Using college placement exams as early signals of college readiness: An examination of California's Early Assessment Program and New York's At Home in College program

2012 ◽  
Vol 2012 (158) ◽  
pp. 71-79 ◽  
Author(s):  
Andrea Venezia ◽  
Daniel Voloch
Keyword(s):  
College Readiness ◽  
Early Assessment ◽  
Assessment Program ◽  
Placement Exams ◽  
At Home

scholarly journals 456. Implementing an At-Home Smell Test for Early Assessment of COVID-19 in High-Risk Healthcare Workers

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S295-S296
Author(s):  
Julian J Weiss ◽  
Tuki Attuquayefio ◽  
Elizabeth B White ◽  
Bertie Geng ◽  
Ryan Handoko ◽  
...  
Keyword(s):  
High Risk ◽  
Healthcare Workers ◽  
Low Cost ◽  
Self Report ◽  
Early Assessment ◽  
Symptom Questionnaire ◽  
Olfactory Stimuli ◽  
A Prospective Study ◽  
Smell Loss ◽  
At Home

Abstract Background Smell loss has been recognized as an important, and potentially early, sign of COVID-19. However, to date smell loss has only been assessed in retrospective, COVID+ cohorts, and largely through self-report. The objective of this study was to implement a daily standardized behavioral test of smell sensitivity in healthcare workers (HCW) to capture changes in smell sensitivity over time and to assess whether these changes occur prior to positive COVID test. Methods The study enrolled 500 high-risk COVID-negative HCW during the COVID-19 epidemic in Connecticut, beginning March 28, 2020 (80% F, mean age 38, 58% nurses). Initially, HCW received a daily symptom questionnaire with parosmia screening questions. On April 23 we introduced the “Jiffy”, a daily at-home psychophysical test of smell sensitivity, where olfactory stimuli are sampled and rated for perceived intensity. SARS-CoV-2 infection was tested every three days by PCR of nasopharyngeal swabs or saliva. Screening Questionnaire for Parosmia The “Jiffy” Survey and Test Results Of the first 500 enrolled HCW, 376 HCW (75%) completed the Jiffy 4528 times (mean 12 times/HCW). 17/500 HCW (3.4%) had a COVID+ test, of which 9/17 (53%) reported smell loss through the Jiffy or the daily symptom survey. 6/9 (67%) reported smell loss that preceded or was concurrent with a COVID+ test. 8/17 COVID+ HCW completed the Jiffy, with 5/8 (63%) reporting reductions in smell versus 42/368 (11%) COVID- HCW (OR=13, 95% CI: 2.4–85, p=.001). COVID+ HCW rated their greatest reduction in smell sensitivity as slight (40%) and severe (60%), versus slight (88%) and moderate (12%) in COVID- HCW. 16/17 COVID+ HCW completed a daily symptom survey (mean 14 times/HCW), with 8/16 (50%) ever reporting parosmia versus 90/466 (19%) of COVID- HCW (OR=4.2, 95% CI: 1.3–13, p=.007). Overall, parosmia was the first reported symptom in 3/13 (23%) COVID+ HCW who reported symptoms. Smell Changes in COVID+ and COVID- HCW Reported in the “Jiffy” Test Smell Changes in COVID+ and COVID- HCW Reported in Daily Symptom Questionnaire Smell Changes among COVID+ HCW by Day, Relative to Day of Positive PCR Test Conclusion We conducted a prospective study of smell testing in a population at high risk for COVID-19 using two parallel approaches. Our results demonstrate the feasibility of at-home smell testing for assessing parosmia during COVID-19, in some cases even prior to a positive PCR result. Given the urgent need for widespread, low-cost, non-invasive testing for COVID-19, we are now developing an easy-to-use app to distribute this survey more widely to high-risk populations. Disclosures Julian J. Weiss, BA, Nothing to disclose

“I Keep it Together at Work but Fall Apart at Home”: The Experience of Israeli Homeroom Teachers Coping With the Death of a Student in their Class

2020 ◽  
pp. 003022281989950
Author(s):  
Inbar Levkovich ◽  
Ronny Duvshan
Keyword(s):  
High School ◽  
Qualitative Study ◽  
Bad News ◽  
Early Assessment ◽  
Personal Lives ◽  
Face To Face ◽  
Class B ◽  
Homeroom Teachers ◽  
At Home

This qualitative study examines the experiences of 16 Israeli high school homeroom teachers coping with the death of a student from their class. We used in-depth, semistructured, face-to-face interviews. Analysis of the findings revealed three key themes: (a) After their initial sense of shock and pain upon learning of the death of one of their students, the homeroom teachers were immediately asked to convey the bad news to their class. (b) The teachers experienced profound grief, had difficulty dealing with the student’s absence, and invested resources in preserving the student’s memory through various activities. (c) The teachers claimed that the experience affected their personal lives and stated that memories of it continued to surface long afterwards. Some found it difficult to function and even chose to leave the profession. The discussion raises the need for early assessment and planning in schools to address loss-related issues and provide support for teachers.

The California State University Early Assessment Program

2008 ◽  
Vol 81 (5) ◽  
pp. 227-231 ◽  
Author(s):  
Ruth E. Knudson ◽  
Carol Zitzer-Comfort ◽  
Matthew Quirk ◽  
Pia Alexander
Keyword(s):  
California State University ◽  
State University ◽  
Early Assessment ◽  
Assessment Program

Assessing the Promise of California’s Early Assessment Program for Community Colleges

2014 ◽  
Vol 655 (1) ◽  
pp. 36-55 ◽  
Author(s):  
Michal Kurlaender
Keyword(s):  
High School ◽  
Community College ◽  
Community Colleges ◽  
High School Students ◽  
Postsecondary Education ◽  
College Level ◽  
Early Assessment ◽  
School Students ◽  
Assessment Program ◽  
K 12

This article focuses on California’s efforts to improve the alignment between K–12 and postsecondary schooling through the Early Assessment Program (EAP). Implemented in 2004, the EAP was designed to give high school students information about their academic preparedness for postsecondary education and to encourage teachers to teach for college readiness. I describe the EAP and its evolution and presence at California’s community colleges. I then match EAP and other test score data for California high school juniors to administrative data from California community colleges to investigate the extent to which high school student participation in the EAP predicts their college course placement and influences their academic performance. I find that very few students enter the California community college system ready for college-level work based on the EAP exam, but that the EAP can better serve community college campuses in their efforts to place students in developmental coursework.

Systematic Modification of Parental Input to Train Language Symbols

1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn
Keyword(s):  
Language Learning ◽  
Meaningful Use ◽  
Hearing Impaired ◽  
Specific Language ◽  
Parental Input ◽  
Language Exposure ◽  
Therapy Sessions ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes

2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  
Keyword(s):  
High Stress ◽  
Social Validity ◽  
Home Language ◽  
Single Subject ◽  
Considerable Difficulty ◽  
Home Program ◽  
Iterative Development ◽  
Vocabulary Skills ◽  
Validity Measures ◽  
At Home

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.

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