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), the white,…

  11. The Academic Achievement Gap: The Suburban Challenge. CSR Connection.

    ERIC Educational Resources Information Center

    Alson, Allan

    Suburban schoolchildren of color, in the aggregate, do not perform as well as their white counterparts. In fact, the academic achievement gaps in many suburban communities are actually greater than those in urban school districts. This research brief looks at the achievement gap in suburban schools, offering preliminary answers to the following…

  12. Closing Achievement Gaps: Lessons from the Last 15 Years

    ERIC Educational Resources Information Center

    Murphy, Joseph

    2009-01-01

    At first glance, closing the achievement gap seems fairly straightforward. It is a difficult task to accomplish, but it does not seem an especially complex one to conceptualize. How educators look at achievement gaps will determine their success in reducing them. When designing interventions, the author suggests that educators need to remember the…

  13. Racial and Gender Gaps in Academic Achievement: An Updated Look at 1993-94 Data. Report Summary.

    ERIC Educational Resources Information Center

    Dulaney, Chuck; Bethune, Ginger

    This second annual report for the Wake County (North Carolina) Public School System examined students' achievement indicators among groups that vary in gender, race, and economic status. The graphic format displays the extent of some of the gaps in academic achievement among the groups examined that existed in the 1993-94 school year, and compares…

  14. The Black-White Achievement Gap: Do State Policies Matter?

    ERIC Educational Resources Information Center

    Braun, Henry I.; Wang, Aubrey; Jenkins, Frank; Weinbaum, Elliot

    2006-01-01

    A longstanding issue in American education is the gap in academic achievement between majority and minority students. The goal of this study is to accumulate and evaluate evidence on the relationship between state education policies and changes in the Black-White achievement gap, while addressing some of the methodological issues that have led to…

  15. Neuroanatomical correlates of the income-achievement gap.

    PubMed

    Mackey, Allyson P; Finn, Amy S; Leonard, Julia A; Jacoby-Senghor, Drew S; West, Martin R; Gabrieli, Christopher F O; Gabrieli, John D E

    2015-06-01

    In the United States, the difference in academic achievement between higher- and lower-income students (i.e., the income-achievement gap) is substantial and growing. In the research reported here, we investigated neuroanatomical correlates of this gap in adolescents (N = 58) in whom academic achievement was measured by statewide standardized testing. Cortical gray-matter volume was significantly greater in students from higher-income backgrounds (n = 35) than in students from lower-income backgrounds (n = 23), but cortical white-matter volume and total cortical surface area did not differ significantly between groups. Cortical thickness in all lobes of the brain was greater in students from higher-income than lower-income backgrounds. Greater cortical thickness, particularly in temporal and occipital lobes, was associated with better test performance. These results represent the first evidence that cortical thickness in higher- and lower-income students differs across broad swaths of the brain and that cortical thickness is related to scores on academic-achievement tests. © The Author(s) 2015.

  16. The Widening Income Achievement Gap

    ERIC Educational Resources Information Center

    Reardon, Sean F.

    2013-01-01

    Has the academic achievement gap between high-income and low-income students changed over the last few decades? If so, why? And what can schools do about it? Researcher Sean F. Reardon conducted a comprehensive analysis of research to answer these questions and came up with some striking findings. In this article, he shows that income-related…

  17. An Examination of Effective Practice: Moving Toward Elimination of Achievement Gaps in Science

    NASA Astrophysics Data System (ADS)

    Johnson, Carla C.

    2009-06-01

    This longitudinal study of middle school science teachers explored the relationship between effective science instruction, as defined by the National Science Education Standards (NRC in National science education standards. National Academy Press, Washington, DC, 1996), and student achievement in science. Eleven teachers participated in a three year study of teacher effectiveness, determined by the LSC Classroom Observation Protocol (Horizon Research, Inc. in Local Systemic Change Classroom Observation Protocol. May 1, 2002) and student achievement, which was assessed using the Discovery Inquiry Test in Science. Findings in this study revealed the positive impact that effective science teachers have on student learning, eliminating achievement gaps between White and Non-White students. Case studies of three teachers, both effective and ineffective explore the beliefs and experiences that influence teachers to change, or not to change practice. This study provides justification for teaching science effectively to narrow achievement gaps in science and provides insight to stakeholders in science education as to how to support teachers in becoming more effective, through addressing existing teacher beliefs and providing experiences that challenge those beliefs.

  18. Attacking the Achievement Gap in a Diverse Urban-Suburban Community: A Curricular Case Study

    ERIC Educational Resources Information Center

    Alson, Allan

    2006-01-01

    The persistent and significant achievement gap between black and Latino students and their white and Asian counterparts at Evanston (Illinois) Township High School (ETHS) has existed for as long as anyone can remember. Stories real and apocryphal abound about the institutional barriers that have denied fairness and opportunity for minority…

  19. Using Factors of Socioeconomic Status, Family Support, and Academic Preparation to Explain the Black-White Gap in Mathematics Achievement and Participation

    ERIC Educational Resources Information Center

    Watson, Charity Noel

    2012-01-01

    The Black-White achievement and participation gap in mathematics is a major concern for educators in America. In order to understand why these gaps exist and have continued to exist over the years, it is important to identify some of the factors that may contribute to them. However, one of the limitations in identifying factors that influence the…

  20. Closing the Educational Achievement Gap between Blacks and Whites: Nobody Wants to Be Black

    ERIC Educational Resources Information Center

    Scott, Austin L.; Kronick, Robert

    2006-01-01

    This research study attempts to explain the educational achievement gap between blacks and whites, the factors that cause the achievement gap, the consequences of the achievement gap for the black race, and possible solutions to the achievement gap. The data collected for this study has shown that the educational achievement gap between blacks and…

  1. Subgroup Achievement and Gap Trends: New Hampshire

    ERIC Educational Resources Information Center

    Center on Education Policy, 2009

    2009-01-01

    This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

  2. The Importance of Physical Activity in Closing the Achievement Gap

    ERIC Educational Resources Information Center

    Burton, Laura J.; VanHeest, Jaci L.

    2007-01-01

    The most significant concern within the US educational community is the academic achievement gap. Investigation of the achievement gap reveals that minority students across all levels of education are not meeting the same academic measures as their non-Hispanic White peers. In addition, a disproportionate number of minority children are identified…

  3. Solving the Achievement Gap: Overcoming the Structure of School Inequality

    ERIC Educational Resources Information Center

    Yeh, Stuart S.

    2017-01-01

    This book examines the cause of the student achievement gap, suggesting that the prevailing emphasis on socioeconomic factors, sociocultural influences, and teacher quality is misplaced. The cause of the achievement gap is not differences in parenting styles, or the economic advantages of middle-class parents, or differences in the quality of…

  4. Closing the Achievement Gap as Addressed in Student Support Programs

    ERIC Educational Resources Information Center

    Gordon, Vincent Hoover Adams, Jr.

    2012-01-01

    This research will focus on three components: (1) factors contributing to the achievement gap, (2) common errors made by policy makers with regard to school reform, and (3) recommendations to educators, policy makers, and parents on closing the achievement gap through results-based student support programs. Examples of each of the three components…

  5. [Good agricultural practice (GAP) of Chinese materia medica (CMM) for ten years: achievements, problems and proposals].

    PubMed

    Guo, Lan-Ping; Zhang, Yan; Zhu, Shou-Dong; Wang, Gui-Hua; Wang, Xiu; Zhang, Xiao-Bo; Chen, Mei-Lan; He, Ya-Li; Han, Bang-Xing; Chen, Nai-Fu; Huang, Lu-Qi

    2014-04-01

    This paper aims to summarize the achievements during the implementation process of good agricultural practice (GAP) in Chinese Materia Medica (CMM), and on basis of analyzing the existing problems of GAP, to propose further implementation of GAP in TCM growing. Since the launch of GAP in CMM growing ten years ago, it has acquired great achievements, including: (1) The promulgation of a series of measures for the administration of the GAP approval in the CMM growing; (2) The expanded planting area of CMM; (3) The increased awareness of standardized CMM growing among farmers and enterprises; (4) The establishment of GAP implementation bases for CMM growing; (5) The improvement of theory and methodology for CMM growing; (6) The development of a large group of experts and scholars in GAP approval for CMM production. The problems existing in the production include: (1) A deep understanding of GAP and its certification is still needed; (2) The distribution of the certification base is not reasonable; (3) The geo-economics effect and the backward farming practices are thought to be the bottlenecks in the standardization of CMM growing and the scale production of CMM; (4) Low comparative effectiveness limits the development of the GAP; (5) The base of breeding improved variety is blank; (6) The immature of the cultivation technique lead to the risk of production process; (7) The degradation of soil microbial and the continuous cropping obstacle restrict the sustainable development of the GAP base. To further promote the health and orderly GAP in the CMM growing, the authors propose: (1) To change the mode of production; (2) To establish a sound standard system so as to ensure quality products for fair prices; (3) To fully consider the geo-economic culture and vigorously promote the definite cultivating of traditional Chinese medicinal materials; (4) To strengthen the transformation and generalization of basic researches and achievements, in order to provide technical

  6. Narrowing the Achievement Gap: A Case Study of an Urban School

    ERIC Educational Resources Information Center

    Lugo, Rosalinda

    2010-01-01

    The goal of this case study was to identify the cultural norms, practices, and programs of an urban school that narrowed the achievement gap. The reason for identifying these factors in a successful school was to add to the body of literature regarding the achievement gap and what a struggling school was able to do to narrow the gap. This case…

  7. Closing the Gap: An Overview. The Achievement Gap: An Overview. Info Brief. Number 44

    ERIC Educational Resources Information Center

    Poliakoff, Anne Rogers

    2006-01-01

    Persistent gaps between the academic achievements of different groups of children are thoroughly documented by the U.S. National Assessment of Educational Progress and other statistical analyses of state assessments, grades, course selection, and dropout rates. Despite improvements in some years, the gap endures as a consistent and disturbing…

  8. Decomposing Achievement Gaps among OECD Countries

    ERIC Educational Resources Information Center

    Zhang, Liang; Lee, Kristen A.

    2011-01-01

    In this study, we use decomposition methods on PISA 2006 data to compare student academic performance across OECD countries. We first establish an empirical model to explain the variation in academic performance across individuals, and then use the Oaxaca-Blinder decomposition method to decompose the achievement gap between each of the OECD…

  9. Does a global DNA barcoding gap exist in Annelida?

    PubMed

    Kvist, Sebastian

    2016-05-01

    Accurate identification of unknown specimens by means of DNA barcoding is contingent on the presence of a DNA barcoding gap, among other factors, as its absence may result in dubious specimen identifications - false negatives or positives. Whereas the utility of DNA barcoding would be greatly reduced in the absence of a distinct and sufficiently sized barcoding gap, the limits of intraspecific and interspecific distances are seldom thoroughly inspected across comprehensive sampling. The present study aims to illuminate this aspect of barcoding in a comprehensive manner for the animal phylum Annelida. All cytochrome c oxidase subunit I sequences (cox1 gene; the chosen region for zoological DNA barcoding) present in GenBank for Annelida, as well as for "Polychaeta", "Oligochaeta", and Hirudinea separately, were downloaded and curated for length, coverage and potential contaminations. The final datasets consisted of 9782 (Annelida), 5545 ("Polychaeta"), 3639 ("Oligochaeta"), and 598 (Hirudinea) cox1 sequences and these were either (i) used as is in an automated global barcoding gap detection analysis or (ii) further analyzed for genetic distances, separated into bins containing intraspecific and interspecific comparisons and plotted in a graph to visualize any potential global barcoding gap. Over 70 million pairwise genetic comparisons were made and results suggest that although there is a tendency towards separation, no distinct or sufficiently sized global barcoding gap exists in either of the datasets rendering future barcoding efforts at risk of erroneous specimen identifications (but local barcoding gaps may still exist allowing for the identification of specimens at lower taxonomic ranks). This seems to be especially true for earthworm taxa, which account for fully 35% of the total number of interspecific comparisons that show 0% divergence.

  10. Is the California Special Education Achievement Gap Really Closing?

    ERIC Educational Resources Information Center

    Fearn, Emilene Johnson

    2012-01-01

    The achievement gains of California students with disabilities (SWDs) on the California Standards Test (CST)-English Language Arts have surpassed the achievement gains of students with no reported disabilities in recent years, and so the special education achievement gap seemed to be closing. However, the reported achievement for SWDs has not…

  11. Teacher expectations, classroom context, and the achievement gap.

    PubMed

    McKown, Clark; Weinstein, Rhona S

    2008-06-01

    In two independent datasets with 1872 elementary-aged children in 83 classrooms, Studies 1 and 2 examined the role of classroom context in moderating the relationship between child ethnicity and teacher expectations. For Study 1 overall and Study 2 mixed-grade classrooms, in ethnically diverse classrooms where students reported high levels of differential teacher treatment (PDT) towards high and low achieving students, teacher expectations of European American and Asian American students were between .75 and 1.00 standard deviations higher than teacher expectations of African American and Latino students with similar records of achievement. In highly diverse low-PDT classrooms in Study 1 and highly diverse low-PDT mixed-grade classrooms in Study 2, teachers held similar expectations for all students with similar records of achievement. Study 3 estimated the contribution of teacher expectations to the year-end ethnic achievement gap in high- and low-bias classrooms. In high-bias classrooms, teacher expectancy effects accounted for an average of .29 and up to .38 standard deviations of the year-end ethnic achievement gap.

  12. Subgroup Achievement and Gap Trends: Hawaii

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    Hawaii showed improvement in reading and math in grade 8 at the basic, proficient, and advanced levels for Asian and white students, low income students, and boys and girls. Gains in math tended to be larger than in reading. Trends in closing achievement gaps were mixed. Comparable data were available from 2007 through 2009. (Contains 9 tables.)…

  13. Closing the Achievement Gap: Views from Nine Schools.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability.

    This study examined North Carolina schools serving large numbers of poor and minority students, emphasizing nine schools where black student achievement was especially high, where black students had made strong gains, or where the black-white achievement gap was closing faster than the state average. Between 1999-00, research teams visited each…

  14. School Counselors: Closing Achievement Gaps and Writing Results Reports

    ERIC Educational Resources Information Center

    Hartline, Julie; Cobia, Debra

    2012-01-01

    Charged with closing the achievement gap for marginalized students, school counselors need to be able to identify gaps, develop interventions, evaluate effectiveness, and share results. This study examined 100 summary results reports submitted by school counselors after having received four days of training on the ASCA National Model. Findings…

  15. The Economic Benefits of Closing Educational Achievement Gaps: Promoting Growth and Strengthening the Nation by Improving the Educational Outcomes of Children of Color

    ERIC Educational Resources Information Center

    Lynch, Robert G.; Oakford, Patrick

    2014-01-01

    Our nation is currently experiencing growing levels of income and wealth inequality, which are contributing to longstanding racial and ethnic gaps in education outcomes and other areas. This report quantifies the economic benefits of closing one of the most harmful racial and ethnic gaps: the educational achievement gap that exists between black…

  16. Will Public Pre-K Really Close Achievement Gaps? Gaps in Prekindergarten Quality between Students and across States

    ERIC Educational Resources Information Center

    Valentino, Rachel

    2018-01-01

    Publicly funded pre-K is often touted as a means to narrow achievement gaps, but this goal is less likely to be achieved if poor and/or minority children do not, at a minimum, attend equal quality pre-K as their non-poor, non-minority peers. In this paper, I find large "quality gaps" in public pre-K between poor, minority students and…

  17. School Composition and the Black-White Achievement Gap. NCES 2015-018

    ERIC Educational Resources Information Center

    Bohrnstedt, G.; Kitmitto, S.; Ogut, B.; Sherman, D.; Chan, D.

    2015-01-01

    School Composition and the Black-White Achievement Gap explores public schools' demographic composition, in particular, the proportion of Black students enrolled in schools (also referred to "Black student density" in schools) and its relation to the Black-White achievement gap. This NCES study, the first of its kind, used the 2011 NAEP…

  18. K-8 Charter Schools: Closing the Achievement Gap. Innovations in Education

    ERIC Educational Resources Information Center

    US Department of Education, 2007

    2007-01-01

    This guide is part of a series produced by the U.S. Department of Education, and it builds on two previous works: "Successful Charter Schools" (ED493615) and "Charter High Schools Closing the Achievement Gap" (ED494482). It profiles seven K-8 charter schools that are making headway in narrowing gaps in achievement. It examines…

  19. The Achievement Gap in Reading: Complex Causes, Persistent Issues, Possible Solutions

    ERIC Educational Resources Information Center

    Horowitz, Rosalind, Ed.; Samuels, S. Jay, Ed.

    2017-01-01

    In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap--with specific attention to reading. The achievement gap is redefined as a level at which all groups can…

  20. Self-Regulation and the Income-Achievement Gap

    ERIC Educational Resources Information Center

    Evans, Gary W.; Rosenbaum, Jennifer

    2008-01-01

    The pervasive income-related achievement gap among children has been partially explained by parental investments. Wealthier parents provide more cognitively enriched environments (e.g., books, informal learning opportunities such as music lessons) and converse more with their children relative to low-income parents. However parental investment…

  1. Closing the Achievement Gap on ACT & SAT

    ERIC Educational Resources Information Center

    Anderson, David

    2010-01-01

    Research has focused on four groups of factors and the achievement gap: (1) student characteristics (high school GPA, attendance patterns, courses taken in high school, participation in extra-curricular activities, etc.); (2) family characteristics (family structure, in home, parents' level of education, mobility, etc.); (3) school-based…

  2. The Opportunity Gap Achievement and Inequality in Education. Harvard Educational Review Reprint Series

    ERIC Educational Resources Information Center

    da Silva, Carol DeShano, Ed.; Huguley, James Philip, Ed.; Kakli, Zenub, Ed.; Rao, Radhika, Ed.

    2007-01-01

    "The Opportunity Gap" aims to shift attention from the current overwhelming emphasis on schools in discussions of the achievement gap to more fundamental questions about social and educational opportunity. The achievement gap looms large in the current era of high-stakes testing and accountability. Yet questions persist: Has the…

  3. Closing Achievement Gaps: Roles and Tasks of Elementary School Counselors

    ERIC Educational Resources Information Center

    Trusty, Jerry; Mellin, Elizabeth A.; Herbert, James T.

    2008-01-01

    Achievement gaps among racial-ethnic and socioeconomic status groups are an enduring, pervasive, and multifaceted phenomenon. Therefore, efforts aimed at understanding and addressing these gaps must be developmentally and environmentally broad, involving numerous school counselor roles and tasks, including leadership, advocacy, collaboration, and…

  4. School Personnel-Student Racial Congruence and the Achievement Gap

    ERIC Educational Resources Information Center

    Moore, Allison B.; MacGregor, Cynthia; Cornelius-White, Jeffrey

    2017-01-01

    Purpose: This paper aims to examine the relationship between student achievement and racial congruence of school personnel and students to help educators and policy makers narrow the achievement gap. Design/methodology/approach: This quasi-experimental, correlational study used publicly available data from 158 elementary schools in the Houston…

  5. The Relationship between the Minority Student Achievement Gap and Collective Teacher Efficacy

    ERIC Educational Resources Information Center

    O'Hara, Jane A.

    2011-01-01

    The purpose of this study was to determine the relationship between Collective Teacher Efficacy and minority student achievement gap over and above that explained by socioeconomics, school size, and prior achievement gaps for Black and Hispanic students with White students. Forty-seven Virginia middle schools were selected to participate in the…

  6. The Black-White Achievement Gap through the Lens of Central Office Administrators

    ERIC Educational Resources Information Center

    Baskin, Roger S., Sr.

    2013-01-01

    This study investigated the perceptions of Black and White central office administrators regarding the Black-White achievement gap. Four research questions (RQ) were explored: RQ1: How do central office administrators understand the causes of the Black-White achievement gap? RQ2: How do central office administrators perceive their role in…

  7. Once, Sometimes, or Always in Special Education: Mathematics Growth and Achievement Gaps

    ERIC Educational Resources Information Center

    Schulte, Ann C.; Stevens, Joseph J.

    2015-01-01

    This study used a statewide longitudinal sample to examine mathematics achievement gaps and growth in students with and without disabilities and to examine the impact of different methods of determining disability group membership on achievement gaps and growth. When disability status was determined on the basis of special education placement each…

  8. The Achievement Gap: Factors That Influenced the Achievement of Successful Black Students

    ERIC Educational Resources Information Center

    Morton, Kwame R., Sr.

    2011-01-01

    The academic underperformance of Black students when compared to their White peers has confounded educators nationwide. This discrepancy in academic performance commonly referred to as the achievement gap has become a national crisis which has led to one of the most significant educational reforms undertaken in the United States of America in the…

  9. Existence of steady gap solutions in rotating black hole magnetospheres

    NASA Astrophysics Data System (ADS)

    Levinson, Amir; Segev, Noam

    2017-12-01

    Under conditions prevailing in certain classes of compact astrophysical systems, the active magnetosphere of a rotating black hole becomes charge starved, giving rise to the formation of a spark gap in which plasma is continuously produced. The plasma production process is accompanied by curvature and inverse Compton emission of gamma rays in the GeV-TeV band, which may be detectable by current and future experiments. The properties of the gap emission have been studied recently using a fully general-relativistic model of a local steady gap. However, this model requires artificial adjustment of the electric current which is determined, in reality, by the global properties of the magnetosphere. In this paper we map the parameter regime in which steady gap solutions exist, using a steady-state gap model in Kerr geometry, and show that such solutions are allowed only under restrictive conditions that may not apply to most astrophysical systems. We further argue that even the allowed solutions are inconsistent with the global magnetospheric structure. We conclude that magnetospheric gaps are inherently intermittent, and point out that this may drastically change their emission properties.

  10. Racial and Gender Gaps in Academic Achievement. Report Summary.

    ERIC Educational Resources Information Center

    Dulaney, Chuck; Banks, Karen

    This report summarizes the level of academic achievement, and the extent of racial and gender gaps in that achievement, of students in North Carolina's Wake County Public School System (WCPSS). The comparison was conducted using 1993 End-of-Grade (EOG) tests; low income group EOG test performance; 1993 writing tests and high school writing…

  11. No More Profiling in the Classroom: A Midsize Urban School District's Efforts to Close the Achievement Gap

    ERIC Educational Resources Information Center

    Smith-Evans, Leticia Victoria

    2010-01-01

    For approximately a third of this decade, a mid-size urban school district took a bold step in its continuing efforts to battle what has been a persistent problem plaguing this Nation's education system for decades or possibly for as long as it has existed--the achievement gap between students of color and their White peers. The district has…

  12. The role of planning skills in the income-achievement gap.

    PubMed

    Crook, Stephen R; Evans, Gary W

    2014-01-01

    The pervasive income-achievement gap has been attributed in part to deficiencies in executive functioning (EF). The development of EF is related to children's planning ability, an aspect of development that has received little attention. Longitudinal data from the National Institute of Child Health and Human Development study of early child care show that early childhood poverty (1 and 24 months) is significantly related to fifth grade, math, and reading achievement (n = 1,009). The ability to plan in Grade 3, indexed by the Tower of Hanoi task, mediates the income-achievement gap in math and to a lesser extent in reading. IQ was incorporated as a statistical control throughout. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

  13. Building a Bridge to Span the Minority-Majority Achievement Gap.

    ERIC Educational Resources Information Center

    Lanasa, Philip J., III; Potter, Jane Hopkins

    A number of hypotheses have been advanced to explain why black students lag behind whites in school achievement. In the 1950s and 1960s, an environmental hypothesis emerged which attributed the achievement gap to environment. Environmentalists at this point were divided between those who felt the family determined achievement and those who felt…

  14. A Meta-Analysis on the Factors That Best Reduce the Achievement Gap

    ERIC Educational Resources Information Center

    Jeynes, William H.

    2015-01-01

    A meta-analyses was undertaken to determine the factors that are most related with reducing the achievement gap. The meta-analysis included 30 studies that examined attempts to bridge the achievement gap between White students on one hand and Black and Latino students on the other. The results indicate that several factors are associated with a…

  15. Black-white achievement gap and family wealth.

    PubMed

    Yeung, W Jean; Conley, Dalton

    2008-01-01

    This article examines the extent to which family wealth affects the Black-White test score gap for young children based on data from the Panel Study of Income Dynamics (aged 3-12). This study found little evidence that wealth mediated the Black-White test scores gaps, which were eliminated when child and family demographic covariates were held constant. However, family wealth had a stronger association with cognitive achievement of school-aged children than that of preschoolers and a stronger association with school-aged children's math than on their reading scores. Liquid assets, particularly holdings in stocks or mutual funds, were positively associated with school-aged children's test scores. Family wealth was associated with a higher quality home environment, better parenting behavior, and children's private school attendance.

  16. The Achievement Gap and the Discipline Gap: Two Sides of the Same Coin?

    ERIC Educational Resources Information Center

    Gregory, Anne; Skiba, Russell J.; Noguera, Pedro A.

    2010-01-01

    The gap in achievement across racial and ethnic groups has been a focus of education research for decades, but the disproportionate suspension and expulsion of Black, Latino, and American Indian students has received less attention. This article synthesizes research on racial and ethnic patterns in school sanctions and considers how…

  17. Standing in the Gap: Theory and Practice Impacting Educational Opportunity and Achievement Gaps

    ERIC Educational Resources Information Center

    Beard, Karen Stansberry

    2018-01-01

    This case study is the first known employing flow in educational administration in the United States. Using Csikszentmihalyi's flow theory and Dantley's purpose-driven leadership, an administrator's practices were examined with respect to two guiding questions: (a) is purposefulness integral to closing extant gaps in achievement, and (b) are the…

  18. Reducing the racial achievement gap: a social-psychological intervention.

    PubMed

    Cohen, Geoffrey L; Garcia, Julio; Apfel, Nancy; Master, Allison

    2006-09-01

    Two randomized field experiments tested a social-psychological intervention designed to improve minority student performance and increase our understanding of how psychological threat mediates performance in chronically evaluative real-world environments. We expected that the risk of confirming a negative stereotype aimed at one's group could undermine academic performance in minority students by elevating their level of psychological threat. We tested whether such psychological threat could be lessened by having students reaffirm their sense of personal adequacy or "self-integrity." The intervention, a brief in-class writing assignment, significantly improved the grades of African American students and reduced the racial achievement gap by 40%. These results suggest that the racial achievement gap, a major social concern in the United States, could be ameliorated by the use of timely and targeted social-psychological interventions.

  19. The New Literacies of Online Research and Comprehension: Rethinking the Reading Achievement Gap

    ERIC Educational Resources Information Center

    Leu, Donald J.; Forzani, Elena; Rhoads, Chris; Maykel, Cheryl; Kennedy, Clint; Timbrell, Nicole

    2015-01-01

    Is there an achievement gap for online reading ability based on income inequality that is separate from the achievement gap in traditional, offline reading? This possibility was examined between students in two pseudonymous school districts: West Town (economically advantaged) and East Town (economically challenged; N = 256). Performance-based…

  20. The Economic Impact of Achievement Gaps in Pennsylvania's Public Schools. Research Report

    ERIC Educational Resources Information Center

    Karoly, Lynn A.

    2015-01-01

    This study documents the magnitude of the gaps in student performance for public school students in Pennsylvania and estimates the economic consequences of those education performance gaps. Although Pennsylvania is one of the top-scoring states on the 2013 National Assessment of Educational Progress (NAEP) on average, the achievement gaps between…

  1. School Segregation and Racial Academic Achievement Gaps. CEPA Working Paper No. 15-12

    ERIC Educational Resources Information Center

    Reardon, Sean F.

    2015-01-01

    Although it is clear that racial segregation is linked to academic achievement gaps, the mechanisms underlying this link have been debated since Coleman published his eponymous 1966 report. In this paper, I examine 16 distinct measures of segregation to determine which is most strongly associated with academic achievement gaps. I find very clear…

  2. Closing the Achievement Gap: Rural Schools. CSR Connection.

    ERIC Educational Resources Information Center

    Williams, Doris Terry

    Twenty percent of the children enrolled in rural and small-town schools are non-Caucasian, children of color. As in nonrural schools, rural schools have yet to close the achievement gap across various racial and economic subgroups of this diverse population. Overall, rural students perform as well as or better than their nonrural peers on…

  3. Closing the Achievement Gap with Culturally Relevant Technology-Based Learning Environments

    ERIC Educational Resources Information Center

    Joseph, Roberto

    2009-01-01

    The most significant educational problem of our time has been the achievement gap. The author discusses the need for the field of educational technology to join in the social movement to close this gap. He provides background on the significance of incorporating culture throughout the design and development of technology-based learning…

  4. Comprehensive School Reform: Meta-Analytic Evidence of Black-White Achievement Gap Narrowing.

    PubMed

    Gorey, Kevin M

    2009-12-30

    This meta-analysis extends a previous review of the achievement effects of comprehensive school reform (CSR) programs (Borman, Hewes, Overman, & Brown, 2003). That meta-analysis observed significant effects of well endowed and well-researched programs, but it did not account for race/ethnicity. This article synthesizes 34 cohort or quasi-experimental outcomes of studies that incorporated the policy-critical characteristic of race/ethnicity. compared with matched traditional schools, the black-white achievement gap narrowed significantly more among students in CSR schools. In addition, the aggregate effects were large, substantially to completely eliminating the achievement gap between African American and non-Hispanic white students in elementary and middle schools. Title I policies before or after the No Child Left Behind Act of 2001 seem to have had essentially no impact on the black-white achievement gap. Curricular and testing mandates along with the threat of sanctions without concomitant resource supports seem to have failed. This study suggests that educational achievement inequities need not be America's destiny. It seems that they could be eliminated through concerted political will and ample resource commitments to evidence-based educational programs.

  5. Subgroup Achievement and Gap Trends: New Hampshire, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in New Hampshire for 2010. New Hampshire's demographic profile is such that, with the exception of Latino students at the elementary level, there are fewer than 500 students in the racial/ethnic subgroups at the various grade levels, and therefore these groups are too small to…

  6. Gazing Past the Gaps: A Growth-Based Assessment of the Mathematics Achievement of Black Girls

    ERIC Educational Resources Information Center

    Young, Jemimah L.; Young, Jamaal R.; Capraro, Robert M.

    2018-01-01

    The purpose of this study was to proffer the idea to "gaze" past gender and racial achievement gaps by providing a growth-based assessment of the achievement of Black girls. The study aims to elucidate how alternatives to traditional achievement gap analyses can yield information relevant to addressing classroom challenges. This…

  7. School Administrators' Perceptions of the Achievement Gap between African American Students and White Students

    ERIC Educational Resources Information Center

    Royle, Jonathan; Brown, Casey Graham

    2014-01-01

    This study included an analysis of principal perceptions of the achievement gap between African American and White students. School administrators from campuses with a substantial number of African American students within the subgroup were interviewed to explore their perceptions of the achievement gap. The study revealed factors within the…

  8. Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math

    ERIC Educational Resources Information Center

    Kotok, Stephen

    2017-01-01

    This study uses multilevel modeling to examine a subset of the highest performing 9th graders and explores the extent that achievement gaps in math widen for high performing African American and Latino students and their high performing White and Asian peers during high school. Using nationally representative data from the High School Longitudinal…

  9. Can Professional Development Programs Help Close the Achievement Gap?

    ERIC Educational Resources Information Center

    Brahler, C. Jayne; Bainbridge, William L.; Stevens, Margaret

    2004-01-01

    This paper explores the question of whether it is possible to design professional development programs for teachers that can significantly improve student test results and reduce the achievement gap for students. The Dayton (Ohio) Foundation and the Montgomery County (Ohio) Educational Service Center, sponsors of The Miami Valley Teacher/…

  10. Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms

    PubMed Central

    Brownell, Sara E.; Wenderoth, Mary Pat

    2014-01-01

    Although gender gaps have been a major concern in male-dominated science, technology, engineering, and mathematics disciplines such as physics and engineering, the numerical dominance of female students in biology has supported the assumption that gender disparities do not exist at the undergraduate level in life sciences. Using data from 23 large introductory biology classes for majors, we examine two measures of gender disparity in biology: academic achievement and participation in whole-class discussions. We found that females consistently underperform on exams compared with males with similar overall college grade point averages. In addition, although females on average represent 60% of the students in these courses, their voices make up less than 40% of those heard responding to instructor-posed questions to the class, one of the most common ways of engaging students in large lectures. Based on these data, we propose that, despite numerical dominance of females, gender disparities remain an issue in introductory biology classrooms. For student retention and achievement in biology to be truly merit based, we need to develop strategies to equalize the opportunities for students of different genders to practice the skills they need to excel. PMID:25185231

  11. Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary

    ERIC Educational Resources Information Center

    Welch-Ross, Melissa

    2010-01-01

    The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for…

  12. Comprehensive School Reform: Meta-Analytic Evidence of Black-White Achievement Gap Narrowing1

    PubMed Central

    Gorey, Kevin M.

    2016-01-01

    This meta-analysis extends a previous review of the achievement effects of comprehensive school reform (CSR) programs (Borman, Hewes, Overman, & Brown, 2003). That meta-analysis observed significant effects of well endowed and well-researched programs, but it did not account for race/ethnicity. This article synthesizes 34 cohort or quasi-experimental outcomes of studies that incorporated the policy-critical characteristic of race/ethnicity. Findings: compared with matched traditional schools, the black-white achievement gap narrowed significantly more among students in CSR schools. In addition, the aggregate effects were large, substantially to completely eliminating the achievement gap between African American and non-Hispanic white students in elementary and middle schools. Title I policies before or after the No Child Left Behind Act of 2001 seem to have had essentially no impact on the black-white achievement gap. Curricular and testing mandates along with the threat of sanctions without concomitant resource supports seem to have failed. This study suggests that educational achievement inequities need not be America’s destiny. It seems that they could be eliminated through concerted political will and ample resource commitments to evidence-based educational programs. PMID:27453681

  13. Geographic Variation of District-Level Gender Achievement Gaps within the United States

    ERIC Educational Resources Information Center

    Reardon, Sean; Fahle, Erin; Kalogrides, Demetra; Podolsky, Anne; Zarate, Rosalia

    2016-01-01

    Gender achievement gaps on national and state assessments have been a popular research topic over the last few decades. Many prior studies examine these gaps in different subjects (e.g., mathematics, reading, and science) and grades (typically kindergarten through eighth grade) for students living in various regions (typically states or countries)…

  14. Minding the Achievement Gap One Classroom at a Time

    ERIC Educational Resources Information Center

    Pollock, Jane E.; Ford, Sharon; Black, Margaret M.

    2012-01-01

    Do teachers have the power to close achievement gaps? Here's a book that boldly claims they do and lays out a blueprint for how to do something now to help students who are falling short of standards. Regardless of the student population you need to address--English language learners, special education, or just the unmotivated and hard to…

  15. Social Identity and Achievement Gaps: Evidence from an Affirmation Intervention

    ERIC Educational Resources Information Center

    Dee, Thomas S.

    2015-01-01

    One provocative explanation for the continued persistence of minority achievement gaps involves the performance-dampening anxiety thought to be experienced by minority students in highly evaluative settings (i.e., "stereotype threat"). Recent field-experimental studies suggest that modest, low-cost "buffering" interventions…

  16. Does the Gender Wage Gap Exist at Riverside Community College District?

    ERIC Educational Resources Information Center

    Brown, Jami; Casolari, Amber

    2015-01-01

    The gender wage gap in the United States is a well-documented social and economic phenomenon. The Equal Pay Act of 1963 has done little to bring parity between men's and women's wages. Existing data show a relationship between race, age, geography, immigration, education, and women's pay status. This study analyzes wage disparity within higher…

  17. Are Boys Left Behind? The Evolution of the Gender Achievement Gap in Beijing's Middle Schools

    ERIC Educational Resources Information Center

    Lai, Fang

    2010-01-01

    Using one cohort of 7235 middle school students in Beijing, China, we examined the evolution of the gender achievement gap in middle school. Our study found a more significant female dominance than in U.S. studies: even though boys gradually caught up during middle school, especially in Math and Science, and the gender achievement gap decreased…

  18. WFH: closing the global gap--achieving optimal care.

    PubMed

    Skinner, Mark W

    2012-07-01

    For 50 years, the World Federation of Hemophilia (WFH) has been working globally to close the gap in care and to achieve Treatment for All patients, men and women, with haemophilia and other inherited bleeding disorders, regardless of where they might live. The WFH estimates that more than one in 1000 men and women has a bleeding disorder equating to 6,900,000 worldwide. To close the gap in care between developed and developing nations a continued focus on the successful strategies deployed heretofore will be required. However, in response to the rapid advances in treatment and emerging therapeutic advances on the horizon it will also require fresh approaches and renewed strategic thinking. It is difficult to predict what each therapeutic advance on the horizon will mean for the future, but there is no doubt that we are in a golden age of research and development, which has the prospect of revolutionizing treatment once again. An improved understanding of "optimal" treatment is fundamental to the continued evolution of global care. The challenges of answering government and payer demands for evidence-based medicine, and cost justification for the introduction and enhancement of treatment, are ever-present and growing. To sustain and improve care it is critical to build the body of outcome data for individual patients, within haemophilia treatment centers (HTCs), nationally, regionally and globally. Emerging therapeutic advances (longer half-life therapies and gene transfer) should not be justified or brought to market based only on the notion that they will be economically more affordable, although that may be the case, but rather more importantly that they will be therapeutically more advantageous. Improvements in treatment adherence, reductions in bleeding frequency (including microhemorrhages), better management of trough levels, and improved health outcomes (including quality of life) should be the foremost considerations. As part of a new WFH strategic plan

  19. Narrowing the Achievement Gap: A Review of Research, Policies, and Issues. Report.

    ERIC Educational Resources Information Center

    Hertert, Linda; Teague, Jackie

    Student achievement tests consistently show that certain groups of children score far below children in other groups. The data document a strong association between poverty and students' academic success. The achievement gap begins early in children's lives as the result of physical, social, and emotional deprivations. California is attempting to…

  20. Is the Black-White Achievement Gap a Public Sector Effect? An Examination of Student Achievement in the Third Grade

    ERIC Educational Resources Information Center

    Simms, Kathryn

    2012-01-01

    Prior research has suggested private school education in middle school and high school as a solution for the Black-White achievement gap. However, more recent research calls this solution into question. Additionally, research increasingly implicates third grade as being of preeminent importance in driving students' subsequent academic achievement.…

  1. Understanding and Reversing Underachievement, Low Achievement, and Achievement Gaps among High-Ability African American Males in Urban School Contexts

    ERIC Educational Resources Information Center

    Ford, Donna Y.; Moore, James L., III

    2013-01-01

    This article focuses on the achievement gap, with attention devoted to underachievement and low achievement among African American males in urban school contexts. More specifically, the article explains problems and issues facing or confronting these Black male students in urban education settings. A central part of this discussion is grounded in…

  2. Increased structure and active learning reduce the achievement gap in introductory biology.

    PubMed

    Haak, David C; HilleRisLambers, Janneke; Pitre, Emile; Freeman, Scott

    2011-06-03

    Science, technology, engineering, and mathematics instructors have been charged with improving the performance and retention of students from diverse backgrounds. To date, programs that close the achievement gap between students from disadvantaged versus nondisadvantaged educational backgrounds have required extensive extramural funding. We show that a highly structured course design, based on daily and weekly practice with problem-solving, data analysis, and other higher-order cognitive skills, improved the performance of all students in a college-level introductory biology class and reduced the achievement gap between disadvantaged and nondisadvantaged students--without increased expenditures. These results support the Carnegie Hall hypothesis: Intensive practice, via active-learning exercises, has a disproportionate benefit for capable but poorly prepared students.

  3. Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology

    ERIC Educational Resources Information Center

    Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Giffen, Cynthia J.; Blair, Seth S.; Rouse, Douglas I.; Hyde, Janet S.

    2014-01-01

    Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented minority students and women, but no prior research has attempted to close the gap for first-generation students,…

  4. The Role of Planning Skills in the Income-Achievement Gap

    ERIC Educational Resources Information Center

    Crook, Stephen R.; Evans, Gary W.

    2014-01-01

    The pervasive income-achievement gap has been attributed in part to deficiencies in executive functioning (EF). The development of EF is related to children's planning ability, an aspect of development that has received little attention. Longitudinal data from the National Institute of Child Health and Human Development study of early child…

  5. Expanding METCO and Closing Achievement Gaps. White Paper No. 129

    ERIC Educational Resources Information Center

    Apfelbaum, Katherine; Ardon, Ken

    2015-01-01

    School systems around the United States are heavily segregated by income and race. At the same time, an achievement gap between white and nonwhite students persists despite many efforts to close it. Against this background, in this white paper the authors explore the history and successes of the Metropolitan Council for Educational Opportunity…

  6. Reassessing the Achievement Gap: Fully Measuring What Students Should Be Taught in School

    ERIC Educational Resources Information Center

    Rothstein, Richard; Jacobsen, Rebecca; Wilder, Tamara

    2008-01-01

    This presentation summarizes two products of the ongoing work the authors are doing for the Campaign for Educational Equity. Part 1 of this presentation is a summary of "A Report Card on Comprehensive Equity: Racial Gaps in the Nation's Youth Outcomes." This report estimates the black-white achievement gaps in each of these aspects of…

  7. Beating the Odds: The Real Challenges behind the Math Achievement Gap--And What High-Achieving Schools Can Teach Us about How to Close It

    ERIC Educational Resources Information Center

    Goldberger, Susan

    2008-01-01

    One of the most persistent inequities in U.S. education is the gap in math achievement along income and race lines. Yet some secondary schools beat the odds, producing consistently strong math performance with students who likely would fail in traditional settings. This report advocates that the math achievement gap is not the result of poor and…

  8. Technology Enhanced Learning Environments for Closing the Gap in Student Achievement between Regions: Does It Work?

    ERIC Educational Resources Information Center

    Cakir, Hasan; Delialioglu, Omer; Dennis, Alan; Duffy, Thomas

    2009-01-01

    Student achievement gap between urban and suburban regions are a major issue in U.S. schools. Technology enhanced learning environments that support teaching and learning process with advanced technology may close this achievement gap. This paper examines the impact of student and school factors with an emphasis on schools' geographic location on…

  9. Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes

    PubMed Central

    Jordt, Hannah; Eddy, Sarah L.; Brazil, Riley; Lau, Ignatius; Mann, Chelsea; Brownell, Sara E.; King, Katherine; Freeman, Scott

    2017-01-01

    Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, we address the hypothesis that the achievement gap between white and URM students in an undergraduate biology course has a psychological and emotional component arising from stereotype threat. Specifically, we introduced a values affirmation exercise that counters stereotype threat by reinforcing a student’s feelings of integrity and self-worth in three iterations of an intensive active-learning college biology course. On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average. This result suggests that achievement gaps resulting from the underperformance of URM students could be mitigated by providing students with a learning environment that removes psychological and emotional impediments of performance through short psychosocial interventions. PMID:28710060

  10. Decision Points and Considerations for Identifying Rural Districts That Have Closed Student Achievement Gaps. REL 2016-130

    ERIC Educational Resources Information Center

    Culbertson, Michael J.; Billig, Shelley H.

    2016-01-01

    Rural districts have long faced challenges in closing achievement gaps between subgroups of students. This brief report describes key decision points and considerations for decision-makers interested in identifying rural districts that have closed academic achievement gaps. Examining practices in these districts may suggest activities associated…

  11. Turnaround in Texas: How One District Closed Its Minority Achievement Gap.

    ERIC Educational Resources Information Center

    Cook, Glenn

    2003-01-01

    Describes how one district closed its minority achievement gap by employing the Brazosport model, a combination of effective-schools research and Total Quality Management principles. The model includes an eight-step "plan-do-check" instructional cycle for teachers and emphasizes teacher training and tracking data. Student-achievement…

  12. Bridging the Great Divide: Broadening Perspectives on Closing the Achievement Gaps.

    ERIC Educational Resources Information Center

    Viewpoints, 2002

    2002-01-01

    This booklet presents information on the achievement gaps in education between white, Asian, and economically advantaged students and their African American, Hispanic, Native American, and economically disadvantaged peers. It provides examples from higher education, district, and school levels and summarizes available resources and tools to help…

  13. Reforms that Could Help Narrow the Achievement Gap. Policy Perspectives

    ERIC Educational Resources Information Center

    Rothstein, Richard

    2006-01-01

    Americans have concluded that the achievement gap is the fault of "failing schools" because it makes no common sense that it could be otherwise. After all, how much money a family has, or a child's skin color, should not influence how well that child learns to read. If teachers know how to teach and if schools permit no distractions, children…

  14. Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology

    PubMed Central

    Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Giffen, Cynthia J.; Blair, Seth S.; Rouse, Douglas I.; Hyde, Janet S.

    2014-01-01

    Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented minority students and women, but no prior research has attempted to close the gap for first-generation students, a population that accounts for nearly a fifth of college students. We report a values affirmation intervention conducted with 798 U.S. students (154 first-generation) in an introductory biology course for majors. For first-generation students, values affirmation significantly improved final course grades and retention in the second course in the biology sequence, as well as overall GPA for the semester. This brief intervention narrowed the achievement gap between first-generation and continuing generation students for course grades by 50% and increased retention in a critical gateway course by 20%. Our results suggest that educators can expand the pipeline for first-generation students to continue studying in the biosciences with psychological interventions. PMID:25049437

  15. Estimating Achievement Gaps from Test Scores Reported in Ordinal "Proficiency" Categories

    ERIC Educational Resources Information Center

    Ho, Andrew D.; Reardon, Sean F.

    2012-01-01

    Test scores are commonly reported in a small number of ordered categories. Examples of such reporting include state accountability testing, Advanced Placement tests, and English proficiency tests. This paper introduces and evaluates methods for estimating achievement gaps on a familiar standard-deviation-unit metric using data from these ordered…

  16. The Dialectical Problematic of Resolving the Black-White Academic Achievement Gap and Climate Change

    ERIC Educational Resources Information Center

    Mocombe, Paul C.

    2018-01-01

    In this article, I argue that resolving the Black-White academic achievement gap is incompatible with the emerging issues of global climate change. That is, solutions (equitable funding of schools and resources, school integration movements, and after-school and mentoring programs) for closing the gap in order so that Blacks in America and…

  17. Behaviors of Teachers and Their Students in Schools with and without an Achievement Gap: An Observational Study

    ERIC Educational Resources Information Center

    Ratcliff, Nancy J.; Carroll, Kimberly L.; Jones, Cathy R.; Costner, Richard H.; Sheehan, Heather C.; Hunt, Gilbert H.

    2017-01-01

    This research shares findings from a year-long observational study to determine if there were significant differences in the identified behaviors of teachers and students in fourth and seventh grade classrooms in schools with an achievement gap versus those with no achievement gap. Specific research questions addressed types of instructional…

  18. Special Education--Non-Special Education Achievement Gap in Math: Effects of Reporting Methods, Analytical Techniques, and Reclassification

    ERIC Educational Resources Information Center

    Thurlow, Martha L.; Wu, Yi-Chen; Lazarus, Sheryl S.; Ysseldyke, James E.

    2016-01-01

    Federal regulations indicate that the achievement gap must be closed between subgroups, including the gap between special education and non-special education students. We explored the ways in which achievement trends are influenced by three methods of reporting (cross-sectional, cohort-static, and cohort-dynamic). We also investigated (a) the ways…

  19. Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies

    ERIC Educational Resources Information Center

    Gibson, Charles

    2016-01-01

    Despite a well-documented history of immigration in the United States of America and rise in population of students that speak a language other than English, academic achievement gaps between English Language Learners and their native English language speaking counterparts from Grades Pre-Kindergarten through the college/university level still…

  20. Closing Achievement Gaps with a Utility-Value Intervention: Disentangling Race and Social Class

    PubMed Central

    Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Priniski, Stacy J.; Hyde, Janet S.

    2015-01-01

    Many college students abandon their goal of completing a degree in STEM when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on race or social class, but have not examined how the two may be confounded and interact. This research therefore investigates the independent and interactive effects of race and social class as moderators of an intervention designed to promote performance, measured by grade in the course. In a double-blind randomized experiment conducted over four semesters of an introductory biology course (N = 1040), we tested the effectiveness of a utility-value intervention in which students wrote about the personal relevance of course material. The utility-value intervention was successful in reducing the achievement gap for FG-URM students by 61%: the performance gap for FG-URM students, relative to CG-Majority students, was large in the control condition, .84 grade points (d = .98), and the treatment effect for FG-URM students was .51 grade points (d = 0.55). The UV intervention helped students from all groups find utility value in the course content, and mediation analyses showed that the process of writing about utility value was particularly powerful for FG-URM students. Results highlight the importance of examining the independent and interactive effects of race and social class when evaluating interventions to close achievement gaps and the mechanisms through which they may operate. PMID:26524001

  1. Tackling Disadvantage: What Works in Narrowing the Achievement Gap in Schools

    ERIC Educational Resources Information Center

    Demie, Feyisa; Mclean, Christabel

    2015-01-01

    This study examines the success factors behind narrowing the achievement gap of disadvantaged pupils who are entitled to free school meals. A complementary methodological approach including a case study and focus group were used to explore performance and the views of teachers, parents and pupils. The key criteria for the selection of schools were…

  2. Closing Achievement Gaps and Beyond: Teachers' Reactions to the Remedial Education Policy in Taiwan

    ERIC Educational Resources Information Center

    Chen, Hsiao-Lan Sharon; Yu, Patricia

    2016-01-01

    Educators have increasingly implemented remedial education in elementary and secondary schools throughout Taiwan as a systemic approach toward closing achievement gaps. However, students from lower socioeconomic backgrounds and those in remote areas have shown little improvement in academic achievement. This issue raises the question of how…

  3. Rural-Urban Gaps in Academic Achievement, Schooling Conditions, Student, and Teachers' Characteristics in Pakistan

    ERIC Educational Resources Information Center

    Tayyaba, Saadia

    2012-01-01

    Purpose: Recent educational research has demonstrated rural-urban gaps in achievement and schooling conditions. Evidence from developing countries is still sparse. This study seeks to report rural-urban disparities in achievement, student, teacher, and school characteristics based on a nationally representative sample of grade four students from…

  4. Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms

    ERIC Educational Resources Information Center

    Eddy, Sarah L.; Brownell, Sara E.; Wenderoth, Mary Pat

    2014-01-01

    Although gender gaps have been a major concern in male-dominated science, technology, engineering, and mathematics disciplines such as physics and engineering, the numerical dominance of female students in biology has supported the assumption that gender disparities do not exist at the undergraduate level in life sciences. Using data from 23 large…

  5. The Black-White Achievement Gap: When Progress Stopped. Policy Information Report

    ERIC Educational Resources Information Center

    Barton, Paul E.; Coley, Richard J.

    2010-01-01

    This report is about understanding the periods of progress and the periods of stagnation in changes in the achievement gap that have occurred over the past several decades. The authors try to understand what might have contributed to the progress as well as probe the reasons that may account for the progress halting, in the hope of finding some…

  6. Understanding Science Achievement Gaps by Race/Ethnicity and Gender in Kindergarten and First Grade

    ERIC Educational Resources Information Center

    Curran, F. Chris; Kellogg, Ann T.

    2016-01-01

    Disparities in science achievement across race and gender have been well documented in secondary and postsecondary school; however, the science achievement gap in the early years of elementary school remains understudied. We present findings from the recently released Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 that…

  7. Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

    ERIC Educational Resources Information Center

    Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steve

    2016-01-01

    We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children's own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child-…

  8. Closing the Achievement Gap with Curriculum Enrichment and Differentiation: One School's Story

    ERIC Educational Resources Information Center

    Beecher, Margaret; Sweeny, Sheelah M.

    2008-01-01

    This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This…

  9. Addressing Achievement Gaps: The Language Acquisition and Educational Achievement of English-Language Learners. ETS Policy Notes. Volume 16, Number 2, Summer 2008

    ERIC Educational Resources Information Center

    McBride, Amanda

    2008-01-01

    The eighth "ETS Addressing Achievement Gaps Symposium" provided a public forum for educators, policymakers, and researchers to forge productive relationships that will advance their efforts to enhance the educational achievement of America's five million English-language learners (ELLs). The conference was held at ETS world headquarters in…

  10. Differentiated Instruction in Developmental Mathematics Classes and Achievement of Ethnic Minority Students

    ERIC Educational Resources Information Center

    Hood, Otis D., Jr.

    2012-01-01

    National educational assessment organizations present statistical information that an achievement gap exists between White students and students of color. This achievement gap closely relates to students representing lower SES conditions. This study examined the lack of achievement for ethnic minorities in the field of mathematics using an…

  11. Gender Gap Linked to Differential Socialization for High-Achieving Senior Mathematics Students.

    ERIC Educational Resources Information Center

    Campbell, James R.; Beaudry, Jeffrey S.

    1998-01-01

    Examined whether 11th-grade girls and boys enrolled in advanced mathematics courses nationwide were socialized in similar ways, using Campbell's differential socialization paradigm. Results uncovered a gender gap favoring boys. Self-imposed pressure and persistence had important direct effects on achievement. Self-concept had important direct…

  12. Web-Based Interactive System for Analyzing Achievement Gaps in Public Schools System

    ERIC Educational Resources Information Center

    Wang, Kening; Mulvenon, Sean W.; Stegman, Charles; Xia, Yanling

    2010-01-01

    The National Office for Research on Measurement and Evaluation Systems (NORMES) at the University of Arkansas developed a web-based interactive system to provide information on state, district, and school level achievement gaps between white students and black students, socioeconomically disadvantaged students and non-disadvantaged students, male…

  13. Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes.

    PubMed

    Jordt, Hannah; Eddy, Sarah L; Brazil, Riley; Lau, Ignatius; Mann, Chelsea; Brownell, Sara E; King, Katherine; Freeman, Scott

    2017-01-01

    Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, we address the hypothesis that the achievement gap between white and URM students in an undergraduate biology course has a psychological and emotional component arising from stereotype threat. Specifically, we introduced a values affirmation exercise that counters stereotype threat by reinforcing a student's feelings of integrity and self-worth in three iterations of an intensive active-learning college biology course. On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average. This result suggests that achievement gaps resulting from the underperformance of URM students could be mitigated by providing students with a learning environment that removes psychological and emotional impediments of performance through short psychosocial interventions. © 2017 H. Jordt et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  14. Closing achievement gaps with a utility-value intervention: Disentangling race and social class.

    PubMed

    Harackiewicz, Judith M; Canning, Elizabeth A; Tibbetts, Yoi; Priniski, Stacy J; Hyde, Janet S

    2016-11-01

    Many college students abandon their goal of completing a degree in science, technology, engineering, or math (STEM) when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on race or social class, but have not examined how the 2 may be confounded and interact. This research therefore investigates the independent and interactive effects of race and social class as moderators of an intervention designed to promote performance, measured by grade in the course. In a double-blind randomized experiment conducted over 4 semesters of an introductory biology course (N = 1,040), we tested the effectiveness of a utility-value intervention in which students wrote about the personal relevance of course material. The utility-value intervention was successful in reducing the achievement gap for FG-URM students by 61%: the performance gap for FG-URM students, relative to continuing generation (CG)-Majority students, was large in the control condition, .84 grade points (d = .98), and the treatment effect for FG-URM students was .51 grade points (d = 0.55). The UV intervention helped students from all groups find utility value in the course content, and mediation analyses showed that the process of writing about utility value was particularly powerful for FG-URM students. Results highlight the importance of intersectionality in examining the independent and interactive effects of race and social class when evaluating interventions to close achievement gaps and the mechanisms through which they may operate. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  15. Gender gaps in achievement and participation in multiple introductory biology classrooms.

    PubMed

    Eddy, Sarah L; Brownell, Sara E; Wenderoth, Mary Pat

    2014-01-01

    Although gender gaps have been a major concern in male-dominated science, technology, engineering, and mathematics disciplines such as physics and engineering, the numerical dominance of female students in biology has supported the assumption that gender disparities do not exist at the undergraduate level in life sciences. Using data from 23 large introductory biology classes for majors, we examine two measures of gender disparity in biology: academic achievement and participation in whole-class discussions. We found that females consistently underperform on exams compared with males with similar overall college grade point averages. In addition, although females on average represent 60% of the students in these courses, their voices make up less than 40% of those heard responding to instructor-posed questions to the class, one of the most common ways of engaging students in large lectures. Based on these data, we propose that, despite numerical dominance of females, gender disparities remain an issue in introductory biology classrooms. For student retention and achievement in biology to be truly merit based, we need to develop strategies to equalize the opportunities for students of different genders to practice the skills they need to excel. © 2014 S. L. Eddy et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  16. Interrogating the Language Gap of Young Bilingual and Bidialectal Students

    ERIC Educational Resources Information Center

    García, Ofelia; Otheguy, Ricardo

    2017-01-01

    This article describes how the belief in the existence of a language gap has negative educational consequences for bilingual and bidialectal children from minoritized communities. This article first positions the idea of the language gap within the "achievement gap" discourse that has long been prevalent in educational circles. We then…

  17. Trends in Education Excellence Gaps: A 12-Year International Perspective via the Multilevel Model for Change

    ERIC Educational Resources Information Center

    Rutkowski, David; Rutkowski, Leslie; Plucker, Jonathan A.

    2012-01-01

    A recent study in the USA documented the existence and growth of "excellence gaps" among students. These gaps are similar to the minimum competency achievement gaps that proliferate in policy discussions in many Western countries, but excellence gaps focus on the highest level of achievement rather than minimum competency. We extend this…

  18. Have Gender Gaps in Math Closed? Achievement, Teacher Perceptions, and Learning Behaviors across Two ECLS-K Cohorts

    ERIC Educational Resources Information Center

    Cimpian, Joseph R.; Lubienski, Sarah T.; Timmer, Jennifer D.; Makowski, Martha B.; Miller, Emily K.

    2016-01-01

    Studies using data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K:1999) revealed gender gaps in mathematics achievement and teacher perceptions. However, recent evidence suggests that gender gaps have closed on state tests, raising the question of whether such gaps are absent in the ECLS-K:2011 cohort.…

  19. Closing the Math Achievement Gap: Institutions Find Success with MyMathLab

    ERIC Educational Resources Information Center

    Stewart, Pearl

    2012-01-01

    Institutions find success with Pearson Education's MyMathLab. The Department of Mathematical Sciences at the University of Memphis (UM) reported a narrowing of the achievement gap between Black and White students. According to the study conducted by UM professors and titled "The Effectiveness of Blended Instruction in Postsecondary General…

  20. An Exploration of Community Capital, Student Composition of Schools, and Achievement Gaps

    ERIC Educational Resources Information Center

    Wang, Chuang; Algozzine, Bob; Porfeli, Erik

    2015-01-01

    "Closing the achievement gap" (i.e. reducing differences in performance across racial and ethnic groups) has been the rallying cry and holy grail for reform efforts in American education for some time. In addition to influences associated with school and teacher factors, researchers have now turned their attention to characteristics in…

  1. The Academic Achievement Gap between African American and White Students: An Exploratory Study on Reading Achievement and Intrinsic Motivation

    ERIC Educational Resources Information Center

    Herron-McCoy, La-Monica

    2009-01-01

    The purpose of this study was to explore the academic achievement gap between upper elementary African American and White students. This study sought to assess any relationships between whether academic reading, students attitudes toward reading, and academic intrinsic motivation related to ethnicity. This study also sought to assess whether…

  2. Parental Characteristics and the Achievement Gap in Mathematics: Hierarchical Linear Modeling Analysis of Longitudinal Study of American Youth (LSAY)

    ERIC Educational Resources Information Center

    Shoraka, Mohammad; Arnold, Robert; Kim, Eun Sook; Salinitri, Geri; Kromrey, Jeffrey

    2015-01-01

    One of the most salient problems in education is the achievement gap. The researchers investigated the effects of parental education and parental occupations in science, technology, engineering, mathematics, or medical professions (STEMM) on the achievement gap in mathematics. Because students were nested within schools, two-level Hierarchical…

  3. No major stratigraphic gap exists near the Middle-Upper Pennsylvanian (Desmoinesian-Missourian) boundary in North America

    USGS Publications Warehouse

    Falcon-Lang, H. J.; Heckel, P.H.; DiMichele, W.A.; Blake, B.M.; Easterday, C.R.; Eble, C.F.; Elrick, S.; Gastaldo, Robert A.; Greb, S.F.; Martino, R.L.; John, Nelson W.; Pfefferkorn, H.W.; Phillips, T.L.; Rosscoe, S.J.

    2011-01-01

    Interregional correlation of the marine zones of major cyclothems between North America and eastern Europe does not support assertions that a major stratigraphic gap exists between the traditional regional Desmoinesian and Missourian stages in North America. Such a gap was previously proposed to explain an abrupt change in megafloral assemblages in the northern Appalachian Basin and by extension across all of North America. Conodont-based correlation from the essentially complete low-shelf Midcontinent succession (distal from the highstand shoreline), through the mid-shelf Illinois Basin, to the high shelf of the Appalachian Basin (proximal to highstand shoreline) demonstrates that all major ???400 kyr cyclothem groupings in the Midcontinent are recognizable in the Illinois Basin. In the Appalachian Basin, however, the grouping at the base of the Missourian is represented only by paleosols and localized coal. The immediately preceding grouping was removed very locally by paleovalley incision, as is evident at the 7-11 Mine, Columbiana County, Ohio, from which the original megafloral data were derived. At the few localities where incised paleodrainage exists, there may be a gap of ???1000 kyr, but a gap of no more than ???600 kyr occurs elsewhere in the Appalachian Basin at that level and its magnitude progressively decreases westward into the Illinois (???300 kyr) and Midcontinent (<200 kyr) Basins. Thus, while a gap is present near the Desmoinesian-Missourian boundary in North America, it is typically more than an order of magnitude smaller than that originally proposed and is similar to the gaps inferred at sequence boundaries between cyclothems at many horizons in the Pennsylvanian of North America. Copyright ?? 2011, SEPM.

  4. The Impact of Early Childhood Education upon the Black-White Achievement Gap

    ERIC Educational Resources Information Center

    Zane, Linda M.

    2009-01-01

    It can be argued that the current Black-White achievement gap provides evidence for a long-standing history of racial inequity within American society, as well as an informative barometer of progress toward educational parity. By all accounts, the measurements registered by this barometer continue to be cause for alarm. The disturbing Black-White…

  5. The Educational Achievement Gap as a Social Justice Issue for Teacher Educators

    ERIC Educational Resources Information Center

    Collopy, Rachel; Bowman, Connie; Taylor, David A.

    2012-01-01

    The educational achievement gap is a critical social justice issue. Catholic and Marianist conceptions of social justice in particular call people to work with others in their spheres of life to transform institutions in order to further human rights while promoting the common good. Drawing on key elements of Catholic teaching on social justice,…

  6. Reducing the socio-economic status achievement gap at University by promoting mastery-oriented assessment.

    PubMed

    Smeding, Annique; Darnon, Céline; Souchal, Carine; Toczek-Capelle, Marie-Christine; Butera, Fabrizio

    2013-01-01

    In spite of official intentions to reduce inequalities at University, students' socio-economic status (SES) is still a major determinant of academic success. The literature on the dual function of University suggests that University serves not only an educational function (i.e., to improve students' learning), but also a selection function (i.e., to compare people, and orient them towards different positions in society). Because current assessment practices focus on the selection more than on the educational function, their characteristics fit better with norms and values shared by dominant high-status groups and may favour high-SES students over low-SES students in terms of performances. A focus on the educational function (i.e., mastery goals), instead, may support low-SES students' achievement, but empirical evidence is currently lacking. The present research set out to provide such evidence and tested, in two field studies and a randomised field experiment, the hypothesis that focusing on University's educational function rather than on its selection function may reduce the SES achievement gap. Results showed that a focus on learning, mastery-oriented goals in the assessment process reduced the SES achievement gap at University. For the first time, empirical data support the idea that low-SES students can perform as well as high-SES students if they are led to understand assessment as part of the learning process, a way to reach mastery goals, rather than as a way to compare students to each other and select the best of them, resulting in performance goals. This research thus provides a theoretical framework to understand the differential effects of assessment on the achievement of high and low-SES students, and paves the way toward the implementation of novel, theory-driven interventions to reduce the SES-based achievement gap at University.

  7. Advocacy and Alternative Settings as Intervention Strategies for Reducing the Achievement Gap

    ERIC Educational Resources Information Center

    Thomas, Dominique

    2013-01-01

    The academic achievement gap between African Americans and their White counterparts has been an issue that has been discussed and dissected for several decades. In 2010, the Schott foundation released a report on Black males in school. It was reported that for the 2007-08 school year, there was only a 47% high school graduation rate for Black…

  8. Decreasing the Gap: Understanding the Role of READ 180 in Helping to Decrease the Achievement Gap for Middle School Students

    ERIC Educational Resources Information Center

    Neubert, Emily Sarah

    2017-01-01

    As federal mandates continue to emphasize the use of standardized tests, academic research is needed to determine if reading intervention programs are helping to close the achievement gap between struggling readers and their grade level peers. Although previous research indicated that reading intervention can be an effective tool for increasing…

  9. Minority Achievement Gaps in STEM: Findings of a Longitudinal Study of Project Excite

    ERIC Educational Resources Information Center

    Olszewski-Kubilius, Paula; Steenbergen-Hu, Saiying; Thomson, Dana; Rosen, Rhoda

    2017-01-01

    This longitudinal study examined the outcomes of Project Excite on reducing minority students' achievement gaps in STEM over 14 years. Project Excite was designed to provide intensive supplemental enrichment and accelerated programming for high-potential, underrepresented minority students from third through eighth grades to better prepare them…

  10. More than Sanctions: Closing Achievement Gaps through California's Use of Intensive Technical Assistance

    ERIC Educational Resources Information Center

    Strunk, Katharine O.; McEachin, Andrew

    2014-01-01

    One of the enduring problems in education is the persistence of achievement gaps between White, wealthy, native English-speaking students and their counterparts who are minority, lower-income, or English language learners. This study shows that one intensive technical assistance (TA) intervention--California's District Assistance and Intervention…

  11. Providing Early Childhood Teachers with Opportunities to Understand Diversity and the Achievement Gap

    ERIC Educational Resources Information Center

    Meece, Darrell; Wingate, Kimberly O'Kelley

    2010-01-01

    High quality teaching--providing children with support, feedback, and positive communication--is associated with closing the achievement gap between minority and majority children. It is important for students in teacher preparation programs to understand changes in curricular approaches to diversity--from the color-blind approach, to…

  12. School and Individual Factors That Contribute to the Achievement Gap in College Admissions Tests in Chile

    ERIC Educational Resources Information Center

    Perez Mejias, Paulina

    2012-01-01

    In Chile, reports and research papers have shown that there is an achievement gap in college admissions tests mostly associated to students' gender, socioeconomic status and type of school attended. This gap represents a barrier for low-income and female students to access higher education, as well as for graduates of public schools. Prior studies…

  13. The Development of Gender Achievement Gaps in Mathematics and Reading during Elementary and Middle School: Examining Direct Cognitive Assessments and Teacher Ratings

    ERIC Educational Resources Information Center

    Robinson, Joseph Paul; Lubienski, Sarah Theule

    2011-01-01

    Using K-8 national longitudinal data, the authors investigate males' and females' achievement in math and reading, including when gender gaps first appear, whether the appearance of gaps depends on the metric used, and where on the achievement distribution gaps are most prevalent. Additionally, teachers' assessments of males and females are…

  14. School Composition and the Black-White Achievement Gap: Methodology Companion. NCES 2015-032

    ERIC Educational Resources Information Center

    Bohrnstedt, G.; Kitmitto, S.; Ogut, B.; Sherman, D.; Chan, D.

    2015-01-01

    The School Composition and the Black-White Achievement Gap study was undertaken by the National Center for Education Statistics to present both descriptive and associative information on the relationships among the percentage of students in a school who were Black (referred to as "Black student density" or "density"), the…

  15. Educational Achievement Gaps between Immigrant and Native Students in Two “New Immigration Countries”: Italy and Spain in comparison

    PubMed Central

    Azzolini, Davide; Schnell, Philipp; Palmer, John

    2013-01-01

    We use PISA 2009 data to determine how immigrant children in Italy and Spain compare with native students in reading and mathematics skills. Drawing on the vast empirical literature in traditional immigration countries, we test the extent to which the most well-established patterns and hypotheses of immigrant/native educational achievement gaps also apply to these new immigration countries. Findings show that both first- and second-generation immigrant students underperform natives in both countries. Although socioeconomic background and language skills contribute to the explanation of achievement gaps, significant differences remain within countries. While modeling socioeconomic background reduces the observed gaps to a very similar extent in the two countries, language spoken at home is more strongly associated with achievement in Italy. School-type differentiation, such as tracking in Italy and school ownership in Spain, do not reduce immigrant/native gaps, although in Italy tracking is strongly associated with students’ test scores. PMID:23493944

  16. Teachers and the Gender Gaps in Student Achievement. NBER Working Paper No. 11660

    ERIC Educational Resources Information Center

    Dee, Thomas S.

    2005-01-01

    In the United States, girls outperform boys in measures of reading achievement while generally underperforming in science and mathematics. One major class of explanations for these gaps involves the gender-based interactions between students and teachers (e.g., role-model and Pygmalion effects). However, the evidence on whether these interactions…

  17. In Their Own Voices: Adolescent African American Males' Experiences of the Achievement Gap

    ERIC Educational Resources Information Center

    Moon, Natasha S.; Singh, Anneliese A.

    2015-01-01

    The authors use a phenomenological research tradition grounded in CRT tenets to describe the daily lived experiences that 12 male African American youth had in relation to the achievement gap. Researchers collected individual semi-structured interviews and focus group data related to the study phenomenon. There were five themes identified in…

  18. An Examination of Tri-Level Collaboration around Student Achievement Using the Gap Analysis Approach: Teacher Factors

    ERIC Educational Resources Information Center

    Carruthers, Anthony Steven

    2013-01-01

    Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this project examined collaboration around student achievement in the Pasadena Unified School District (PUSD) from the teacher perspective. As part of a tri-level study, two other projects examined collaboration around student achievement in PUSD from the perspectives of…

  19. Daily online testing in large classes: boosting college performance while reducing achievement gaps.

    PubMed

    Pennebaker, James W; Gosling, Samuel D; Ferrell, Jason D

    2013-01-01

    An in-class computer-based system, that included daily online testing, was introduced to two large university classes. We examined subsequent improvements in academic performance and reductions in the achievement gaps between lower- and upper-middle class students in academic performance. Students (N = 901) brought laptop computers to classes and took daily quizzes that provided immediate and personalized feedback. Student performance was compared with the same data for traditional classes taught previously by the same instructors (N = 935). Exam performance was approximately half a letter grade above previous semesters, based on comparisons of identical questions asked from earlier years. Students in the experimental classes performed better in other classes, both in the semester they took the course and in subsequent semester classes. The new system resulted in a 50% reduction in the achievement gap as measured by grades among students of different social classes. These findings suggest that frequent consequential quizzing should be used routinely in large lecture courses to improve performance in class and in other concurrent and subsequent courses.

  20. Explaining the Achievement Gap between Indigenous and Non-Indigenous Students: An Analysis of PISA 2009 Results for Australia and New Zealand

    ERIC Educational Resources Information Center

    Song, Steve; Perry, Laura B.; McConney, Andrew

    2014-01-01

    This study investigates the relative roles of home and school variables in accounting for achievement gaps between Indigenous and non-Indigenous students in Australia and New Zealand. Using data from the Programme for International Student Assessment [PISA] 2009, our findings show that achievement gaps between Indigenous and non-Indigenous…

  1. Urban School Achievement Gap as a Metaphor to Conceal U.S. Apartheid Education

    ERIC Educational Resources Information Center

    Cross, Beverly E.

    2007-01-01

    This article uses the metaphor of the achievement gap to make transparent, discuss, and critique the analytical frame/lens used in the articles to analyze urban education. Doing such an analysis is essential to producing an additional lens that has utility in theory and practice. It facilitates a historical analysis of urban education and leads to…

  2. Trends in Academic Achievement Gaps in the Era of No Child Left Behind

    ERIC Educational Resources Information Center

    Reardon, Sean F.; Greenberg, Erica; Kalogrides, Demetra; Shores, Kenneth A.; Valentino, Rachel A.

    2012-01-01

    The authors' goals in this study are to use both the National Assessment of Educational Progress (NAEP) and state accountability test score data to (1) provide a detailed description of the magnitude and trends of state-level academic achievement gaps among cohorts of students entering school in the 1990s and 2000s; (2) investigate the extent to…

  3. Achieving Health Equity: Closing The Gaps In Health Care Disparities, Interventions, And Research.

    PubMed

    Purnell, Tanjala S; Calhoun, Elizabeth A; Golden, Sherita H; Halladay, Jacqueline R; Krok-Schoen, Jessica L; Appelhans, Bradley M; Cooper, Lisa A

    2016-08-01

    In the United States, racial/ethnic minority, rural, and low-income populations continue to experience suboptimal access to and quality of health care despite decades of recognition of health disparities and policy mandates to eliminate them. Many health care interventions that were designed to achieve health equity fall short because of gaps in knowledge and translation. We discuss these gaps and highlight innovative interventions that help address them, focusing on cardiovascular disease and cancer. We also provide recommendations for advancing the field of health equity and informing the implementation and evaluation of policies that target health disparities through improved access to care and quality of care. Project HOPE—The People-to-People Health Foundation, Inc.

  4. The Education of English Language Learners in Arizona: A Legacy of Persisting Achievement Gaps in a Restrictive Language Policy Climate

    ERIC Educational Resources Information Center

    Garcia, Eugene E.; Lawton, Kerry; Diniz de Figueiredo, Eduardo H.

    2010-01-01

    This report reviews achievement gaps in both reading and math between ELL and non-ELL students in Arizona over the post-Proposition 203 period 2005-2009 and during the first year of implementation of the 4 hour ELD block, 2008-09. The study finds that Arizona has made little to no progress in closing the achievement gap between ELL and non-ELL…

  5. Teachers' perceptions of students' mathematics proficiency may exacerbate early gender gaps in achievement.

    PubMed

    Robinson-Cimpian, Joseph P; Lubienski, Sarah Theule; Ganley, Colleen M; Copur-Gencturk, Yasemin

    2014-04-01

    A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), Study 1 demonstrates that teachers actually rate boys' mathematics proficiency higher than that of girls when conditioning on both teachers' ratings of behavior and approaches to learning as well as past and current test scores. In other words, on average girls are only perceived to be as mathematically competent as similarly achieving boys when the girls are also seen as working harder, behaving better, and being more eager to learn. Study 2 uses mediation analysis with an instrumental-variables approach, as well as a matching strategy, to explore the extent to which this conditional underrating of girls may explain the widening gender gap in mathematics in early elementary school. We find robust evidence suggesting that underrating girls' mathematics proficiency accounts for a substantial portion of the development of the mathematics achievement gap between similarly performing and behaving boys and girls in the early grades. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  6. Black-White Achievement Gap and Family Wealth

    ERIC Educational Resources Information Center

    Yeung, W. Jean; Conley, Dalton

    2008-01-01

    This article examines the extent to which family wealth affects the Black-White test score gap for young children based on data from the Panel Study of Income Dynamics (aged 3-12). This study found little evidence that wealth mediated the Black-White test scores gaps, which were eliminated when child and family demographic covariates were held…

  7. Teaching a lay theory before college narrows achievement gaps at scale.

    PubMed

    Yeager, David S; Walton, Gregory M; Brady, Shannon T; Akcinar, Ezgi N; Paunesku, David; Keane, Laura; Kamentz, Donald; Ritter, Gretchen; Duckworth, Angela Lee; Urstein, Robert; Gomez, Eric M; Markus, Hazel Rose; Cohen, Geoffrey L; Dweck, Carol S

    2016-06-14

    Previous experiments have shown that college students benefit when they understand that challenges in the transition to college are common and improvable and, thus, that early struggles need not portend a permanent lack of belonging or potential. Could such an approach-called a lay theory intervention-be effective before college matriculation? Could this strategy reduce a portion of racial, ethnic, and socioeconomic achievement gaps for entire institutions? Three double-blind experiments tested this possibility. Ninety percent of first-year college students from three institutions were randomly assigned to complete single-session, online lay theory or control materials before matriculation (n > 9,500). The lay theory interventions raised first-year full-time college enrollment among students from socially and economically disadvantaged backgrounds exiting a high-performing charter high school network or entering a public flagship university (experiments 1 and 2) and, at a selective private university, raised disadvantaged students' cumulative first-year grade point average (experiment 3). These gains correspond to 31-40% reductions of the raw (unadjusted) institutional achievement gaps between students from disadvantaged and nondisadvantaged backgrounds at those institutions. Further, follow-up surveys suggest that the interventions improved disadvantaged students' overall college experiences, promoting use of student support services and the development of friendship networks and mentor relationships. This research therefore provides a basis for further tests of the generalizability of preparatory lay theories interventions and of their potential to reduce social inequality and improve other major life transitions.

  8. Teaching a lay theory before college narrows achievement gaps at scale

    PubMed Central

    Yeager, David S.; Walton, Gregory M.; Brady, Shannon T.; Akcinar, Ezgi N.; Paunesku, David; Keane, Laura; Kamentz, Donald; Ritter, Gretchen; Duckworth, Angela Lee; Urstein, Robert; Gomez, Eric M.; Markus, Hazel Rose; Cohen, Geoffrey L.; Dweck, Carol S.

    2016-01-01

    Previous experiments have shown that college students benefit when they understand that challenges in the transition to college are common and improvable and, thus, that early struggles need not portend a permanent lack of belonging or potential. Could such an approach—called a lay theory intervention—be effective before college matriculation? Could this strategy reduce a portion of racial, ethnic, and socioeconomic achievement gaps for entire institutions? Three double-blind experiments tested this possibility. Ninety percent of first-year college students from three institutions were randomly assigned to complete single-session, online lay theory or control materials before matriculation (n > 9,500). The lay theory interventions raised first-year full-time college enrollment among students from socially and economically disadvantaged backgrounds exiting a high-performing charter high school network or entering a public flagship university (experiments 1 and 2) and, at a selective private university, raised disadvantaged students’ cumulative first-year grade point average (experiment 3). These gains correspond to 31–40% reductions of the raw (unadjusted) institutional achievement gaps between students from disadvantaged and nondisadvantaged backgrounds at those institutions. Further, follow-up surveys suggest that the interventions improved disadvantaged students’ overall college experiences, promoting use of student support services and the development of friendship networks and mentor relationships. This research therefore provides a basis for further tests of the generalizability of preparatory lay theories interventions and of their potential to reduce social inequality and improve other major life transitions. PMID:27247409

  9. Classroom-Based Inequalities and Achievement Gaps in First Grade: The Role of Classroom Context and Access to Qualified and Effective Teachers

    ERIC Educational Resources Information Center

    Palardy, Gregory J.

    2015-01-01

    Background: An enduring question about achievement gaps is, which aspects of schools contribute most? At the early grade levels, when children spend the vast majority of their school day in a single classroom with a single teacher, school inequities that correlate with achievement gaps likely originate within the classroom. This study examined the…

  10. Social and behavioral skills and the gender gap in early educational achievement.

    PubMed

    Diprete, Thomas A; Jennings, Jennifer L

    2012-01-01

    Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social and behavioral skills and the advantages they confer for academic and later success. Copyright © 2011 Elsevier Inc. All rights reserved.

  11. Closing the Obesity Achievement Gap: Evidence-Based Practices that School Counselors Can Help Implement

    ERIC Educational Resources Information Center

    Perusse, Rachelle; Kailimang, Lukas; Krell, Megan

    2009-01-01

    School counselors are charged with helping students in the personal/social, academic, and career development domains. Obesity creates adverse educational outcomes for students along these three domains, suggesting an obesity achievement gap. Thus, school counselors can benefit from knowing which interventions have been shown to be successful in…

  12. Mind the Gap: 20 Years of Progress and Retrenchment in School Funding and Achievement Gaps. Policy Information Report. ETS RR-16-15

    ERIC Educational Resources Information Center

    Baker, Bruce D.; Farrie, Danielle; Sciarra, David G.

    2016-01-01

    Although there has been significant progress in the long term, achievement gaps among the nation's students persist.Many factors have contributed to the disparities in outcomes, and societal changes can explain progress, or lack thereof, over the past few decades.This is well documented in the 2010 Educational Testing Service (ETS) report…

  13. Achievement, Assessment, and Learning: A Study of Emergent Bilingual Students in Mainstream Content Classrooms

    ERIC Educational Resources Information Center

    Logan-Terry, Aubrey Elizabeth

    2012-01-01

    This dissertation investigates and problematizes emergent bilingual students' achievement gaps in an existing corpus of middle-school science assessment data. I first characterize achievement gaps across national data, state data, and the corpus of approximately 27,000 students as an analytic backdrop. I then sample a subset of the 6th grade…

  14. "Brown" and Black-White Achievement

    ERIC Educational Resources Information Center

    Armor, David J.

    2006-01-01

    "Brown v. Board of Education" only presumed to eliminate the "de jure" apartheid that existed in 1954. It was never intended to resolve the "de facto" gap in minority achievement that still faces education policymakers today. Sociologist David J. Armor goes beyond "Brown" to identify a set of definite risk…

  15. Effects of Single-Sex and Coeducational Schooling on the Gender Gap in Educational Achievement

    ERIC Educational Resources Information Center

    Gibb, Sheree J.; Fergusson, David M.; Horwood, L. John

    2008-01-01

    This study examined the effects of single-sex and coeducational schooling on the gender gap in educational achievement to age 25. Data were drawn from the Christchurch Health and Development Study, a longitudinal study of a birth cohort of 1265 individuals born in 1977 in Christchurch, New Zealand. After adjustment for a series of covariates…

  16. Narrowing the Achievement Gap: A Case Study of One Outperforming Urban School Making A Difference

    ERIC Educational Resources Information Center

    Garner, Dionne M.

    2017-01-01

    Despite efforts to positively impact educational outcomes for underrepresented youth, the achievement gap persists in the United States. Underrepresented youth are students representing lower socioeconomic, racial, ethnic, or language minority populations that are underrepresented in higher educational attainment relative to their numbers in the…

  17. No Student Left Behind: A Collaborative and Competitive Game-Based Learning Environment to Reduce the Achievement Gap of EFL Students in Taiwan

    ERIC Educational Resources Information Center

    Hung, Hui-Chun; Young, Shelley Shwu-Ching; Lin, Chiu-Pin

    2015-01-01

    How to close the achievement gap in the classroom so that no student is left behind becomes one of the most important issues nowadays. This study aims to construct a collaborative and competitive game-based learning environment to improve English proficiencies and reduce the achievement gap for disadvantaged students. The Wireless Crossword…

  18. Moving to higher ground: Closing the high school science achievement gap

    NASA Astrophysics Data System (ADS)

    Mebane, Joyce Graham

    The purpose of this study was to examine the perceptions of West High School constituents (students, parents, teachers, administrators, and guidance counselors) about the readiness and interest of African American students at West High School to take Advanced Placement (AP) and International Baccalaureate (IB) science courses as a strategy for closing the achievement gap. This case study utilized individual interviews and questionnaires for data collection. The participants were selected biology students and their parents, teachers, administrators, and guidance counselors at West High School. The results of the study indicated that just over half the students and teachers, most parents, and all guidance counselors thought African American students were prepared to take AP science courses. Only one of the three administrators thought the students were prepared to take AP science courses. Between one-half and two-thirds of the students, parents, teachers, and administrators thought students were interested in taking an AP science course. Only two of the guidance counselors thought there was interest among the African American students in taking AP science courses. The general consensus among the constituents about the readiness and interest of African American students at West High School to take IB science courses was that it is too early in the process to really make definitive statements. West is a prospective IB school and the program is new and not yet in place. Educators at the West High School community must find reasons to expect each student to succeed. Lower expectations often translate into lower academic demands and less rigor in courses. Lower academic demands and less rigor in courses translate into less than adequate performance by students. When teachers and administrators maintain high expectations, they encourage students to aim high rather than slide by with mediocre effort (Lumsden, 1997). As a result of the study, the following suggestions should

  19. Income Inequality and the Online Reading Gap: Teaching Our Way to Success With Online Research and Comprehension

    ERIC Educational Resources Information Center

    Leu, Donald J.; Forzani, Elena; Kennedy, Clint

    2015-01-01

    A recent study in "Reading Research Quarterly" provided evidence that an online reading achievement gap, based on income inequality, exists that is separate and independent from the well-known achievement gap in offline reading. This column briefly reviews the evidence and provides an initial set of instructional suggestions that may be…

  20. Fragment library design: using cheminformatics and expert chemists to fill gaps in existing fragment libraries.

    PubMed

    Kutchukian, Peter S; So, Sung-Sau; Fischer, Christian; Waller, Chris L

    2015-01-01

    Fragment based screening (FBS) has emerged as a mainstream lead discovery strategy in academia, biotechnology start-ups, and large pharma. As a prerequisite of FBS, a structurally diverse library of fragments is desirable in order to identify chemical matter that will interact with the range of diverse target classes that are prosecuted in contemporary screening campaigns. In addition, it is also desirable to offer synthetically amenable starting points to increase the probability of a successful fragment evolution through medicinal chemistry. Herein we describe a method to identify biologically relevant chemical substructures that are missing from an existing fragment library (chemical gaps), and organize these chemical gaps hierarchically so that medicinal chemists can efficiently navigate the prioritized chemical space and subsequently select purchasable fragments for inclusion in an enhanced fragment library.

  1. Sustainability Tools Inventory - Initial Gaps Analysis | Science ...

    EPA Pesticide Factsheets

    This report identifies a suite of tools that address a comprehensive set of community sustainability concerns. The objective is to discover whether "gaps" exist in the tool suite’s analytic capabilities. These tools address activities that significantly influence resource consumption, waste generation, and hazard generation including air pollution and greenhouse gases. In addition, the tools have been evaluated using four screening criteria: relevance to community decision making, tools in an appropriate developmental stage, tools that may be transferrable to situations useful for communities, and tools with requiring skill levels appropriate to communities. This document provides an initial gap analysis in the area of community sustainability decision support tools. It provides a reference to communities for existing decision support tools, and a set of gaps for those wishing to develop additional needed tools to help communities to achieve sustainability. It contributes to SHC 1.61.4

  2. Income Segregation between School Districts and Inequality in Students' Achievement

    ERIC Educational Resources Information Center

    Owens, Ann

    2018-01-01

    Large achievement gaps exist between high- and low-income students and between black and white students. This article explores one explanation for such gaps: income segregation between school districts, which creates inequality in the economic and social resources available in advantaged and disadvantaged students' school contexts. Drawing on…

  3. Divergent Streams: Race-Gender Achievement Gaps at Selective Colleges and Universities.

    PubMed

    Massey, Douglas S; Probasco, Lierin

    2010-03-01

    In this paper, we extend previous research on racial performance gaps at 28 selective US colleges and universities by examining differences in grade achievement and graduate rates across race-gender categories. Using data from the National Longitudinal Survey of Freshmen, we show that black males, black females, and Hispanic males attain significantly lower grades than other race-gender groups, and that black males are 35% less likely to graduate on-time than other race-gender groups. Analyses consider an array of personal and institutional indicators of academic performance. Grades and graduation rates are improved by academic preparation (particularly high school GPA), scholarly effort, and, for graduation rates, membership in career-oriented or majority-white campus groups. Grade performance and graduation rates are undermined by a hostile racial climate on campus, family stress, and stereotype threat, all of which disproportionately affect minority students. We conclude with recommendations to college administrators for ways of selecting and supporting minority students to reduce differentials in academic achievement across race-gender groups.

  4. Making the Case for the Outlier: Researcher Reflections of an African-American Female Deputy Superintendent Who Decided to Close the Achievement Gap

    ERIC Educational Resources Information Center

    Beard, Karen Stansberry

    2012-01-01

    This article presents researcher reflections of a case study of a Black female deputy superintendent who made the value-driven decision to close the achievement gap in her district. I posit that she is an outlier because she is Black and female in a predominantly white male field of practice, she effectively closed the achievement gap through her…

  5. The Politics of Achievement Gaps: U.S. Public Opinion on Race-Based and Wealth-Based Differences in Test Scores

    ERIC Educational Resources Information Center

    Valant, Jon; Newark, Daniel A.

    2016-01-01

    For decades, researchers have documented large differences in average test scores between minority and White students and between poor and wealthy students. These gaps are a focal point of reformers' and policymakers' efforts to address educational inequities. However, the U.S. public's views on achievement gaps have received little attention from…

  6. Disproportionality Fills in the Gaps: Connections between Achievement, Discipline and Special Education in the School-to-Prison Pipeline

    ERIC Educational Resources Information Center

    Annamma, Subini; Morrison, Deb; Jackson, Darrell

    2014-01-01

    The focus on the achievement gap has overshadowed ways in which school systems constrain student achievement through trends of racial disproportionality in areas such as school discipline, special education assignment, and juvenile justice. Using Critical Race Theory, we reframe these racial disparities as issues of institutionalized racism.…

  7. The Home/School Connection and Its Role in Narrowing the Academic Achievement Gap: An Ecological Systems Theoretical Perspective

    ERIC Educational Resources Information Center

    Blandin, Allyson

    2017-01-01

    This literature review seeks to evaluate previous studies on the topic of the home/school connection and its role in enhancing students' academic achievement and narrowing the academic achievement gap. The ecological systems theory framework will facilitate the discussion of the importance of the home/school connection phenomenon. Perspectives…

  8. An Examination of Tri-Level Collaboration around Student Achievement Using the Gap Analysis Approach: Central Office Leadership Factors

    ERIC Educational Resources Information Center

    Llamas, Sonia Rodarte

    2013-01-01

    Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this study examined collaboration around student achievement at the central office leadership level in the Pasadena Unified School District (PUSD). This study is one of three concurrent studies focused on collaboration around student achievement in the PUSD that include…

  9. An Examination of Tri-Level Collaboration around Student Achievement Using the Gap Analysis Approach: School Site Leadership Factors

    ERIC Educational Resources Information Center

    Salinas, Esther Charlotte

    2013-01-01

    Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this project examined collaboration around student achievement at the school site leadership level in the Pasadena Unified School District (PUSD). This project is one of three concurrent studies focused on collaboration around student achievement in the PUSD that include…

  10. The Role of the Superintendent in Closing the Achievement Gap in Diverse Small School Districts

    ERIC Educational Resources Information Center

    Wright, Howell, Jr.; Harris, Sandra

    2010-01-01

    The purpose of this qualitative, narrative study was to investigate the role of the superintendent in leading the district to be more culturally proficient, resulting in the narrowing of the achievement gap in culturally diverse small districts. Eight superintendents of small school districts were purposefully selected based on their district size…

  11. Prospective Teachers from Urban Environments Examine Causes of the Achievement Gap in the United States

    ERIC Educational Resources Information Center

    Morales, Erik E.

    2016-01-01

    This study analyzes the educational achievement gap between low and high socioeconomic students from the perspective of sixty-two prospective teachers in an undergraduate educational foundations course at a public majority minority urban university in the northeastern United States. The majority of these college students come from, and plan to…

  12. School Districts and Student Achievement

    ERIC Educational Resources Information Center

    Chingos, Matthew M.; Whitehurst, Grover J.; Gallaher, Michael R.

    2015-01-01

    School districts are a focus of education reform efforts in the United States, but there is very little existing research about how important they are to student achievement. We fill this gap in the literature using 10 years of student-level, statewide data on fourth- and fifth-grade students in Florida and North Carolina. A variance decomposition…

  13. Closing the N-use efficiency gap to achieve food and environmental security.

    PubMed

    Cui, Zhenling; Wang, Guiliang; Yue, Shanchao; Wu, Liang; Zhang, Weifeng; Zhang, Fusuo; Chen, Xinping

    2014-05-20

    To achieve food and environmental security, closing the gap between actual and attainable N-use efficiency should be as important as closing yield gaps. Using a meta-analysis of 205 published studies from 317 study sites, including 1332 observations from rice, wheat, and maize system in China, reactive N (Nr) losses, and total N2O emissions from N fertilization both increased exponentially with increasing N application rate. On the basis of the N loss response curves from the literature meta-analysis, the direct N2O emission, NH3 volatilization, N leaching, and N runoff, and total N2O emission (direct + indirect) were calculated using information from the survey of farmers. The PFP-N (kilogram of harvested product per kilogram of N applied (kg (kg of N)(-1))) for 6259 farmers were relative low with only 37, 23, and 32 kg (kg of N)(-1) for rice, wheat, and maize systems, respectively. In comparison, the PFP-N for highest yield and PFP-N group (refers to fields where the PFP-N was within the 80-100th percentile among those fields that achieved yields within the 80-100th percentile) averaged 62, 42, and 53 kg (kg of N)(-1) for rice, wheat, and maize systems, respectively. The corresponding grain yield would increase by 1.6-2.3 Mg ha(-1), while the N application rate would be reduced by 56-100 kg of N ha(-1) from average farmer field to highest yield and PFP-N group. In return, the Nr loss intensity (4-11 kg of N (Mg of grain)(-1)) and total N2O emission intensity (0.15-0.29 kg of N (Mg of grain)(-1)) would both be reduced significantly as compared to current agricultural practices. In many circumstances, closing the PFP-N gap in intensive cropping systems is compatible with increased crop productivity and reductions in both Nr losses and total N2O emissions.

  14. Do Peers Contribute to the Achievement Gap between Vietnamese-American and Mexican-American Adolescents?

    PubMed Central

    Duong, Mylien T.; Schwartz, David; McCarty, Carolyn A.

    2013-01-01

    Documented associations between academic and social functioning have been inconsistent. These discrepancies may reflect the moderating role of sociocultural context. In this study, we examined ethnicity and gender as moderators of this relation. We collected peer nominations, GPA from school records, and self-report questionnaires for 519 Vietnamese-American and Mexican-American middle school students (mean age = 12.7 years). Using general linear modeling, we found that academic and social functioning were more strongly and positively linked for Vietnamese-Americans relative to Mexican-Americans, and for girls relative to boys. We also examined group differences in achievement values, and found that Vietnamese-Americans were more likely to admire and be friends with high-achieving peers. The results suggest that peers provide one context in which ethnic and gender differences in achievement values emerge, and interventions aimed at reducing the achievement gap may benefit from incorporating a focus on peers. PMID:24443632

  15. Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes

    ERIC Educational Resources Information Center

    Jordt, Hannah; Eddy, Sarah L.; Brazil, Riley; Lau, Ignatius; Mann, Chelsea; Brownell, Sara E.; King, Katherine; Freeman, Scott

    2017-01-01

    Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning…

  16. Understanding the Gender Gap in Mathematics Achievement: The Role of Self-Efficacy and Stereotype Threat

    ERIC Educational Resources Information Center

    Schwery, Denise; Hulac, David; Schweinle, Amy

    2016-01-01

    This literature review provides school psychologists with an understanding of the important issues related to the gender gap in mathematics achievement. The extant literature suggests that girls tend to receive lower scores than boys on standardized math tests, but in general these differences tend to be small. However, girls have better classroom…

  17. Black-White Achievement Gap and Family Wealth. National Poverty Center Working Paper Series #07-02

    ERIC Educational Resources Information Center

    Yeung, W. Jean; Conley, Dalton

    2006-01-01

    This paper examines the extent to which family wealth affects the race-child achievement association for young children based on data from the Panel Study of Income Dynamics. We found little evidence that wealth mediates the black-white test scores gap. However, liquid assets, particularly holding in stocks and mutual funds, are positively…

  18. Gender Gaps in Mathematics, Science and Reading Achievements in Muslim Countries: A Quantile Regression Approach

    ERIC Educational Resources Information Center

    Shafiq, M. Najeeb

    2013-01-01

    Using quantile regression analyses, this study examines gender gaps in mathematics, science, and reading in Azerbaijan, Indonesia, Jordan, the Kyrgyz Republic, Qatar, Tunisia, and Turkey among 15-year-old students. The analyses show that girls in Azerbaijan achieve as well as boys in mathematics and science and overachieve in reading. In Jordan,…

  19. Five Social Disadvantages That Depress Student Performance: Why Schools Alone Can't Close Achievement Gaps. Report

    ERIC Educational Resources Information Center

    Morsy, Leila; Rothstein, Richard

    2015-01-01

    That students' social and economic characteristics shape their cognitive and behavioral outcomes is well established, yet policymakers typically resist accepting that non-school disadvantages necessarily depress outcomes. Rather, they look to better schools and teachers to close achievement gaps, and consistently come up short. This report…

  20. Gender and Minority Achievement Gaps in Science in Eighth Grade: Item Analyses of Nationally Representative Data. Research Report. ETS RR-17-36

    ERIC Educational Resources Information Center

    Qian, Xiaoyu; Nandakumar, Ratna; Glutting, Joseoph; Ford, Danielle; Fifield, Steve

    2017-01-01

    In this study, we investigated gender and minority achievement gaps on 8th-grade science items employing a multilevel item response methodology. Both gaps were wider on physics and earth science items than on biology and chemistry items. Larger gender gaps were found on items with specific topics favoring male students than other items, for…

  1. Solar PV O&M Standards and Best Practices - Existing Gaps and Improvement Efforts

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Klise, Geoffrey Taylor; Balfour, John R.; Keating, T. J.

    2014-11-01

    As greater numbers of photovoltaic (PV) systems are being installed, operations & maintenance (O&M) activities will need to be performed to ensure the PV system is operating as designed over its useful lifetime. To mitigate risks to PV system availability and performance, standardized procedures for O&M activities are needed to ensure high reliability and long-term system bankability. Efforts are just getting underway to address the need for standard O&M procedures as PV gains a larger share of U.S. generation capacity. Due to the existing landscape of how and where PV is installed, including distributed generation from small and medium PVmore » systems, as well as large, centralized utility-scale PV, O&M activities will require different levels of expertise and reporting, making standards even more important. This report summarizes recent efforts made by solar industry stakeholders to identify the existing standards and best practices applied to solar PV O&M activities, and determine the gaps that have yet to be, or are currently being addressed by industry.« less

  2. College for All: Gaps between Desirable and Actual P-12 Math Achievement Trajectories for College Readiness

    ERIC Educational Resources Information Center

    Lee, Jaekyung

    2012-01-01

    This study addresses missing links in "college for all" debates by investigating gaps between actual and desirable math achievement trajectories for students' college readiness. Linking multiple national data sets across P-16 education levels, the study estimates college readiness benchmarks separately for two-year and four-year college…

  3. Understanding Achievement Differences between Schools in Ireland--Can Existing Data-Sets Help?

    ERIC Educational Resources Information Center

    Gilleece, Lorraine

    2014-01-01

    Recent years have seen an increased focus on school accountability in Ireland and calls for greater use to be made of student achievement data for monitoring student outcomes. In this paper, it is argued that existing data-sets in Ireland offer limited potential for the value-added modelling approaches used for accountability purposes in many…

  4. The Effect of Reform-Based Science Teaching on SES-Associated Achievement Gap on PISA 2006: A Comparative Study of the United States and Taiwan

    NASA Astrophysics Data System (ADS)

    Tang, Nai-En

    The goal of this study is to examine how reform-based science teaching has been implemented and whether reform-based science teaching has promoted education equity through being available and beneficial for students from different socioeconomic status (SES) family backgrounds in the U.S. and Taiwan. No existing study used large-scale assessment to investigate the implementation and outcomes of the science reform movement in the U.S. and Taiwan. This study was developed to fill this gap using the Program of International Student Assessment (PISA) 2006 data including 5,611 students in the United States and 5995 students in Taiwan. A Latent Profile Analysis (LPA) was used to classify students into different science learning subgroups to understand how broadly reform-based science learning has been implemented in classrooms. The results showed that students in the U.S. had more opportunity to learn science through the reform-based learning activities than students in Taiwan. Latent Class Regression (LCR) and Structural Equation Modeling (SEM) were used for examining the availability of reform-based science teaching in both countries. The results showed that in the U.S., higher SES students had more opportunity to learn science reform-based learning activities. On the other hand, students' SES had no association with reform-based science learning in Taiwan. Regression Mixture Modeling and SEM were used to examine whether there was an association between reform-based science teaching and SES-associated achievement gaps. The results found no evidence to support the claim that reform-based science teaching helps to minimize SES-associated achievement gaps in both countries.

  5. Religiosity, Religious Schools, and Their Relationship with the Achievement Gap: A Research Synthesis and Meta-Analysis

    ERIC Educational Resources Information Center

    Jeynes, William H.

    2010-01-01

    A research synthesis was conducted including three meta analyses, a review of the relevant literature, and supplemental analyses examining the relationship between personal faith and the reduction of the achievement gap. Personal faith included belief and adherence to any religion. The results of the three meta-analyses indicated that: (a)…

  6. Reducing the gender achievement gap in college science: a classroom study of values affirmation.

    PubMed

    Miyake, Akira; Kost-Smith, Lauren E; Finkelstein, Noah D; Pollock, Steven J; Cohen, Geoffrey L; Ito, Tiffany A

    2010-11-26

    In many science, technology, engineering, and mathematics disciplines, women are outperformed by men in test scores, jeopardizing their success in science-oriented courses and careers. The current study tested the effectiveness of a psychological intervention, called values affirmation, in reducing the gender achievement gap in a college-level introductory physics class. In this randomized double-blind study, 399 students either wrote about their most important values or not, twice at the beginning of the 15-week course. Values affirmation reduced the male-female performance and learning difference substantially and elevated women's modal grades from the C to B range. Benefits were strongest for women who tended to endorse the stereotype that men do better than women in physics. A brief psychological intervention may be a promising way to address the gender gap in science performance and learning.

  7. Ethnicity, Gender, Social Class and Achievement Gaps at Age 16: Intersectionality and "Getting It" for the White Working Class

    ERIC Educational Resources Information Center

    Strand, Steve

    2014-01-01

    Perhaps the most prevailing inequalities in educational achievement in England are those associated with socio-economic status (SES), ethnicity and gender. However, little research has sought to compare the relative size of these gaps or to explore interactions between these factors. This paper analyses the educational achievement at age 11, 14…

  8. Closing the Student Achievement Gap in California's Elementary Schools: A Lead Teachers' Perspective on Transformational Instructional Leadership

    ERIC Educational Resources Information Center

    Hays, Kelli

    2010-01-01

    This study has tackled the thorny problem of closing the Student Achievement Gap (SAG) in California's elementary schools. To address that problem, an "Integrated" form of educational leadership called Transformational Instructional Leadership (TIL), a form grounded in "best practices" of Transformational and Instructional…

  9. Beyond Popular Cultural and Structural Arguments: Imagining a Compass to Guide Burgeoning Urban Achievement Gap Scholars

    ERIC Educational Resources Information Center

    Hughes, Sherick A.; North, Connie E.

    2012-01-01

    This manuscript begins by distinguishing the common structural and cultural arguments that tend to guide popular urban achievement gap research. It highlights Jencks and Phillips, and Payne, as two cases of popular texts followed by critical responses to them. It concludes by imagining a compass to guide burgeoning scholars toward reading into…

  10. Gender Gaps in Mathematics, Science and Reading Achievements in Muslim Countries: Evidence from Quantile Regression Analyses

    ERIC Educational Resources Information Center

    Shafiq, M. Najeeb

    2011-01-01

    Using quantile regression analyses, this study examines gender gaps in mathematics, science, and reading in Azerbaijan, Indonesia, Jordan, the Kyrgyz Republic, Qatar, Tunisia, and Turkey among 15 year-old students. The analyses show that girls in Azerbaijan achieve as well as boys in mathematics and science and overachieve in reading. In Jordan,…

  11. Reducing the Achievement Gap.

    ERIC Educational Resources Information Center

    McCombs, Barbara L.

    2000-01-01

    Reviews the College Board's report, "Reaching the Top," which addresses educational underrepresentation of high-achieving minority students, examining how social sciences, psychology, and education research contribute to an understanding of the feasibility of the report's recommendations and noting implications of these recommendations…

  12. Urban-Rural Excellence Gaps: Features, Factors, and Implications

    ERIC Educational Resources Information Center

    Hernández-Torrano, Daniel

    2018-01-01

    The purpose of this study was to examine the presence of excellence gaps (i.e., differences between subgroups of students performing at the highest levels of achievement) in a sample of 563 students nominated as gifted by their teachers in urban, semi-urban, and rural settings in Spain. In general, the results suggested the existence of excellence…

  13. Development of the literacy achievement gap: a longitudinal study of kindergarten through third grade.

    PubMed

    Foster, Wayne A; Miller, Merideth

    2007-07-01

    The major goal of this study was to specify the developmental trajectories for phonics and early text comprehension skills of children from kindergarten through third grade. Data from the Early Childhood Longitudinal Study (N = 12,261) were used in this study. The participants were divided into 3 school readiness groups based on an assessment of literacy skill development at the time of entrance into kindergarten. The different groups were tracked on phonics and text comprehension development through the third grade. Students in the average and high literacy readiness groups achieved high scores in decoding (phonics) by the end of the first grade. Students in the low readiness group did not match these scores until the third grade. Although the phonics gap was essentially closed in the third grade, a second, very significant text comprehension gap was exposed. The 3 readiness groups were analyzed to assess the relative contributions of parent education, income, and kindergarten literacy score to third-grade literacy achievement. The results of this study stress the need for speech-language pathologists to assess emergent literacy skills in their speech and language clients and to include appropriate literacy goals in the treatment regimen as a means for reducing the potential need for identification as learning disabled in reading in the later years of elementary school.

  14. Science Achievement Gaps by Gender and Race/Ethnicity in Elementary and Middle School: Trends and Predictors

    ERIC Educational Resources Information Center

    Quinn, David M.; Cooc, North

    2015-01-01

    Research on science achievement disparities by gender and race/ethnicity often neglects the beginning of the pipeline in the early grades. We address this limitation using nationally representative data following students from Grades 3 to 8. We find that the Black-White science test score gap (-1.07 SD in Grade 3) remains stable over these years,…

  15. The Gender Income Gap and the Role of Education

    ERIC Educational Resources Information Center

    Bobbitt-Zeher, Donna

    2007-01-01

    Education is thought to be the pathway to success for disadvantaged groups. Given that young women now match or surpass men's educational achievements on many measures, how do they fare in terms of equal earnings? Would further educational changes matter for closing any existing gap? Analyzing data from the National Educational Longitudinal…

  16. Why Race and Culture Matter in Schools: Closing the Achievement Gap in America's Classrooms. Multicultural Education Series

    ERIC Educational Resources Information Center

    Howard, Tyrone C.

    2010-01-01

    While race and culture remain important variables in how young people experience schools, they are often misunderstood by educators and school personnel. Building on the work of three studies that investigated schools successful in closing the achievement gap, Tyrone Howard shows how adopting greater awareness and comprehensive understanding of…

  17. Recursive processes in self-affirmation: intervening to close the minority achievement gap.

    PubMed

    Cohen, Geoffrey L; Garcia, Julio; Purdie-Vaughns, Valerie; Apfel, Nancy; Brzustoski, Patricia

    2009-04-17

    A 2-year follow-up of a randomized field experiment previously reported in Science is presented. A subtle intervention to lessen minority students' psychological threat related to being negatively stereotyped in school was tested in an experiment conducted three times with three independent cohorts (N = 133, 149, and 134). The intervention, a series of brief but structured writing assignments focusing students on a self-affirming value, reduced the racial achievement gap. Over 2 years, the grade point average (GPA) of African Americans was, on average, raised by 0.24 grade points. Low-achieving African Americans were particularly benefited. Their GPA improved, on average, 0.41 points, and their rate of remediation or grade repetition was less (5% versus 18%). Additionally, treated students' self-perceptions showed long-term benefits. Findings suggest that because initial psychological states and performance determine later outcomes by providing a baseline and initial trajectory for a recursive process, apparently small but early alterations in trajectory can have long-term effects. Implications for psychological theory and educational practice are discussed.

  18. Patterns and Trends in Achievement Gaps in Malaysian Secondary Schools (1999-2011): Gender, Ethnicity, and Socioeconomic Status

    ERIC Educational Resources Information Center

    Saw, Guan Kung

    2016-01-01

    Educational inequality is a highly debated yet empirically understudied topic in Malaysia. This paper examines the patterns and trends of academic achievement gaps by student social groups in Malaysia, drawing upon nationally representative data for the most recent four cohorts (1999, 2003, 2007, and 2011) of eighth-grade Malaysian students from…

  19. New Mexico's Academic Achievement Gaps: A Synthesis of Status, Causes, and Solutions. A White Paper

    ERIC Educational Resources Information Center

    Martinez, Joseph P.

    2017-01-01

    The Center for Positive Practices (CPP) conducted an analysis and synthesis of K-12 educational achievement gaps in New Mexico. The white paper was requested by the New Mexico based Coalition for the Majority, which includes various institutions, organizations and individuals supporting the New Mexico English Learner Teacher Preparation Act. The…

  20. Solar PV O&M Standards and Best Practices – Existing Gaps and Improvement Efforts

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Klise, Geoffrey Taylor; Balfour, John R.; Keating, T. J.

    2014-11-01

    As greater numbers of photovoltaic (PV) systems are being installed, operations & maintenance (O&M) activities will need to be performed to ensure the PV system is operating as designed over its useful lifetime. To mitigate risks to PV system availability and performance, standardized procedures for O&M activities are needed to ensure high reliability and long-term system bankability. Efforts are just getting underway to address the need for standard O&M procedures as PV gains a larger share of U.S. generation capacity. Due to the existing landscape of how and where PV is installed, including distributed generation from small and medium PVmore » systems, as well as large, centralized utility-scale PV, O&M activities will require different levels of expertise and reporting, making standards even more important. This report summarizes recent efforts made by solar industry stakeholders to identify the existing standards and best practices applied to solar PV O&M activities, and determine the gaps that have yet to be, or are currently being addressed by industry.« less

  1. Leveling the Playing Field: Using a One-to-One Laptop Initiative to Close the Achievement Gap

    ERIC Educational Resources Information Center

    Smith, Luke Andrew

    2012-01-01

    The purpose of this study was to examine how the one-to-one laptop initiative affected student achievement gaps for students at a single high school in Mooresville, NC. The variable in this study was the preexisting End of Course exams for Algebra I and English I for the two school years prior to the one-to-one laptop implementation year…

  2. An Examination of the Achievement Gap and School A-F Letter Grades in a Southwest County in the United States

    ERIC Educational Resources Information Center

    Jacobson, Jason A.

    2016-01-01

    Research has suggested the "No Child Left Behind Act" passed in 2001 has resulted in narrowed curriculum and a failed attempt at its primary objective to close the achievement gap. Understanding changes that have occurred in student achievement from 2011 to 2014 of the NCLB requirements is the focus of this quantitative ex-post facto…

  3. Gap Analysis for Chinese Drug Control Institutes to Achieve the Standards of World Health Organization Medicine Prequalification.

    PubMed

    Mao, Xin; Yang, Yue

    2017-02-01

    The study aims to explore the challenges and the gaps faced by Chinese Drug Control Institutes in achieving the standards of World Health Organization (WHO) Medicine Prequalification. The study was undertaken with 6 Provincial Drug Control Institutes in China from November 2012 to November 2013. The study assessed key elements required to comply with WHO Good Practices for Pharmaceutical Quality Control Laboratories (GPPQCL). For GPPQCL, the study found gaps in quality management system, control of documentation, data-processing equipment, premises and equipment, contracts, reagents (water), reference substances and reference materials, calibration, verification of performance and qualification of equipment, instruments and other devices, analytical worksheet, evaluation of test results, personnel, and validation of analytical procedures. The study indicates that gaps are attributed to differences between the standards of Chinese Accreditation Standards and WHO-GPPQCL. Copyright © 2017 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.

  4. Closing the Achievement Gap: A Summer School Program to Accelerate the Academic Performance of Economically Disadvantaged Students

    ERIC Educational Resources Information Center

    Gonzalez, Ramon Michael

    2013-01-01

    With the increasing disparity in educational outcomes among economically and racially different groups of students, summer school has received attention from school reformers as a means to close the achievement gap. Given the interest in this topic by educators, researchers, and policymakers, there is little research on the impact of summer school…

  5. Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress. Highlights. NCES 2011-485

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    This report provides a detailed portrait of Hispanic and White academic achievement gaps and how students' performance has changed over time at both the national and state levels. The report presents achievement gaps using reading and mathematics assessment data from the National Assessment of Educational Progress (NAEP) for the 4th- and 8th-grade…

  6. Undecidability of the spectral gap.

    PubMed

    Cubitt, Toby S; Perez-Garcia, David; Wolf, Michael M

    2015-12-10

    The spectral gap--the energy difference between the ground state and first excited state of a system--is central to quantum many-body physics. Many challenging open problems, such as the Haldane conjecture, the question of the existence of gapped topological spin liquid phases, and the Yang-Mills gap conjecture, concern spectral gaps. These and other problems are particular cases of the general spectral gap problem: given the Hamiltonian of a quantum many-body system, is it gapped or gapless? Here we prove that this is an undecidable problem. Specifically, we construct families of quantum spin systems on a two-dimensional lattice with translationally invariant, nearest-neighbour interactions, for which the spectral gap problem is undecidable. This result extends to undecidability of other low-energy properties, such as the existence of algebraically decaying ground-state correlations. The proof combines Hamiltonian complexity techniques with aperiodic tilings, to construct a Hamiltonian whose ground state encodes the evolution of a quantum phase-estimation algorithm followed by a universal Turing machine. The spectral gap depends on the outcome of the corresponding 'halting problem'. Our result implies that there exists no algorithm to determine whether an arbitrary model is gapped or gapless, and that there exist models for which the presence or absence of a spectral gap is independent of the axioms of mathematics.

  7. The Role of Collective Efficacy in Closing Student Achievement Gaps: A Mixed Methods Study of School Leadership for Excellence and Equity

    ERIC Educational Resources Information Center

    Goddard, Roger D.; Skrla, Linda; Salloum, Serena J.

    2017-01-01

    Previous research demonstrates that collective efficacy positively predicts students' academic achievement (e.g., Bandura, 1993; Goddard et al., 2000). However, unaddressed by the current literature is whether collective efficacy also works to reduce inequity by closing achievement gaps. To learn about the operation of collective efficacy, we…

  8. The New State Achievement Gap: How Federal Waivers Could Make It Worse--or Better. Education Sector Reports

    ERIC Educational Resources Information Center

    Chubb, John; Clark, Constance

    2013-01-01

    With the adoption of the No Child Left Behind Act (NCLB) in 2002, the federal government signaled its intention to close achievement gaps in K-12 education, particularly for minority students. While there has been surprising progress in educating disadvantaged students since the law was passed, according to a new report released today by Education…

  9. Trajectories of Achievement within Race/Ethnicity: "Catching Up" in Achievement across Time

    ERIC Educational Resources Information Center

    Davis-Kean, Pamela E.; Jager, Justin

    2014-01-01

    The achievement gap has long been the focus of educational research, policy, and intervention. The authors took a new approach to examining the achievement gap by examining achievement trajectories within each racial group. To identify these trajectories they used the Early Childhood Longitudinal Study-Kindergarten Cohort, which is a nationally…

  10. Narrowing the Achievement Gap: Factors That Support English Learner and Hispanic Student Academic Achievement in an Urban Intermediate School

    ERIC Educational Resources Information Center

    Flores, Patricia Arleen

    2010-01-01

    A persistent and pervasive disparity in academic achievement exists between ethnic minority and English Learner students and their White and Asian peers. This qualitative single-case study of a high-poverty, high-performing middle school focused on the cultural norms, practices, and programs that were perceived to be contributing to narrowing the…

  11. Excellence Gaps: What They Are, Why They Are Bad, and How Smart Contexts Can Address Them … or Make Them Worse

    ERIC Educational Resources Information Center

    Hardesty, Jacob; McWilliams, Jenna; Plucker, Jonathan A.

    2014-01-01

    Every country--and even every community--has populations of students who severely underperform relative to other groups and to their own potential. These performance differences are generally called achievement gaps, and they tend to focus on gaps at basic levels of academic proficiency. But such gaps also exist among the highest levels of…

  12. The Black-White "Achievement Gap" as a Perennial Challenge of Urban Science Education: A Sociocultural and Historical Overview with Implications for Research and Practice.

    ERIC Educational Resources Information Center

    Norman, Obed; Ault, Charles R., Jr.; Bentz, Bonnie; Meskimen, Lloyd

    2001-01-01

    Explores how sociocultural factors involved in the manifestation and eventual disappearance of the gap for these groups may shed light on how to address the achievement gap for African American students in urban science education. (Contains 47 references.) (DDR)

  13. Interaction of the Bragg gap with polaritonic gap in opal photonic crystals

    NASA Astrophysics Data System (ADS)

    Nayer, Eradat; Sivachenko, Andrey Yu; Li, Sergey; Raikh, Mikhail E.; Valy Vardeny, Z.

    2001-03-01

    Photonic crystals (PC) are a class of artificial structures with a periodic dielectric function. PCs can be a laboratory for testing fundamental processes involving interactions of radiation with matter in novel conditions. We have studied the optical properties of opal PCs that are infiltrated with highly polarizable media such as j-aggregates of cyanine dyes. Opals are self- assembled structures of silica (SiO_2) spheres. We report our studies on clarifying the relationship between a polaritonic gap and a photonic stop band (Bragg gap) when they resonantly coexist in the same structure. Infiltration of opal with polarizable molecules combines the polaritonic and Bragg diffractive effects. Both effects exist independently when the Bragg (at ω=ω_B) and polaritonic (at ω=ω_T) resonances are well separated in frequency. A completely different situation occurs when ωT =ω_B. Such a condition was achieved in opals that were infiltrated with J-aggregates of cyanine dyes that have large Rabi frequency. Our measurements show some dramatic changes in the shape of the reflectivity plateaus, which are due to the interplay between the photonic band gap and the polaritonic gap. The experimental results on reflectivity and its dependence on the light propagation angle and concentration of the cyanie dyes are in agreement with the theoretical calculations. (The work was supported in part by Army Research office DAAD19-00-1-0406.)

  14. Aggression and violence and the achievement gap among urban minority youth.

    PubMed

    Basch, Charles E

    2011-10-01

    To outline the prevalence and disparities of aggression and violence among school-aged urban minority youth, causal pathways through which aggression and violence adversely affects academic achievement, and proven or promising approaches for schools to address these problems. Literature review. Recent national data indicate that among students aged 12-18, approximately 628,200 violent crimes and 868,100 thefts occurred. Physical fighting was more commonly reported by Blacks and Hispanics (44.7% and 40.4%, respectively) than Whites (31.7%). In-school threats and injuries were nearly twice as prevalent in cities as in suburbs and towns or rural areas (10% vs 6% and 5%, respectively). Associations between exposure to and exhibition of aggression and violence and unfavorable educational outcomes are well documented. Causal pathways through which aggression and violence impede learning include cognition, school connectedness, and absenteeism. Disruptive classroom behavior is a well-recognized and significant impediment to teaching and learning. Compelling research has shown that various school-based programs can significantly reduce the nature and extent of aggressive and violent behaviors. Violence and aggressive behavior are highly and disproportionately prevalent among school-aged urban minority youth, have a negative impact on academic achievement by adversely affecting cognition, school connectedness, and absenteeism, and effective practices are available for schools to address this problem. Once the domain of criminal justice, aggression and violence are now recognized as an appropriate and important focus of the education and public health systems. Implementing evidence-based school policies and programs to reduce aggression and violence must be a high priority to help close the achievement gap. © 2011, American School Health Association.

  15. Purpose Plus: Supporting Youth Purpose, Control, and Academic Achievement

    ERIC Educational Resources Information Center

    Pizzolato, Jane Elizabeth; Brown, Elizabeth Levine; Kanny, Mary Allison

    2011-01-01

    Research in the past decade suggests that a persistent achievement gap between students from low-income minority backgrounds and higher-income white backgrounds may be rooted in theories of student motivation and youth purpose. Yet limited research exists regarding the role of purpose on positive youth development as it pertains to academic…

  16. Post-Formalist Explanation of Academic Achievement: Exploring the Contribution of John Ogbu and Joe Kincheloe

    ERIC Educational Resources Information Center

    Sinha, Chetan

    2016-01-01

    The present paper attempts to interrogate the existing approach to understand academic achievement in the mainstream educational psychology. The paper explores the persistent question of "why academic achievement gap" in the modern society from the cultural ecological and postformalist framework of John Ogbu and Joe Kincheloe…

  17. The Impact of Socioeconomic Status on Elementary Student Achievement in Rural South Texas Schools

    ERIC Educational Resources Information Center

    Martinez-Perez, Frances A.

    2013-01-01

    Educational inequalities that exist due to socioeconomic status impact the academic achievement of students and contribute to the achievement gap. This study attempted to examine how the predictors of grade level and socioeconomic status impact the passing of state standardized reading and mathematics exams. The 2012-2013 State of Texas Academic…

  18. Healthier students are better learners: a missing link in school reforms to close the achievement gap.

    PubMed

    Basch, Charles E

    2011-10-01

    This article provides an introduction to the October 2011 special issue of the Journal of School Health on "Healthier Students Are Better Learners." Literature was reviewed and synthesized to identify health problems affecting school-aged youth that are highly prevalent, disproportionately affect urban minority youth, directly and indirectly causally affect academic achievement, and can be feasibly and effectively addressed through school health programs and services. Based on these criteria, 7 educationally relevant health disparities were selected as strategic priorities to help close the achievement gap: (1) vision, (2) asthma, (3) teen pregnancy, (4) aggression and violence, (5) physical activity, (6) breakfast, and (7) inattention and hyperactivity. Research clearly shows that these health problems influence students' motivation and ability to learn. Disparities among urban minority youth are outlined, along with the causal pathways through which each adversely affects academic achievement, including sensory perceptions, cognition, school connectedness, absenteeism, and dropping out. Evidence-based approaches that schools can implement to address these problems are presented. These health problems and the causal pathways they influence have interactive and a synergistic effect, which is why they must be addressed collectively using a coordinated approach. No matter how well teachers are prepared to teach, no matter what accountability measures are put in place, no matter what governing structures are established for schools, educational progress will be profoundly limited if students are not motivated and able to learn. Particular health problems play a major role in limiting the motivation and ability to learn of urban minority youth. This is why reducing these disparities through a coordinated approach warrants validation as a cohesive school improvement initiative to close the achievement gap. Local, state, and national policies for implementing this

  19. Complete band gaps of phononic crystal plates with square rods.

    PubMed

    El-Naggar, Sahar A; Mostafa, Samia I; Rafat, Nadia H

    2012-04-01

    Much of previous work has been devoted in studying complete band gaps for bulk phononic crystal (PC). In this paper, we theoretically investigate the existence and widths of these gaps for PC plates. We focus our attention on steel rods of square cross sectional area embedded in epoxy matrix. The equations for calculating the dispersion relation for square rods in a square or a triangular lattice have been derived. Our analysis is based on super cell plane wave expansion (SC-PWE) method. The influence of inclusions filling factor and plate thickness on the existence and width of the phononic band gaps has been discussed. Our calculations show that there is a certain filling factor (f=0.55) below which arrangement of square rods in a triangular lattice is superior to the arrangement in a square lattice. A comparison between square and circular cross sectional rods reveals that the former has superior normalized gap width than the latter in case of a square lattice. This situation is switched in case of a triangular lattice. Moreover, a maximum normalized gap width of 0.7 can be achieved for PC plate of square rods embedded in a square lattice and having height 90% of the lattice constant. Copyright © 2011 Elsevier B.V. All rights reserved.

  20. Healthier students are better learners: high-quality, strategically planned, and effectively coordinated school health programs must be a fundamental mission of schools to help close the achievement gap.

    PubMed

    Basch, Charles E

    2011-10-01

    To discuss implications for educational policy and practice relevant to closing the achievement gap based on the literature review and synthesis presented in 7 articles of the October 2011 special issue of the Journal of School Health. Implications for closing the achievement gap are drawn from analyses of current literature. During the past several decades, school reform efforts to close the achievement gap have focused on various strategies, yielding very limited progress. Educationally relevant health disparities influence students' motivation and ability to learn, but reducing these disparities has been largely overlooked as an element of an overall strategy for closing the achievement gap. If these health problems are not addressed, the educational benefits of other school reform efforts will be jeopardized. Healthier students are better learners. School health programs and services that are evidence based, strategically planned to influence academic achievement, and effectively coordinated warrant validation as a cohesive school improvement initiative for closing the achievement gap. National, state, and local responsibilities for supporting school health are outlined, including shared strategies; leadership from the U.S. Department of Education; policy development; guidance, technical assistance, and professional development; accountability and data and software systems; and a research agenda. To date, the U.S. Department of Education has not provided leadership for integrating evidence-based, strategically planned, and effectively coordinated school health programs and services into the fundamental mission of schools. Now is an opportune time for change. © 2011, American School Health Association.

  1. A Test of Leading Explanations for the College Racial-Ethnic Achievement Gap: Evidence from a Longitudinal Case Study

    ERIC Educational Resources Information Center

    Martin, Nathan D.; Spenner, Kenneth I; Mustillo, Sarah A.

    2017-01-01

    In this study, we examined racial/ethnic differences in grade point average (GPA) among students at a highly selective, private university who were surveyed before matriculation and during the first, second and fourth college years, and assessed prominent explanations for the Black-White and Latino-White college achievement gap. We found that…

  2. Whites Aren't Bad, Asian Americans Are Just Better: Asymmetrical Attributions for the White-Asian American Achievement Gap

    ERIC Educational Resources Information Center

    Sperling, Rick; Zwahr-Castro, Jennifer; Cruz, Felicia; Montalvo, Jason

    2017-01-01

    Previous research has shown that people often engage in cultural-deficit thinking when reasoning about racial/ethnic achievement gaps. However, it is unclear whether culture-blaming explanations are best thought of as group-level internal attributions, expressions of prejudice against a lower status group, or self-serving bias. In this study,…

  3. The Impact of Single-Gender Classrooms on Student Achievement in Seventh Grade Math Classes

    ERIC Educational Resources Information Center

    Sutton, Antwon M.

    2009-01-01

    A mathematics achievement gap exists between males and females. The measurement of achievement was compared between single-gender and traditional classroom students in the 7th grade to assess whether or not a single-gender environment affected their scores. The Measures of Academic Progress (MAP) state assessment served as the data collection…

  4. Comparing Types of Student Placement and the Effect on Achievement for Students with Disabilities

    ERIC Educational Resources Information Center

    Mason, Patricia Lynn

    2013-01-01

    Since implementing No Child Left Behind, schools have improved student achievement while also preparing students for the 21st century. Schools continue to strive for 100% proficiency in all subgroups by 2014, but achievement gap exists for students with disabilities. This study used a causal comparative research design to test the concept of…

  5. A knowledge transfer scheme to bridge the gap between science and practice: an integration of existing research frameworks into a tool for practice.

    PubMed

    Verhagen, Evert; Voogt, Nelly; Bruinsma, Anja; Finch, Caroline F

    2014-04-01

    Evidence of effectiveness does not equal successful implementation. To progress the field, practical tools are needed to bridge the gap between research and practice and to truly unite effectiveness and implementation evidence. This paper describes the Knowledge Transfer Scheme integrating existing implementation research frameworks into a tool which has been developed specifically to bridge the gap between knowledge derived from research on the one side and evidence-based usable information and tools for practice on the other.

  6. Healthier Students Are Better Learners: High-Quality, Strategically Planned, and Effectively Coordinated School Health Programs Must Be a Fundamental Mission of Schools to Help Close the Achievement Gap

    ERIC Educational Resources Information Center

    Basch, Charles E.

    2011-01-01

    Objective: To discuss implications for educational policy and practice relevant to closing the achievement gap based on the literature review and synthesis presented in 7 articles of the October 2011 special issue of the "Journal of School Health". Methods: Implications for closing the achievement gap are drawn from analyses of current literature.…

  7. Excellence Gaps in Education: Expanding Opportunities for Talented Students

    ERIC Educational Resources Information Center

    Plucker, Jonathan A.; Peters, Scott J.

    2016-01-01

    In "Excellence Gaps in Education," Jonathan A. Plucker and Scott J. Peters shine a spotlight on "excellence gaps"--the achievement gaps among subgroups of students performing at the highest levels of achievement. Much of the focus of recent education reform has been on closing gaps in achievement between students from different…

  8. The Narrowing Gap in New York City Teacher Qualifications and Its Implications for Student Achievement in High-Poverty Schools

    ERIC Educational Resources Information Center

    Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Rockoff, Jonah; Wyckoff, James

    2008-01-01

    Understanding what makes an effective teacher, as well as how teachers sort by their effectiveness across schools, is central to understanding and addressing student achievement gaps. Prior studies have found substantial sorting of teachers across schools, with the schools with the highest proportions of poor, non-white, and low-scoring students…

  9. Examining the Achievement Gap: The Effectiveness of African American Teachers Instructing African American Students in Kansas City Public Schools

    ERIC Educational Resources Information Center

    Campbell, Judith Jordan

    2013-01-01

    Over several years the American public educational system has failed to address one of the most infuriating problems faced by our nation, narrowing the achievement gap in urban districts with urban learners. Historically, minority students have not paralleled the academic performance of their White counterparts. This holds true with standardized…

  10. Bridging existing governance gaps: five evidence-based actions that boards can take to pursue high quality care.

    PubMed

    Leggat, Sandra G; Balding, Cathy

    2017-11-13

    Objective To explore the impact of the organisational quality systems on quality of care in Victorian health services. Methods During 2015 a total of 55 focus groups were conducted with more than 350 managers, clinical staff and board members in eight Victorian health services to explore the effectiveness of health service quality systems. A review of the quality and safety goals and strategies outlined in the strategic and operating plans of the participating health services was also undertaken. Results This paper focuses on the data related to the leadership role of health service boards in ensuring safe, high-quality care. The findings suggest that health service boards are not fully meeting their governance accountability to ensure consistently high-quality care. The data uncovered major clinical governance gaps between stated board and executive aspirations for quality and safety and the implementation of these expectations at point of care. These gaps were further compounded by quality system confusion, over-reliance on compliance, and inadequate staff engagement. Conclusion Based on the existing evidence we propose five specific actions boards can take to close the gaps, thereby supporting improved care for all consumers. What is known about this topic? Effective governance is essential for high-quality healthcare delivery. Boards are required to play an active role in their organisation's pursuit of high quality care. What does this paper add? Recent government reports suggest that Australian health service boards are not fully meeting their governance requirements for high quality, safe care delivery, and our research pinpoints key governance gaps. What are the implications for practitioners? Based on our research findings we outline five evidence-based actions for boards to improve their governance of quality care delivery. These actions focus on an organisational strategy for high-quality care, with the chief executive officer held accountable for

  11. Narrowing the Literacy Achievement Gap in Elementary Grades

    ERIC Educational Resources Information Center

    Dailey, Mary Callan

    2014-01-01

    This study addressed the gap in practice of instructional literacy, as evidenced by below-proficient literacy status by subgroups of regular education students in Grades 3-5 in an affluent suburban New Jersey public school district. The purpose of this qualitative grounded theory investigation, approached from an interpretive constructivist…

  12. Closing the Academic Achievement Gap on the California High School Exit Exam (CAHSEE) through Professional Learning Communities (PLC) Characteristics

    ERIC Educational Resources Information Center

    Buenrostro, Samuel

    2012-01-01

    Purpose: The purpose of this study was to determine the degree of importance that DuFour's nine characteristics of highly effective schools have on closing the academic achievement gap on the California High School Exit Exam, as perceived by high school principals. The study also examined the strategies believed to be most important in developing…

  13. Behind the Pay Gap

    ERIC Educational Resources Information Center

    Dey, Judy Goldberg; Hill, Catherine

    2007-01-01

    Women have made remarkable gains in education during the past three decades, yet these achievements have resulted in only modest improvements in pay equity. The gender pay gap has become a fixture of the U.S. workplace and is so ubiquitous that many simply view it as normal. "Behind the Pay Gap" examines the gender pay gap for college graduates.…

  14. A Look in the Mirror: One School's Study of Race-Based Achievement

    ERIC Educational Resources Information Center

    Johnson, Brian

    2014-01-01

    Helping all students find academic success is a central tenet of independent schools. But at many independent schools, mounting anecdotal evidence indicates that a persistent achievement gap exists between white and Asian-American students and their Latino and African-American counterparts. In 2007, Rebecca Upham, head of school at Buckingham…

  15. Caring Closes the Language-Learning Gap

    ERIC Educational Resources Information Center

    Borba, Mary

    2009-01-01

    The gap in academic achievement between English speakers and English learners continues to concern educators, parents, and legislators. Rising expectations for literacy and the increasing number of students from diverse backgrounds contribute to this achievement gap. In this article, the author discusses a variety of strategies for reaching out to…

  16. A new approach to high-efficiency multi-band-gap solar cells

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Barnham, K.W.J.; Duggan, G.

    1990-04-01

    The advantages of using multi-quantum-well or superlattice systems as the absorbers in concentrator solar cells are discussed. By adjusting the quantum-well width, an effective band-gap variation that covers the high-efficiency region of the solar spectrum can be obtained. Higher efficiencies should result from the ability to optimize separately current and voltage generating factors. Suitable structures to ensure good carrier separation and collection and to obtain higher open-circuit voltages are presented using the (AlGa)As/GaAs/(InGa)As system. Efficiencies above existing single-band-gap limits should be achievable, with upper limits in excess of 40%.

  17. The Black-White-Other Test Score Gap: Academic Achievement among Mixed Race Adolescents. Institute for Policy Research Working Paper.

    ERIC Educational Resources Information Center

    Herman, Melissa R.

    This paper describes the achievement patterns of a sample of 1,492 multiracial high school students and examines how their achievement fits into existing theoretical models that explain monoracial differences in achievement. These theoretical models include status attainment, parenting style, oppositional culture, and educational attitudes. The…

  18. Preparation of Gap Junctions in Membrane Microdomains for Immunoprecipitation and Mass Spectrometry Interactome Analysis.

    PubMed

    Fowler, Stephanie; Akins, Mark; Bennett, Steffany A L

    2016-01-01

    Protein interaction networks at gap junction plaques are increasingly implicated in a variety of intracellular signaling cascades. Identifying protein interactions of integral membrane proteins is a valuable tool for determining channel function. However, several technical challenges exist. Subcellular fractionation of the bait protein matrix is usually required to identify less abundant proteins in complex homogenates. Sufficient solvation of the lipid environment without perturbation of the protein interactome must also be achieved. The present chapter describes the flotation of light and heavy liver tissue membrane microdomains to facilitate the identification and analysis of endogenous gap junction proteins and includes technical notes for translation to other integral membrane proteins, tissues, or cell culture models. These procedures are valuable tools for the enrichment of gap junction membrane compartments and for the identification of gap junction signaling interactomes.

  19. Gap Analysis: Rethinking the Conceptual Foundations

    DTIC Science & Technology

    2008-01-30

    2 Gap Analysis Background.......................................................................4 Research ...which we are intending, then there could exist a basis for gap in capability and therefore a desire to close the capability gap . What you desire...future reality that can be formulated, definitized, and established or constructed. But, Gap Analysis is not intended to close the space between the

  20. Academic Socialization and the Transition to Elementary School: Parents' Conceptions of School Readiness, Practices, and Children's Academic Achievement Trajectories

    ERIC Educational Resources Information Center

    Puccioni, Jaime Lynn

    2012-01-01

    By the time children enter kindergarten, significant socioeconomic and racial gaps in academic achievement exist (Coley, 2002; Rouse, Brooks-Gunn, & Mclanahan, 2005). Kindergarten is considered to be a pivotal point of educational transition, as academic achievement upon kindergarten entry is associated with subsequent academic success…

  1. School accountability and the black-white test score gap.

    PubMed

    Gaddis, S Michael; Lauen, Douglas Lee

    2014-03-01

    Since at least the 1960s, researchers have closely examined the respective roles of families, neighborhoods, and schools in producing the black-white achievement gap. Although many researchers minimize the ability of schools to eliminate achievement gaps, the No Child Left Behind Act (NCLB) increased pressure on schools to do so by 2014. In this study, we examine the effects of NCLB's subgroup-specific accountability pressure on changes in black-white math and reading test score gaps using a school-level panel dataset on all North Carolina public elementary and middle schools between 2001 and 2009. Using difference-in-difference models with school fixed effects, we find that accountability pressure reduces black-white achievement gaps by raising mean black achievement without harming mean white achievement. We find no differential effects of accountability pressure based on the racial composition of schools, but schools with more affluent populations are the most successful at reducing the black-white math achievement gap. Thus, our findings suggest that school-based interventions have the potential to close test score gaps, but differences in school composition and resources play a significant role in the ability of schools to reduce racial inequality. Copyright © 2013 Elsevier Inc. All rights reserved.

  2. Addressing Achievement Gaps with Psychological Interventions

    ERIC Educational Resources Information Center

    Yeager, David; Walton, Gregory; Cohen, Geoffrey L.

    2013-01-01

    Student psychology--how the classroom looks and feels from the perspective of the student--can powerfully affect motivation and learning, and experiments are increasingly showing that even brief interventions to change psychology can boost achievement over months or years. When paired with other structural reforms, social-psychological…

  3. Skills Gaps in Australian Firms

    ERIC Educational Resources Information Center

    Lindorff, Margaret

    2011-01-01

    This paper reports the results of a survey of more than 2000 managers examining perceptions of skills gaps in a range of Australian firms. It finds that three quarters report a skills gap, and almost one third report skills gaps across the whole organisation. Firm size and industry differences exist in perceptions of the effect of the skills gap…

  4. Review of "Our Immense Achievement Gap"

    ERIC Educational Resources Information Center

    Eaton, Susan

    2012-01-01

    This report misrepresents and then criticizes recommendations from the Minnesota Department of Education, a think tank and two independent study groups, each of which recently encouraged particular voluntary efforts to reduce concentrated poverty and achieve racial and socioeconomic integration in schools and housing in Minnesota. In building its…

  5. Multifrequency Gap Solitons in Nonlinear Photonic Crystals

    NASA Astrophysics Data System (ADS)

    Xie, Ping; Zhang, Zhao-Qing

    2003-11-01

    We predict the existence of multifrequency gap solitons (MFGSs) in both one- and two-dimensional nonlinear photonic crystals. A MFGS is a single intrinsic mode possessing multiple frequencies inside the gap. Its existence is a result of synergic nonlinear coupling among solitons or soliton trains at different frequencies. Its formation can either lower the threshold fields of the respective frequency components or stabilize their excitations. These MFGSs form a new class of stable gap solitons.

  6. Closing the social-class achievement gap: a difference-education intervention improves first-generation students' academic performance and all students' college transition.

    PubMed

    Stephens, Nicole M; Hamedani, MarYam G; Destin, Mesmin

    2014-04-01

    College students who do not have parents with 4-year degrees (first-generation students) earn lower grades and encounter more obstacles to success than do students who have at least one parent with a 4-year degree (continuing-generation students). In the study reported here, we tested a novel intervention designed to reduce this social-class achievement gap with a randomized controlled trial (N = 168). Using senior college students' real-life stories, we conducted a difference-education intervention with incoming students about how their diverse backgrounds can shape what they experience in college. Compared with a standard intervention that provided similar stories of college adjustment without highlighting students' different backgrounds, the difference-education intervention eliminated the social-class achievement gap by increasing first-generation students' tendency to seek out college resources (e.g., meeting with professors) and, in turn, improving their end-of-year grade point averages. The difference-education intervention also improved the college transition for all students on numerous psychosocial outcomes (e.g., mental health and engagement).

  7. Two-dimensional topological insulators with large bulk energy gap

    NASA Astrophysics Data System (ADS)

    Yang, Z. Q.; Jia, Jin-Feng; Qian, Dong

    2016-11-01

    Two-dimensional (2D) topological insulators (TIs, or quantum spin Hall insulators) are special insulators that possess bulk 2D electronic energy gap and time-reversal symmetry protected one-dimensional (1D) edge state. Carriers in the edge state have the property of spin-momentum locking, enabling dissipation-free conduction along the 1D edge. The existence of 2D TIs was confirmed by experiments in semiconductor quantum wells. However, the 2D bulk gaps in those quantum wells are extremely small, greatly limiting potential application in future electronics and spintronics. Despite this limitation, 2D TIs with a large bulk gap attracted plenty of interest. In this paper, recent progress in searching for TIs with a large bulk gap is reviewed briefly. We start by introducing some theoretical predictions of these new materials and then discuss some recent important achievements in crystal growth and characterization. Project supported by the National Natural Science Foundation of China (Grant Nos. U1632272, 11574201, and 11521404). D. Q. acknowledges support from the Changjiang Scholars Program, China and the Program for Professor of Special Appointment (Eastern Scholar), China.

  8. Toward Excellence with Equity: An Emerging Vision for Closing the Achievement Gap

    ERIC Educational Resources Information Center

    Ferguson, Ronald F.

    2007-01-01

    For the past 15 years, economist Ronald Ferguson has investigated the myriad factors that combine to create racial disparities in academic performance. Beginning with his analysis of the impact of test scores in predicting racial wage gaps, Ferguson has explored how rates of progress in narrowing gaps have varied over the recent decades, the roles…

  9. Systemic accident analysis: examining the gap between research and practice.

    PubMed

    Underwood, Peter; Waterson, Patrick

    2013-06-01

    The systems approach is arguably the dominant concept within accident analysis research. Viewing accidents as a result of uncontrolled system interactions, it forms the theoretical basis of various systemic accident analysis (SAA) models and methods. Despite the proposed benefits of SAA, such as an improved description of accident causation, evidence within the scientific literature suggests that these techniques are not being used in practice and that a research-practice gap exists. The aim of this study was to explore the issues stemming from research and practice which could hinder the awareness, adoption and usage of SAA. To achieve this, semi-structured interviews were conducted with 42 safety experts from ten countries and a variety of industries, including rail, aviation and maritime. This study suggests that the research-practice gap should be closed and efforts to bridge the gap should focus on ensuring that systemic methods meet the needs of practitioners and improving the communication of SAA research. Copyright © 2013 Elsevier Ltd. All rights reserved.

  10. Hand hygiene compliance: is there a theory-practice-ethics gap?

    PubMed

    Mortell, Manfred

    Practice is usually based on tradition, rituals and outdated information; there is often an additional gap between theoretical knowledge and its application in practice. This theory-practice gap has long existed (Allmark, 1995; Hewison et al, 1996). It often arises when theory is ignored because it is seen as idealistic and impractical, even if it is practical and beneficial. Most research relating to the lack of integration between theory and practice has concluded that environmental factors are responsible and will affect learning and practice outcomes. The author believes an additional dimension of ethics is required to bridge the gap between theory and practice. This would be a moral obligation to ensure theory and practice are integrated. To implement new practices effectively, healthcare practitioners must deem these practices worthwhile and relevant to their role. This introduces a new concept that the author calls the theory-practice-ethics gap. This theory-practice-ethics gap must be considered when examining some of the unacceptable outcomes in healthcare practice (Mortell, 2009). The literature suggests that there is a crisis of ethics where theory and practice integrate, and practitioners are failing to fulfil their duty as providers of healthcare and as patient advocates. This article examines the theory-practice-ethics gap when applied to hand hygiene. Non-compliance exists in hand hygiene among practitioners, which may increase patient mortality and morbidity rates, and raise healthcare costs. Infection prevention and control programmes to improve hand hygiene among staff include: ongoing education and training; easy access to facilities such as wash basins; antiseptic/alcohol handgels that are convenient, effective, and skin- and user-friendly; and organisational recognition and support for clinicians in hand washing and handgel practices. Yet these all appear to have failed to achieve the required and desired compliance in hand hygiene.

  11. Tackling the Achievement Gap Head on: A Background and Discussion Paper for Community Groups Interested in Helping All Children Succeed in School

    ERIC Educational Resources Information Center

    Mueller, Dan

    2005-01-01

    The achievement gap is clearly visible throughout the school years, from grade-school test scores through high school graduation and higher education. It divides American Indian, Asian, Black, Latino, and White students, and it divides the economically advantaged from the disadvantaged regardless of their race/ethnicity. Under the federal No Child…

  12. The Importance of Segregation, Discrimination, Peer Dynamics, and Identity in Explaining Trends in the Racial Achievement Gap. NBER Working Paper No. 16257

    ERIC Educational Resources Information Center

    Fryer, Roland G., Jr.

    2010-01-01

    After decades of narrowing, the achievement gap between black and white school children widened in the 1990s--a period when the labor market rewards for education were increasing. This presents an important puzzle for economists. In this chapter, I investigate the extent to which economic models of segregation, information-based discrimination,…

  13. A Better Way to Motivate Achievement

    ERIC Educational Resources Information Center

    Parker, Dennis

    2012-01-01

    Many low income, minority schools in California are within 100 points of closing the achievement gap, a prize worth working for no matter how inconvenient, uncomfortable, or risky. In this article, the author describes a better way to motivate educators to try new things that will accelerate student learning and close the achievement gap. The…

  14. Teacher Perceptions and the Impacts on the Academic Achievement of Minority Students from Low-Socioeconomic Backgrounds

    ERIC Educational Resources Information Center

    Johnson, Melissa M.

    2015-01-01

    Minority students have continuously experienced obscurities in pursuing educational goals since the "Brown vs. Topeka, Kansas Board of Education" ruling in 1954. The federal government has implemented various educational mandates such as The No Child Left Behind Act of 2001, to address the achievement gap that exist between minorities…

  15. A diffusive atmospheric pressure glow discharge in a coaxial pin-to-ring gap with a transverse magnetic field

    NASA Astrophysics Data System (ADS)

    Wang, YongSheng; Ding, WeiDong; Yan, JiaQi; Wang, YaNan

    2017-09-01

    Atmospheric pressure glow discharge (APGD) has been widely used in the industrial field. The industrial applications are based on achieving stable and diffusive APGD in a relatively large space. The existing sources only achieved stable and diffusive APGD between a short inter-electrode distance within 5 millimeters. In this paper, the effect of a transverse stationary magnetic field on the diffusion of filamentary APGD was studied in a pin-to-ring coaxial gap. The APGD was driven by a high-voltage resonant power supply, and the stationary magnetic field was supplied by a permanent magnet. The stable and diffusive APGD was achieved in the circular area, which diameter was 20 millimeters. The experimental results revealed that more collision ionization occurred and the plasma was distributed diffusively in the discharge gap by applying the external transverse magnetic field. Besides, it is likely to obtain more stable and diffusive APGD in the coaxial pin-to-ring discharge gap when adjusting the input voltage, transverse magnetic flux density and resonant frequency of the power supply.

  16. The Impact of Resources on Education: A Position Paper on How Theories of Social Capital Provide Insight on the Achievement Gap in the United States Education System

    ERIC Educational Resources Information Center

    Zeisler, Kayla

    2012-01-01

    Research has shown that there is a gap in educational achievement between socioeconomic and racial groups in the public education system in the United States. This paper identifies the link between resources and academic achievement. Through examining educational resources, from in-school factors, such as facilities and teacher quality, to…

  17. Gap Analysis: Rethinking the Conceptual Foundations

    DTIC Science & Technology

    2008-04-23

    there could exist a basis for gap in capability and, therefore, a desire to close the capability gap . What one desires versus what one has is, in...Analysis is not intended to close the space between the most distant extremes or the rarest occurrences. Rather, Gap Analysis is centered on the larger...åÖÉ=======- 13 - = = Research Objectives The process of identifying needs and unsatisfied desires, or gaps in capability—in essence, the goal—is

  18. Gaining on the Gap

    ERIC Educational Resources Information Center

    Smith, Robert G.

    2010-01-01

    About three-quarters of the 2009 graduates of the highly diverse Arlington, Virginia, Public Schools completed one or more Advanced Placement or International Baccalaureate courses during their high school careers. That figure serves as one indicator of a decade-long initiative to eliminate achievement gaps while raising achievement for all…

  19. Achievement Gap Patterns of Grade 8 American Indian and Alaska Native Students in Reading and Math. Issues & Answers. REL 2009-No. 073

    ERIC Educational Resources Information Center

    Nelson, Steven; Greenough, Richard; Sage, Nicole

    2009-01-01

    Focusing on student proficiency in reading and math from 2003-04 to 2006-07, this report compares gaps in performance on state achievement tests between grade 8 American Indian and Alaska Native students and all other grade 8 students in 26 states serving large populations of American Indian and Alaska Native students. In response to a request by…

  20. Gender gap or program gap? Students' negotiations of study practice in a course in electromagnetism

    NASA Astrophysics Data System (ADS)

    Andersson, Staffan; Johansson, Anders

    2016-12-01

    [This paper is part of the Focused Collection on Gender in Physics.] This study of achievement differences, as reflected by course grades, on a third-semester electromagnetism course at a Swedish research university was motivated by instructor concerns about gender inequalities. Quantitative analysis showed a gender gap in course grades between female and male students for the period of fall 2007 to spring 2013. Dynamics behind this gap were explored through interpretative discourse analysis on interviews of 21 students who had recently passed the course. A recurring pattern was identified in the interviews. Students described studying electromagnetism as either studying to pass or studying to learn. Their choice of practice was influenced by the significance recognized in the course, which primarily was discussed in relation to program affiliation. Students stressed that perceived differences, in their study context, were larger between students affiliated with different programs than between male and female students on the same program. This was supported by quantitative analysis of course grades in relation to study programs, where the grade difference between female and male students on the same program in most cases were not statistically significant. The gender gap in grades for the whole course was related to different achievements on different programs. Programs further from the discipline of physics had lower mean grades and also enrolled a larger fraction of female students. Society-wide gender differences in interest and study choice are reflected in the grades on this single course. These results displace the achievement gap from the level of individuals to that of programs, and the gender gap from a difference in achievement to a difference in study choice. We discuss the implications of this shift of perspective in relation to gender differences for both research and teaching.

  1. Gap Junctions

    PubMed Central

    Nielsen, Morten Schak; Axelsen, Lene Nygaard; Sorgen, Paul L.; Verma, Vandana; Delmar, Mario; Holstein-Rathlou, Niels-Henrik

    2013-01-01

    Gap junctions are essential to the function of multicellular animals, which require a high degree of coordination between cells. In vertebrates, gap junctions comprise connexins and currently 21 connexins are known in humans. The functions of gap junctions are highly diverse and include exchange of metabolites and electrical signals between cells, as well as functions, which are apparently unrelated to intercellular communication. Given the diversity of gap junction physiology, regulation of gap junction activity is complex. The structure of the various connexins is known to some extent; and structural rearrangements and intramolecular interactions are important for regulation of channel function. Intercellular coupling is further regulated by the number and activity of channels present in gap junctional plaques. The number of connexins in cell-cell channels is regulated by controlling transcription, translation, trafficking, and degradation; and all of these processes are under strict control. Once in the membrane, channel activity is determined by the conductive properties of the connexin involved, which can be regulated by voltage and chemical gating, as well as a large number of posttranslational modifications. The aim of the present article is to review our current knowledge on the structure, regulation, function, and pharmacology of gap junctions. This will be supported by examples of how different connexins and their regulation act in concert to achieve appropriate physiological control, and how disturbances of connexin function can lead to disease. © 2012 American Physiological Society. Compr Physiol 2:1981-2035, 2012. PMID:23723031

  2. Achieving biodiversity benefits with offsets: Research gaps, challenges, and needs.

    PubMed

    Gelcich, Stefan; Vargas, Camila; Carreras, Maria Jose; Castilla, Juan Carlos; Donlan, C Josh

    2017-03-01

    Biodiversity offsets are becoming increasingly common across a portfolio of settings: national policy, voluntary programs, international lending, and corporate business structures. Given the diversity of ecological, political, and socio-economic systems where offsets may be applied, place-based information is likely to be most useful in designing and implementing offset programs, along with guiding principles that assure best practice. We reviewed the research on biodiversity offsets to explore gaps and needs. While the peer-reviewed literature on offsets is growing rapidly, it is heavily dominated by ecological theory, wetland ecosystems, and U.S.-based research. Given that majority of offset policies and programs are occurring in middle- and low-income countries, the research gaps we identified present a number of risks. They also present an opportunity to create regionally based learning platforms focused on pilot projects and institutional capacity building. Scientific research should diversify, both topically and geographically, in order to support the successful design, implementation, and monitoring of biodiversity offset programs.

  3. Closing the gap in academic readiness and achievement: the role of early childcare

    PubMed Central

    Geoffroy, Marie-Claude; Côté, Sylvana. M.; Giguère, Charles-Édouard; Dionne, Ginette; Zelazo, Philip David; Tremblay, Richard E.; Boivin, Michel; Séguin, Jean. R.

    2012-01-01

    Background Socially disadvantaged children with academic difficulties at school entry are at increased risk for poor health and psychosocial outcomes. Our objective is to test the possibility that participation in childcare – at the population level – could attenuate the gap in academic readiness and achievement between children with and without a social disadvantage (indexed by low levels of maternal education). Methods A cohort of infants born in the Canadian province of Quebec in 1997/1998 was selected through birth registries and followed annually until 7 years of age (n = 1,863). Children receiving formal childcare (i.e., center-based or non-relative out-of-home) were distinguished from those receiving informal childcare (i.e., relative or nanny). Measures from 4 standardized tests that assessed cognitive school readiness (Lollipop Test for School Readiness), receptive vocabulary (Peabody Picture Vocabulary Test Revised), mathematics (Number Knowledge Test), and reading performance (Kaufman Assessment Battery for children) were administered at 6 and 7 years. Results Children of mothers with low levels of education showed a consistent pattern of lower scores on academic readiness and achievement tests at 6 and 7 years than those of highly educated mothers, unless they received formal childcare. Specifically, among children of mothers with low levels of education, those who received formal childcare obtained higher school readiness (d = 0.87), receptive vocabulary (d = 0.36), reading (d = 0.48) and math achievement scores (d = 0.38; although not significant at 5%) in comparison with those who were cared for by their parents. Childcare participation was not associated with cognitive outcomes among children of mothers with higher levels of education. Conclusions Public investments in early childcare are increasing in many countries with the intention of reducing cognitive inequalities between disadvantaged and advantaged children. Our findings provide further

  4. Closing the Minority Achievement Gap in Math

    ERIC Educational Resources Information Center

    Holloway, John H.

    2004-01-01

    Minority students face numerous academic barriers for achievement in the classroom as well as outside the school. The National Council of Teachers of Mathematics (NCTM) suggests six principles for maintaining the standard of school mathematics.

  5. How can we further improve the LDL-cholesterol target level achievement rate based on the Hungarian MULTI GAP 2011 study results and considering the new European dyslipidemia guidelines?

    PubMed

    Mark, Laszlo; Paragh, György; Karadi, Istvan; Reiber, Istvan; Pados, Gyula; Kiss, Zoltan

    2012-09-08

    Despite the continuous improvement of the quality of lipid lowering therapy the achievement of target values is still not satisfactory, mainly in the very high cardiovascular risk category patients, where the goal of low density lipoprotein cholesterol (LDL-C) is 1.80 mmol/l. The trends in lipid lowering treatment of 17420 patients from different studies conducted between 2004 and 2010 were compared to that of 1626 patients of MULTI GAP (MULTI Goal Attainment Problem) 2011 treated by general practitioners (GPs) and specialists. In MULTI GAP 2011 the mean LDL-C level ± SD) of patients treated by GPs was found to be 2.87 ±1.01 mmol/l, the target value of 2.50 was achieved by 40% of them, in the specialists' patients the mean LDL-C level proved to be 2.77 ±1.10 mmol/l and the achievement rate was 45%. In the 2.50 mmol/l achievement rate of GPs' patients a satisfactory improvement was observed in the studied years, but the 1.80 mmol/l LDL-C goal in 2011 was attained only in 11% of very high risk cases. There was a linear correlation between the patient compliance estimated by the physicians and the LDL-C achievement rate. As the number of very high risk category patients has been increased according to the new European dyslipidemia guidelines, growing attention needs to be placed on attainment of the 1.80 mmol/l LDL-C level. Based on the results of the MULTI GAP studies, improving patients' adherence and the continuous training of physicians are necessary.

  6. Gap-Balancing versus Measured Resection Technique in Total Knee Arthroplasty: A Comparison Study.

    PubMed

    Churchill, Jessica L; Khlopas, Anton; Sultan, Assem A; Harwin, Steven F; Mont, Michael A

    2018-01-01

    Proper femoral component alignment in the axial plane during total knee arthroplasty (TKA) depends on accurate bone cuts and soft tissue balancing. Two methods that are used to achieve this are "measured resection" and "gap balancing." However, a controversy exists as to which method is more accurate and leads to better outcomes. Therefore, the purpose of this study was to evaluate: (1) implant survivorship, (2) patient outcomes, (3) complications, and (4) radiographic analysis comparing patients who underwent TKA with either gap-balancing or measured resection techniques. A total of 214 consecutive patients (221 knees) underwent primary TKA by a single surgeon between 2011 and 2012. Component alignment was achieved by using measured resection in 116 knees and gap balancing was used in 105 knees. The patients had a mean age of 66 years (range, 44-86 years) and a mean body mass index of 32 kg/m 2 (range, 22-52 kg/m 2 ). Patient range-of-motion (ROM) and Knee Society (KS) function and pain scores, and radiographic assessment, were assessed preoperatively and postoperatively at ∼6 weeks, 3 months, 1 year, and then annually. The mean follow-up time was 3 years. A Kaplan-Meier's analysis was performed to calculate the survivorship. The aseptic survivorship was 98% in both the measured resection and gap-balancing groups. The mean ROM was not significantly different between the measured resection and gap-balancing groups (123 vs. 123 degrees, p  = 0.990). There were no significant differences between the two groups in terms of the KS function scores (86 vs. 85 points, p  = 0.829) or the KS pain scores (93 vs. 92 points, p  = 0.425). Otherwise, the radiographic evaluation at latest follow-up did not demonstrate any evidence of progressive radiolucencies or loosening, of any prosthesis. The results of this study found that at a mean follow-up of 3 years, both the measured resection and gap-balancing techniques achieved excellent survivorship and

  7. A gap analysis and comprehensive conservation strategy for riverine ecosystems of Missouri

    USGS Publications Warehouse

    Sowa, Scott P.; Annis, Gust; Morey, Michael E.; Diamond, David D.

    2007-01-01

    North America harbors an astounding proportion of the world's freshwater species, but it is facing a freshwater biodiversity crisis. A first step to slowing the loss of biodiversity involves identifying gaps in existing efforts to conserve biodiversity and prioritizing opportunities to fill these gaps. In this monograph we detail two separate, but complementary, conservation planning efforts - a Gap Analysis (GAP) and a State Wildlife Action Plan (WAP) - for Missouri that address this first step. The goal of the Missouri Aquatic GAP Project was to identify riverine ecosystems, habitats, and species not adequately represented (i.e., gaps) within existing conservation lands. The goal of the freshwater component of the Missouri Wildlife Action Plan was to identify and map a set of conservation-opportunity areas (COAs) that holistically represent all riverine ecosystems, habitats, and species in Missouri. Since conservation planning is a geographical exercise, both efforts utilized geographic information systems (GIS). Four principal GIS data sets were used in each planning effort: (1) a hierarchical riverine ecosystem classification, (2) predicted species distributions, (3) public ownership/stewardship, and (4) a human-threat index. Results of the gap analyses are not encouraging. Forty five, mostly rare, threatened, or endangered, species are not represented in lands set aside for conserving biodiversity. Results also illustrate the fragmented nature of conservation lands, which are mainly situated in the uplands and fail to provide connectivity among riverine habitats. Furthermore, many conservation lands are severely threatened by an array of human disturbances. In contrast, results of the WAP provide hope that relatively intact riverine ecosystems still exist. A total of 158 COAs, representing ∼6% of the total kilometers of stream in Missouri, were selected for the WAP. This illustrates that a wide spectrum of biodiversity can be represented within a small

  8. Minding and mending the gap: Social psychological interventions to reduce educational disparities.

    PubMed

    Spitzer, Brian; Aronson, Joshua

    2015-03-01

    Achievement gaps continue to garner a great deal of attention both in academic and in popular circles. Many students continue to struggle despite broad educational reforms aimed at narrowing these gaps in learning and performance. In this article, we review a number of social psychological interventions that show promise in reducing gaps in achievement, not by addressing structural barriers to achievement, but by helping students cope with threats to their identity that impair intellectual functioning and motivation. For example, interventions involving meditation, role models, emotional reappraisal, growth mindsets, imagining possible selves, self-affirmations, belongingness and cooperative learning have been shown to ameliorate threats to identity and raise achievement. We describe and evaluate these social psychological interventions. Many achievement gaps involve a psychological predicament: a threat to one's social identity or to one's sense of belonging. Students' implicit theories - how they mind the gap - can act as barriers to their success. By helping students cope with these threats, these theory-based interventions represent a genuine advance in the way schools may reduce gaps in achievement. These interventions show how students' educational success depends partly on fluid aspects of context - how tasks are framed, who else is in the room, or what they believe about intelligence. Because of this fluidity, these interventions may not work in all settings. Achievement gaps are ultimately caused by a variety of factors, both objective and subjective that produce inequality. The research reviewed here suggests that even without changes in objective barriers to success, brief psychological interventions can narrow what many see as intractable gaps in academic achievement. © 2015 The British Psychological Society.

  9. Bridging the "Expectation Gap" Using Student Preceptors

    ERIC Educational Resources Information Center

    Koerner, Michael

    2017-01-01

    An "Expectation Gap" can exist between what teachers expect of their students and what effort students expect to and are willing to expend. In order to get students and teachers on the same learning page, this Gap needs remedied. One successful means of bridging the Gap is the use of Student Preceptors.

  10. The Impact of Higher Expectations in Math on the Perception of Achievement of High School Students with Disabilities

    ERIC Educational Resources Information Center

    Przybylinski, Vincent S., Jr.

    2016-01-01

    There exists a dearth of research on strategies that will help students with disabilities gain greater access to standards-based mathematics and close the mathematics achievement gap between general education students and students with disabilities (Browder et al., 2012; Jitendra, 2013; van Garderen, Scheuermann, Jackson, & Hampton, 2009).…

  11. Falling Behind: New Evidence on the Black-White Achievement Gap

    ERIC Educational Resources Information Center

    Levitt, Steven D.; Fryer, Roland G.

    2004-01-01

    On average, black students typically score one standard deviation below white students on standardized tests--roughly the difference in performance between the average 4th grader and the average 8th grader. Historically, what has come to be known as the black-white test-score gap has emerged before children enter kindergarten and has tended to…

  12. Black-White Differences in Achievement: The Importance of Wealth.

    ERIC Educational Resources Information Center

    Orr, Amy J.

    2003-01-01

    Argues that wealth can affect academic achievement, as well as help to explain the gap in black-white test scores and the racial achievement gap. Reveals that wealth affects achievement through its effect on the amount of cultural capital to which a child is exposed. Implications of the findings are discussed. (CAJ)

  13. WWC Review of the Report "Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps." What Works Clearinghouse Single Study Review

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2014

    2014-01-01

    The 2013 study, "Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps," examined the impact of frequent online testing and immediate feedback on the academic performance of college students. The study was conducted at the University of Texas in the fall of 2008 and 2011. Researchers found…

  14. Racial/Ethnic Test Score Gaps and the Urban Continuum

    ERIC Educational Resources Information Center

    Gagnon, Douglas J.; Mattingly, Marybeth J.

    2018-01-01

    Research is just beginning to describe with precision determinants of racial and ethnic achievement gaps. Work by Reardon, Kalogrides, and Shores found that factors such as parental income, parental education, and segregation are the strongest predictors of achievement gaps. In this study we expand this line of inquiry to examine the role of…

  15. Race, Socioeconomic Status, and Implicit Bias: Implications for Closing the Achievement Gap

    NASA Astrophysics Data System (ADS)

    Schlosser, Elizabeth Auretta Cox

    This study accessed the relationship between race, socioeconomic status, age and the race implicit bias held by middle and high school science teachers in Mobile and Baldwin County Public School Systems. Seventy-nine participants were administered the race Implicit Association Test (race IAT), created by Greenwald, A. G., Nosek, B. A., & Banaji, M. R., (2003) and a demographic survey. Quantitative analysis using analysis of variances, ANOVA and t-tests were used in this study. An ANOVA was performed comparing the race IAT scores of African American science teachers and their Caucasian counterparts. A statically significant difference was found (F = .4.56, p = .01). An ANOVA was also performed using the race IAT scores comparing the age of the participants; the analysis yielded no statistical difference based on age. A t-test was performed comparing the race IAT scores of African American teachers who taught at either Title I or non-Title I schools; no statistical difference was found between groups (t = -17.985, p < .001). A t-test was also performed comparing the race IAT scores of Caucasian teachers who taught at either Title I or non-Title I schools; a statistically significant difference was found between groups ( t = 2.44, p > .001). This research examines the implications of the achievement gap among African American and Caucasian students in science.

  16. The Effects of Pre-Collegiate Academic Outreach Programs on First-Year Financial Aid Attainment, Academic Achievement and Persistence

    ERIC Educational Resources Information Center

    Coleman, Angela Alvarado

    2011-01-01

    National statistics continue to show substantial disparities in the postsecondary enrollment and completion rates between more and less advantaged groups. Despite gains made on the part of low-income, first generation, and minority students in the areas of access, persistence, and academic achievement, gaps still exist (Avery & Kane, 2004;…

  17. Closing the Knowledge Gap on Effective Professional Development

    ERIC Educational Resources Information Center

    Guskey, Thomas R.

    2009-01-01

    Achievement gaps concern educators at all levels today. Educators recognize the threats these gaps pose to education quality and equity, and they are working hard to close them--but an equally threatening gap in education with consequences just as serious is largely ignored. It influences every educational-improvement effort and seriously…

  18. Faculty Development to Address the Achievement Gap

    ERIC Educational Resources Information Center

    Gillian-Daniel, Donald L.; Kraemer, Sara B.

    2015-01-01

    Disparities in academic achievement between students who are under-represented minorities, the first in their families to go to college, and/or low income and their more privileged peers affects students from kindergarten through college. Inequities throughout their education, as well as other causes affect the ability of high school graduates to…

  19. Solutions for filling gaps in accountable care measure sets.

    PubMed

    Valuck, Tom; Dugan, Donna; Dubois, Robert W; Westrich, Kimberly; Penso, Jerry; McClellan, Mark

    2015-10-01

    A primary objective of accountable care is to support providers in reforming care to improve outcomes and lower costs. Gaps in accountable care measure sets may cause missed opportunities for improvement and missed signals of problems in care. Measures to balance financial incentives may be particularly important for high-cost conditions or specialty treatments. This study explored gaps in measure sets for specific conditions and offers strategies for more comprehensive measurement that do not necessarily require more measures. A descriptive analysis of measure gaps in accountable care programs and proposed solutions for filling the gaps. We analyzed gaps in 2 accountable care organization measure sets for 20 high-priority clinical conditions by comparing the measures in those sets with clinical guidelines and assessing the use of outcome measures. Where we identified gaps, we looked for existing measures to address the gaps. Gaps not addressed by existing measures were considered areas for measure development or measurement strategy refinement. We found measure gaps across all 20 conditions, including those conditions that are commonly addressed in current measure sets. In addition, we found many gaps that could not be filled by existing measures. Results across all 20 conditions informed recommendations for measure set improvement. Addressing all gaps in accountable care measure sets with more of the same types of measures and approaches to measurement would require an impractical number of measures and would miss the opportunity to use better measures and innovative approaches. Strategies for effectively filling measure gaps include using preferred measure types such as cross-cutting, outcome, and patient-reported measures. Program implementers should also apply new approaches to measurement, including layered and modular models.

  20. Why "Gender" Disappeared from the Gender Gap: (Re-)Introducing Gender Identity Theory to Educational Gender Gap Research

    ERIC Educational Resources Information Center

    Vantieghem, Wendelien; Vermeersch, Hans; Van Houtte, Mieke

    2014-01-01

    Educational gender gap research tries to explain the differential achievement of boys and girls at secondary school, which manifests in many western countries. Several explanatory frameworks are used for this purpose, such as masculinities theory. In this review article, the history of educational gender gap research in Anglo-Saxon literature and…

  1. The Effects of Single-Gender Classrooms on the Mathematics Achievement of 9th Grade, African American Male Students

    ERIC Educational Resources Information Center

    Newbold, Anthony J.

    2014-01-01

    An achievement gap exists in mathematics between low-income African American male students and their European American counterparts. Although this problem has been approached using different interventions with minimal results, the impact of homogenous grouping is not well understood in spite of its use. As a result, this study was conducted to…

  2. A MSFD complementary approach for the assessment of pressures, knowledge and data gaps in Southern European Seas: The PERSEUS experience.

    PubMed

    Crise, A; Kaberi, H; Ruiz, J; Zatsepin, A; Arashkevich, E; Giani, M; Karageorgis, A P; Prieto, L; Pantazi, M; Gonzalez-Fernandez, D; Ribera d'Alcalà, M; Tornero, V; Vassilopoulou, V; Durrieu de Madron, X; Guieu, C; Puig, P; Zenetos, A; Andral, B; Angel, D; Altukhov, D; Ayata, S D; Aktan, Y; Balcıoğlu, E; Benedetti, F; Bouchoucha, M; Buia, M-C; Cadiou, J-F; Canals, M; Chakroun, M; Christou, E; Christidis, M G; Civitarese, G; Coatu, V; Corsini-Foka, M; Cozzi, S; Deidun, A; Dell'Aquila, A; Dogrammatzi, A; Dumitrache, C; Edelist, D; Ettahiri, O; Fonda-Umani, S; Gana, S; Galgani, F; Gasparini, S; Giannakourou, A; Gomoiu, M-T; Gubanova, A; Gücü, A-C; Gürses, Ö; Hanke, G; Hatzianestis, I; Herut, B; Hone, R; Huertas, E; Irisson, J-O; İşinibilir, M; Jimenez, J A; Kalogirou, S; Kapiris, K; Karamfilov, V; Kavadas, S; Keskin, Ç; Kideyş, A E; Kocak, M; Kondylatos, G; Kontogiannis, C; Kosyan, R; Koubbi, P; Kušpilić, G; La Ferla, R; Langone, L; Laroche, S; Lazar, L; Lefkaditou, E; Lemeshko, I E; Machias, A; Malej, A; Mazzocchi, M-G; Medinets, V; Mihalopoulos, N; Miserocchi, S; Moncheva, S; Mukhanov, V; Oaie, G; Oros, A; Öztürk, A A; Öztürk, B; Panayotova, M; Prospathopoulos, A; Radu, G; Raykov, V; Reglero, P; Reygondeau, G; Rougeron, N; Salihoglu, B; Sanchez-Vidal, A; Sannino, G; Santinelli, C; Secrieru, D; Shapiro, G; Simboura, N; Shiganova, T; Sprovieri, M; Stefanova, K; Streftaris, N; Tirelli, V; Tom, M; Topaloğlu, B; Topçu, N E; Tsagarakis, K; Tsangaris, C; Tserpes, G; Tuğrul, S; Uysal, Z; Vasile, D; Violaki, K; Xu, J; Yüksek, A; Papathanassiou, E

    2015-06-15

    PERSEUS project aims to identify the most relevant pressures exerted on the ecosystems of the Southern European Seas (SES), highlighting knowledge and data gaps that endanger the achievement of SES Good Environmental Status (GES) as mandated by the Marine Strategy Framework Directive (MSFD). A complementary approach has been adopted, by a meta-analysis of existing literature on pressure/impact/knowledge gaps summarized in tables related to the MSFD descriptors, discriminating open waters from coastal areas. A comparative assessment of the Initial Assessments (IAs) for five SES countries has been also independently performed. The comparison between meta-analysis results and IAs shows similarities for coastal areas only. Major knowledge gaps have been detected for the biodiversity, marine food web, marine litter and underwater noise descriptors. The meta-analysis also allowed the identification of additional research themes targeting research topics that are requested to the achievement of GES. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

  3. Quantile Regression for Recurrent Gap Time Data

    PubMed Central

    Luo, Xianghua; Huang, Chiung-Yu; Wang, Lan

    2014-01-01

    Summary Evaluating covariate effects on gap times between successive recurrent events is of interest in many medical and public health studies. While most existing methods for recurrent gap time analysis focus on modeling the hazard function of gap times, a direct interpretation of the covariate effects on the gap times is not available through these methods. In this article, we consider quantile regression that can provide direct assessment of covariate effects on the quantiles of the gap time distribution. Following the spirit of the weighted risk-set method by Luo and Huang (2011, Statistics in Medicine 30, 301–311), we extend the martingale-based estimating equation method considered by Peng and Huang (2008, Journal of the American Statistical Association 103, 637–649) for univariate survival data to analyze recurrent gap time data. The proposed estimation procedure can be easily implemented in existing software for univariate censored quantile regression. Uniform consistency and weak convergence of the proposed estimators are established. Monte Carlo studies demonstrate the effectiveness of the proposed method. An application to data from the Danish Psychiatric Central Register is presented to illustrate the methods developed in this article. PMID:23489055

  4. Postindustrial Capitalism and the Problems with Bourdieu's Social and Cultural Capital in Understanding the Black/White Achievement Gap in the United States and United Kingdom

    ERIC Educational Resources Information Center

    Mocombe, Paul C.

    2015-01-01

    This hermeneutical essay demonstrates why and how Pierre Bourdieu's social reproduction theory is neither an adequate explanation for understanding praxis nor the Black/White academic achievement gap in contemporary postindustrial economies like that of the United States and the United Kingdom. The underlining hypothesis of the work is that the…

  5. Giant topological nontrivial band gaps in chloridized gallium bismuthide.

    PubMed

    Li, Linyang; Zhang, Xiaoming; Chen, Xin; Zhao, Mingwen

    2015-02-11

    Quantum spin Hall (QSH) effect is promising for achieving dissipationless transport devices but presently is achieved only at extremely low temperature. Searching for the large-gap QSH insulators with strong spin-orbit coupling (SOC) is the key to increase the operating temperature. We demonstrate theoretically that this can be solved in the chloridized gallium bismuthide (GaBiCl2) monolayer, which has nontrivial gaps of 0.95 eV at the Γ point, and 0.65 eV for bulk, as well as gapless edge states in the nanoribbon structures. The nontrivial gaps due to the band inversion and SOC are robust against external strain. The realization of the GaBiCl2 monolayer will be beneficial for achieving QSH effect and related applications at high temperatures.

  6. Behavior Concerns among Low-Income, Ethnically and Linguistically Diverse Children in Child Care: Importance for School Readiness and Kindergarten Achievement

    ERIC Educational Resources Information Center

    Hartman, Suzanne; Winsler, Adam; Manfra, Louis

    2017-01-01

    Research Findings: Recent research and teacher reports have highlighted the importance of early behavior skills for children's school readiness and academic success in elementary school. Significant gaps in school readiness and achievement exist between children in poverty and those more affluent. Low-income children are also more likely to…

  7. Existence of the Stark-Wannier quantum resonances

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Sacchetti, Andrea, E-mail: andrea.sacchetti@unimore.it

    2014-12-15

    In this paper, we prove the existence of the Stark-Wannier quantum resonances for one-dimensional Schrödinger operators with smooth periodic potential and small external homogeneous electric field. Such a result extends the existence result previously obtained in the case of periodic potentials with a finite number of open gaps.

  8. Effects of Single-Gender Middle School Classes on Science Achievement and Attitude

    NASA Astrophysics Data System (ADS)

    Brooks, Tanisha

    Many girls continue to achieve below their male counterparts and portray negative attitudes towards science classes. Some school districts are using single-gender education as a way to shrink the gender gap in school achievement and science related attitude. The purpose of this study was to compare achievement and science-related attitudes of 7th grade girls in single-gender education to 7th grade girls in mixed-gender education. The theoretical base for this study included knowledge from brain-based learning and assimilation, accommodation and age factors of Piaget's theory of cognitive development. The 12-week study included 48 7th grade girls, 21 in the single-gender classroom and 14 in each mixed-gender classroom. This quantitative randomized posttest only control group design utilized the TerraNova Science Assessment and the Test of Science Related Attitudes. Analysis of Variance (ANOVA) was used to determine if significant differences existed in the achievement and attitudes of girls in single and mixed-gender science classes. ANOVA analyses revealed that the girls in the single-gender classroom showed a significantly higher achievement level when compared to girls in the mixed-gender classrooms. Results showed no significant difference in attitude between the two groups. The results of this study contribute to social change by raising awareness about gender issues in science achievement and attitude, addressing a deficiency in the single-gender science education literature, and assisting educational systems in decision making to address achievement gaps while moving toward adequate yearly progress and meeting the requirements of the No Child Left Behind Act of 2001.

  9. An Effort to Close Achievement Gaps at Scale through Self-Affirmation

    ERIC Educational Resources Information Center

    Borman, Geoffrey D.; Grigg, Jeffrey

    2013-01-01

    This study addresses closing the academic performance gaps between African American and Latino students and their White counterparts, and between girls and boys in mathematics. Of the various models and theories of these social inequalities that have been advanced in literature, one particularly compelling line of research concerns the idea of…

  10. Dynamical Energy Gap Engineering in Graphene via Oscillating Out-of-Plane Deformations

    NASA Astrophysics Data System (ADS)

    Sandler, Nancy; Zhai, Dawei

    The close relation between electronic properties and mechanical deformations in graphene has been the topic of active research in recent years. Interestingly, the effect of deformations on electronic properties can be understood in terms of pseudo-magnetic fields, whose spatial distribution and intensity are controllable via the deformation geometry. Previous results showed that electromagnetic fields (light) have the potential to induce dynamical gaps in graphene's energy bands, transforming graphene from a semimetal to a semiconductor. However, laser frequencies required to achieve these regimes are in the THz regime, which imposes challenges for practical purposes. In this talk we report a novel method to create dynamical gaps using oscillating mechanical deformations, i.e., via time-dependent pseudo-magnetic fields. Using the Floquet formalism we show the existence of a dynamical gap in the band structure at energies set by the frequency of the oscillation, and with a magnitude tuned by the geometry of the deformation. This dynamical-mechanical manipulation strategy appears as a promising venue to engineer electronic properties of suspended graphene devices. Work supported by NSF-DMR 1508325.

  11. Public Perceptions of the Pay Gap

    ERIC Educational Resources Information Center

    Hill, Catherine; Silva, Elena

    2005-01-01

    Women have made gains toward closing the gender pay gap during the past two decades. Much of the progress occurred during the 1980s, with smaller gains in the 1990s (Institute for Women's Policy Research 2004). Women's achievements in higher education are partly responsible for narrowing the pay gap in the 1980s and 1990s. As more women earned…

  12. Comparing Novel Multi-Gap Resistive Plate Chamber Models

    NASA Astrophysics Data System (ADS)

    Stien, Haley; EIC PID Consortium Collaboration

    2016-09-01

    Investigating nuclear structure has led to the fundamental theory of Quantum Chromodynamics. An Electron Ion Collider (EIC) is a proposed accelerator that would further these investigations. In order to prepare for the EIC, there is an active detector research and development effort. One specific goal is to achieve better particle identification via improved Time of Flight (TOF) detectors. A promising option is the Multi-Gap Resistive Plate Chamber (mRPC). These detectors are similar to the more traditional RPCs, but their active gas gaps have dividers to form several thinner gas gaps. These very thin and accurately defined gas gaps improve the timing resolution of the chamber, so the goal is to build an mRPC with the thinnest gaps to achieve the best possible timing resolution. Two different construction techniques have been employed to make two mRPCs. The first technique is to physically separate the gas gaps with sheets of glass that are .2mm thick. The second technique is to 3D print the layered gas gaps. A comparison of these mRPCs and their performances will be discussed and the latest data presented. This research was supported by US DOE MENP Grant DE-FG02-03ER41243.

  13. The Teaching Gap

    ERIC Educational Resources Information Center

    Feldman, Sandra

    2004-01-01

    One of the most comprehensive studies to highlight the achievement gap between students in the United States and those in many other countries is the Third International Mathematics and Science Study (TIMSS). TIMSS showed that a handful of countries (with Japan near the top) consistently outperformed the others studied (including the United…

  14. Bridging the Gap in Military Robotics (Combler le Fosse Existant dans le Domaine de la Robotique Militaire)

    DTIC Science & Technology

    2008-11-01

    systems must be evaluated at the platform level as well ( regenerative braking and similar systems). 4.4.4 The Important Gaps Several gaps on robot...in three main categories : • Mobility function: • Obstacle avoidance and negotiation; • Terrain modelling and classification; and • Transport in

  15. The role of angiotensin receptor-neprilysin inhibitors in cardiovascular disease-existing evidence, knowledge gaps, and future directions.

    PubMed

    Ambrosy, Andrew P; Mentz, Robert J; Fiuzat, Mona; Cleland, John G F; Greene, Stephen J; O'Connor, Christopher M; Teerlink, John R; Zannad, Faiez; Solomon, Scott D

    2018-02-21

    Although traditional renin-angiotensin system antagonists including angiotensin-converting enzyme inhibitors and angiotensin receptor blockers have revolutionized the treatment of cardiovascular disease (CVD), the pivotal PARADIGM-HF trial demonstrated that sacubitril/valsartan, an angiotensin receptor-neprilysin inhibitor (ARNI), was superior to an angiotensin-converting enzyme inhibitor in reducing cardiovascular morbidity and mortality in patients with heart failure and reduced ejection fraction. However, despite international regulatory approval and strong recommendations in the guidelines, uptake of sacubitril/valsartan has been disappointing. Sacubitril/valsartan is now the focus of a large programme of clinical trials testing the hypothesis that ARNIs may supplant conventional renin-angiotensin system inhibitors across the spectrum of CVD, including hypertension, secondary prevention after myocardial infarction, and heart failure with preserved ejection fraction. This review summarizes the existing evidence, knowledge gaps, and future directions of ARNIs in CVD based on discussions between clinical trialists, industry representatives, and regulatory authorities at the 2016 Global CardioVascular Clinical Trialists Forum in Washington, D.C. © 2018 The Authors. European Journal of Heart Failure © 2018 European Society of Cardiology.

  16. Structure of Black Male Students Academic Achievement in Science

    NASA Astrophysics Data System (ADS)

    Rascoe, Barbara

    Educational policies and practices have been largely unsuccessful in closing the achievement gap between Black and White students "Schwartz, 2001". This achievement gap is especially problematic for Black students in science "Maton, Hrabrowski, - Schmitt, 2000. Given the fact that the Black-White achievement gap is still an enigma, the purpose of this article is to address the Black female-Black male academic achievement gap in science majors. Addressing barriers that Black male students may experience as college science and engineering majors, this article presents marketing strategies relative to politics, emotional intelligence, and issues with respect to how science teaching, and Black male students' responses to it, are different. Many Black male students may need to experience a paradigm shift, which structures and enhances their science achievement. Paradigm shifts are necessary because exceptional academic ability and motivation are not enough to get Black males from their first year in a science, technology, education, and mathematics "STEM" major to a bachelor's degree in science and engineering. The conclusions focus on the balance of truth-slippery slopes concerning the confluence of science teachers' further ado and Black male students' theories, methods, and values that position their academic achievement in science and engineering majors.

  17. Electron Elevator: Excitations across the Band Gap via a Dynamical Gap State.

    PubMed

    Lim, A; Foulkes, W M C; Horsfield, A P; Mason, D R; Schleife, A; Draeger, E W; Correa, A A

    2016-01-29

    We use time-dependent density functional theory to study self-irradiated Si. We calculate the electronic stopping power of Si in Si by evaluating the energy transferred to the electrons per unit path length by an ion of kinetic energy from 1 eV to 100 keV moving through the host. Electronic stopping is found to be significant below the threshold velocity normally identified with transitions across the band gap. A structured crossover at low velocity exists in place of a hard threshold. An analysis of the time dependence of the transition rates using coupled linear rate equations enables one of the excitation mechanisms to be clearly identified: a defect state induced in the gap by the moving ion acts like an elevator and carries electrons across the band gap.

  18. North-South S and T gap

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Moghadam, A.A.

    1985-01-01

    The objectives of this study were (1) to demonstrate the existence of the science and technology (S and T) gap between developed countries (DCs) or the north, and less developed countries (LDCs) or the south; (2) to test the hypothesis that there exists a critical mass with respect to population, gross domestic product (GDP), per capita income, and literacy rate below which S and T development is insignificant; and (3) to recommend possible remedial actions for reducing this gap. The research comprises a thorough review of the existing literature, and an extensive analysis of 1976-78 and 1980-82 statistics for 66more » countries, presenting a global picture of the S and T gap in the free world. A comprehensive account was given of the S and T status for Britain, Germany, United States, Japan, Brazil, Mexico, South Korea, Hong Kong, Singapore, Taiwan, Egypt, and Nigeria. A plot of S and T indicators versus independent variables for the 66 counties clearly indicated the existence of the North-South S and T gap. The test of the critical hypothesis, using t distribution, revealed that population size does not have a significant impact on the development or deployment of S and T. This test with respect to GDP indicated that greater GDPs would facilitate the progress of S and T. The results for per capita income were similar. Adequate infrastructure had the greatest impact on absorption, deployment, and maintenance of S and T for development. It was also indicated that with literacy rates below 40% no significant S and T activity can be expected.« less

  19. Social Welfare and Minding the Achievement Gap: A View from Denmark

    ERIC Educational Resources Information Center

    Ringsmose, Charlotte

    2012-01-01

    In Denmark, the welfare system has evened out the gaps between rich and poor. Schools and child care settings all over the country have an equal level of resources provided by the state, and are financed through taxes. Schools and child care settings in areas with families of lower socioeconomic status (SES) get extra money and resources. All…

  20. School nurses can address existing gaps in school-age sleep research.

    PubMed

    Willgerodt, Mayumi A; Kieckhefer, Gail M

    2013-06-01

    Sleep has been linked to a host of physical, behavioral, and emotional outcomes, and research has documented that youth across the globe are experiencing inadequate sleep. Despite this knowledge, however, very little research has been conducted on school-age children; much of the extant research has focused on infants, toddlers, preschoolers, adolescents, and adults. School-age children exhibit increasing independence around health-related behaviors, which provide health professionals the opportunity to educate and promote healthy sleep behaviors. This commentary extends previous research reviews by identifying the current gaps in sleep research, highlighting future directions needed in sleep research, and explaining why school nurses are best suited to address this growing public health issue.

  1. Estimating yield gaps at the cropping system level.

    PubMed

    Guilpart, Nicolas; Grassini, Patricio; Sadras, Victor O; Timsina, Jagadish; Cassman, Kenneth G

    2017-05-01

    Yield gap analyses of individual crops have been used to estimate opportunities for increasing crop production at local to global scales, thus providing information crucial to food security. However, increases in crop production can also be achieved by improving cropping system yield through modification of spatial and temporal arrangement of individual crops. In this paper we define the cropping system yield potential as the output from the combination of crops that gives the highest energy yield per unit of land and time, and the cropping system yield gap as the difference between actual energy yield of an existing cropping system and the cropping system yield potential. Then, we provide a framework to identify alternative cropping systems which can be evaluated against the current ones. A proof-of-concept is provided with irrigated rice-maize systems at four locations in Bangladesh that represent a range of climatic conditions in that country. The proposed framework identified (i) realistic alternative cropping systems at each location, and (ii) two locations where expected improvements in crop production from changes in cropping intensity (number of crops per year) were 43% to 64% higher than from improving the management of individual crops within the current cropping systems. The proposed framework provides a tool to help assess food production capacity of new systems ( e.g. with increased cropping intensity) arising from climate change, and assess resource requirements (water and N) and associated environmental footprint per unit of land and production of these new systems. By expanding yield gap analysis from individual crops to the cropping system level and applying it to new systems, this framework could also be helpful to bridge the gap between yield gap analysis and cropping/farming system design.

  2. Parental Resources, Schooling Achievements, and Gender Schooling Gaps: Evidence of Change over 25 years in Rural Guatemala

    PubMed Central

    Maluccio, John A.; Behrman, Jere R.; Hoddinott, John; Murphy, Alexis; Ramakrishnan, Usha

    2013-01-01

    We use village census data and linear regression models to examine changes between 1975 and 2002 in the associations of parental resources with boys' and girls' schooling in four rural Guatemalan villages. Levels of schooling in 1975 were universally low for children 7–17 years. Large increases in schooling achievements occurred between 1975 and 2002. By 2002, schooling levels were comparable for younger boys and girls (7–12 years, N = 3,525) and favored older boys compared to older girls (13–17 years, N = 2,440) by about 0.5 grades. The associations of household standard of living and maternal schooling with schooling among girls diminished over time and became more comparable with these associations among boys, and the associations of household standard of living with schooling among older boys declined and became more comparable with these associations among girls. Thus, as increased social investments reduce the costs of schooling or increase the supply and quality of schooling to families, the magnitudes of the associations between parental resources and children's schooling decline and become more gender equitable at all ages. However, our results show that older boys may benefit more than older girls from social investments in schooling. These changes suggest potential needs to monitor gender gaps in schooling retention among older children, to insure gender equitable access to social investments in schooling, and to encourage parents to invest in schooling as joint measures to achieve greater schooling achievements of girls and boys. PMID:23888089

  3. Gap-minimal systems of notations and the constructible hierarchy

    NASA Technical Reports Server (NTRS)

    Lucian, M. L.

    1972-01-01

    If a constructibly countable ordinal alpha is a gap ordinal, then the order type of the set of index ordinals smaller than alpha is exactly alpha. The gap ordinals are the only points of discontinuity of a certain ordinal-valued function. The notion of gap minimality for well ordered systems of notations is defined, and the existence of gap-minimal systems of notations of arbitrarily large constructibly countable length is established.

  4. Reducing Excellence Gaps: A Research-Based Model

    ERIC Educational Resources Information Center

    Plucker, Jonathan A.; Peters, Scott J.; Schmalensee, Stephanie

    2017-01-01

    As the awareness of the existence and negative effects of excellence gaps has grown among educators and policy makers, so too has a desire for research-supported interventions to reduce these gaps. A recent review of research related to promoting equitable outcomes for all gifted students identified six specific strategies for reducing excellence…

  5. Numerical Simulation of Supersonic Gap Flow

    PubMed Central

    Jing, Xu; Haiming, Huang; Guo, Huang; Song, Mo

    2015-01-01

    Various gaps in the surface of the supersonic aircraft have a significant effect on airflows. In order to predict the effects of attack angle, Mach number and width-to-depth ratio of gap on the local aerodynamic heating environment of supersonic flow, two-dimensional compressible Navier-Stokes equations are solved by the finite volume method, where convective flux of space term adopts the Roe format, and discretization of time term is achieved by 5-step Runge-Kutta algorithm. The numerical results reveal that the heat flux ratio is U-shaped distribution on the gap wall and maximum at the windward corner of the gap. The heat flux ratio decreases as the gap depth and Mach number increase, however, it increases as the attack angle increases. In addition, it is important to find that chamfer in the windward corner can effectively reduce gap effect coefficient. The study will be helpful for the design of the thermal protection system in reentry vehicles. PMID:25635395

  6. Numerical simulation of supersonic gap flow.

    PubMed

    Jing, Xu; Haiming, Huang; Guo, Huang; Song, Mo

    2015-01-01

    Various gaps in the surface of the supersonic aircraft have a significant effect on airflows. In order to predict the effects of attack angle, Mach number and width-to-depth ratio of gap on the local aerodynamic heating environment of supersonic flow, two-dimensional compressible Navier-Stokes equations are solved by the finite volume method, where convective flux of space term adopts the Roe format, and discretization of time term is achieved by 5-step Runge-Kutta algorithm. The numerical results reveal that the heat flux ratio is U-shaped distribution on the gap wall and maximum at the windward corner of the gap. The heat flux ratio decreases as the gap depth and Mach number increase, however, it increases as the attack angle increases. In addition, it is important to find that chamfer in the windward corner can effectively reduce gap effect coefficient. The study will be helpful for the design of the thermal protection system in reentry vehicles.

  7. Semiparametric methods to contrast gap time survival functions: Application to repeat kidney transplantation.

    PubMed

    Shu, Xu; Schaubel, Douglas E

    2016-06-01

    Times between successive events (i.e., gap times) are of great importance in survival analysis. Although many methods exist for estimating covariate effects on gap times, very few existing methods allow for comparisons between gap times themselves. Motivated by the comparison of primary and repeat transplantation, our interest is specifically in contrasting the gap time survival functions and their integration (restricted mean gap time). Two major challenges in gap time analysis are non-identifiability of the marginal distributions and the existence of dependent censoring (for all but the first gap time). We use Cox regression to estimate the (conditional) survival distributions of each gap time (given the previous gap times). Combining fitted survival functions based on those models, along with multiple imputation applied to censored gap times, we then contrast the first and second gap times with respect to average survival and restricted mean lifetime. Large-sample properties are derived, with simulation studies carried out to evaluate finite-sample performance. We apply the proposed methods to kidney transplant data obtained from a national organ transplant registry. Mean 10-year graft survival of the primary transplant is significantly greater than that of the repeat transplant, by 3.9 months (p=0.023), a result that may lack clinical importance. © 2015, The International Biometric Society.

  8. Electron elevator: Excitations across the band gap via a dynamical gap state

    DOE PAGES

    Lim, Anthony; Foulkes, W. M. C.; Horsfield, A. P.; ...

    2016-01-27

    We use time-dependent density functional theory to study self-irradiated Si. We calculate the electronic stopping power of Si in Si by evaluating the energy transferred to the electrons per unit path length by an ion of kinetic energy from 1 eV to 100 keV moving through the host. Electronic stopping is found to be significant below the threshold velocity normally identified with transitions across the band gap. A structured crossover at low velocity exists in place of a hard threshold. Lastly, an analysis of the time dependence of the transition rates using coupled linear rate equations enables one of themore » excitation mechanisms to be clearly identified: a defect state induced in the gap by the moving ion acts like an elevator and carries electrons across the band gap.« less

  9. Temperament, School Adjustment, and Academic Achievement: Existing Research and Future Directions

    ERIC Educational Resources Information Center

    Al-Hendawi, Maha

    2013-01-01

    Since the 1980s, research has been examining the role of temperament in education. In particular, academic achievement and school adjustment were among the first variables to be examined. Subsequently, several studies have documented associations between temperament and either academic achievement or school adjustment. However, no review of this…

  10. Formation of Degenerate Band Gaps in Layered Systems

    PubMed Central

    Ignatov, Anton I.; Merzlikin, Alexander M.; Levy, Miguel; Vinogradov, Alexey P.

    2012-01-01

    In the review, peculiarities of spectra of one-dimensional photonic crystals made of anisotropic and/or magnetooptic materials are considered. The attention is focused on band gaps of a special type—the so called degenerate band gaps which are degenerate with respect to polarization. Mechanisms of formation and properties of these band gaps are analyzed. Peculiarities of spectra of photonic crystals that arise due to the linkage between band gaps are discussed. Particularly, it is shown that formation of a frozen mode is caused by linkage between Brillouin and degenerate band gaps. Also, existence of the optical Borrmann effect at the boundaries of degenerate band gaps and optical Tamm states at the frequencies of degenerate band gaps are analyzed. PMID:28817024

  11. 40 CFR 152.96 - Documentation of a data gap.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... entitled to claim that a data gap exists. (d) Requirement to obtain permission or make offer to pay. In... 40 Protection of Environment 23 2010-07-01 2010-07-01 false Documentation of a data gap. 152.96...' Rights § 152.96 Documentation of a data gap. Except as provided in paragraph (a) of this section, an...

  12. Exposing Gaps in/between Discourses of Linguistic Deficits

    ERIC Educational Resources Information Center

    Johnson, Eric J.; Avineri, Netta; Johnson, David Cassels

    2017-01-01

    Hart and Risley's (1995) concept of a "word gap" (aka "language gap") is widely used to describe inferior cognitive development and lower academic achievement as by-products of the language patterns of families from economically disadvantaged backgrounds. In recent decades, this line of deficit research has proliferated and…

  13. Bridging the research-practice gap: breaking new ground in health care.

    PubMed

    Mulhall, A

    2001-08-01

    Many theorists have discussed the existence of a gap between nursing research and practice. Consequently much time and effort has been expended in trying to devise strategies to bridge this divide. This article explores what the research-practice gap is and discusses five important reasons for it. The issue is then raised as to whether or not there is a gap between evidence and practice, despite the existence of the gap between research and practice. This is explored in relation to the potential conflict between the 'know how' knowledge important in practice and the 'know that' knowledge important in academia. Finally, the concept of practitioner-centred research is described as one strategy that would effectively obliterate the research-practice gap as it is currently conceived.

  14. Design and application of gas-gap heat switches

    NASA Technical Reports Server (NTRS)

    Chan, C. K.; Ross, R. G., Jr.

    1990-01-01

    Gas-gap heat switches can serve as an effective means of thermally disconnecting a standby cryocooler when the primary (operating) cooler is connected and vice versa. The final phase of the development and test of a cryogenic heat switch designed for loads ranging from 2 watts at 8 K, to 100 watts at 80 K are described. Achieved heat-switch on/off conductance ratio ranged from 11,000 at 8 K to 2200 at 80 K. A particularly challenging element of heat-switch design is achieving satisfactory operation when large temperatures differentials exist across the switch. A special series of tests and analyses was conducted and used in this Phase-2 activity to evaluate the developed switches for temperature differentials ranging up to 200 K. Problems encountered at the maximum levels are described and analyzed, and means of avoiding the problems in the future are presented. A comprehensive summary of the overall heat-switch design methodology is also presented with special emphasis on lessons learned over the course of the 4-year development effort.

  15. ABORT GAP CLEANING IN RHIC.

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    DREES,A.; AHRENS,L.; III FLILLER,R.

    2002-06-03

    During the RHIC Au-run in 2001 the 200 MHz storage cavity system was used for the first time. The rebucketing procedure caused significant beam debunching in addition to amplifying debunching due to other mechanisms. At the end of a four hour store, debunched beam could account for approximately 30%-40% of the total beam intensity. Some of it will be in the abort gap. In order to minimize the risk of magnet quenching due to uncontrolled beam losses at the time of a beam dump, a combination of a fast transverse kicker and copper collimators were used to clean the abortmore » gap. This report gives an overview of the gap cleaning procedure and the achieved performance.« less

  16. Simultaneous large band gaps and localization of electromagnetic and elastic waves in defect-free quasicrystals.

    PubMed

    Yu, Tianbao; Wang, Zhong; Liu, Wenxing; Wang, Tongbiao; Liu, Nianhua; Liao, Qinghua

    2016-04-18

    We report numerically large and complete photonic and phononic band gaps that simultaneously exist in eight-fold phoxonic quasicrystals (PhXQCs). PhXQCs can possess simultaneous photonic and phononic band gaps over a wide range of geometric parameters. Abundant localized modes can be achieved in defect-free PhXQCs for all photonic and phononic polarizations. These defect-free localized modes exhibit multiform spatial distributions and can confine simultaneously electromagnetic and elastic waves in a large area, thereby providing rich selectivity and enlarging the interaction space of optical and elastic waves. The simulated results based on finite element method show that quasiperiodic structures formed of both solid rods in air and holes in solid materials can simultaneously confine and tailor electromagnetic and elastic waves; these structures showed advantages over the periodic counterparts.

  17. Incorporating shrub and snag specific LiDAR data into GAP wildlife models

    Treesearch

    Teresa J Lorenz; Kerri T Vierling; Jody Vogeler; Jeffrey Lonneker; Jocelyn Aycrigg

    2015-01-01

    The U.S. Geological Survey’s Gap Analysis Program (hereafter, GAP) is a nationally based program that uses land cover, vertebrate distributions, and land ownership to identify locations where gaps in conservation coverage exist, and GAP products are commonly used by government agencies, nongovernmental organizations, and private citizens. The GAP land-cover...

  18. Instructional Factors that Contribute to Achievement in Reading for African American Male Students in Grades K-5 in an Urban School in Georgia

    ERIC Educational Resources Information Center

    Robinson, Isaac, III

    2010-01-01

    According to the National Assessment of Educational Progress, reading skills for African American male students in Grades 4 and 8 have improved over the past decade. However, a significant reading achievement gap still exists between African American male students and their European American counterparts. The purpose, as well as the central…

  19. Resource needs and gap analysis in achieving universal access to HIV/AIDS services: a data envelopment analysis of 45 countries.

    PubMed

    Zeng, Wu; Shepard, Donald S; Avila-Figueroa, Carlos; Ahn, Haksoon

    2016-06-01

    -To manage the human immunodeficiency virus and acquired immune deficiency syndrome (HIV/AIDS) epidemic, international donors have pledged unprecedented commitments for needed services. The Joint United Nations Programme on HIV/AIDS (UNAIDS) projected that low- and middle-income countries needed $25 billion to meet the 2010 HIV/AIDS goal of universal access to AIDS prevention and care, using the resource needs model (RNM). -Drawing from the results from its sister study, which used a data envelopment analysis (DEA) and a Tobit model to evaluate and adjust the technical efficiency of 61 countries in delivering HIV/AIDS services from 2002 to 2007, this study extended the DEA and developed an approach to estimate resource needs and decompose the performance gap into efficiency gap and resource gap. In the DEA, we considered national HIV/AIDS spending as the input and volume of voluntary counseling and testing (VCT), prevention of mother to child transmission (PMTCT) and antiretroviral treatment (ART) as the outputs. An input-oriented DEA model was constructed to project resource needs in achieving 2010 HIV/AIDS goal for 45 countries using the data in 2006, assuming that all study countries maximized efficiency. -The DEA approach demonstrated the potential to include efficiency of national HIV/AIDS programmes in resource needs estimation, using macro-level data. Under maximal efficiency, the annual projected resource needs for the 45 countries was $6.3 billion, ∼47% of their UNAIDS estimate of $13.5 billion. Given study countries' spending of $3.9 billion, improving efficiency could narrow the gap from $9.6 to $2.4 billion. The results suggest that along with continued financial commitment to HIV/AIDS, improving the efficiency of HIV/AIDS programmes would accelerate the pace to reach 2010 HIV/AIDS goals. The DEA approach provides a supplement to the AIDS RNM to inform policy making. © The Author 2015. Published by Oxford University Press. All rights reserved. For

  20. Gauging the Gaps: A Deeper Look at Student Achievement. K-12 Policy

    ERIC Educational Resources Information Center

    Rowan, Anna Habash; Hall, Daria; Haycock, Kati

    2010-01-01

    Leaders in schools, districts, and states, along with policymakers in Washington, D.C., are focusing new energy on closing long-standing gaps in performance that separate low-income students and students of color from others. It's critically important that their efforts succeed--for students, their families, their communities, and for their…

  1. Judging Student Achievement: Why Getting the Right Data Matters. An MPR/NCEA Policy Brief

    ERIC Educational Resources Information Center

    Anderson, Sharon; Fowler, Donna; Klein, Steve

    2005-01-01

    States are engaged in serious efforts to raise student achievement, paying particular attention to narrowing the achievement gap between high- and low-performing students that has persisted in public schools for decades. The achievement gap is particularly troubling because, all too often, those at low achievement levels are minority, special…

  2. A Multigrade, Multiyear Statewide Examination of Reading Achievement: Examination of Reading Achievement Examining Variability between Districts, Schools, and Students

    ERIC Educational Resources Information Center

    Adelson, Jill L.; Dickinson, Emily R.; Cunningham, Brittany C.

    2016-01-01

    This brief examined the patterns of reading achievement using statewide data from all students (Grades 3-10) in multiple years to examine gaps based on student, school, and district characteristics. Results indicate reading achievement varied most between students within schools and that students' prior achievement was the strongest predictor of…

  3. Closing the gap on Achilles tendon rupture: A cadaveric study quantifying the tendon apposition achieved with commonly used immobilisation practices.

    PubMed

    Collins, Ruaraidh; Sudlow, Alexis; Loizou, Constantinos; Loveday, David T; Smith, George

    2018-04-01

    The relative benefits of surgical and conservative treatment of Achilles tendon rupture are widely debated. With modern conservative management protocols, the re-rupture risk appears to fall to one similar to surgical repair with negligible loss of function. Conservative management typically employs a period of time in an equinus cast with sequential ankle dorsiflexion in a functional orthosis. The optimal duration of immobilisation and rate of dorsiflexion is unknown. We aimed to quantify the change in Achilles tendon approximation achieved in common immobilisation techniques to assist the design of rehabilitation protocols. Twelve fresh-frozen cadaveric specimens had 2.5cm of Achilles tendon excised. The gap between the tendon ends were measured via windowed full equinus casts and compared with functional boots with successively removed heel wedges. The greatest tendon apposition was achieved with the equinus cast. Each wedge removed decreased the reapproximation by approximately 5mm. This paper supports the early use of maximal equinus casting in early management of acute Achilles tendon ruptures. Copyright © 2017 European Foot and Ankle Society. Published by Elsevier Ltd. All rights reserved.

  4. Virtual gap dielectric wall accelerator

    DOEpatents

    Caporaso, George James; Chen, Yu-Jiuan; Nelson, Scott; Sullivan, Jim; Hawkins, Steven A

    2013-11-05

    A virtual, moving accelerating gap is formed along an insulating tube in a dielectric wall accelerator (DWA) by locally controlling the conductivity of the tube. Localized voltage concentration is thus achieved by sequential activation of a variable resistive tube or stalk down the axis of an inductive voltage adder, producing a "virtual" traveling wave along the tube. The tube conductivity can be controlled at a desired location, which can be moved at a desired rate, by light illumination, or by photoconductive switches, or by other means. As a result, an impressed voltage along the tube appears predominantly over a local region, the virtual gap. By making the length of the tube large in comparison to the virtual gap length, the effective gain of the accelerator can be made very large.

  5. Gap junction turnover is achieved by the internalization of small endocytic double-membrane vesicles.

    PubMed

    Falk, Matthias M; Baker, Susan M; Gumpert, Anna M; Segretain, Dominique; Buckheit, Robert W

    2009-07-01

    Double-membrane-spanning gap junction (GJ) channels cluster into two-dimensional arrays, termed plaques, to provide direct cell-to-cell communication. GJ plaques often contain circular, channel-free domains ( approximately 0.05-0.5 mum in diameter) identified >30 y ago and termed nonjunctional membrane (NM) domains. We show, by expressing the GJ protein connexin43 (Cx43) tagged with green fluorescent protein, or the novel photoconvertible fluorescent protein Dendra2, that NM domains appear to be remnants generated by the internalization of small GJ channel clusters that bud over time from central plaque areas. Channel clusters internalized within seconds forming endocytic double-membrane GJ vesicles ( approximately 0.18-0.27 mum in diameter) that were degraded by lysosomal pathways. Surprisingly, NM domains were not repopulated by surrounding channels and instead remained mobile, fused with each other, and were expelled at plaque edges. Quantification of internalized, photoconverted Cx43-Dendra2 vesicles indicated a GJ half-life of 2.6 h that falls within the estimated half-life of 1-5 h reported for GJs. Together with previous publications that revealed continuous accrual of newly synthesized channels along plaque edges and simultaneous removal of channels from plaque centers, our data suggest how the known dynamic channel replenishment of functional GJ plaques can be achieved. Our observations may have implications for the process of endocytic vesicle budding in general.

  6. GAP Analysis Bulletin Number 15

    USGS Publications Warehouse

    Maxwell, Jill; Gergely, Kevin; Aycrigg, Jocelyn; Canonico, Gabrielle; Davidson, Anne; Coffey, Nicole

    2008-01-01

    The Mission of the Gap Analysis Program (GAP) is to promote conservation by providing broad geographic information on biological diversity to resource managers, planners, and policy makers who can use the information to make informed decisions. As part of the National Biological Information Infrastructure (NBII) ?a collaborative program to provide increased access to data and information on the nation?s biological resources--GAP data and analytical tools have been used in hundreds of applications: from basic research to comprehensive state wildlife plans; from educational projects in schools to ecoregional assessments of biodiversity. The challenge: keeping common species common means protecting them BEFORE they become threatened. To do this on a state or regional basis requires key information such as land cover descriptions, predicted distribution maps for native animals, and an assessment of the level of protection currently given to those plants and animals. GAP works cooperatively with Federal, state, and local natural resource professionals and academics to provide this kind of information. GAP activities focus on the creation of state and regional databases and maps that depict patterns of land management, land cover, and biodiversity. These data can be used to identify ?gaps? in conservation--instances where an animal or plant community is not adequately represented on the existing network of conservation lands. GAP is administered through the U.S. Geological Survey. Through building partnerships among disparate groups, GAP hopes to foster the kind of collaboration that is needed to address conservation issues on a broad scale. For more information, contact: John Mosesso National GAP Director 703-648-4079 Kevin Gergely National GAP Operations Manager 208-885-3565

  7. The Achiever. Volume 6, Number 7

    ERIC Educational Resources Information Center

    Ashby, Nicole, Ed.

    2007-01-01

    "The Achiever" is a monthly publication for parents and community leaders from the Office of Communications and Outreach, U.S. Department of Education. This issue contains the following articles: (1) President Seeks to Build on Law's Results; (2) Bridging the Gap: Ohio Charter School Surmounts Age, Achievement Barriers; (3) Spellings'…

  8. The Achievement Club

    ERIC Educational Resources Information Center

    Rogers, Ibram

    2009-01-01

    When Gabrielle Carpenter became a guidance counselor in Northern Virginia nine years ago, she focused on the academic achievement gap and furiously tried to close it. At first, she was compelled by tremendous professional interest. However, after seeing her son lose his zeal for school, Carpenter joined forces with other parents to form an…

  9. Closing the Racial Achievement Gap: Learning from Florida's Reforms. Backgrounder. No. 2468

    ERIC Educational Resources Information Center

    Ladner, Matthew; Burke, Lindsey M.

    2010-01-01

    An education gap between white students and their black and Hispanic peers is something to which most Americans have become accustomed. But this racial division of education--and hence of prospects for the future--is nothing less than tragic. The good news is that the racial divide in learning is a problem that can be fixed. Of course, it can only…

  10. Topological Valley Currents in Gapped Dirac Materials

    NASA Astrophysics Data System (ADS)

    Lensky, Yuri D.; Song, Justin C. W.; Samutpraphoot, Polnop; Levitov, Leonid S.

    2015-06-01

    Gapped 2D Dirac materials, in which inversion symmetry is broken by a gap-opening perturbation, feature a unique valley transport regime. Topological valley currents in such materials are dominated by bulk currents produced by electronic states just beneath the gap rather than by edge modes. The system ground state hosts dissipationless persistent valley currents existing even when topologically protected edge modes are absent. Valley currents induced by an external bias are characterized by a quantized half-integer valley Hall conductivity. The undergap currents dominate magnetization and the charge Hall effect in a light-induced valley-polarized state.

  11. Columbia River Component Data Gap Analysis

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    L. C. Hulstrom

    2007-10-23

    This Data Gap Analysis report documents the results of a study conducted by Washington Closure Hanford (WCH) to compile and reivew the currently available surface water and sediment data for the Columbia River near and downstream of the Hanford Site. This Data Gap Analysis study was conducted to review the adequacy of the existing surface water and sediment data set from the Columbia River, with specific reference to the use of the data in future site characterization and screening level risk assessments.

  12. Schools in Violent Neighborhoods: The Impact on African American Elementary School Students' Academic Achievement

    ERIC Educational Resources Information Center

    Ingram, Brenda

    2013-01-01

    The academic achievement gap between African American and Caucasian students continues to be a major concern for policymakers and educators. This gap started to shrink in the 1970s and 1980s with integration, but the 1990s showed the achievement gap was on the rise again. The characteristics of the neighborhoods where children live and attend…

  13. Achievement and Equity in Catholic and Public Secondary Schools: Gender Gap Comparisons from 1972 to 1992.

    ERIC Educational Resources Information Center

    Riordan, Cornelius; Galipeau, Kim

    Recent reports have confirmed that boys, not girls, are increasingly on the unfavorable side of the gender gap in education and developmental matters. This paper provides an analysis of trends in the gender gap among students in Catholic and public schools during the period from 1972 to 1992 for a select set of variables. Although the gender gap…

  14. Closing the Gaps. Research Brief

    ERIC Educational Resources Information Center

    Johnston, Howard

    2011-01-01

    Achievement gaps between groups of students (minority and white, rich and poor, English speakers and English language learners) are complex and intractable. Increasingly, they are being seen as a result of disparities between opportunities for learning available to different groups. By changing the opportunity structures of schools and…

  15. Improvement of effectiveness of existing Casuarina equisetifolia forests in mitigating tsunami damage.

    PubMed

    Samarakoon, M B; Tanaka, Norio; Iimura, Kosuke

    2013-01-15

    Coastal vegetation can play a significant role in reducing the severity of a tsunami because the energy associated with the tsunami is dissipated when it passes through coastal vegetation. Field surveys were conducted on the eastern coastline of Sri Lanka to investigate which vegetation species are effective against a tsunami and to evaluate the effectiveness of existing Casuarina equisetifolia forests in tsunami mitigation. Open gaps in C. equisetifolia forests were identified as a disadvantage, and introduction of a new vegetation belt in front or back of the existing C. equisetifolia forest is proposed to reduce the disadvantages of the open gap. Among the many plant species encountered during the field survey, ten species were selected as effective for tsunami disaster mitigation. The selection of appropriate vegetation for the front or back vegetation layer was based on the vegetation thickness per unit area (dN(u)) and breaking moment of each species. A numerical model based on two-dimensional nonlinear long-wave equations was applied to explain the present situation of open gaps in C. equisetifolia forests, and to evaluate the effectiveness of combined vegetation systems. The results of the numerical simulation for existing conditions of C. equisetifolia forests revealed that the tsunami force ratio (R = tsunami force with vegetation/tsunami force without vegetation) was 1.4 at the gap exit. The species selected for the front and back vegetation layers were Pandanus odoratissimus and Manilkara hexandra, respectively. A numerical simulation of the modified system revealed that R was reduced to 0.7 in the combined P. odoratissimus and C. equisetifolia system. However, the combination of C. equisetifolia and M. hexandra did not effectively reduce R at the gap exit. Therefore, P. odoratissimus as the front vegetation layer is proposed to reduce the disadvantages of the open gaps in existing C. equisetifolia forests. The optimal width of P. odoratissimus (W(1

  16. Searching for the Golden Model of Education: Cross-National Analysis of Math Achievement

    PubMed Central

    Bodovski, Katerina; Byun, Soo-yong; Chykina, Volha; Chung, Hee Jin

    2017-01-01

    We utilized four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardization, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. Findings: A higher level of standardization of educational systems was associated with higher average math achievement. Greater expenditure on education (as % of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that higher level of standardization alleviates the negative effects of differentiation in the systems with more rigid tracking. PMID:29151667

  17. A Capstone Project: Closing the Achievement Gap of English Language Learners at Sunshine Elementary School Using the Gap Analysis Model

    ERIC Educational Resources Information Center

    Mingo-Long, Enyetta

    2013-01-01

    This project was an alternative capstone dissertation conducted by a team of three doctoral students. The project focused on systematic and long-term underachievement of the English Language Learner (ELL) population of a single school, Sunshine Elementary, using the gap analysis model (Clark and Estes, 2008). More specifically, the purpose of the…

  18. Deconstructing brain-derived neurotrophic factor actions in adult brain circuits to bridge an existing informational gap in neuro-cell biology.

    PubMed

    Bowling, Heather; Bhattacharya, Aditi; Klann, Eric; Chao, Moses V

    2016-03-01

    Brain-derived neurotrophic factor (BDNF) plays an important role in neurodevelopment, synaptic plasticity, learning and memory, and in preventing neurodegeneration. Despite decades of investigations into downstream signaling cascades and changes in cellular processes, the mechanisms of how BDNF reshapes circuits in vivo remain unclear. This informational gap partly arises from the fact that the bulk of studies into the molecular actions of BDNF have been performed in dissociated neuronal cultures, while the majority of studies on synaptic plasticity, learning and memory were performed in acute brain slices or in vivo. A recent study by Bowling-Bhattacharya et al., measured the proteomic changes in acute adult hippocampal slices following treatment and reported changes in proteins of neuronal and non-neuronal origin that may in concert modulate synaptic release and secretion in the slice. In this paper, we place these findings into the context of existing literature and discuss how they impact our understanding of how BDNF can reshape the brain.

  19. A Study of Gaps in Network Knowledge Synthesis

    DTIC Science & Technology

    2016-10-14

    Lincoln Laboratory MASSACHUSETTS INSTITUTE OF TECHNOLOGY LEXINGTON, MASSACHUSETTS Technical Report 1195 A Study of Gaps in Network...unlimited. This report is the result of studies performed at Lincoln Laboratory, a federally funded research and development center operated...specifically authorized by the U.S. Government may violate any copyrights that exist in this work. A Study of Gaps in Network Knowledge Synthesis

  20. Perovskite-perovskite tandem photovoltaics with optimized band gaps

    NASA Astrophysics Data System (ADS)

    Eperon, Giles E.; Leijtens, Tomas; Bush, Kevin A.; Prasanna, Rohit; Green, Thomas; Wang, Jacob Tse-Wei; McMeekin, David P.; Volonakis, George; Milot, Rebecca L.; May, Richard; Palmstrom, Axel; Slotcavage, Daniel J.; Belisle, Rebecca A.; Patel, Jay B.; Parrott, Elizabeth S.; Sutton, Rebecca J.; Ma, Wen; Moghadam, Farhad; Conings, Bert; Babayigit, Aslihan; Boyen, Hans-Gerd; Bent, Stacey; Giustino, Feliciano; Herz, Laura M.; Johnston, Michael B.; McGehee, Michael D.; Snaith, Henry J.

    2016-11-01

    We demonstrate four- and two-terminal perovskite-perovskite tandem solar cells with ideally matched band gaps. We develop an infrared-absorbing 1.2-electron volt band-gap perovskite, FA0.75Cs0.25Sn0.5Pb0.5I3, that can deliver 14.8% efficiency. By combining this material with a wider-band gap FA0.83Cs0.17Pb(I0.5Br0.5)3 material, we achieve monolithic two-terminal tandem efficiencies of 17.0% with >1.65-volt open-circuit voltage. We also make mechanically stacked four-terminal tandem cells and obtain 20.3% efficiency. Notably, we find that our infrared-absorbing perovskite cells exhibit excellent thermal and atmospheric stability, not previously achieved for Sn-based perovskites. This device architecture and materials set will enable “all-perovskite” thin-film solar cells to reach the highest efficiencies in the long term at the lowest costs.

  1. On heat transfer in squish gaps

    NASA Astrophysics Data System (ADS)

    Spurk, J. H.

    1986-06-01

    Attention is given to the heat transfer characteristics of a squish gap in an internal combustion engine cylinder, when the piston is nearing top dead center (TDC) on the compression stroke. If the lateral extent of the gap is much larger than its height, the inviscid flow is similar to the stagnation point flow. Surface temperature and pressure histories during compression and expansion are studied. Surface temperature has a maximum near TDC, then drops and rises again during expansion; higher values are actually achieved during expansion than during compression.

  2. Asthma and the Achievement Gap among Urban Minority Youth

    ERIC Educational Resources Information Center

    Basch, Charles E.

    2011-01-01

    Objectives: To outline the prevalence and disparities of asthma among school-aged urban minority youth, causal pathways through which poorly controlled asthma adversely affects academic achievement, and proven or promising approaches for schools to address these problems. Methods: Literature review. Results: Asthma is the most common chronic…

  3. Breakfast and the Achievement Gap among Urban Minority Youth

    ERIC Educational Resources Information Center

    Basch, Charles E.

    2011-01-01

    Objectives: To outline the prevalence and disparities of breakfast consumption among school-aged urban minority youth, causal pathways through which skipping breakfast adversely affects academic achievement, and proven or promising approaches for schools to increase breakfast consumption. Methods: Literature review. Results: On any given day a…

  4. Vision and the Achievement Gap among Urban Minority Youth

    ERIC Educational Resources Information Center

    Basch, Charles E.

    2011-01-01

    Objectives: To outline the prevalence and disparities of vision problems among school-aged urban minority youth, causal pathways through which vision problems adversely affects academic achievement, and proven or promising approaches for schools to address these problems. Methods: Literature review. Results: More than 20% of school-aged youth have…

  5. Meclofenamic acid blocks the gap junction communication between the retinal pigment epithelial cells.

    PubMed

    Ning, N; Wen, Y; Li, Y; Li, J

    2013-11-01

    Nonsteroidal anti-inflammatory drugs (NSAIDs) are commonly used to manage the pain and inflammation. NSAIDs can cause serious side effects, including vision problems. However, the underlying mechanisms are still unclear. Therefore, we aimed to investigate the effect of meclofenamic acid (MFA) on retinal pigment epithelium (RPE). In our study, we applied image analysis and whole-cell patch clamp recording to directly measure the effect of MFA on the gap junctional coupling between RPE cells. Analysis of Lucifer yellow (LY) transfer revealed that the gap junction communication existed between RPE cells. Functional experiments using the whole-cell configuration of the patch clamp technique showed that a gap junction conductance also existed between this kind of cells. Importantly, MFA largely inhibited the gap junction conductance and induced the uncoupling of RPE cells. Other NSAIDs, like aspirin and flufenamic acid (FFA), had the same effect. The gap junction functionally existed in RPE cells, which can be blocked by MFA. These findings may explain, at least partially, the vision problems with certain clinically used NSAIDs.

  6. Sustainability Tools Inventory Initial Gap Analysis

    EPA Science Inventory

    This report identifies a suite of tools that address a comprehensive set of community sustainability concerns. The objective is to discover whether "gaps" exist in the tool suite’s analytic capabilities. These tools address activities that significantly influence resource consu...

  7. The Geography of Racial/Ethnic Test Score Gaps. CEPA Working Paper No. 16-10

    ERIC Educational Resources Information Center

    Reardon, Sean F.; Kalogrides, Demetra; Shores, Ken

    2017-01-01

    We estimate racial/ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million standardized math and reading tests administered to public school students from 2009-2013. We show that achievement gaps vary substantially, ranging from nearly 0 in…

  8. The Effects of an Extended-Day Online Math Program on Math Achievement

    ERIC Educational Resources Information Center

    Wagner, Kathryn Mary-LaCroix

    2013-01-01

    Despite No Child Left Behind mandates, the math achievement gap is still prevalent in schools in the United States, and efforts to address this problem have demonstrated little documented progress. The purpose of this study was to evaluate an intervention strategy used to address the math achievement gap. In this study, social capital theory,…

  9. Achieving change in primary care--causes of the evidence to practice gap: systematic reviews of reviews.

    PubMed

    Lau, Rosa; Stevenson, Fiona; Ong, Bie Nio; Dziedzic, Krysia; Treweek, Shaun; Eldridge, Sandra; Everitt, Hazel; Kennedy, Anne; Qureshi, Nadeem; Rogers, Anne; Peacock, Richard; Murray, Elizabeth

    2016-03-22

    This study is to identify, summarise and synthesise literature on the causes of the evidence to practice gap for complex interventions in primary care. This study is a systematic review of reviews. MEDLINE, EMBASE, CINAHL, Cochrane Library and PsychINFO were searched, from inception to December 2013. Eligible reviews addressed causes of the evidence to practice gap in primary care in developed countries. Data from included reviews were extracted and synthesised using guidelines for meta-synthesis. Seventy reviews fulfilled the inclusion criteria and encompassed a wide range of topics, e.g. guideline implementation, integration of new roles, technology implementation, public health and preventative medicine. None of the included papers used the term "cause" or stated an intention to investigate causes at all. A descriptive approach was often used, and the included papers expressed "causes" in terms of "barriers and facilitators" to implementation. We developed a four-level framework covering external context, organisation, professionals and intervention. External contextual factors included policies, incentivisation structures, dominant paradigms, stakeholders' buy-in, infrastructure and advances in technology. Organisation-related factors included culture, available resources, integration with existing processes, relationships, skill mix and staff involvement. At the level of individual professionals, professional role, underlying philosophy of care and competencies were important. Characteristics of the intervention that impacted on implementation included evidence of benefit, ease of use and adaptability to local circumstances. We postulate that the "fit" between the intervention and the context is critical in determining the success of implementation. This comprehensive review of reviews summarises current knowledge on the barriers and facilitators to implementation of diverse complex interventions in primary care. To maximise the uptake of complex interventions

  10. Bridging a possible gap of GRACE observations in the Arctic Ocean using existing GRACE data and in situ bottom pressure sensors

    NASA Astrophysics Data System (ADS)

    Peralta Ferriz, C.; Morison, J.

    2014-12-01

    Since 2003, the Gravity Recovery and Climate Experiment (GRACE) satellite system has provided the means of investigating month-to-month to inter-annual variability of, among many other things, Arctic Ocean circulation over the entire Arctic Basin. Such a comprehensive picture could not have been achieved with the limited in situ pressure observations available. Results from the first 10 years of ocean bottom pressure measurements from GRACE in the Arctic Ocean reveal distinct patterns of ocean variability that are strongly associated with changes in large-scale atmospheric circulation (Peralta-Ferriz et al., 2014): the leading mode of variability being a wintertime basin-coherent mass change driven by winds in the Nordic Seas; the second mode of variability corresponding to a mass signal coherent along the Siberian shelves, and driven by the Arctic Oscillation; and the third mode being a see-saw between western and eastern Arctic shelves, also driven by the large-scale wind patterns. In order to understand Arctic Ocean changes, it is fundamental to continue to track ocean bottom pressure. Our concern is what to do if the present GRACE system, which is already well beyond its design lifetime, should fail before its follow-on is launched, currently estimated to be in 2017. In this work, we regress time series of pressure from the existing and potential Arctic Ocean bottom pressure recorder locations against the fundamental modes of bottom pressure variation. Our aim is to determine the optimum combination of in situ measurements to represent the broader scale variability now observed by GRACE. With this understanding, we can be better prepared to use in situ observations to at least partially cover a possible gap in GRACE coverage. Reference:Peralta-Ferriz, Cecilia, James H. Morison, John M. Wallace, Jennifer A. Bonin, Jinlun Zhang, 2014: Arctic Ocean Circulation Patterns Revealed by GRACE. J. Climate, 27, 1445-1468. doi: http://dx.doi.org/10.1175/JCLI-D-13-00013.1

  11. Administrator Perceptions of the Achievement Gap between African American Students and Other Subpopulations

    ERIC Educational Resources Information Center

    Royle, Jonathan

    2013-01-01

    The consistent underperformance of African American students casts a disparaging shadow on the success of American public schools. Research was necessary to understand the reason for such a difference in scores. Parents, teachers, and administrators must understand the reason for the gap in order to determine the strategies and support systems…

  12. Experimental verification of the capillary plasma triggered long spark gap under the extremely low working coefficient in air

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Huang, D.; Yang, L. J., E-mail: yanglj@mail.xjtu.edu.cn; Ma, J. B.

    The paper has proposed a new triggering method for long spark gap based on capillary plasma ejection and conducted the experimental verification under the extremely low working coefficient, which represents that the ratio of the spark gap charging voltage to the breakdown voltage is particularly low. The quasi-neutral plasma is ejected from the capillary and develops through the axial direction of the spark gap. The electric field in the spark gap is thus changed and its breakdown is incurred. It is proved by the experiments that the capillary plasma ejection is effective in triggering the long spark gap under themore » extremely low working coefficient in air. The study also indicates that the breakdown probabilities, the breakdown delay, and the delay dispersion are all mainly determined by the characteristics of the ejected plasma, including the length of the plasma flow, the speed of the plasma ejection, and the ionization degree of the plasma. Moreover, the breakdown delay and the delay dispersion increase with the length of the long spark gap, and the polarity effect exists in the triggering process. Lastly, compared with the working patterns of the triggering device installed in the single electrode, the working pattern of the devices installed in both the two electrodes, though with the same breakdown process, achieves the ignition under longer gap distance. To be specific, at the gap length of 14 cm and the working coefficient of less than 2%, the spark gap is still ignited accurately.« less

  13. Gender Gap or Program Gap? Students' Negotiations of Study Practice in a Course in Electromagnetism

    ERIC Educational Resources Information Center

    Andersson, Staffan; Johansson, Anders

    2016-01-01

    This study of achievement differences, as reflected by course grades, on a third-semester electromagnetism course at a Swedish research university was motivated by instructor concerns about gender inequalities. Quantitative analysis showed a gender gap in course grades between female and male students for the period of fall 2007 to spring 2013.…

  14. Mechanism of magnetic liquid flowing in the magnetic liquid seal gap of reciprocating shaft

    NASA Astrophysics Data System (ADS)

    Li, Decai; Xu, Haiping; He, Xinzhi; Lan, Huiqing

    2005-03-01

    In order to solve the problems that exist in the magnetic liquid seal of reciprocating shaft, we have set up an experimental facility, which composes a camera, microscope, step-by-step motor, pin roller screw, reciprocating motion shaft, pole pieces, permanent magnet and the magnetic liquid in the seal gap. Through the optical technology and image process of the experimental facility, we have studied the magnetic liquid flow in the seal gap when the reciprocating shaft moves with different velocities and strokes. This study specially concentrates on: (1) the regular pattern of such flow; (2) the loss quantity of magnetic liquid caused by the reciprocating motion shaft; (3) the failure reasons of this magnetic liquid seal; and (4) the design of a new structure for the magnetic liquid seal of reciprocating shaft. The application indicates that the new structure is very effective in some occasions. The new structure was accepted as the state patent in 2001 and authenticated as the achievement in the scientific research in 2002.

  15. The Academic Achievement of Immigrant Children in Japan: An Empirical Analysis of the Assimilation Hypothesis

    ERIC Educational Resources Information Center

    Ishida, Kenji; Nakamuro, Makiko; Takenaka, Ayumi

    2016-01-01

    In this study, we test the assimilation thesis by comparing the academic achievement between native students and first and second generation immigrant pupils. It is the first empirical study that systematically analyzes the native-immigrant achievement gap in Japan. Although numerous studies have examined the achievement gap, most of them are…

  16. Early College High School: Closing the Latino Achievement Gap

    ERIC Educational Resources Information Center

    Beall, Kristen Ann

    2016-01-01

    The population of United States Latino students is growing at a rapid rate but their academic achievement lags behind white and Asian students. This issue has significant consequences for the nation's economy, as the job market continues to demand more education and better skills. Early College High School programs have the potential to improve…

  17. Improving Student Learning: Examining the Teacher Knowing-Doing Gap

    ERIC Educational Resources Information Center

    Nunnally, Gary S.

    2012-01-01

    Research literature is full of research-based instructional strategies that highly effective teachers utilize on a consistent and systematic basis. And, it is well known that in multiple fields there exists a gap between what people know and what they actually do, commonly referred to as the knowing-doing gap. This study sought to examine whether…

  18. A unified framework for spiking and gap-junction interactions in distributed neuronal network simulations.

    PubMed

    Hahne, Jan; Helias, Moritz; Kunkel, Susanne; Igarashi, Jun; Bolten, Matthias; Frommer, Andreas; Diesmann, Markus

    2015-01-01

    Contemporary simulators for networks of point and few-compartment model neurons come with a plethora of ready-to-use neuron and synapse models and support complex network topologies. Recent technological advancements have broadened the spectrum of application further to the efficient simulation of brain-scale networks on supercomputers. In distributed network simulations the amount of spike data that accrues per millisecond and process is typically low, such that a common optimization strategy is to communicate spikes at relatively long intervals, where the upper limit is given by the shortest synaptic transmission delay in the network. This approach is well-suited for simulations that employ only chemical synapses but it has so far impeded the incorporation of gap-junction models, which require instantaneous neuronal interactions. Here, we present a numerical algorithm based on a waveform-relaxation technique which allows for network simulations with gap junctions in a way that is compatible with the delayed communication strategy. Using a reference implementation in the NEST simulator, we demonstrate that the algorithm and the required data structures can be smoothly integrated with existing code such that they complement the infrastructure for spiking connections. To show that the unified framework for gap-junction and spiking interactions achieves high performance and delivers high accuracy in the presence of gap junctions, we present benchmarks for workstations, clusters, and supercomputers. Finally, we discuss limitations of the novel technology.

  19. Assessing state-wide biodiversity in the Florida Gap analysis project

    USGS Publications Warehouse

    Pearlstine, L.G.; Smith, S.E.; Brandt, L.A.; Allen, Craig R.; Kitchens, W.M.; Stenberg, J.

    2002-01-01

    The Florida Gap (FI-Gap) project provides an assessment of the degree to which native animal species and natural communities are or are not represented in existing conservation lands. Those species and communities not adequately represented in areas being managed for native species constitute 'gaps' in the existing network of conservation lands. The United States Geological Survey Gap Analysis Program is a national effort and so, eventually, all 50 states will have completed it. The objective of FI-Gap was to provide broad geographic information on the status of terrestrial vertebrates, butterflies, skippers and ants and their respective habitats to address the loss of biological diversity. To model the distributions and potential habitat of all terrestrial species of mammals, breeding birds, reptiles, amphibians, butterflies, skippers and ants in Florida, natural land cover was mapped to the level of dominant or co-dominant plant species. Land cover was classified from Landsat Thematic Mapper (TM) satellite imagery and auxiliary data such as the national wetlands inventory (NWI), soils maps, aerial imagery, existing land use/land cover maps, and on-the-ground surveys, Wildlife distribution models were produced by identifying suitable habitat for each species within that species' range, Mammalian models also assessed a minimum critical area required for sustainability of the species' population. Wildlife species richness was summarized against land stewardship ranked by an area's mandates for conservation protection. ?? 2002 Elsevier Science Ltd. All rights reserved.

  20. Understanding the Gap in Mathematics Achievement of Malaysian Students

    ERIC Educational Resources Information Center

    Ismail, Noor Azina

    2009-01-01

    Of 46 countries that participated in the Trends in International Mathematics and Science Study in 2003 (I. V. S. Mullis, M. O. Martin, E. J. Gonzalez, & S. J. Chrostowski, 2004), Malaysia was ranked 10th in international scores of mathematics achievement for 8th-grade students. The present author aimed to examine the importance of students'…

  1. Poverty, race, and the contexts of achievement: Examining educational experiences of children in the U.S. south.

    PubMed

    Fram, Maryah Stella; Miller-Cribbs, Julie E; Van Horn, Lee

    2007-10-01

    This article considers issues of educational inequality in the U.S. South from a social work/ social justice perspective. After a review of existing literature and discussion of cultural versus structural explanations for race and socioeconomic status gaps in academic achievement, findings are presented from a study examining child-, classroom-, and school-level factors that influence academic achievement among public school children in the South. Although a sizeable minority of southern children attend schools that are segregated along racial and socioeconomic lines, and although these schools are different in various aspects of educational environment, once family structure, parental characteristics, the use of ability grouping, and rural school location were taken into account, no influence of race on achievement remained. Implications for social work policy and practice are discussed.

  2. WWC Review of the Report "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition." What Works Clearinghouse Single Study Review

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2014

    2014-01-01

    For the 2014 study, "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition," researchers investigated the impact of attending a moderated panel on incoming freshmen's adjustment to college. The panel featured…

  3. Opening a band gap without breaking lattice symmetry: a new route toward robust graphene-based nanoelectronics.

    PubMed

    Kou, Liangzhi; Hu, Feiming; Yan, Binghai; Frauenheim, Thomas; Chen, Changfeng

    2014-07-07

    Developing graphene-based nanoelectronics hinges on opening a band gap in the electronic structure of graphene, which is commonly achieved by breaking the inversion symmetry of the graphene lattice via an electric field (gate bias) or asymmetric doping of graphene layers. Here we introduce a new design strategy that places a bilayer graphene sheet sandwiched between two cladding layers of materials that possess strong spin-orbit coupling (e.g., Bi2Te3). Our ab initio and tight-binding calculations show that a proximity enhanced spin-orbit coupling effect opens a large (44 meV) band gap in bilayer graphene without breaking its lattice symmetry, and the band gap can be effectively tuned by an interlayer stacking pattern and significantly enhanced by interlayer compression. The feasibility of this quantum-well structure is demonstrated by recent experimental realization of high-quality heterojunctions between graphene and Bi2Te3, and this design also conforms to existing fabrication techniques in the semiconductor industry. The proposed quantum-well structure is expected to be especially robust since it does not require an external power supply to open and maintain a band gap, and the cladding layers provide protection against environmental degradation of the graphene layer in its device applications.

  4. Helping Struggling Middle School Literacy Learners Achieve Success

    ERIC Educational Resources Information Center

    Palumbo, Anthony; Sanacore, Joseph

    2009-01-01

    Teachers can help minority children close the academic achievement gap in intermediate and middle school by combining literacy instruction and content-area material. This connection improves reading achievement and increases curriculum knowledge, even if students have previously experienced difficulty with primary school reading. Fortunately,…

  5. A Capstone Project: Closing the Achievement Gap of English Learners in Literacy at Sunshine Elementary School Using the Gap Analysis Model

    ERIC Educational Resources Information Center

    Herrera, Juan Carlos

    2013-01-01

    This project was an alternative capstone dissertation conducted by a team of three doctoral students. The project focused on systematic and long-term underachievement of the English Language (EL) population of a single school, Sunshine Elementary, using the gap analysis model (Clark and Estes, 2008). More specifically, the purpose of the analysis…

  6. Understanding the carbon dioxide gaps.

    PubMed

    Scheeren, Thomas W L; Wicke, Jannis N; Teboul, Jean-Louis

    2018-06-01

    The current review attempts to demonstrate the value of several forms of carbon dioxide (CO2) gaps in resuscitation of the critically ill patient as monitor for the adequacy of the circulation, as target for fluid resuscitation and also as predictor for outcome. Fluid resuscitation is one of the key treatments in many intensive care patients. It remains a challenge in daily practice as both a shortage and an overload in intravascular volume are potentially harmful. Many different approaches have been developed for use as target of fluid resuscitation. CO2 gaps can be used as surrogate for the adequacy of cardiac output (CO) and as marker for tissue perfusion and are therefore a potential target for resuscitation. CO2 gaps are easily measured via point-of-care analysers. We shed light on its potential use as nowadays it is not widely used in clinical practice despite its potential. Many studies were conducted on partial CO2 pressure differences or CO2 content (cCO2) differences either alone, or in combination with other markers for outcome or resuscitation adequacy. Furthermore, some studies deal with CO2 gap to O2 gap ratios as target for goal-directed fluid therapy or as marker for outcome. CO2 gap is a sensitive marker of tissue hypoperfusion, with added value over traditional markers of tissue hypoxia in situations in which an oxygen diffusion barrier exists such as in tissue oedema and impaired microcirculation. Venous-to-arterial cCO2 or partial pressure gaps can be used to evaluate whether attempts to increase CO should be made. Considering the potential of the several forms of CO2 measurements and its ease of use via point-of-care analysers, it is recommendable to implement CO2 gaps in standard clinical practice.

  7. Psychological Adjustment and Academic Achievement among Adolescents

    ERIC Educational Resources Information Center

    Mahmood, Khalid; Iqbal, Muhammad Maqsood

    2015-01-01

    This study was studied that emotional and behavioural problems of young students who are directly related to their academic achievement and thus play a vital role in the development of young learners carrier. This study helped to fill a gap by conducting an exploration of psychological adjustment and academic achievement among adolescents. It also…

  8. Gender and Student Achievement in English Schools. CEE DP 58

    ERIC Educational Resources Information Center

    Machin, Stephen; McNally, Sandra

    2006-01-01

    In the UK, there is a marked gender gap in the educational attainment of boys and girls. At the end of compulsory education, 10 per cent fewer boys achieve 5 or more good GCSEs. This gap is by no means confined to GCSE. It is evident at all Key Stages. Furthermore, some indicators suggest that the gap has widened over time. In this paper, we…

  9. Bandgap and pseudohelicity effects over conductance in gapped graphene junctures

    NASA Astrophysics Data System (ADS)

    Navarro-Giraldo, J. A.; Quimbay, C. J.

    2018-07-01

    We study the conductance in gapped single-layer graphene junctures as a function of bangap, pseudohelicity and charge carriers density. To do it, we first calculate the transmission coefficients of massive charge carries for p–n and n–p–n junctures of gapped single-layer graphene. Next, we calculate the conductance for these two systems using the Landauer formula. Only for the p–n juncture case and non-zero bandgap values, we find the existence of a contribution to the conductance from pseudohelicity inversion states, which is small compared to the contribution from pseudohelicity conservation states. Also, we find for both type of junctures that there exists a window of charge carriers densities values where the conductance is zero (conductance gap), in such a way that the size of this window depends on the squared of the bandgap. We observe that the existence of a bandgap in the system leads to valley mixing and this fact could be useful for the future design of devices based on single-layer graphene.

  10. Unseen WEIRD Assumptions: The So-Called Language Gap Discourse and Ideologies of Language, Childhood, and Learning

    ERIC Educational Resources Information Center

    Blum, Susan D.

    2017-01-01

    Claiming to rely on "science," many well-intentioned "experts" offer advice on how to "close the gap"--word gap, language gap, achievement gap--between disadvantaged and advantaged children. Based on both research and personal experience, this advice promises magic solutions to apparently complex and intractable…

  11. A Closer Look at Gender in NAEP Mathematics Achievement and Affect Data: Intersections with Achievement, Race/Ethnicity, and Socioeconomic Status

    ERIC Educational Resources Information Center

    McGraw, Rebecca; Lubienski, Sarah Theule; Strutchens, Marilyn E.

    2006-01-01

    In this article we describe gender gaps in mathematics achievement and attitude as measured by the U.S. National Assessment of Educational Progress (NAEP) from 1990 to 2003. Analyzing relationships among achievement and mathematical content, student proficiency and percentile levels, race, and socioeconomic status (SES), we found that gender gaps…

  12. Climate Change and European Water Bodies, a Review of Existing Gaps and Future Research Needs: Findings of the ClimateWater Project.

    PubMed

    Garnier, Monica; Harper, David M; Blaskovicova, Lotta; Hancz, Gabriella; Janauer, Georg A; Jolánkai, Zsolt; Lanz, Eva; Lo Porto, Antonio; Mándoki, Monika; Pataki, Beata; Rahuel, Jean-Luc; Robinson, Victoria J; Stoate, Chris; Tóth, Eszter; Jolánkai, Géza

    2015-08-01

    There is general agreement among scientists that global temperatures are rising and will continue to increase in the future. It is also agreed that human activities are the most important causes of these climatic variations, and that water resources are already suffering and will continue to be greatly impaired as a consequence of these changes. In particular, it is probable that areas with limited water resources will expand and that an increase of global water demand will occur, estimated to be around 35-60% by 2025 as a consequence of population growth and the competing needs of water uses. This will cause a growing imbalance between water demand (including the needs of nature) and supply. This urgency demands that climate change impacts on water be evaluated in different sectors using a cross-cutting approach (Contestabile in Nat Clim Chang 3:11-12, 2013). These issues were examined by the EU FP7-funded Co-ordination and support action "ClimateWater" (bridging the gap between adaptation strategies of climate change impacts and European water policies). The project studied adaptation strategies to minimize the water-related consequences of climate change and assessed how these strategies should be taken into consideration by European policies. This article emphasizes that knowledge gaps still exist about the direct effects of climate change on water bodies and their indirect impacts on production areas that employ large amounts of water (e.g., agriculture). Some sectors, such as ecohydrology and alternative sewage treatment technologies, could represent a powerful tool to mitigate climate change impacts. Research needs in these still novel fields are summarized.

  13. Closing the Achievement Gap by Improving Reading Instruction. Hearing before the Committee on Education and the Workforce. House of Representatives, One Hundred Seventh Congress, First Session (Orlando, Florida, November 13, 2001).

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. House Committee on Education and the Workforce.

    A field hearing of the United States House of Representatives' Committee on Education and the Workforce, entitled "Closing the Achievement Gap by Improving Reading Instruction," was held at Lancaster Elementary School in Orlando, Florida, on November 13, 2001. The hearing begins with welcoming statements by the committee chairman and one…

  14. The Impact of School Climate on Student Achievement in the Middle Schools of the Commonwealth of Virginia: A Quantitative Analysis of Existing Data

    ERIC Educational Resources Information Center

    Bergren, David Alexander

    2014-01-01

    This quantitative study was designed to be an analysis of the relationship between school climate and student achievement through the creation of an index of climate-factors (SES, discipline, attendance, and school size) for which publicly available data existed. The index that was formed served as a proxy measure of climate; it was analyzed…

  15. Mathematical analysis of the multiband BCS gap equations in superconductivity

    NASA Astrophysics Data System (ADS)

    Yang, Yisong

    2005-01-01

    In this paper, we present a mathematical analysis for the phonon-dominated multiband isotropic and anisotropic BCS gap equations at any finite temperature T. We establish the existence of a critical temperature T so that, when Texists a unique positive gap solution, representing the superconducting phase; when T>T, the only nonnegative gap solution is the zero solution, representing the normal phase. Furthermore, when T=T, we prove that the only gap solution is the zero solution and that the positive gap solution depend on the temperature Tgap solution tends to zero, which enables us to determine the critical temperature T. In the isotropic case where the entries of the interaction matrix K are all constants, we are able to derive an elegant T equation which says that T depends only on the largest positive eigenvalue of K but does not depend on the other details of K. In the anisotropic case, we may derive a similar T equation in the context of the Markowitz-Kadanoff model and we prove that the presence of anisotropic fluctuations enhances T as in the single-band case. A special consequence of these results is that the half-unity exponent isotope effect may rigorously be proved in the multiband BCS theory, isotropic or anisotropic.

  16. Wide gap Chern Mott insulating phases achieved by design

    NASA Astrophysics Data System (ADS)

    Guo, Hongli; Gangopadhyay, Shruba; Koeksal, Okan; Pentcheva, Rossitza; Pickett, Warren E.

    Chern insulators are exciting both as a novel electronic phase and for their novel and potentially useful boundary transport properties. Honeycomb lattices occupied by heavy transition metal ions,have been proposed by Okamoto and coworkers as Chern insulators, but finding a concrete example has been challenging due to an assortment of broken symmetry phases that thwart the topological character. Building on accumulated knowledge of the behavior of the 3 d series, we tune spin-orbit and interaction strength together with strain to design two Chern insulator systems (one with Ru, one with Os) with bandgaps up to 130 meV and Chern numbers calC = - 1 and calC = 2 . We find, in this class, that a trade-off between larger spin-orbit coupling and strong interactions leads to a larger gap, whereas the stronger SOC correlates with the larger magnitude of the Hall conductivity. Symmetry lowering in the course of structural relaxation hampers retaining QAH character, as pointed out previously. Fortunately there is only mild structural symmetry breaking of the bilayer in these robust Chern phases.Recent (111) growth of insulating, magnetic phases in closely related materials with this orientation supports the likelihood that synthesis and exploitation will follow. Supported partially by the NSF DMREF program.

  17. On Pokrovskii's anisotropic gap equations in superconductivity theory

    NASA Astrophysics Data System (ADS)

    Yang, Yisong

    2003-11-01

    An existence and uniqueness theorem for Pokrovskii's zero-temperature anisotropic gap equation is proved. Furthermore, it is shown that Pokrovskii's finite-temperature equation is inconsistent with the Bardeen-Cooper-Schrieffer (BCS) theory. A reformulation of the anisotropic gap equation is presented along the line of Pokrovskii and it is shown that the new equation is consistent with the BCS theory for the whole temperature range. As an application, the Markowitz-Kadanoff model for anisotropic superconductivity is considered and a rigorous proof of the half-integer-exponent isotope effect is obtained. Furthermore, a sharp estimate of the gap solution near the transition temperature is established.

  18. Teaming up to Close Educational Gaps

    ERIC Educational Resources Information Center

    Stephens, Diana L.; Arriaga, Trudy Tuttle; Lindsey, Randall B.

    2013-01-01

    The Ventura Unified School District, in collaboration with California Lutheran University, is in the process of addressing the reality of deep achievement gap issues in ways that are redefining how district staff, site administrators, school counselors and the university work together. With a common focus on confronting educational inequities that…

  19. Teachers' Beliefs about Students' Social Disadvantage and Student Achievement. CEPA Working Paper No. 15-03

    ERIC Educational Resources Information Center

    Rochmes, Jane

    2015-01-01

    While progress to close racial achievement gaps has stagnated and income achievement gaps have grown, recent case studies enthusiastically describe "transformational" schools, which claim to establish conditions that enable students--primarily poor students of color--to achieve at levels far higher than their social background predicts.…

  20. Band gap scaling laws in group IV nanotubes.

    PubMed

    Wang, Chongze; Fu, Xiaonan; Guo, Yangyang; Guo, Zhengxiao; Xia, Congxin; Jia, Yu

    2017-03-17

    By using the first-principles calculations, the band gap properties of nanotubes formed by group IV elements have been investigated systemically. Our results reveal that for armchair nanotubes, the energy gaps at K points in the Brillouin zone decrease as 1/r scaling law with the radii (r) increasing, while they are scaled by -1/r 2  + C at Γ points, here, C is a constant. Further studies show that such scaling law of K points is independent of both the chiral vector and the type of elements. Therefore, the band gaps of nanotubes for a given radius can be determined by these scaling laws easily. Interestingly, we also predict the existence of indirect band gap for both germanium and tin nanotubes. Our new findings provide an efficient way to determine the band gaps of group IV element nanotubes by knowing the radii, as well as to facilitate the design of functional nanodevices.

  1. Teacher Dispositions and Student Achievement

    ERIC Educational Resources Information Center

    Vaughn, Kathleen Adams

    2012-01-01

    In an effort to close the achievement gap between students of minority and majority populations and between students in higher and lower economic circumstances, the National Council for the Accreditation of Teacher Education (NCATE) added instruction and evaluation of teacher dispositions to its requirements for credentialing prospective teachers.…

  2. Windows on Achievement and Inequality. Policy Information Report

    ERIC Educational Resources Information Center

    Barton, Paul E.; Coley, Richard J.

    2008-01-01

    Shifting focus from typical data and information about the status of educational achievement in the United States and about gaps in achievement among the nation's students, this report undertakes investigation of less-frequently-asked questions. As required by the No Child Left Behind Act (NCLB), educators are continuously monitoring whether more…

  3. Designing broad phononic band gaps for in-plane modes

    NASA Astrophysics Data System (ADS)

    Li, Yang Fan; Meng, Fei; Li, Shuo; Jia, Baohua; Zhou, Shiwei; Huang, Xiaodong

    2018-03-01

    Phononic crystals are known as artificial materials that can manipulate the propagation of elastic waves, and one essential feature of phononic crystals is the existence of forbidden frequency range of traveling waves called band gaps. In this paper, we have proposed an easy way to design phononic crystals with large in-plane band gaps. We demonstrated that the gap between two arbitrarily appointed bands of in-plane mode can be formed by employing a certain number of solid or hollow circular rods embedded in a matrix material. Topology optimization has been applied to find the best material distributions within the primitive unit cell with maximal band gap width. Our results reveal that the centroids of optimized rods coincide with the point positions generated by Lloyd's algorithm, which deepens our understandings on the formation mechanism of phononic in-plane band gaps.

  4. Does achievement motivation mediate the semantic achievement priming effect?

    PubMed

    Engeser, Stefan; Baumann, Nicola

    2014-10-01

    The aim of our research was to understand the processes of the prime-to-behavior effects with semantic achievement primes. We extended existing models with a perspective from achievement motivation theory and additionally used achievement primes embedded in the running text of excerpts of school textbooks to simulate a more natural priming condition. Specifically, we proposed that achievement primes affect implicit achievement motivation and conducted pilot experiments and 3 main experiments to explore this proposition. We found no reliable positive effect of achievement primes on implicit achievement motivation. In light of these findings, we tested whether explicit (instead of implicit) achievement motivation is affected by achievement primes and found this to be the case. In the final experiment, we found support for the assumption that higher explicit achievement motivation implies that achievement priming affects the outcome expectations. The implications of the results are discussed, and we conclude that primes affect achievement behavior by heightening explicit achievement motivation and outcome expectancies.

  5. 45 CFR 84.22 - Existing facilities.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ..., welfare, or other social services at alternate accessible sites, alteration of existing facilities and... to make structural changes in existing facilities where other methods are effective in achieving... handicapped persons in the most integrated setting appropriate. (c) Small health, welfare, or other social...

  6. 45 CFR 84.22 - Existing facilities.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ..., welfare, or other social services at alternate accessible sites, alteration of existing facilities and... to make structural changes in existing facilities where other methods are effective in achieving... handicapped persons in the most integrated setting appropriate. (c) Small health, welfare, or other social...

  7. A unified framework for spiking and gap-junction interactions in distributed neuronal network simulations

    PubMed Central

    Hahne, Jan; Helias, Moritz; Kunkel, Susanne; Igarashi, Jun; Bolten, Matthias; Frommer, Andreas; Diesmann, Markus

    2015-01-01

    Contemporary simulators for networks of point and few-compartment model neurons come with a plethora of ready-to-use neuron and synapse models and support complex network topologies. Recent technological advancements have broadened the spectrum of application further to the efficient simulation of brain-scale networks on supercomputers. In distributed network simulations the amount of spike data that accrues per millisecond and process is typically low, such that a common optimization strategy is to communicate spikes at relatively long intervals, where the upper limit is given by the shortest synaptic transmission delay in the network. This approach is well-suited for simulations that employ only chemical synapses but it has so far impeded the incorporation of gap-junction models, which require instantaneous neuronal interactions. Here, we present a numerical algorithm based on a waveform-relaxation technique which allows for network simulations with gap junctions in a way that is compatible with the delayed communication strategy. Using a reference implementation in the NEST simulator, we demonstrate that the algorithm and the required data structures can be smoothly integrated with existing code such that they complement the infrastructure for spiking connections. To show that the unified framework for gap-junction and spiking interactions achieves high performance and delivers high accuracy in the presence of gap junctions, we present benchmarks for workstations, clusters, and supercomputers. Finally, we discuss limitations of the novel technology. PMID:26441628

  8. GAPS AND OVERLAPS IN INSTITUTIONAL RESEARCH.

    ERIC Educational Resources Information Center

    ROUECHE, JOHN E.

    INSTITUTIONAL RESEARCH IN THE JUNIOR COLLEGES IS A RECENT DEVELOPMENT AND UNTIL THE ESTABLISHMENT OF THE ERIC CLEARINGHOUSE FOR JUNIOR COLLEGE INFORMATION, NO EFFECTIVE MEANS OF DISSEMINATING THE RESULTS OF THIS RESEARCH HAS BEEN AVAILABLE. CERTAIN GAPS EXIST IN TYPES OF RESEARCH, PROBLEMS STUDIED, AND FOCUS--(1) STUDIES OF STUDENTS COMMONLY…

  9. Designing for privacy management in hospitals: Understanding the gap between user activities and IT staff's understandings.

    PubMed

    Eikey, Elizabeth V; Murphy, Alison R; Reddy, Madhu C; Xu, Heng

    2015-12-01

    We examined the role of privacy in collaborative clinical work and how it is understood by hospital IT staff. The purpose of our study was to identify the gaps between hospital IT staff members' perceptions of how electronic health record (EHR) users' protect the privacy of patient information and how users actually protect patients' private information in their daily collaborative activities. Since the IT staff play an important role in implementing and maintaining the EHR, any gaps that exist between the IT staff's perceptions of user work practices and the users' actual work practices can result in a number of problems in the configuration, implementation, or customization of the EHR, which can lead to collaboration challenges, interrupted workflow, and privacy breaches. We used qualitative data collection methods for this study. We conducted semi-structured interviews with 20 hospital IT staff members. We also conducted observations of EHR users in the in-patient units of the same hospital. We identified gaps in IT staff's understandings of users' work activities, especially in regards to privacy-compromising workarounds that are used by users and why they are used. We discuss the reasons why this gap may exist between IT staff and users and ways to improve IT staff's understanding of why users perform certain privacy-compromising workarounds. A hospital's IT staff face a daunting task in ensuring users' collaborative work practices are supported by the system while providing effective privacy mechanisms. In order to achieve both goals, the IT staff must have a clear understanding of their users' practices. However, as this study highlights, there may be a mismatch between the IT staff's understandings of how users protect patient privacy and how users actually protect privacy. Copyright © 2015. Published by Elsevier Ireland Ltd.

  10. New York: Expanding Time, Increasing Opportunities for Achievement

    ERIC Educational Resources Information Center

    Miller, Tiffany D.

    2014-01-01

    New York is poised to take an important step to improve student achievement by expanding learning time for students attending high-poverty, low-performing schools. Recent district- and state-level investments in expanded learning time--a promising strategy to close achievement and opportunity gaps--will give students more time to learn core…

  11. Adequacy, Litigation, and Student Achievement

    ERIC Educational Resources Information Center

    Glenn, William

    2008-01-01

    The court system has been an increasingly important forum in the attempts to remedy the persistent achievement gaps in American education. In the past twenty years, school finance adequacy litigation has replaced desegregation as the most widely used legal strategy in these efforts. Despite the widespread use of adequacy litigation, few…

  12. Closing Yield Gaps: How Sustainable Can We Be?

    PubMed

    Pradhan, Prajal; Fischer, Günther; van Velthuizen, Harrij; Reusser, Dominik E; Kropp, Juergen P

    2015-01-01

    Global food production needs to be increased by 60-110% between 2005 and 2050 to meet growing food and feed demand. Intensification and/or expansion of agriculture are the two main options available to meet the growing crop demands. Land conversion to expand cultivated land increases GHG emissions and impacts biodiversity and ecosystem services. Closing yield gaps to attain potential yields may be a viable option to increase the global crop production. Traditional methods of agricultural intensification often have negative externalities. Therefore, there is a need to explore location-specific methods of sustainable agricultural intensification. We identified regions where the achievement of potential crop calorie production on currently cultivated land will meet the present and future food demand based on scenario analyses considering population growth and changes in dietary habits. By closing yield gaps in the current irrigated and rain-fed cultivated land, about 24% and 80% more crop calories can respectively be produced compared to 2000. Most countries will reach food self-sufficiency or improve their current food self-sufficiency levels if potential crop production levels are achieved. As a novel approach, we defined specific input and agricultural management strategies required to achieve the potential production by overcoming biophysical and socioeconomic constraints causing yield gaps. The management strategies include: fertilizers, pesticides, advanced soil management, land improvement, management strategies coping with weather induced yield variability, and improving market accessibility. Finally, we estimated the required fertilizers (N, P2O5, and K2O) to attain the potential yields. Globally, N-fertilizer application needs to increase by 45-73%, P2O5-fertilizer by 22-46%, and K2O-fertilizer by 2-3 times compared to the year 2010 to attain potential crop production. The sustainability of such agricultural intensification largely depends on the way

  13. Assessment Results and Student Achievement; a Correlation Study Regarding Ability Grouping

    ERIC Educational Resources Information Center

    Slonaker, Richard V.

    2013-01-01

    School leaders face increased pressure to identify instructional and administrative practices that increase student achievement. However, achievement gaps persist between disadvantaged and non-disadvantaged student groups. This study highlighted relationships between ability grouping and academic achievement in a suburban school district.…

  14. The Relationship between Title I Funding Allocations and Student Achievement

    ERIC Educational Resources Information Center

    Contreras, Heather

    2011-01-01

    Title I legislation was enacted in 1965 under the Improving the Academic Achievement of the Disadvantaged Act. The goal of Title I was to support disadvantaged students in achieving academic excellence and to close the achievement gap between disadvantaged students and students from high socioeconomic backgrounds. Despite billions of dollars, and…

  15. Getting a Grip on the Gaps

    ERIC Educational Resources Information Center

    Scherer, Marge

    2010-01-01

    From the nefarious achievement gaps, to the racial isolation in increasingly segregated schools; from the digital divide that results in kids not having access to computers, to the poverty gulf that results in kids not having homes; from boys' reading difficulties and girls' problems with math, to the disparities among rural, suburban, and urban…

  16. Changing the culture of academic medicine to eliminate the gender leadership gap: 50/50 by 2020.

    PubMed

    Valantine, Hannah; Sandborg, Christy I

    2013-10-01

    Central to the daily struggles that successful working women face is the misalignment of the current work culture and the values of the workforce. In addition to contributing to work-life integration conflicts, this disconnect perpetuates the gender leadership gap. The dearth of women at the highest ranks of academic medicine not only sends a clear message to women that they must choose between career advancement and their personal life but also represents a loss of talent for academic health centers as they fail to recruit and retain the best and the brightest. To close the gender leadership gap and to meet the needs of the next generation of physicians, scientists, and educators, the authors argue that the culture of academic medicine must change to one in which flexibility and work-life integration are core parts of the definition of success. Faculty must see flexibility policies, such as tenure clock extensions and parental leaves, as career advancing rather than career limiting. To achieve these goals, the authors describe the Stanford University School of Medicine Academic Biomedical Career Customization (ABCC) model. This framework includes individualized career plans, which span a faculty member's career, with options to flex up or down in research, patient care, administration, and teaching, and mentoring discussions, which ensure that faculty take full advantage of the existing policies designed to make career customization possible. The authors argue that with vision, determination, and focus, the academic medicine community can eliminate the gender leadership gap to achieve 50/50 by 2020.

  17. Changing the Culture of Academic Medicine to Eliminate the Gender Leadership Gap: 50/50 by 2020

    PubMed Central

    Valantine, Hannah; Sandborg, Christy I.

    2013-01-01

    Central to the daily struggles that successful working women face is the misalignment of the current work culture and the values of the workforce. In addition to contributing to work-life integration conflicts, this disconnect also perpetuates the gender leadership gap. The dearth of women at the highest ranks of academic medicine not only sends a clear message to women that they must choose between career advancement and their personal life but also represents a loss of talent for academic health centers as they fail to recruit and retain the best and the brightest. To close the gender leadership gap and to meet the needs of the next generation of physicians, scientists, and educators, the authors argue that the culture of academic medicine must change to one in which flexibility and work-life integration are core parts of the definition of success. Faculty must see flexibility policies, such as tenure clock extensions and parental leaves, as career advancing rather than career limiting. To achieve these goals, the authors describe the Stanford University School of Medicine Academic Biomedical Career Customization (ABCC) model. The ABCC framework includes individualized career plans, which span a faculty member's career, with options to flex up or down in research, patient care, administration, and teaching, and mentoring discussions, which ensure that faculty take full advantage of the existing policies designed to make career customization possible. The authors argue that with vision, determination, and focus, the academic medicine community can eliminate the gender leadership gap to achieve 50/50 by 2020. PMID:23969359

  18. Probing Gap Plasmons Down to Subnanometer Scales Using Collapsible Nanofingers

    DOE PAGES

    Song, Boxiang; Yao, Yuhan; Groenewald, Roelof E.; ...

    2017-06-09

    Gap plasmonic nanostructures are of great interest due to their ability to concentrate light into small volumes. Theoretical studies, considering quantum mechanical effects, have predicted the optimal spatial gap between adjacent nanoparticles to be in the subnanometer regime in order to achieve the strongest possible field enhancement. In this paper, we present a technology to fabricate gap plasmonic structures with subnanometer resolution, high reliability, and high throughput using collapsible nanofingers. This approach enables us to systematically investigate the effects of gap size and tunneling barrier height. Finally, the experimental results are consistent with previous findings as well as with amore » straightforward theoretical model that is presented here.« less

  19. Probing Gap Plasmons Down to Subnanometer Scales Using Collapsible Nanofingers

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Song, Boxiang; Yao, Yuhan; Groenewald, Roelof E.

    Gap plasmonic nanostructures are of great interest due to their ability to concentrate light into small volumes. Theoretical studies, considering quantum mechanical effects, have predicted the optimal spatial gap between adjacent nanoparticles to be in the subnanometer regime in order to achieve the strongest possible field enhancement. In this paper, we present a technology to fabricate gap plasmonic structures with subnanometer resolution, high reliability, and high throughput using collapsible nanofingers. This approach enables us to systematically investigate the effects of gap size and tunneling barrier height. Finally, the experimental results are consistent with previous findings as well as with amore » straightforward theoretical model that is presented here.« less

  20. A Capstone Project Using the Gap Analysis Model: Closing the College Readiness Gap for Latino English Language Learners with a Focus on School Support and School Counseling Resources

    ERIC Educational Resources Information Center

    Jimenez, Evelyn

    2013-01-01

    This capstone project applied Clark and Estes' (2008) gap analysis framework to identify performance gaps, develop perceived root causes, validate the causes, and formulate research-based solutions to present to Trojan High School. The purpose was to examine ways to increase the academic achievement of ELL students, specifically Latinos, by…

  1. Syntactic Change in the Parallel Architecture: The Case of Parasitic Gaps

    ERIC Educational Resources Information Center

    Culicover, Peter W.

    2017-01-01

    In Jackendoff's Parallel Architecture, the well-formed expressions of a language are licensed by correspondences between phonology, syntax, and conceptual structure. I show how this architecture can be used to make sense of the existence of parasitic gap constructions. A parasitic gap is one that is rendered acceptable because of the presence of…

  2. Structural Dynamics of Tropical Moist Forest Gaps

    PubMed Central

    Hunter, Maria O.; Keller, Michael; Morton, Douglas; Cook, Bruce; Lefsky, Michael; Ducey, Mark; Saleska, Scott; de Oliveira, Raimundo Cosme; Schietti, Juliana

    2015-01-01

    % versus 6 %) within gaps. Both sites demonstrate limited gap contagiousness defined by an increase in the likelihood of mortality in the immediate vicinity (~6 m) of existing gaps. PMID:26168242

  3. Structural Dynamics of Tropical Moist Forest Gaps.

    PubMed

    Hunter, Maria O; Keller, Michael; Morton, Douglas; Cook, Bruce; Lefsky, Michael; Ducey, Mark; Saleska, Scott; de Oliveira, Raimundo Cosme; Schietti, Juliana

    2015-01-01

    %) within gaps. Both sites demonstrate limited gap contagiousness defined by an increase in the likelihood of mortality in the immediate vicinity (~6 m) of existing gaps.

  4. Variance in Math Achievement Attributable to Visual Cognitive Constructs

    ERIC Educational Resources Information Center

    Oehlert, Jeremy J.

    2012-01-01

    Previous research has reported positive correlations between math achievement and the cognitive constructs of spatial visualization, working memory, and general intelligence; however, no single study has assessed variance in math achievement attributable to all three constructs, examined in combination. The current study fills this gap in the…

  5. Large-scale transport across narrow gaps in rod bundles

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Guellouz, M.S.; Tavoularis, S.

    1995-09-01

    Flow visualization and how-wire anemometry were used to investigate the velocity field in a rectangular channel containing a single cylindrical rod, which could be traversed on the centreplane to form gaps of different widths with the plane wall. The presence of large-scale, quasi-periodic structures in the vicinity of the gap has been demonstrated through flow visualization, spectral analysis and space-time correlation measurements. These structures are seen to exist even for relatively large gaps, at least up to W/D=1.350 (W is the sum of the rod diameter, D, and the gap width). The above measurements appear to compatible with the fieldmore » of a street of three-dimensional, counter-rotating vortices, whose detailed structure, however, remains to be determined. The convection speed and the streamwise spacing of these vortices have been determined as functions of the gap size.« less

  6. Physical Activity and the Achievement Gap among Urban Minority Youth

    ERIC Educational Resources Information Center

    Basch, Charles E.

    2011-01-01

    Objectives: To outline the prevalence and disparities of physical activity among school-aged urban minority youth, causal pathways through which low levels of physical activity and fitness adversely affects academic achievement, and proven or promising approaches for schools to increase physical activity and physical fitness among youth. Methods:…

  7. Opening complete band gaps in two dimensional locally resonant phononic crystals

    NASA Astrophysics Data System (ADS)

    Zhou, Xiaoling; Wang, Longqi

    2018-05-01

    Locally resonant phononic crystals (LRPCs) which have low frequency band gaps attract a growing attention in both scientific and engineering field recently. Wide complete locally resonant band gaps are the goal for researchers. In this paper, complete band gaps are achieved by carefully designing the geometrical properties of the inclusions in two dimensional LRPCs. The band structures and mechanisms of different types of models are investigated by the finite element method. The translational vibration patterns in both the in-plane and out-of-plane directions contribute to the full band gaps. The frequency response of the finite periodic structures demonstrate the attenuation effects in the complete band gaps. Moreover, it is found that the complete band gaps can be further widened and lowered by increasing the height of the inclusions. The tunable properties by changing the geometrical parameters provide a good way to open wide locally resonant band gaps.

  8. Perspective: Closing the Dietary Fiber Gap: An Ancient Solution for a 21st Century Problem.

    PubMed

    Thompson, Henry J; Brick, Mark A

    2016-07-01

    An important gap exists between the daily amounts of fiber recommended in the human diet (28-42 g/d) and that which is actually consumed (median intake, 12-14 g/d). In fact, <5% of Americans meet the recommended intake for dietary fiber, and the magnitude of the gap is large, approximately a 50-70% shortfall. Because considerable evidence indicates that dietary fiber affects normal physiologic function and the onset of chronic diseases and their progression, the fiber gap represents an opportune target at which dietary interventions can be directed. This perspective considers whether a scientific basis exists for the current lack of emphasis on pulse crops, that is, grain legumes (common bean, chickpea, lentils, and garden pea) as a concentrated, inexpensive, and widely available source of dietary fiber. Attention is directed to this topic because the fiber gap has existed for decades with little improvement despite nutrition labeling, consumer education about the value of whole-grain cereal crop-based products, and the introduction of many fiber-enriched foods. The time is long overdue to identify additional approaches that have the potential to close the dietary fiber gap. To this end, the potential role of pulse crops in remediating this gap is examined. © 2016 American Society for Nutrition.

  9. Do Interim Assessments Reduce the Race and SES Achievement Gaps?

    ERIC Educational Resources Information Center

    Konstantopoulos, Spyros; Li, Wei; Miller, Shazia R.; van der Ploeg, Arie

    2017-01-01

    The authors examined differential effects of interim assessments on minority and low socioeconomic status students' achievement in Grades K-6. They conducted a large-scale cluster randomized experiment in 2009-2010 to evaluate the impact of Indiana's policy initiative introducing interim assessments statewide. The authors used 2-level models to…

  10. Teen Pregnancy and the Achievement Gap among Urban Minority Youth

    ERIC Educational Resources Information Center

    Basch, Charles E.

    2011-01-01

    Objectives: To outline the prevalence and disparities of teen pregnancy among school-aged urban minority youth, causal pathways through which nonmarital teen births adversely affects academic achievement, and proven or promising approaches for schools to address this problem. Methods: Literature review. Results: In 2006, the birth rate among 15-…

  11. Spark gaps synchronization using electrical trigger pulses

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Agarwal, Ritu; Saroj, P.C.; Sharma, Archana

    In pulse power systems, it is required to have synchronized triggering of two or more high voltage spark gaps capable of switching large currents, using electrical trigger pulses. This paper intends to study the synchronization of spark gaps using electrical trigger. The trigger generator consists of dc supply, IGBT switch and driver circuit which generates 8kV, 400ns (FWHM) pulses. The experiment was carried out using two 0.15uF/50kV energy storage capacitors charged to 12kV and discharged through stainless steel spark gaps of diameter 9 mm across 10 ohm non inductive load. The initial experiment shows that synchronization has been achieved withmore » jitter of 50 to 100ns. Further studies carried out to reduce the jitter time by varying various electrical parameters will be presented. (author)« less

  12. Lasting Consequences of the Summer Learning Gap

    ERIC Educational Resources Information Center

    Alexander, Karl L.; Entwisle, Doris R.; Olson, Linda Steffel

    2007-01-01

    Prior research has demonstrated that summer learning rooted in family and community influences widens the achievement gap across social lines, while schooling offsets those family and community influences. In this article, we examine the long-term educational consequences of summer learning differences by family socioeconomic level. Using data…

  13. Methodology for Augmenting Existing Paths with Additional Parallel Transects

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Wilson, John E.

    2013-09-30

    Visual Sample Plan (VSP) is sample planning software that is used, among other purposes, to plan transect sampling paths to detect areas that were potentially used for munition training. This module was developed for application on a large site where existing roads and trails were to be used as primary sampling paths. Gap areas between these primary paths needed to found and covered with parallel transect paths. These gap areas represent areas on the site that are more than a specified distance from a primary path. These added parallel paths needed to optionally be connected together into a single path—themore » shortest path possible. The paths also needed to optionally be attached to existing primary paths, again with the shortest possible path. Finally, the process must be repeatable and predictable so that the same inputs (primary paths, specified distance, and path options) will result in the same set of new paths every time. This methodology was developed to meet those specifications.« less

  14. Gap analysis: Concepts, methods, and recent results

    USGS Publications Warehouse

    Jennings, M.D.

    2000-01-01

    Rapid progress is being made in the conceptual, technical, and organizational requirements for generating synoptic multi-scale views of the earth's surface and its biological content. Using the spatially comprehensive data that are now available, researchers, land managers, and land-use planners can, for the first time, quantitatively place landscape units - from general categories such as 'Forests' or 'Cold-Deciduous Shrubland Formation' to more categories such as 'Picea glauca-Abies balsamea-Populus spp. Forest Alliance' - in their large-area contexts. The National Gap Analysis Program (GAP) has developed the technical and organizational capabilities necessary for the regular production and analysis of such information. This paper provides a brief overview of concepts and methods as well as some recent results from the GAP projects. Clearly, new frameworks for biogeographic information and organizational cooperation are needed if we are to have any hope of documenting the full range of species occurrences and ecological processes in ways meaningful to their management. The GAP experience provides one model for achieving these new frameworks.

  15. The treatment gap in mental health care.

    PubMed Central

    Kohn, Robert; Saxena, Shekhar; Levav, Itzhak; Saraceno, Benedetto

    2004-01-01

    Mental disorders are highly prevalent and cause considerable suffering and disease burden. To compound this public health problem, many individuals with psychiatric disorders remain untreated although effective treatments exist. We examine the extent of this treatment gap. We reviewed community-based psychiatric epidemiology studies that used standardized diagnostic instruments and included data on the percentage of individuals receiving care for schizophrenia and other non-affective psychotic disorders, major depression, dysthymia, bipolar disorder, generalized anxiety disorder (GAD), panic disorder, obsessive-compulsive disorder (OCD), and alcohol abuse or dependence. The median rates of untreated cases of these disorders were calculated across the studies. Examples of the estimation of the treatment gap for WHO regions are also presented. Thirty-seven studies had information on service utilization. The median treatment gap for schizophrenia, including other non-affective psychosis, was 32.2%. For other disorders the gap was: depression, 56.3%; dysthymia, 56.0%; bipolar disorder, 50.2%; panic disorder, 55.9%; GAD, 57.5%; and OCD, 57.3%. Alcohol abuse and dependence had the widest treatment gap at 78.1%. The treatment gap for mental disorders is universally large, though it varies across regions. It is likely that the gap reported here is an underestimate due to the unavailability of community-based data from developing countries where services are scarcer. To address this major public health challenge, WHO has adopted in 2002 a global action programme that has been endorsed by the Member States. PMID:15640922

  16. Wide gap Chern Mott insulating phases achieved by design

    NASA Astrophysics Data System (ADS)

    Guo, Hongli; Gangopadhyay, Shruba; Köksal, Okan; Pentcheva, Rossitza; Pickett, Warren E.

    2017-12-01

    Quantum anomalous Hall insulators, which display robust boundary charge and spin currents categorized in terms of a bulk topological invariant known as the Chern number (Thouless et al Phys. Rev. Lett. 49, 405-408 (1982)), provide the quantum Hall anomalous effect without an applied magnetic field. Chern insulators are attracting interest both as a novel electronic phase and for their novel and potentially useful boundary charge and spin currents. Honeycomb lattice systems such as we discuss here, occupied by heavy transition-metal ions, have been proposed as Chern insulators, but finding a concrete example has been challenging due to an assortment of broken symmetry phases that thwart the topological character. Building on accumulated knowledge of the behavior of the 3d series, we tune spin-orbit and interaction strength together with strain to design two Chern insulator systems with bandgaps up to 130 meV and Chern numbers C = -1 and C = 2. We find, in this class, that a trade-off between larger spin-orbit coupling and strong interactions leads to a larger gap, whereas the stronger spin-orbit coupling correlates with the larger magnitude of the Hall conductivity. Symmetry lowering in the course of structural relaxation hampers obtaining quantum anomalous Hall character, as pointed out previously; there is only mild structural symmetry breaking of the bilayer in these robust Chern phases. Recent growth of insulating, magnetic phases in closely related materials with this orientation supports the likelihood that synthesis and exploitation will follow.

  17. Band gap structures for 2D phononic crystals with composite scatterer

    NASA Astrophysics Data System (ADS)

    Qi, Xiao-qiao; Li, Tuan-jie; Zhang, Jia-long; Zhang, Zhen; Tang, Ya-qiong

    2018-05-01

    We investigated the band gap structures in two-dimensional phononic crystals with composite scatterer. The composite scatterers are composed of two materials (Bragg scattering type) or three materials (locally resonance type). The finite element method is used to calculate the band gap structure, eigenmodes and transmission spectrum. The variation of the location and width of band gap are also investigated as a function of material ratio in the scatterer. We have found that the change trends the widest band gap of the two phononic crystals are different as the material ratio changing. In addition to this, there are three complete band gaps at most for the Bragg-scattering-type phononic crystals in the first six bands; however, the locally resonance-type phononic crystals exist only two complete band gap at most in the first six bands. The gap-tuning effect can be controlled by the material ratio in the scatterer.

  18. 22 CFR 217.22 - Existing facilities.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Existing facilities. 217.22 Section 217.22... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Accessibility § 217.22 Existing facilities... necessary to achieve full accessibility under § 217.22(a) and, if the time period of the transition plan is...

  19. 22 CFR 217.22 - Existing facilities.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 22 Foreign Relations 1 2013-04-01 2013-04-01 false Existing facilities. 217.22 Section 217.22... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Accessibility § 217.22 Existing facilities... necessary to achieve full accessibility under § 217.22(a) and, if the time period of the transition plan is...

  20. 22 CFR 217.22 - Existing facilities.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 22 Foreign Relations 1 2014-04-01 2014-04-01 false Existing facilities. 217.22 Section 217.22... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Accessibility § 217.22 Existing facilities... necessary to achieve full accessibility under § 217.22(a) and, if the time period of the transition plan is...

  1. 22 CFR 217.22 - Existing facilities.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 22 Foreign Relations 1 2012-04-01 2012-04-01 false Existing facilities. 217.22 Section 217.22... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Accessibility § 217.22 Existing facilities... necessary to achieve full accessibility under § 217.22(a) and, if the time period of the transition plan is...

  2. 22 CFR 217.22 - Existing facilities.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Existing facilities. 217.22 Section 217.22... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Accessibility § 217.22 Existing facilities... necessary to achieve full accessibility under § 217.22(a) and, if the time period of the transition plan is...

  3. Second-harmonic generation at angular incidence in a negative-positive index photonic band-gap structure.

    PubMed

    D'Aguanno, Giuseppe; Mattiucci, Nadia; Scalora, Michael; Bloemer, Mark J

    2006-08-01

    In the spectral region where the refractive index of the negative index material is approximately zero, at oblique incidence, the linear transmission of a finite structure composed of alternating layers of negative and positive index materials manifests the formation of a new type of band gap with exceptionally narrow band-edge resonances. In particular, for TM-polarized (transverse magnetic) incident waves, field values that can be achieved at the band edge may be much higher compared to field values achievable in standard photonic band-gap structures. We exploit the unique properties of these band-edge resonances for applications to nonlinear frequency conversion, second-harmonic generation, in particular. The simultaneous availability of high field localization and phase matching conditions may be exploited to achieve second-harmonic conversion efficiencies far better than those achievable in conventional photonic band-gap structures. Moreover, we study the role played by absorption within the negative index material, and find that the process remains efficient even for relatively high values of the absorption coefficient.

  4. Gender Gaps and Gendered Action in a First-Year Physics Laboratory

    ERIC Educational Resources Information Center

    Day, James; Stang, Jared B.; Holmes, N. G.; Kumar, Dhaneesh; Bonn, D. A.

    2016-01-01

    It is established that male students outperform female students on almost all commonly used physics concept inventories. However, there is significant variation in the factors that contribute to the gap, as well as the direction in which they influence it. It is presently unknown if such a gender gap exists on the relatively new Concise Data…

  5. Educational Opportunity Is Achievable and Affordable

    ERIC Educational Resources Information Center

    Rebell, Michael A.; Wolff, Jessica R.

    2012-01-01

    Raising academic standards while eliminating achievement gaps between advantaged and disadvantaged students are among America's primary national educational goals. According to a growing body of research, America will attain its goals of equity and preparing students to function effectively as citizens and productive workers only through a…

  6. Policy, Leadership, and Student Achievement: Implications for Urban Communities. The Achievement Gap, Research, Practice, and Policy

    ERIC Educational Resources Information Center

    McGuire, C. Kent, Ed.; Ikpa, Vivian W., Ed.

    2008-01-01

    This is the second book in the series examining student achievement. The chapters in this book reflect the scholarly papers presented at the July 2006 Education Policy, Leadership Summer Institute (EPLSI) by K-16 educators, researchers, community advocates, and policymakers who work in urban communities. The Institute serves as a place where…

  7. The Gap Between Physicians and the Public in Satisfaction with the National Health Insurance System in Korea

    PubMed Central

    Kim, Kye-Hyun; Park, Eun-Cheol

    2012-01-01

    The Korean National Health Insurance (NHI) system was an unprecedented accomplishment that was achieved in a short period of time. In this study, we sought to identify gaps between physicians and the public with respect to attitudes toward the NHI system in Korea. The study population was derived from the 2008 Korean Medical Association Survey, which was conducted to investigate satisfaction with and perceptions of the NHI system among physicians (n = 961) and the public (n = 935). Only 6.5% of the physicians were satisfied with NHI system, and 71.5% were dissatisfied with it. In contrast, 28.3% of the public were satisfied with the NHI system, and 21.4% were dissatisfied. The level of dissatisfaction expressed by physicians (2.03 ± 0.91 on a five-point scale) was also higher than that expressed by the public (3.06 ± 0.84). Despite rapid growth of NHI system, a large gap in satisfaction exists between physicians and the public. PMID:22690087

  8. Educational Inequality and Academic Achievement in England and France.

    ERIC Educational Resources Information Center

    Lees, Lynn Hollen

    1994-01-01

    In both France and England, students scored in the middle-to-high ranks on the International Assessment of Educational Progress, with large gaps between low and high achievers. Despite attempts to democratize education, educational achievement in both countries continues to be strongly linked to parents' social background, with limited access to…

  9. Achieving a sustainable service advantage.

    PubMed

    Coyne, K P

    1993-01-01

    Many managers believe that superior service should play little or no role in competitive strategy; they maintain that service innovations are inherently copiable. However, the author states that this view is too narrow. For a company to achieve a lasting service advantage, it must base a new service on a capability gap that competitors cannot or will not copy.

  10. Measurement of a superconducting energy gap in a homogeneously amorphous insulator.

    PubMed

    Sherman, D; Kopnov, G; Shahar, D; Frydman, A

    2012-04-27

    We present tunneling spectroscopy measurements that directly reveal the existence of a superconducting gap in the insulating state of homogenously disordered amorphous indium oxide films. Two films on both sides of the disorder induced superconductor to insulator transition show the same energy gap scale. This energy gap persists up to relatively high magnetic fields and is observed across the magnetoresistance peak typical of disordered superconductors. The results provide useful information for understanding the nature of the insulating state in the disorder induced superconductor to insulator transition.

  11. Non-invasive microfluidic gap junction assay.

    PubMed

    Chen, Sisi; Lee, Luke P

    2010-03-01

    Gap junctions are protein channels between cells that allow direct electrical and metabolic coupling via the exchange of biomolecules and ions. Their expression, though ubiquitous in most mammalian cell types, is especially important for the proper functioning of cardiac and neuronal systems. Many existing methods for studying gap junction communication suffer from either unquantifiable data or difficulty of use. Here, we measure the extent of dye spread and effective diffusivities through gap junction connected cells using a quantitative microfluidic cell biology platform. After loading dye by hydrodynamic focusing of calcein/AM, dye transfer dynamics into neighboring, unexposed cells can be monitored via timelapse fluorescent microscopy. By using a selective microfluidic dye loading over a confluent layer of cells, we found that high expression of gap junctions in C6 cells transmits calcein across the monolayer with an effective diffusivity of 3.4 x 10(-13) m(2)/s, which are highly coupled by Cx43. We also found that the gap junction blocker 18alpha-GA works poorly in the presence of serum even at high concentrations (50 microM); however, it is highly effective down to 2.5 microM in the absence of serum. Furthermore, when the drug is washed out, dye spread resumes rapidly within 1 min for all doses, indicating the drug does not affect transcriptional regulation of connexins in these Cx43+ cells, in contrast to previous studies. This integrated microfluidic platform enables the in situ monitoring of gap junction communication, yielding dynamic information about intercellular molecular transfer and pharmacological inhibition and recovery.

  12. Gap-Mode Surface-Plasmon-Enhanced Photoluminescence and Photoresponse of MoS2.

    PubMed

    Wu, Zhi-Qian; Yang, Jing-Liang; Manjunath, Nallappagar K; Zhang, Yue-Jiao; Feng, Si-Rui; Lu, Yang-Hua; Wu, Jiang-Hong; Zhao, Wei-Wei; Qiu, Cai-Yu; Li, Jian-Feng; Lin, Shi-Sheng

    2018-05-22

    2D materials hold great potential for designing novel electronic and optoelectronic devices. However, 2D material can only absorb limited incident light. As a representative 2D semiconductor, monolayer MoS 2 can only absorb up to 10% of the incident light in the visible, which is not sufficient to achieve a high optical-to-electrical conversion efficiency. To overcome this shortcoming, a "gap-mode" plasmon-enhanced monolayer MoS 2 fluorescent emitter and photodetector is designed by squeezing the light-field into Ag shell-isolated nanoparticles-Au film gap, where the confined electromagnetic field can interact with monolayer MoS 2 . With this gap-mode plasmon-enhanced configuration, a 110-fold enhancement of photoluminescence intensity is achieved, exceeding values reached by other plasmon-enhanced MoS 2 fluorescent emitters. In addition, a gap-mode plasmon-enhanced monolayer MoS 2 photodetector with an 880% enhancement in photocurrent and a responsivity of 287.5 A W -1 is demonstrated, exceeding previously reported plasmon-enhanced monolayer MoS 2 photodetectors. © 2018 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

  13. Connecticut Coalition for Achievement Now. 2006-2007 Annual Report

    ERIC Educational Resources Information Center

    ConnCAN, 2007

    2007-01-01

    In January 2005, leaders from Connecticut's business, higher education and civic communities came together to create the Connecticut Coalition for Achievement Now (ConnCAN): a nonprofit organization designed to be a catalyst for the fundamental changes needed to move Connecticut from having the largest to having the smallest achievement gap in the…

  14. Ethnicity and Gender Gaps in Early Childhood

    ERIC Educational Resources Information Center

    Hansen, Kirstine; Jones, Elizabeth M.

    2011-01-01

    Gender differences in academic performance and achievement have been of policy concern for decades--both interest in lower performance by girls in the areas of mathematics and science and, more recently, in boys' underperformance in most other academic areas. Much previous research has focused on gender gaps, while overlooking other factors that…

  15. Singling Black Boys to Close the Gaps

    ERIC Educational Resources Information Center

    Glassman, Phyllis; Roelle, Robert J.

    2007-01-01

    This article discusses the Ossining Union Free School District in suburban Westchester County, New York and its efforts to build successful school experiences for its black and African-American males. The leadership in the Ossining School District has made it a "moral imperative" to eradicate the achievement gap between the races in its…

  16. Emotional Intelligence and Academic Achievement in 11th Grade At-Risk Students

    ERIC Educational Resources Information Center

    Nelson, Patricia Diane

    2009-01-01

    As the emphasis on measures of student academic achievement increases, educational researchers and practitioners are interested in identifying factors that demonstrate effectiveness in supporting student achievement. This quantitative, correlational study explored the influence of emotional intelligence on closing the achievement gap. A study of…

  17. Tire Crumb Research Study Literature Review / Gap ...

    EPA Pesticide Factsheets

    In order to more fully understand data gaps in human exposure and toxicity to tire crumb materials, ATSDR, CPSC and EPA undertook a collaborative effort in the form of a scientific literature review and subsequent gaps analysis. The first objective of the Literature Review and Gap Analysis (LRGA) collaboration was to identify the existing body of literature related specifically to human exposure to tire crumb materials through the use of synthetic turf athletic fields and playgrounds. The second objective was to characterize and summarize the relevant data from the scientific literature. The final objective was to review the summary information and identify data gaps to build on the current understanding of the state-of-the-science and inform the development of specific research efforts that would be most impactful in the near-term. Because of the need for additional information, the U.S. Environmental Protection Agency (EPA), the Centers for Disease Control and Prevention/Agency for Toxic Substances and Disease Registry (ATSDR), and the U.S. Consumer Product Safety Commission (CPSC) launched a multi-agency action plan to study key environmental human health questions. The Federal Research Action Plan includes numerous activities, including research studies (U.S. EPA, 2016). A key objective of the Action Plan is to identify key knowledge gaps.

  18. Perspective: Closing the Dietary Fiber Gap: An Ancient Solution for a 21st Century Problem12

    PubMed Central

    Thompson, Henry J; Brick, Mark A

    2016-01-01

    An important gap exists between the daily amounts of fiber recommended in the human diet (28–42 g/d) and that which is actually consumed (median intake, 12–14 g/d). In fact, <5% of Americans meet the recommended intake for dietary fiber, and the magnitude of the gap is large, approximately a 50–70% shortfall. Because considerable evidence indicates that dietary fiber affects normal physiologic function and the onset of chronic diseases and their progression, the fiber gap represents an opportune target at which dietary interventions can be directed. This perspective considers whether a scientific basis exists for the current lack of emphasis on pulse crops, that is, grain legumes (common bean, chickpea, lentils, and garden pea) as a concentrated, inexpensive, and widely available source of dietary fiber. Attention is directed to this topic because the fiber gap has existed for decades with little improvement despite nutrition labeling, consumer education about the value of whole-grain cereal crop-based products, and the introduction of many fiber-enriched foods. The time is long overdue to identify additional approaches that have the potential to close the dietary fiber gap. To this end, the potential role of pulse crops in remediating this gap is examined. PMID:27422499

  19. Analyzing the "CareGap": assessing gaps in adherence to clinical guidelines in adult soft tissue sarcoma.

    PubMed

    Waks, Zeev; Goldbraich, Esther; Farkash, Ariel; Torresani, Michele; Bertulli, Rossella; Restifo, Nicola; Locatelli, Paolo; Casali, Paolo; Carmeli, Boaz

    2013-01-01

    Clinical decision support systems (CDSSs) are gaining popularity as tools that assist physicians in optimizing medical care. These systems typically comply with evidence-based medicine and are designed with input from domain experts. Nonetheless, deviations from CDSS recommendations are abundant across a broad spectrum of disorders, raising the question as to why this phenomenon exists. Here, we analyze this gap in adherence to a clinical guidelines-based CDSS by examining the physician treatment decisions for 1329 adult soft tissue sarcoma patients in northern Italy using patient-specific parameters. Dubbing this analysis "CareGap", we find that deviations correlate strongly with certain disease features such as local versus metastatic clinical presentation. We also notice that deviations from the guideline-based CDSS suggestions occur more frequently for patients with shorter survival time. Such observations can direct physicians' attention to distinct patient cohorts that are prone to higher deviation levels from clinical practice guidelines. This illustrates the value of CareGap analysis in assessing quality of care for subsets of patients within a larger pathology.

  20. Contoured-gap coaxial guns for imploding plasma liner experiments

    NASA Astrophysics Data System (ADS)

    Witherspoon, F. D.; Case, A.; Brockington, S.; Cassibry, J. T.; Hsu, S. C.

    2014-10-01

    Arrays of supersonic, high momentum flux plasma jets can be used as standoff compression drivers for generating spherically imploding plasma liners for driving magneto-inertial fusion, hence the name plasma-jet-driven MIF (PJMIF). HyperV developed linear plasma jets for the Plasma Liner Experiment (PLX) at LANL where two guns were successfully tested. Further development at HyperV resulted in achieving the PLX goal of 8000 μg at 50 km/s. Prior work on contoured-gap coaxial guns demonstrated an approach to control the blowby instability and achieved substantial performance improvements. For future plasma liner experiments we propose to use contoured-gap coaxial guns with small Minirailgun injectors. We will describe such a gun for a 60-gun plasma liner experiment. Discussion topics will include impurity control, plasma jet symmetry and topology (esp. related to uniformity and compactness), velocity capability, and techniques planned for achieving gun efficiency of >50% using tailored impedance matched pulse forming networks. Mach2 and UAH SPH code simulations will be included. Work supported by US DOE DE-FG02-05ER54810.

  1. Bright and dark gap solitons in a negative index Fabry-Pérot etalon.

    PubMed

    D'Aguanno, Giuseppe; Mattiucci, Nadia; Scalora, Michael; Bloemer, Mark J

    2004-11-19

    We predict the existence of bright and dark gap solitons in a single slab of negative index material. The formation of gap solitons is made possible by the exceptional interplay between the linear dispersive properties of the negative index etalon and the effect of a cubic nonlinearity.

  2. Book Probes Scoring Gaps Tied to Race

    ERIC Educational Resources Information Center

    Viadero, Debra

    2009-01-01

    A recent book assembles a collection of studies on one of the great mysteries of contemporary American education: Why did national progress in narrowing the achievement gap separating African-American and white students stall from the late 1980s until 2004? "Steady Gains and Stalled Progress," published by the Russell Sage Foundation of New York…

  3. Closing Yield Gaps: How Sustainable Can We Be?

    PubMed Central

    Pradhan, Prajal; Fischer, Günther; van Velthuizen, Harrij; Reusser, Dominik E.; Kropp, Juergen P.

    2015-01-01

    Global food production needs to be increased by 60–110% between 2005 and 2050 to meet growing food and feed demand. Intensification and/or expansion of agriculture are the two main options available to meet the growing crop demands. Land conversion to expand cultivated land increases GHG emissions and impacts biodiversity and ecosystem services. Closing yield gaps to attain potential yields may be a viable option to increase the global crop production. Traditional methods of agricultural intensification often have negative externalities. Therefore, there is a need to explore location-specific methods of sustainable agricultural intensification. We identified regions where the achievement of potential crop calorie production on currently cultivated land will meet the present and future food demand based on scenario analyses considering population growth and changes in dietary habits. By closing yield gaps in the current irrigated and rain-fed cultivated land, about 24% and 80% more crop calories can respectively be produced compared to 2000. Most countries will reach food self-sufficiency or improve their current food self-sufficiency levels if potential crop production levels are achieved. As a novel approach, we defined specific input and agricultural management strategies required to achieve the potential production by overcoming biophysical and socioeconomic constraints causing yield gaps. The management strategies include: fertilizers, pesticides, advanced soil management, land improvement, management strategies coping with weather induced yield variability, and improving market accessibility. Finally, we estimated the required fertilizers (N, P2O5, and K2O) to attain the potential yields. Globally, N-fertilizer application needs to increase by 45–73%, P2O5-fertilizer by 22–46%, and K2O-fertilizer by 2–3 times compared to the year 2010 to attain potential crop production. The sustainability of such agricultural intensification largely depends on the way

  4. Alterations in gap junction connexin43/connexin45 ratio mediate a transition from quiescence to excitation in a mathematical model of the myometrium

    PubMed Central

    Sheldon, Rachel E.; Mashayamombe, Chipo; Shi, Shao-Qing; Garfield, Robert E.; Shmygol, Anatoly; Blanks, Andrew M.; van den Berg, Hugo A.

    2014-01-01

    The smooth muscle cells of the uterus contract in unison during delivery. These cells achieve coordinated activity via electrical connections called gap junctions which consist of aggregated connexin proteins such as connexin43 and connexin45. The density of gap junctions governs the excitability of the myometrium (among other factors). An increase in gap junction density occurs immediately prior to parturition. We extend a mathematical model of the myometrium by incorporating the voltage-dependence of gap junctions that has been demonstrated in the experimental literature. Two functional subtypes exist, corresponding to systems with predominantly connexin43 and predominantly connexin45, respectively. Our simulation results indicate that the gap junction protein connexin45 acts as a negative modulator of uterine excitability, and hence, activity. A network with a higher proportion of connexin45 relative to connexin43 is unable to excite every cell. Connexin45 has much more rapid gating kinetics than connexin43 which we show limits the maximum duration of a local burst of activity. We propose that this effect regulates the degree of synchronous excitation attained during a contraction. Our results support the hypothesis that as labour approaches, connexin45 is downregulated to allow action potentials to spread more readily through the myometrium. PMID:25401181

  5. Giant Enhancement in Radiative Heat Transfer in Sub-30 nm Gaps of Plane Parallel Surfaces.

    PubMed

    Fiorino, Anthony; Thompson, Dakotah; Zhu, Linxiao; Song, Bai; Reddy, Pramod; Meyhofer, Edgar

    2018-06-13

    Radiative heat transfer rates that exceed the blackbody limit by several orders of magnitude are expected when the gap size between plane parallel surfaces is reduced to the nanoscale. To date, experiments have only realized enhancements of ∼100 fold as the smallest gap sizes in radiative heat transfer studies have been limited to ∼50 nm by device curvature and particle contamination. Here, we report a 1,200-fold enhancement with respect to the far-field value in the radiative heat flux between parallel planar silica surfaces separated by gaps as small as ∼25 nm. Achieving such small gap sizes and the resultant dramatic enhancement in near-field energy flux is critical to achieve a number of novel near-field based nanoscale energy conversion systems that have been theoretically predicted but remain experimentally unverified.

  6. Immigrant Students' Achievements in Croatia, Serbia and Slovenia in Context

    ERIC Educational Resources Information Center

    Šori, Iztok; Šušteric, Nika; Gaber, Slavko

    2011-01-01

    Achievement gaps between immigrant and native students indicate failure to assure educational equity in the majority of countries assessed by the Programme for International Student Assessment in 2009 (PISA, 2009). The present article explains disparate achievement results in Europe, first testing the hypothesis of old and new democracies. In…

  7. Perceptions and experiences of a gender gap at a Canadian research institute and potential strategies to mitigate this gap: a sequential mixed-methods study

    PubMed Central

    Mascarenhas, Alekhya; Moore, Julia E.; Tricco, Andrea C.; Hamid, Jemila; Daly, Caitlin; Bain, Julie; Jassemi, Sabrina; Kiran, Tara; Baxter, Nancy; Straus, Sharon E.

    2017-01-01

    Background: The gender gap in academia is long-standing. Failure to ensure that our academic faculty reflect our student pool and national population deprives Canada of talent. We explored the gender distribution and perceptions of the gender gap at a Canadian university-affiliated, hospital-based research institute. Methods: We completed a sequential mixed-methods study. In phase 1, we used the research institute's registry of scientists (1999-2014) and estimated overall prevalence of a gender gap and the gap with respect to job description (e.g., associate v. full-time) and research discipline. In phase 2, we conducted qualitative interviews to provide context for phase 1 data. Both purposive and snowball sampling were used for recruitment. Results: The institute included 30.1% (n = 62) women and 69.9% (n = 144) men, indicating a 39.8% gender gap. Most full-time scientists (60.3%, n = 70) were clinicians; there were 54.2% more male than female clinician scientists. Ninety-five percent of basic scientists were men, indicating a 90.5% gap. Seven key themes emerged from 21 interviews, including perceived impact of the gender gap, factors perceived to influence the gap, recruitment trends, presence of institutional support, mentorship and suggestions to mitigate the gap. Several factors were postulated to contribute to the gender gap, including unconscious bias in hiring. Interpretation: A substantial gender gap exists within this research institute. Participants identified strategies to address this gap, such as establishing transparent search processes, providing opportunities for informal networking and mentorship of female scientists and establishing institutional support for work-life balance. PMID:28401131

  8. Perceptions and experiences of a gender gap at a Canadian research institute and potential strategies to mitigate this gap: a sequential mixed-methods study.

    PubMed

    Mascarenhas, Alekhya; Moore, Julia E; Tricco, Andrea C; Hamid, Jemila; Daly, Caitlin; Bain, Julie; Jassemi, Sabrina; Kiran, Tara; Baxter, Nancy; Straus, Sharon E

    2017-01-01

    The gender gap in academia is long-standing. Failure to ensure that our academic faculty reflect our student pool and national population deprives Canada of talent. We explored the gender distribution and perceptions of the gender gap at a Canadian university-affiliated, hospital-based research institute. We completed a sequential mixed-methods study. In phase 1, we used the research institute's registry of scientists (1999-2014) and estimated overall prevalence of a gender gap and the gap with respect to job description (e.g., associate v. full-time) and research discipline. In phase 2, we conducted qualitative interviews to provide context for phase 1 data. Both purposive and snowball sampling were used for recruitment. The institute included 30.1% ( n = 62) women and 69.9% ( n = 144) men, indicating a 39.8% gender gap. Most full-time scientists (60.3%, n = 70) were clinicians; there were 54.2% more male than female clinician scientists. Ninety-five percent of basic scientists were men, indicating a 90.5% gap. Seven key themes emerged from 21 interviews, including perceived impact of the gender gap, factors perceived to influence the gap, recruitment trends, presence of institutional support, mentorship and suggestions to mitigate the gap. Several factors were postulated to contribute to the gender gap, including unconscious bias in hiring. A substantial gender gap exists within this research institute. Participants identified strategies to address this gap, such as establishing transparent search processes, providing opportunities for informal networking and mentorship of female scientists and establishing institutional support for work-life balance.

  9. Factors Implicated in High Mathematics Achievement

    ERIC Educational Resources Information Center

    Forgasz, Helen J.; Hill, Janelle C.

    2013-01-01

    The most recent Program for International Student Assessment (PISA) (2009) mathematical literacy results provide evidence that in Western English-speaking countries, including Australia, the gender gap in achievement appears to be widening in favour of males. In the study reported in this article, the aim was to explore the effects of gender,…

  10. Gaps of free-space optics beams with the Beer-Lambert law.

    PubMed

    Lacaze, Bernard

    2009-05-10

    Lasers used in free-space optics propagate a beam within a truncated cone. Because of this shape, the intensity cannot follow the Beer-Lambert law. In the case of a homogeneous atmosphere, we calculate the gap from the cylinder case. We will see that the gap exists but is generally very weak and, therefore, that the use of the Beer-Lambert law is a justified approximation.

  11. A study of the influence of forest gaps on fire–atmosphere interactions

    Treesearch

    Michael T. Kiefer; Warren E. Heilman; Shiyuan Zhong; Joseph J. (Jay) Charney; Xindi (Randy) Bian

    2016-01-01

    Much uncertainty exists regarding the possible role that gaps in forest canopies play in modulating fire–atmosphere interactions in otherwise horizontally homogeneous forests. This study examines the influence of gaps in forest canopies on atmospheric perturbations induced by a low-intensity fire using the ARPS-CANOPY model, a version of the Advanced Regional...

  12. Determination of gap solution and critical temperature in doped graphene superconductivity

    NASA Astrophysics Data System (ADS)

    Xu, Chenmei; Yang, Yisong

    2017-04-01

    It is shown that the gap solution and critical transition temperature are significantly enhanced by doping in a recently developed BCS formalism for graphene superconductivity in such a way that positive gap and transition temperature both occur in arbitrary pairing coupling as far as doping is present. The analytic construction of the BCS gap and transition temperature offers highly effective globally convergent iterative methods for the computation of these quantities. A series of numerical examples are presented as illustrations which are in agreement with the theoretical and experimental results obtained in the physics literature and consolidate the analytic understanding achieved.

  13. A Long-Gap Peripheral Nerve Injury Therapy Using Human Skeletal Muscle-Derived Stem Cells (Sk-SCs): An Achievement of Significant Morphological, Numerical and Functional Recovery

    PubMed Central

    Hirata, Maki; Nakajima, Nobuyuki; Saito, Kosuke; Hashimoto, Hiroyuki; Soeda, Shuichi; Uchiyama, Yoshiyasu; Watanabe, Masahiko

    2016-01-01

    Losses in vital functions of the somatic motor and sensory nervous system are induced by severe long-gap peripheral nerve transection injury. In such cases, autologous nerve grafts are the gold standard treatment, despite the unavoidable sacrifice of other healthy functions, whereas the prognosis is not always favorable. Here, we use human skeletal muscle-derived stem cells (Sk-SCs) to reconstitute the function after long nerve-gap injury. Muscles samples were obtained from the amputated legs from 9 patients following unforeseen accidents. The Sk-SCs were isolated using conditioned collagenase solution, and sorted as CD34+/45- (Sk-34) and CD34-/45-/29+ (Sk-DN/29+) cells. Cells were separately cultured/expanded under optimal conditions for 2 weeks, then injected into the athymic nude mice sciatic nerve long-gap model (7-mm) bridging an acellular conduit. After 8–12 weeks, active cell engraftment was observed only in the Sk-34 cell transplanted group, showing preferential differentiation into Schwann cells and perineurial/endoneurial cells, as well as formation of the myelin sheath and perineurium/endoneurium surrounding regenerated axons, resulted in 87% of numerical recovery. Differentiation into vascular cell lineage (pericyte and endothelial cells) were also observed. A significant tetanic tension recovery (over 90%) of downstream muscles following electrical stimulation of the sciatic nerve (at upper portion of the gap) was also achieved. In contrast, Sk-DN/29+ cells were completely eliminated during the first 4 weeks, but relatively higher numerical (83% vs. 41% in axon) and functional (80% vs. 60% in tetanus) recovery than control were observed. Noteworthy, significant increase in the formation of vascular networks in the conduit during the early stage (first 2 weeks) of recovery was observed in both groups with the expression of key factors (mRNA and protein levels), suggesting the paracrine effects to angiogenesis. These results suggested that the human Sk

  14. A Long-Gap Peripheral Nerve Injury Therapy Using Human Skeletal Muscle-Derived Stem Cells (Sk-SCs): An Achievement of Significant Morphological, Numerical and Functional Recovery.

    PubMed

    Tamaki, Tetsuro; Hirata, Maki; Nakajima, Nobuyuki; Saito, Kosuke; Hashimoto, Hiroyuki; Soeda, Shuichi; Uchiyama, Yoshiyasu; Watanabe, Masahiko

    2016-01-01

    Losses in vital functions of the somatic motor and sensory nervous system are induced by severe long-gap peripheral nerve transection injury. In such cases, autologous nerve grafts are the gold standard treatment, despite the unavoidable sacrifice of other healthy functions, whereas the prognosis is not always favorable. Here, we use human skeletal muscle-derived stem cells (Sk-SCs) to reconstitute the function after long nerve-gap injury. Muscles samples were obtained from the amputated legs from 9 patients following unforeseen accidents. The Sk-SCs were isolated using conditioned collagenase solution, and sorted as CD34+/45- (Sk-34) and CD34-/45-/29+ (Sk-DN/29+) cells. Cells were separately cultured/expanded under optimal conditions for 2 weeks, then injected into the athymic nude mice sciatic nerve long-gap model (7-mm) bridging an acellular conduit. After 8-12 weeks, active cell engraftment was observed only in the Sk-34 cell transplanted group, showing preferential differentiation into Schwann cells and perineurial/endoneurial cells, as well as formation of the myelin sheath and perineurium/endoneurium surrounding regenerated axons, resulted in 87% of numerical recovery. Differentiation into vascular cell lineage (pericyte and endothelial cells) were also observed. A significant tetanic tension recovery (over 90%) of downstream muscles following electrical stimulation of the sciatic nerve (at upper portion of the gap) was also achieved. In contrast, Sk-DN/29+ cells were completely eliminated during the first 4 weeks, but relatively higher numerical (83% vs. 41% in axon) and functional (80% vs. 60% in tetanus) recovery than control were observed. Noteworthy, significant increase in the formation of vascular networks in the conduit during the early stage (first 2 weeks) of recovery was observed in both groups with the expression of key factors (mRNA and protein levels), suggesting the paracrine effects to angiogenesis. These results suggested that the human Sk

  15. Computational Protein Engineering: Bridging the Gap between Rational Design and Laboratory Evolution

    PubMed Central

    Barrozo, Alexandre; Borstnar, Rok; Marloie, Gaël; Kamerlin, Shina Caroline Lynn

    2012-01-01

    Enzymes are tremendously proficient catalysts, which can be used as extracellular catalysts for a whole host of processes, from chemical synthesis to the generation of novel biofuels. For them to be more amenable to the needs of biotechnology, however, it is often necessary to be able to manipulate their physico-chemical properties in an efficient and streamlined manner, and, ideally, to be able to train them to catalyze completely new reactions. Recent years have seen an explosion of interest in different approaches to achieve this, both in the laboratory, and in silico. There remains, however, a gap between current approaches to computational enzyme design, which have primarily focused on the early stages of the design process, and laboratory evolution, which is an extremely powerful tool for enzyme redesign, but will always be limited by the vastness of sequence space combined with the low frequency for desirable mutations. This review discusses different approaches towards computational enzyme design and demonstrates how combining newly developed screening approaches that can rapidly predict potential mutation “hotspots” with approaches that can quantitatively and reliably dissect the catalytic step can bridge the gap that currently exists between computational enzyme design and laboratory evolution studies. PMID:23202907

  16. Quality Education in Idaho: A Case Study of Academic Achievement in Three High-Poverty Rural Schools

    ERIC Educational Resources Information Center

    Brown, Christine

    2017-01-01

    The focus of this research is bridging the achievement gap for students living in poverty through quality education. Such a study is important because the percentage of students affected by poverty is increasing and the persistent gap in achievement evidences that the right to quality education for students in poverty is not being met. This is…

  17. Decomposing the Gender Gap in Cognitive Skills in a Poor Rural Economy.

    ERIC Educational Resources Information Center

    Alderman, Harold; And Others

    1996-01-01

    Data from Pakistani cohorts, ages 20-24 and 30-44, show that local school availability accounts for one-third of the gender gap in cognitive achievement and two-fifths of the gender gap in numeracy. Most schools in rural Pakistan are single sex and in some areas only boys' schools are available. In the schools available to them, girls do not…

  18. Collaborative Professional Development in Chemistry Education Research: Bridging the Gap between Research and Practice

    ERIC Educational Resources Information Center

    Szteinberg, Gabriela; Balicki, Scott; Banks, Gregory; Clinchot, Michael; Cullipher, Steven; Huie, Robert; Lambertz, Jennifer; Lewis, Rebecca; Ngai, Courtney; Weinrich, Melissa; Talanquer, Vicente; Sevian, Hannah

    2014-01-01

    Professional development that bridges gaps between educational research and practice is needed. However, bridging gaps can be difficult because teachers and educational researchers often belong to different Communities of Practice, as their activities, goals, and means of achieving those goals often differ. Meaningful collaboration among teachers…

  19. Seasonal Dynamics of Academic Achievement Inequality by Socioeconomic Status and Race/Ethnicity

    ERIC Educational Resources Information Center

    Quinn, David M.; Cooc, North; McIntyre, Joe; Gomez, Celia J.

    2016-01-01

    Early studies examining seasonal variation in academic achievement inequality generally concluded that socioeconomic test score gaps grew more over the summer than the school year, suggesting schools served as "equalizers." In this study, we analyze seasonal trends in socioeconomic status (SES) and racial/ethnic test score gaps using…

  20. Energy-gap spectroscopy of superconductors using a tunneling microscope

    NASA Technical Reports Server (NTRS)

    Le Duc, H. G.; Kaiser, W. J.; Stern, J. A.

    1987-01-01

    A unique scanning tunneling microscope (STM) system has been developed for spectroscopy of the superconducting energy gap. High-resolution control of tunnel current and voltage allows for measurement of superconducting properties at tunnel resistance levels 100-1000 greater than that achieved in prior work. The previously used STM methods for superconductor spectroscopy are compared to those developed for the work reported here. Superconducting energy-gap spectra are reported for three superconductors, Pb, PbBi, and NbN, over a range of tunnel resistance. The measured spectra are compared directly to theory.

  1. Promoting Student Academic Achievement through Faculty Development about Inclusive Teaching

    ERIC Educational Resources Information Center

    Schmid, Megan E.; Gillian-Daniel, Donald L.; Kraemer, Sara; Kueppers, Mark

    2016-01-01

    The achievement gap, disparities in the academic achievement of marginalized students (e.g., underrepresented minority, first generation in their family to attend college, and low socio-economic status undergraduate students) relative to their non-minority peers is a pervasive problem in higher education. It impacts student access to the major and…

  2. Brokering the Research-Practice Gap: A typology.

    PubMed

    Neal, Jennifer Watling; Neal, Zachary P; Kornbluh, Mariah; Mills, Kristen J; Lawlor, Jennifer A

    2015-12-01

    Despite widespread recognition of a research-practice gap in multiple service sectors, less is known about how pre-existing communication channels facilitate the flow of information between researchers and practitioners. In the current study, we applied an existing typology of brokerage developed by Gould and Fernandez (Sociol Methodol 19:89-126, 1989) to examine what types of brokerage facilitate information spread between researchers and educational practitioners. Specifically, we conducted semi-structured interviews with 19 school administrators and staff in two public school districts regarding their experiences searching for information about instructional, health, and social skills programs. Using deductive content analysis, we found evidence of all five types of brokerage identified by Gould and Fernandez (1989). However, only three types of brokerage-gatekeepers, representatives, and liaisons-were involved in the flow of information between school administrators and researchers. Moreover, information transfer often occurred in longer chains that involved multiple, distinct types of brokerage. We conclude with the broad implications of our findings for narrowing the research-practice gap by improving researchers' dissemination efforts and practitioners' search for information.

  3. Arcjet Tests of Different Gap-Filler Options for the Orion PICA Heatshield

    NASA Technical Reports Server (NTRS)

    Skokova, Kristina; Ellerby, Donald; Blosser, Max; Venkatapathy, Ethiraj; Bouslog, Stan; Reuther, James

    2009-01-01

    PICA (Phenolic Infiltrated Carbon Ablator) is one of the candidate thermal protection materials for the Orion vehicle. Because PICA is fabricated in blocks, gaps exist between the blocks, similar to the individual ceramic tiles of the Shuttle thermal protection system. The results of this work focus on arcjet test results of different gap-filler options for PICA, performed as part of the Orion TPS Advanced Development Project. The arcjet tests were performed at NASA Ames Research Center on stagnation models 4 inches in diameter at conditions representative of Orion flight conditions for both Lunar and Low Earth Orbit return. Performance of gap-filler options was evaluated based on the extent of backface temperature change, as compared to PICA without gaps, and on the extent of flow penetration into the gap, evident from the gap opening and widening.

  4. African American Social Work Faculty: Overcoming Existing Barriers and Achieving Research Productivity

    ERIC Educational Resources Information Center

    Allen, Junior Lloyd; Huggins-Hoyt, Kimberly Y.; Holosko, Michael J.; Briggs, Harold E.

    2018-01-01

    Purpose: This study explored the scholarship experiences of top-ranked African American faculty in schools of social work. Method: Qualitative interviews were conducted with N = 10 top-ranked African American faculty identified as achieving considerable productivity and impact of scholarship. Findings: Four major themes were identified, each of…

  5. Filling the Knowledge Gap that Exists Between the Public and Its Leaders and Climate Science Experts

    NASA Astrophysics Data System (ADS)

    Mandia, S. A.; Abraham, J. P.; Dash, J. W.; Ashley, M. C.

    2012-12-01

    There is a gap between what the general public and its elected leaders know about climate change and what climate scientists understand about this critical issue. One such effort by the authors to fill this gap is the Climate Science Rapid Response Team (CSRRT), formed in November 2010 to provide rapid, high-quality climate science information to international news media and lawmakers. Currently, CSRRT has enlisted 250 top climate scientists, including those with expertise on the economics and policy matters, whom are committed to be on call for climate-related inquiries. CSRRT has responded to more than 300 inquiries including, from among many others, The White House, Congress, and local governmental officials, major television and cable news networks, radio programs, mainstream international newspaper outlets, and a broad range of online news providers. CSRRT scientists have also been provided extensive communication training to help encourage the use of jargon-free language so that clear communication with the broader public can be more successful. In addition to the CSRRT, the authors have undertaken several behind the scenes initiatives to increase public awareness about climate change. This presentation will describe the operation of CSRRT along with some of its highlights, as well as offer a peek into the authors' less public efforts that have had a major impact on various climate-related news stories and policy.

  6. GapBlaster-A Graphical Gap Filler for Prokaryote Genomes.

    PubMed

    de Sá, Pablo H C G; Miranda, Fábio; Veras, Adonney; de Melo, Diego Magalhães; Soares, Siomar; Pinheiro, Kenny; Guimarães, Luis; Azevedo, Vasco; Silva, Artur; Ramos, Rommel T J

    2016-01-01

    The advent of NGS (Next Generation Sequencing) technologies has resulted in an exponential increase in the number of complete genomes available in biological databases. This advance has allowed the development of several computational tools enabling analyses of large amounts of data in each of the various steps, from processing and quality filtering to gap filling and manual curation. The tools developed for gap closure are very useful as they result in more complete genomes, which will influence downstream analyses of genomic plasticity and comparative genomics. However, the gap filling step remains a challenge for genome assembly, often requiring manual intervention. Here, we present GapBlaster, a graphical application to evaluate and close gaps. GapBlaster was developed via Java programming language. The software uses contigs obtained in the assembly of the genome to perform an alignment against a draft of the genome/scaffold, using BLAST or Mummer to close gaps. Then, all identified alignments of contigs that extend through the gaps in the draft sequence are presented to the user for further evaluation via the GapBlaster graphical interface. GapBlaster presents significant results compared to other similar software and has the advantage of offering a graphical interface for manual curation of the gaps. GapBlaster program, the user guide and the test datasets are freely available at https://sourceforge.net/projects/gapblaster2015/. It requires Sun JDK 8 and Blast or Mummer.

  7. A consumption value-gap analysis for sustainable consumption.

    PubMed

    Biswas, Aindrila

    2017-03-01

    Recent studies on consumption behavior have depicted environmental apprehension resulting from across wide consumer segments. However, this has not been widely reflected upon the growth in the market shares for green or environment-friendly products mostly because gaps exist between consumers' expectations and perceptions for those products. Previous studies have highlighted the impact of perceived value on potential demand, consumer satisfaction and behavioral intentions. The necessity to understand the effects of gaps in expected and perceived values on consumers' behavioral intention and potential demand for green products cannot be undermined as it shapes the consumers' inclination to repeated purchase and consumption and thus foster potential market demand. Pertaining to this reason, the study aims to adopt a consumption value-gap model based on the theory of consumption values to assess their impact on sustainable consumption behavior and market demand of green products. Consumption value refers to the level of fulfillment of consumer needs by assessment of net utility derived after effective comparison between the benefits (financial or emotional) and the gives (money, time, or energy). The larger the gaps the higher will be the adversarial impact on behavioral intentions. A structural equation modeling was applied to assess data collected through questionnaire survey. The results indicate that functional value-gap and environmental value-gap has the most adversarial impact on sustainable consumption behavior and market demand for green products.

  8. Inattention and Hyperactivity and the Achievement Gap among Urban Minority Youth

    ERIC Educational Resources Information Center

    Basch, Charles E.

    2011-01-01

    Objectives: To outline the prevalence and disparities of inattention and hyperactivity among school-aged urban minority youth, causal pathways through which inattention and hyperactivity adversely affects academic achievement, and proven or promising approaches for schools to address these problems. Methods: Literature review. Results:…

  9. Accounting Practitioners Reflect on Faculty Impact: Bridging the Gap between Theory and Practice

    ERIC Educational Resources Information Center

    Johnson, Ryan

    2014-01-01

    A gap exists between the perception of accounting education in the classroom and accounting as it is practiced. This study explores qualitatively the perceptions and experiences of mid-career accounting professionals with respect to the impact of academic faculty on their careers in accounting. The study identifies a perception gap in the…

  10. Quantifying the Gender Gap in Science Interests

    ERIC Educational Resources Information Center

    Baram-Tsabari, Ayelet; Yarden, Anat

    2011-01-01

    Nearly 5,000 self-generated science-related K-12 students' questions, classified into seven science subjects, were used to quantitatively measure the gender gap in science interests and its change with age. In this data set, a difference between boys' and girls' science interests did not exist during early childhood, but increased over 20-fold by…

  11. Aggression and Violence and the Achievement Gap among Urban Minority Youth

    ERIC Educational Resources Information Center

    Basch, Charles E.

    2011-01-01

    Objectives: To outline the prevalence and disparities of aggression and violence among school-aged urban minority youth, causal pathways through which aggression and violence adversely affects academic achievement, and proven or promising approaches for schools to address these problems. Methods: Literature review. Results: Recent national data…

  12. Detection thresholds for gaps, overlaps, and no-gap-no-overlaps.

    PubMed

    Heldner, Mattias

    2011-07-01

    Detection thresholds for gaps and overlaps, that is acoustic and perceived silences and stretches of overlapping speech in speaker changes, were determined. Subliminal gaps and overlaps were categorized as no-gap-no-overlaps. The established gap and overlap detection thresholds both corresponded to the duration of a long vowel, or about 120 ms. These detection thresholds are valuable for mapping the perceptual speaker change categories gaps, overlaps, and no-gap-no-overlaps into the acoustic domain. Furthermore, the detection thresholds allow generation and understanding of gaps, overlaps, and no-gap-no-overlaps in human-like spoken dialogue systems. © 2011 Acoustical Society of America

  13. Mind the Gap: How do climate and agricultural management explain the "yield gap" of croplands around the world?

    NASA Astrophysics Data System (ADS)

    Licker, R.; Foley, J. A.; Johnston, M.

    2007-12-01

    At present, cultivated lands extend across approximately fifteen million square kilometers of the Earth's surface, making it one of the most dominant land cover types. The management practices used on these lands have become increasingly intensified, requiring large inputs of fertilizers and water, in addition to mechanization and biotechnology. These intensified practices have had implications for ecosystem goods and services ranging from water quality and availability to carbon sequestration. However, the billions of additional people that are projected to inhabit the planet in the twenty-first century will require further outputs from our global agricultural system. Given our food system's already expansive and intensive state, it is important to consider where the additional yields might come from and what additional management inputs this might require. In this study, we compare yields both within crop types and within regions of similar climate to determine where yield gaps exist. We do so using recently created, five-minute datasets of the area harvested and yield of 175 different crop types for the year 2000. We also explore the links of these yield gaps to global patterns of management. For example, we consider the ways in which management practices such as irrigation and fire are influencing yields around the world - analyses that can help critically evaluate the level of management currently employed and help imagine what management might be necessary to achieve higher yields in the future. These data will be needed in the next generation of Earth System models, in order to better represent the practices of agricultural land use in more realistic ways, thereby improving our understanding of land use / land cover change on the global carbon and water cycles, and the climate system.

  14. Trends in Income-Related Gaps in Enrollment in Early Childhood Education: 1968 to 2013

    ERIC Educational Resources Information Center

    Magnuson, Katherine; Waldfogel, Jane

    2016-01-01

    The academic achievement gap between children from the lowest- and highest-income families appears to have risen in recent decades in the United States. Such income-related disparities in academic skills are already present when children enter elementary school, suggesting that the explanation for changing gaps can be traced to changing…

  15. Sulfur-doped Graphene Nanoribbons with a Sequence of Distinct Band Gaps

    NASA Astrophysics Data System (ADS)

    Du, Shi-Xuan; Zhang, Yan-Fang; Zhang, Yi; Berger, Reinhard; Feng, Xinliang; Mullen, Klaus; Lin, Xiao; Zhang, Yu-Yang; Pantelides, Sokrates T.; Gao, Hong-Jun

    Unlike free-standing graphene, graphene nanoribbons (GNRs) can possess semiconducting band gap. However, achieving such control has been a major challenge in the fabrication of GNRs. Chevron-type GNRs were recently achieved by surface-assisted polymerization of pristine or N-substituted oligophenylene monomers. By mixing two different monomers, GNR heterojunctions can in principle be fabricated. Here we report fabrication and characterization of chevron-type GNRs by using sulfur-substituted oligophenylene monomers to achieve GNRs and related heterostructures for the first time. Importantly, our first-principles calculations show that the band gaps of GNRs can be tailored by different S configurations in cyclodehydrogenated isomers through debromination and intramolecular cyclodehydrogenation. This feature should open up new avenues to create multiple GNR heterojunctions by engineering the sulfur configurations. These predictions have been confirmed by Scanning Tunneling Microscopy (STM) and Scanning Tunneling Spectroscopy (STS). The unusual sequence of intraribbon heterojunctions may be useful for nanoscale optoelectronic applications based on quantum dots

  16. Gap Junctional Communication in Morphogenesis

    PubMed Central

    Levin, Michael

    2007-01-01

    Gap junctions permit the direct passage of small molecules from the cytosol of one cell to that of its neighbor, and thus form a system of cell-cell communication that exists alongside familiar secretion/receptor signaling. Because of the rich potential for regulation of junctional conductance, and directional and molecular gating (specificity), gap junctional communication (GJC) plays a crucial role in many aspects of normal tissue physiology. However, the most exciting role for GJC is in the regulation of information flow that takes place during embryonic development, regeneration, and tumor progression. The molecular mechanisms by which GJC establishes local and long-range instructive morphogenetic cues are just beginning to be understood. This review summarizes the current knowledge of the involvement of GJC in the patterning of both vertebrate and invertebrate systems and discusses in detail several morphogenetic systems in which the properties of this signaling have been molecularly characterized. One model consistent with existing data in the fields of vertebrate left-right patterning and anterior-posterior polarity in flatworm regeneration postulates electrophoretically-guided movement of small molecule morphogens through long-range GJC paths. The discovery of mechanisms controlling embryonic and regenerative GJC-mediated signaling, and identification of the downstream targets of GJC-permeable molecules, represent exciting next areas of research in this fascinating field. PMID:17481700

  17. Laxity Profiles in the Native and Replaced Knee-Application to Robotic-Assisted Gap-Balancing Total Knee Arthroplasty.

    PubMed

    Shalhoub, Sami; Moschetti, Wayne E; Dabuzhsky, Leonid; Jevsevar, David S; Keggi, John M; Plaskos, Christopher

    2018-05-14

    The traditional goal of the gap-balancing method in total knee arthroplasty is to create equal and symmetric knee laxity throughout the arc of flexion. The purpose of this study was to (1) quantify the laxity in the native and the replaced knee throughout the range of flexion in gap-balancing total knee arthroplasty (TKA) and (2) quantify the precision in achieving a targeted gap profile throughout flexion using a robotic-assisted technique with active ligament tensioning. Robotic-assisted, gap-balancing TKA was performed in 14 cadaver specimens. The proximal tibia was resected, and the native tibiofemoral gaps were measured using a robotic tensioner that dynamically tensioned the soft-tissue envelope throughout the arc of flexion. The femoral implant was then aligned to balance the gaps at 0° and 90° of flexion. The postoperative gaps were then measured during final trialing with the robotic tensioner and compared with the planned gaps. The native gaps increased by 3.4 ± 1.7 mm medially and 3.7 ± 2.1 mm laterally from full extension to 20° of flexion (P < .001) and then remained consistent through the remaining arc of flexion. Gap balancing after TKA produced equal gaps at 0° and 90° of flexion, but the gap laxity in midflexion was 2-4 mm greater than at 0° and 90° (P < .001). The root mean square error between the planned gaps and actual measured postoperative gaps was 1.6 mm medially and 1.7 mm laterally throughout the range of motion. Aiming for equal gaps at 0° and 90° of flexion produced equal gaps in extension and flexion with larger gaps in midflexion. Consistent soft-tissue balance to a planned gap profile could be achieved by using controlled ligament tensioning in robotic-assisted TKA. Copyright © 2018 Elsevier Inc. All rights reserved.

  18. Customizing Laboratory Information Systems: Closing the Functionality Gap.

    PubMed

    Gershkovich, Peter; Sinard, John H

    2015-09-01

    Highly customizable laboratory information systems help to address great variations in laboratory workflows, typical in Pathology. Often, however, built-in customization tools are not sufficient to add all of the desired functionality and improve systems interoperability. Emerging technologies and advances in medicine often create a void in functionality that we call a functionality gap. These gaps have distinct characteristics—a persuasive need to change the way a pathology group operates, the general availability of technology to address the missing functionality, the absence of this technology from your laboratory information system, and inability of built-in customization tools to address it. We emphasize the pervasive nature of these gaps, the role of pathology informatics in closing them, and suggest methods on how to achieve that. We found that a large number of the papers in the Journal of Pathology Informatics are concerned with these functionality gaps, and an even larger proportion of electronic posters and abstracts presented at the Pathology Informatics Summit conference each year deal directly with these unmet needs in pathology practice. A rapid, continuous, and sustainable approach to closing these gaps is critical for Pathology to provide the highest quality of care, adopt new technologies, and meet regulatory and financial challenges. The key element of successfully addressing functionality gaps is gap ownership—the ability to control the entire pathology information infrastructure with access to complementary systems and components. In addition, software developers with detailed domain expertise, equipped with right tools and methodology can effectively address these needs as they emerge.

  19. CONTINUOUS ABORT GAP CLEANING AT RHIC.

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    DREES,A.FLILLER,R.III.FU,W.MICHNOFF,R.

    2004-07-05

    Since the RHIC Au-Au run in the year 2001 the 200 MHz cavity system was used at storage and a 28 MHz system during injection and acceleration. The rebucketing procedure potentially causes a higher debunching rate of heavy ion beams in addition to amplifying debunching due to other mechanisms. At the end of a four hour store, debunched beam can easily account for more than 50% of the total beam intensity. This effect is even stronger with the achieved high intensities of the RHIC Au-Au run in 2004. A beam abort at the presence of a lot of debunched beammore » bears the risk of magnet quenching and experimental detector damage due to uncontrolled beam losses. Thus it is desirable to avoid any accumulation of debunched beam from the beginning of each store, in particular to anticipate cases of unscheduled beam aborts due to a system failure. A combination of a fast transverse kickers and the new 2-stage copper collimator system are used to clean the abort gap continuously throughout the store with a repetition rate of 1 Hz. This report gives. an overview of the new gap cleaning procedure and the achieved performance.« less

  20. Inspiring science achievement: a mixed methods examination of the practices and characteristics of successful science programs in diverse high schools

    NASA Astrophysics Data System (ADS)

    Scogin, Stephen C.; Cavlazoglu, Baki; LeBlanc, Jennifer; Stuessy, Carol L.

    2017-08-01

    While the achievement gap in science exists in the US, research associated with our investigation reveals some high school science programs serving diverse student bodies are successfully closing the gap. Using a mixed methods approach, we identified and investigated ten high schools in a large Southwestern state that fit the definition of "highly successful, highly diverse". By conducting interviews with science liaisons associated with each school and reviewing the literature, we developed a rubric identifying specific characteristics associated with successful science programs. These characteristics and practices included setting high expectations for students, providing extensive teacher support for student learning, and utilizing student-centered pedagogy. We used the rubric to assess the successful high school science programs and compare them to other high school science programs in the state (i.e., less successful and less diverse high school science programs). Highly successful, highly diverse schools were very different in their approach to science education when compared to the other programs. The findings from this study will help schools with diverse students to strengthen hiring practices, enhance teacher support mechanisms, and develop student-focused strategies in the classroom that increase science achievement.