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Many foundations decide how much and where to give based on their founders' personal precommitments to specific issues, geographies, and/or institutions. If a grantmaking organization instead wanted to select problems based on a general measure of impact per dollar spent, how should it approach this goal? What tools could it use to identify promising cause areas (climate change, education, or health, for example) or to compare grants that achieve different results? This paper focuses on an approach followed by the grantmaking organization Open Philanthropy for its \"Global Health and Wellbeing\" portfolio, with an emphasis on two key frameworks: equalizing marginal philanthropic returns, as well as importance, neglectedness, and tractability. It describes measurement and comparability under the first framework, and then applies the second framework to the example of reducing exposure to lead. It concludes by considering critiques and areas for improvement.

The United States has an Economic Constitution, governing federal regulation, and explaining how to conduct regulatory impact analysis, with reference to quantification and monetization of the costs and benefits of proposed and final regulations. Known as OMB Circular A-4, the Economic Constitution of the United States was thoroughly revised in 2023, with new directions on behavioral economics and nudging; on discount rates and effects on future generations; on distributional effects and how to account for them; and on benefits and costs that are hard or impossible to quantify. The revised document leaves numerous open questions, involving (for example) the valuation of human life, the valuation of morbidity effects, and the value of the lives of children.

The US Congress uses economic and budgetary projections, cost estimates for proposed legislation, and other analyses provided by the Congressional Budget Office (CBO) as part of its legislative process. CBO makes assessments based on an understanding of federal programs and revenue sources, reading the relevant research literature, analysis of data, and consultation with outside experts—and often relies on economic research. This article begins with a discussion of the role of the Congressional Budget Office and then discusses how economists could conduct research that would help inform the Congress by improving the quality of the analysis and parameter estimates that CBO uses. It gives overall context and specific examples in seven areas: credit and insurance, energy and the environment, health, labor, macroeconomics, national security, and taxes and transfers.

Researchers and economic research were essential to the success of the Financial Crisis Inquiry Commission. For example, researchers submitted testimony, briefed commissioners, and spoke with our staff in recorded interviews. They also provided access to key data sources and helped us use them. Although we started our investigation barely one year after the height of the crisis, there was already a strong core of early, empirical research grappling with many of our key questions, such as why investors ran certain markets, why incentive problems pervaded securitization markets, and why risk management failed at so many large companies. We also benefited from the wealth of research exploring developments in financial markets leading up to the crisis. The process to build the research staff on a tight deadline was chaotic, and we needed people willing to work long hours, work on a team, and follow the evidence wherever it took us.

Intersectional analysis goes beyond consideration of single variables to examine the compounded impact at the intersections of, for example, gender and race, or geographical location and caste. The Guidelines for Intersectional Analysis in Science and Technology (GIST) help researchers, journal editors, and funding agencies systematically integrate intersectional analysis into relevant domains of science and technology. These guidelines serve as a roadmap for quantitative intersectional analysis throughout the research process-from setting strategic research priorities and shaping research questions to data collection, analysis, and interpretation. Here we provide a checklist to facilitate author and journal editor compliance with the guidelines. We recommend that the GIST checklist be added to journals' \"Information for Authors\". The goal is to reset the research default to include intersectional analysis, where appropriate. Intersectional analysis leads to better science: precision in research best guides effective social and environmental policies that, in turn, enhance global equity and sustainability.

Caregivers require tangible (e.g. food and financial) and intangible resources to provide care to ensure child health, nutrition and development. Intangible resources include beliefs and knowledge, education, self-efficacy, perceived physical health, mental health, healthy stress levels, social support, empowerment, equitable gender attitudes, safety and security and time sufficiency. These intangible caregiver resources are included as intermediate outcomes in nutrition conceptual frameworks yet are rarely measured as part of maternal and child nutrition research or evaluations. To facilitate their measurement, this scoping review focused on understudied caregiver resources that have been measured during the complementary feeding period in low- and lower-middle-income countries. We screened 9,232 abstracts, reviewed 277 full-text articles and included 163 articles that measured caregiver resources related to complementary feeding or the nutritional status of children 6 months to 2 years of age. We identified measures of each caregiver resource, though the number of measures and quality of descriptions varied widely. Most articles (77 %) measured only one caregiver resource, mental health ( 83) and social support ( 54) most frequently. Psychometric properties were often reported for mental health measures, but less commonly for other constructs. Few studies reported adapting measures for specific contexts. Existing measures for mental health, equitable gender attitudes, safety and security and time sufficiency were commonly used; other constructs lacked standardised measures. Measurement of caregiver resources during the complementary feeding period is limited. Measuring caregiver resources is essential for prioritising caregivers and understanding how resources influence child care, feeding and nutrition.

This study investigated multiple models for assessing oral reading fluency, including 1-minute oral reading measures that produce scores reported as words correct per minute (wcpm). The authors compared a measure of wcpm with measures of the individual and combined indicators of oral reading fluency (rate, accuracy, prosody, and comprehension) to examine construct, criterion, and consequential validity. Oral reading data and standardized comprehension test scores were analyzed for students in grades 2, 4, and 6. The results indicate that assessments designed to include multiple indicators of oral reading fluency provided a finer-grained understanding of oral reading fluency and fluency assessment and a stronger predictor of general comprehension. Comparisons across grade levels also revealed developmental differences in the relation between oral reading fluency and comprehension, and in the relative contributions of oral fluency indicators to comprehension. When commonly used benchmarks were applied to wcpm scores to identify students at risk of reading difficulty, both false positives and false negatives were found. This study raises issues regarding the alignment of oral reading fluency definitions and assessment. It also raises concerns about the widespread use of wcpm measures and benchmarks to identify students at risk of reading difficulty and to plan instruction.

This department explores critical perspectives on issues at the intersection of policy and practice in order to generate fresh questions about enduring dilemmas, new challenges, and debates.

Adolescents often use root word and affix knowledge to figure out unknown words. Anglin (1993) found that younger readers favor the Part-to-Whole strategy, and Tyler and Nagy (1989) confirmed the importance of root-word knowledge for middle school students. This study seeks to understand the different strategies middle school readers use so that teachers can leverage these approaches in future morphological instruction. The authors interviewed 20 seventh- and eighth-grade students from two middle schools in the Southeastern United States. Males and females were represented evenly across sites. They chose these two schools because each served populations of either proficient or struggling readers and could showcase the problem-solving strategies used by these different groups of readers. Study data were collected through 20-minute interviews led by the authors of this article. Students were asked to problem solve 12 morphologically complex words, with follow-up questions about their problem-solving processes. Because they focused on how students might use morphology beyond orthography and phonology, when students mispronounced a word, the interviewer gave them the correct pronunciation. Based on their findings, the authors discuss strategies and make instructional recommendations to support students in determining word meanings. The article concludes that although only part of comprehensive vocabulary instruction, morphological problem-solving strategies can be powerful tools in a student's literacy tool belt. Their analysis suggests students use sophisticated strategies when trying to figure out the meanings of morphologically complex words. (Contains 6 figures and 3 tables.)

Becoming literate is emotional work. From the time we are born, we engage in multiple literacies, constructing new knowledge and powerful ideas that, together, bridge new understandings. With those new understandings, we are constantly being challenged and provoked with new information. The authors, two educators who have taught many students lifelong literacy skills and did not experience traditional teacher preparation in the teaching of reading or writing, ask, How do we build literacy culture centered in love within and across a school community? What is the emotive work, and how do we build it? Through unpacking the application and assessment of Gary Chapman's five love languages alongside collective, intraschool inquiry teams, loveful practices are parsed out, named, and demystified to build the kinds of relational trust that sustain adolescents’ lifelong love of literacy.