Explore the vast range of titles available.

Check-In/Check-Out (CICO) and the Daily Report Card intervention (DRC) are well-researched interventions designed to reduce challenging student behavior and improve academic and behavioral functioning. Yet each intervention has been studied within siloed literatures and their similarities and differences are not well understood by many educators. The goals of this commentary are to (1) highlight the similarities and differences between these interventions; (2) help educators and researchers understand the value of both interventions; and (3) stimulate conversation, innovative thinking, and new research that serves to reduce rather than reinforce the existing silos.

The definitive history of the report card.Report cards represent more than just an account of academic standing and attendance. The report card also serves as a tool of control and as a microcosm for the shifting power dynamics among teachers, parents, school administrators, and students. In Report Cards: A Cultural History, Wade H. Morris tells the story of American education by examining the history of this unique element of student life. In the nearly two hundred-year evolution of the report card, this relic of academic bookkeeping reflected broader trends in the United States: the republican zealotry and religious fervor of the antebellum period, the failed promises of postwar Reconstruction for the formerly enslaved, the changing gender roles in newly urbanized cities, the overreach of the Progressive child-saving movement in the early twentieth century, and—by the 1930s—the increasing faith in an academic meritocracy. The use of report cards expanded with the growth of school bureaucracies, becoming a tool through which administrators could surveil both student activity and teachers. And by the late twentieth century, even the most radical critics of numerical reporting of children have had to compromise their ideals.Morris traces the evolution of how teachers, students, parents, and administrators have historically responded to report cards. From a western New York classroom teacher in the 1830s and a Georgia student in the 1870s who was born enslaved, to a Colorado student incarcerated in the early 1900s and the son of Russian-Jewish immigrants applying to college in the 1930s, Report Cards describes how generations of people have struggled to maintain dignity within a system that reduces children to numbers on slips of paper.

Daily Behavior Report Cards (DBRCs) have been found to decrease disruptive behaviors of children with attention-deficit/hyperactivity disorder, intellectual and developmental disorders, and typically developing students. However, although previous studies indicate that peers can assist with the implementation of a variety of interventions (e.g., Check in check out), teachers are often the implementer of DBRCs. In addition, it appears that no studies evaluating DBRCs have included a functional assessment. Thus, the purposes of this study were to assess the effects of a peer-mediated DBRC on disruptive classroom behaviors, determine whether peers could implement their portion of the intervention procedures with high integrity, and assess whether DBRC was effective independent of the functional reinforcer for disruptive behavior. In this study, peer-mediated DBRC led to a decrease in disruptive behavior and an increase in on-task behavior for all three target students who were at risk for EBD. The peer mediators also implemented the DBRC procedures with high integrity. Furthermore, DBRC was effective at suppressing disruptive behavior independent of their presumed functional reinforcer. However, it does appear that different portions of the intervention likely addressed the hypothesized functions of problem behaviors of all three participants.

Student performance is related to motivation to learn. As motivation generally declines during lower secondary education, one might expect performance to decline as well during this period. Though, until now, it has been unclear whether this pattern exists. In the present study, we examined student performance during the early years of secondary education from a developmental perspective. Participants were 1544 Dutch secondary school students across three grades (grades 7 to 9). To investigate student performance trends, we analysed report card grades by using hierarchical linear modelling with two levels (level 1, time point; level 2, student). Potential moderators to be examined were (1) gender, (2) school type and (3) initial level. A linear decline in report card grades from grade 7 to 9 was found for boys and girls, in all school types, and regardless of initial level. Two variables moderated the steepness of the decline: school type and initial level. Gender and school type had a main effect on performance level. The same pattern was observed for the subset of 'core subjects'—Dutch, English and mathematics. Motivational and cognitive factors that may explain the performance decline are discussed.

The global expansion of access to higher education has increased demand for information on academic quality and has led to the development of university ranking systems or league tables in many countries of the world. A recent UNESCO/CEPES conference on higher education indicators concluded that cross-national research on these ranking systems could make an important contribution to improving the international market for higher education. The comparison and analysis of national university ranking systems can help address a number of important policy questions. First, is there an emerging international consensus on the measurement of academic quality as reflected in these ranking systems? Second, what impact are the different ranking systems having on university and academic behavior in their respective countries? Finally, are there important public interests that are thus far not reflected in these rankings? If so, is there a needed and appropriate role for public policy in the development and distribution of university ranking systems and what might that role be? This paper explores these questions through a comparative analysis of university rankings in Australia, Canada, the UK, and the US. (HRK / Abstract übernommen).

This study re-envisions the Nation’s Report Card from a “whole child” perspective that considers not just students’ academic achievement, but also their physical and mental health. Jaekyung Lee’s integrated analysis of the National Assessment of Educational Progress and the National Survey of Children’s Health datasets reveals that many of our children and youth are not in good shape, getting the average grade of C, with grades of B+ for physical health, C for socioemotional wellness, and D for academic proficiency. The analysis also shows that better health and wellness measures are associated with higher achievement. In addition, the states with stronger “whole community” scores, which measure protective and nurturing family-school-neighborhood environments, produce students who do better on all measures.

Background: Hospital report cards, in which outcomes following the provision of medical or surgical care are compared across health care providers, are being published with increasing frequency. Essential to the production of these reports is risk-adjustment, which allows investigators to account for differences in the distribution of patient illness severity across different hospitals. Logistic regression models are frequently used for risk adjustment in hospital report cards. Many applied researchers use the c-statistic (equivalent to the area under the receiver operating characteristic curve) of the logistic regression model as a measure of the credibility and accuracy of hospital report cards. Objectives: To determine the relationship between the c-statistic of a risk-adjustment model and the accuracy of hospital report cards. Research Design: Monte Carlo simulations were used to examine this issue. We examined the influence of 3 factors on the accuracy of hospital report cards: the c-statistic of the logistic regression model used for risk adjustment, the number of hospitals, and the number of patients treated at each hospital. The parameters used to generate the simulated datasets came from analyses of patients hospitalized with a diagnosis of acute myocardial infarction in Ontario, Canada. Results: The c-statistic of the risk-adjustment model had, at most, a very modest impact on the accuracy of hospital report cards, whereas the number of patients treated at each hospital had a much greater impact. Conclusions: The c-statistic of a risk-adjustment model should not be used to assess the accuracy of a hospital report card.

Daily behavior report cards (DBRCs) have shown promise in reducing problematic classroom behaviors. The effectiveness of DBRCs has been used widely examined with respect to students with attention deficit hyperactivity disorder, specific learning disabilities, and other high incidence disabilities. Past research has primarily focused on students in primary grades, with a limited number of studies examining students in secondary grades, in particular students in high school. Even fewer studies have examined the effectiveness of DBRCs implemented by novice special educators. The purpose of the current study was twofold: (1) to examine the effectiveness of a DBRC in reducing off-task classroom behavior for a high school student with autism spectrum disorder (ASD) and (2) to evaluate the delivery of an intensive intervention by a novice special education teacher. A preservice special education teacher implemented the intervention. A changing criterion design was used to examine the effectiveness of the intervention. We analyzed the data using visual analysis and calculated effect sizes using Tau-U. The results suggested that DBRCs are an acceptable and effective treatment for reducing off-task behavior with a student with ASD when implemented by a novice special education teacher. Data were collected to measure the novice teacher's implementation fidelity. Additionally, the results showed that a novice special education teacher can be trained to implement a behavior management program for a student presenting inappropriate classroom behaviors with high fidelity.

Daily Behavior Report Cards (DBRCs) have shown to be a successful intervention for improving classroom behavior for students considered to display challenging behaviors. DBRCs have been used for students with emotional/ behavioral disorder in an effort to improve academic and social outcomes. Few studies have examined the use of DBRCs for students with intellectual and developmental disabilities (IDD). Even fewer studies have examined the intersection of young (i.e., early childhood) students with IDD in extended school year settings (ESY). The authors examined the effectiveness of DBRCs for young students with IDD in ESY settings. Four elementary students (ages 6-7) with IDD and behavior challenges who were receiving ESY services as mandated by their respective Individualized Education Plan participated in the current study. Researchers used a changing criterion single case research design, with visual analyses and Tau-U statistical analyses indicating a positive impact for each student and 1.00 effect sizes with significance (p < .01). Teachers demonstrated fidelity of implementation, and competence in data collection and graphing student progress.

Background Physicians play a critical role in healthcare delivery. With an aging US population, population growth, and a greater insured population following the Affordable Care Act (ACA), healthcare demand is growing at an unprecedented pace. This study is to examine current and future physician job surplus/shortage trends across the United States of America from 2017 to 2030. Methods Using projected changes in population size and age, the authors developed demand and supply models to forecast the physician shortage (difference between demand and supply) in each of the 50 states. Letter grades were then assigned based on projected physician shortage ratios (physician shortage per 100 000 people) to evaluate physician shortages and describe the changing physician workforce in each state. Results On the basis of current trends, the number of states receiving a grade of “D” or “F” for their physician shortage ratio will increase from 4 in 2017 to 23 by 2030, with a total national deficit of 139 160 physician jobs. By 2030, the West is forecasted to have the greatest physician shortage ratio (69 physician jobs per 100 000 people), while the Northeast will have a surplus of 50 jobs per 100 000 people. Conclusion There will be physician workforce shortages throughout the country in 2030. Outcomes of this study provide a foundation to discuss effective and efficient ways to curb the worsening shortage over the coming decades and meet current and future population demands. Increased efforts to understand shortage dynamics are warranted.