scholarly journals Technology and Child Development: Evidence from the One Laptop per Child Program

2017 ◽  
Vol 9 (3) ◽  
pp. 295-320 ◽  
Author(s):  
Julian Cristia ◽  
Pablo Ibarrarán ◽  
Santiago Cueto ◽  
Ana Santiago ◽  
Eugenio Severín
Keyword(s):  
Child Development ◽  
Test Scores ◽  
Cognitive Skills ◽  
Primary Schools ◽  
Large Scale ◽  
Positive Effects ◽  
One Laptop Per Child ◽  
Randomized Evaluation ◽  
Using Data ◽  
The One

This paper presents results from a large-scale randomized evaluation of the One Laptop per Child program, using data collected after 15 months of implementation in 318 primary schools in rural Peru. The program increased the ratio of computers per student from 0.12 to 1.18 in treatment schools. This expansion in access translated into substantial increases in use of computers both at school and at home. No evidence is found of effects on test scores in math and language. There is some evidence, though inconclusive, about positive effects on general cognitive skills. (JEL H52, I21, I24, I28, O15)

Instrumental Variable Methods for the Estimation of Test Score Reliability

1983 ◽  
Vol 8 (3) ◽  
pp. 223-241 ◽  
Author(s):  
Russell Ecob ◽  
Harvey Goldstein
Keyword(s):  
Child Development ◽  
Instrumental Variables ◽  
Test Scores ◽  
Instrumental Variable ◽  
Test Score ◽  
Development Study ◽  
National Child Development Study ◽  
Mental Test ◽  
Instrumental Variable Method ◽  
Using Data

The method of Instrumental Variables is suggested as an alternative to traditional methods for estimating the reliability of mental test scores which avoids certain drawbacks of these methods. The consistency and efficiency of the instrumental variable method are examined empirically using data from the British National Child Development Study in an analysis of 16 year, 11 year and 7 year old scores on tests of mathematics and reading.

scholarly journals School testing culture and teacher satisfaction

2020 ◽  
Author(s):  
William C. Smith ◽  
Jessica Holloway
Keyword(s):  
Student Performance ◽  
Test Scores ◽  
Teaching And Learning ◽  
Teacher Satisfaction ◽  
Past Research ◽  
Pool Data ◽  
Positive Effects ◽  
Using Data ◽  
Indirect Relationship ◽  
The Relationship

Abstract Teachers, as frontline providers of education, are increasingly targets of accountability reforms. Such reforms often narrowly define ‘teacher quality’ around performative terms. Past research suggests holding teachers to account for student performance measures (i.e. test scores) damages their job satisfaction, including increasing stress and burnout. This article examines whether the relationship between test-based accountability and teacher satisfaction can be, in part, explained by the emphasis of student test scores in teacher appraisals. Although historically used for formative purposes, recent research demonstrates that across a large range of countries, nearly all teachers work in a system where their appraisal is based, in part, on students’ test scores. Using data from the 2013 Teaching and Learning International Survey, we pool data from 33 countries to evaluate the direct and indirect effect of school testing culture on teacher satisfaction. Results suggest that there is a direct relationship between the intensity of the testing culture and the satisfaction of teachers, as well as an indirect relationship with test score emphasis in teacher appraisals suppressing potential positive effects of appraisals on teacher satisfaction.

scholarly journals Early Retirement Incentives and Student Achievement

2014 ◽  
Vol 6 (3) ◽  
pp. 120-154 ◽  
Author(s):  
Maria D. Fitzpatrick ◽  
Michael F. Lovenheim
Keyword(s):  
Student Achievement ◽  
Test Scores ◽  
Early Retirement ◽  
Large Scale ◽  
Lower Cost ◽  
Experienced Teachers ◽  
Positive Effects ◽  
Retirement Incentives ◽  
Teacher Workforce

Early retirement incentives (ERIs) are increasingly prevalent in education as districts seek to close budget gaps by replacing expensive experienced teachers with lower cost newer teachers. Combined with the aging of the teacher workforce, these ERIs are likely to change the composition of teachers dramatically in the coming years. We use exogenous variation from an ERI program in Illinois in the mid-1990s to provide the first evidence in the literature of the effects of large-scale teacher retirements on student achievement. We find the program did not reduce test scores; likely, it increased them, with positive effects most pronounced in lower SES schools. (JEL H75, I21, I28, J26, J45)

scholarly journals Technology and Child Development: Evidence from the One Laptop Per Child Program

2012 ◽  
Author(s):  
Julian Cristia ◽  
Pablo Ibarraran ◽  
Santiago Cueto ◽  
Ana Santiago ◽  
Eugenio Severin
Keyword(s):  
Child Development ◽  
One Laptop Per Child ◽  
The One

scholarly journals Promuovere un’educazione plurilingue parlando a casa di cose di scuola Esiti da una ricerca-azione

2021 ◽  
Author(s):  
Cecilia Andorno ◽  
Silvia Sordella
Keyword(s):  
Primary Schools ◽  
Immigrant Families ◽  
Parental Competence ◽  
Heritage Languages ◽  
Positive Effects ◽  
Multilingual Education ◽  
Multilingual Communication ◽  
The Family ◽  
The One ◽  
Primary Socialization

The positive effects of multilingual education are hindered when some languages in one’s repertoire do not develop beyond the level of primary socialization, as is often the case of children of immigrant families: on the one hand, monolingual use at school limits the sociolinguistic functions of home languages; on the other, inadequate parental competence in the language of schooling hinders their involvement in scholastic practices at home. Starting from these presuppositions, the paper describes a research project aimed at promoting multilingual communication related to school matters and practices within immigrant families of children attending Italian primary schools. Enhancing the use of heritage languages can promote parental participation in homework interactions thus enhancing CALP-related practices within the family.

scholarly journals Complex genetic and epigenetic regulation deviates gene expression from a unifying global transcriptional program

2018 ◽  
Author(s):  
Mónica Chagoyen ◽  
Juan F Poyatos
Keyword(s):  
Gene Expression ◽  
Large Scale ◽  
Physiological State ◽  
Transcriptional Program ◽  
Expression Change ◽  
Regulatory Strategies ◽  
Genetic Perturbations ◽  
Specific Regulation ◽  
Using Data ◽  
The One

AbstractEnvironmental or genetic perturbations lead to gene expression changes. While most analyses of these changes emphasize the presence of qualitative differences on just a few genes, we now know that changes are widespread. This large-scale variation has been linked to the exclusive influence of a global transcriptional program determined by the new physiological state of the cell. However, given the sophistication of eukaryotic regulation, we expect to have a complex architecture of specific control affecting this program. Here, we examine this architecture. Using data of Saccharomyces cerevisiae expression in different nutrient conditions, we first propose a five-sector genome partition, which integrates earlier models of resource allocation, as a framework to examine the deviations from the global control. In this scheme, we recognize invariant genes, whose regulation is dominated by physiology, specific genes, which substantially depart from it, and two additional classes that contain the frequently assumed growth-dependent genes. Whereas the invariant class shows a considerable absence of specific regulation, the rest is enriched by regulation at the level of transcription factors (TFs) and epigenetic modulators. We nevertheless find markedly different strategies in how these classes deviate. On the one hand, there are TFs that act in a unique way between partition constituents, and on the other, the action of chromatin modifiers is significantly diverse. The balance between regulatory strategies ultimately modulates the action of the general transcription machinery and therefore limits the possibility of establishing a unifying program of expression change at a genomic scale.

scholarly journals Technology and Child Development: Evidence from the One Laptop Per Child Program

2012 ◽  
Author(s):  
Julian Cristia ◽  
Pablo Ibarraran ◽  
Santiago Cueto ◽  
Ana Santiago ◽  
Eugenio Severin
Keyword(s):  
Child Development ◽  
One Laptop Per Child ◽  
The One

scholarly journals Voices from the Frontlines:Teachers' Perceptions of High-Stakes Testing

2004 ◽  
Vol 12 ◽  
pp. 39 ◽  
Author(s):  
Brett D. Jones ◽  
Robert J. Egley
Keyword(s):  
Public Schools ◽  
Test Scores ◽  
Teaching And Learning ◽  
High Stakes Testing ◽  
Negative Effects ◽  
High Stakes ◽  
Testing Program ◽  
Positive Effects ◽  
The One ◽  
The Right

The purpose of this study was to investigate whether teachers perceived Florida’s high-stakes testing program to be taking public schools in the right direction. More importantly, we sought to understand why teachers perceived the tests to be taking schools in the right or wrong direction. Based on the survey results of 708 teachers, we categorized their concerns and praises of high-stakes testing into ten themes. Most of the teachers believed that the testing program was not taking schools in the right direction. They commented that the test was used improperly and that the one-time test scores were not an accurate assessment of students’ learning and development. In addition, they cited negative effects on the curriculum, teaching and learning, and student and teacher motivation. The positive effects cited were much fewer in number and included the fact that the testing held students, educators, and parents accountable for their actions. Interestingly, teachers were not opposed to accountability, but rather, opposed the manner in which it was currently implemented. Only by understanding these positive and negative effects of the testing program can policymakers hope to improve upon it. To this end, we discuss several implications of these findings, including: limiting the use of test scores, changing the school grading criteria, using alternative assessments, modifying the curriculum, and taking steps to reduce teaching to the test.

scholarly journals Expected impact of reopening schools after lockdown on COVID-19 epidemic in Île-de-France

2020 ◽  
Author(s):  
Laura Di Domenico ◽  
Giulia Pullano ◽  
Chiara E. Sabbatini ◽  
Pierre-Yves Boëlle ◽  
Vittoria Colizza
Keyword(s):  
High Schools ◽  
Primary Schools ◽  
Large Scale ◽  
School Level ◽  
Reproductive Number ◽  
School Age ◽  
Social Distancing ◽  
Bed Capacity ◽  
The One ◽  
Primary School Age

ABSTRACTAs several countries around the world are planning exit strategies to progressively lift the rigid social restrictions implemented with lockdown, different options are being chosen regarding the closure or reopening of schools. We evaluate the expected impact of reopening schools in Île-de-France region after the withdrawal of lockdown currently scheduled for May 11, 2020. We explore several scenarios of partial, progressive, or full school reopening, coupled with moderate social distancing interventions and large-scale tracing, testing, and isolation. Accounting for current uncertainty on the role of children in COVID-19 epidemic, we test different hypotheses on children’s transmissibility distinguishing between younger children (pre-school and primary school age) and adolescents (middle and high school age). Reopening schools after lifting lockdown will likely lead to an increase in the number of COVID-19 cases in the following 2 months, even with lower transmissibility of children, yet protocols exist that would allow maintaining the epidemic under control without saturating the healthcare system. With pre-schools and primary schools in session starting May 11, ICU occupation would reach at most 72% [55,83]% (95% probability ranges) of a 1,500-bed capacity (here foreseen as the routine capacity restored in the region post-first wave) if no other school level reopens before summer or if middle and high schools reopen one month later through a progressive protocol (increasing attendance week by week). Full attendance of adolescents at school starting in June would overwhelm the ICU system (138% [118,159]% occupation). Reopening all schools on May 11 would likely lead to a second wave similar to the one recently experienced, except if maximum attendance is limited to 50% for both younger children and adolescents. Based on the estimated situation on May 11, no substantial difference in the epidemic risk is predicted between progressive and prompt reopening of pre-schools and primary schools, thus allowing full attendance of younger children mostly in need of resuming learning and development. Reopening would require however large-scale trace and testing to promptly isolate cases, in addition to moderate social distancing interventions. Full attendance in middle and high schools is instead not recommended. Findings are consistent across different assumptions on the relative transmissibility of younger children and for small increase of the reproductive number possibly due to decreasing compliance to lockdown.

Do Low-Achieving Students Benefit More from Small Classes? Evidence from the Tennessee Class Size Experiment

2002 ◽  
Vol 24 (3) ◽  
pp. 201-217 ◽  
Author(s):  
Barbara Nye ◽  
Larry V. Hedges ◽  
Spyros Konstantopoulos
Keyword(s):  
Academic Achievement ◽  
Class Size ◽  
Large Scale ◽  
Randomized Experiment ◽  
Small Class ◽  
Randomized Experiments ◽  
Differential Effects ◽  
Positive Effects ◽  
Low Achieving Students ◽  
Using Data

Recent evidence about the effects of class size on academic achievement from randomized experiments points to positive effects of small classes. However, the evidence about the mechanism producing these effects is less clear. Some scholars have argued for mechanisms that would imply greater effects of small classes for low-achieving students. This article investigates possible differential effects of small classes on achievement using data from Project STAR, a four-year, large-scale randomized experiment on the effects of class size. We examined the differential effects of small classes for students in the bottom half and bottom quarter, respectively, of their class's achievement distribution in kindergarten. Although small class effects are somewhat larger for low-achieving students in reading, the differential effects (interactions) are not statistically significant. Moreover, the small class effects for low-achieving students in mathematics are actually smaller than those for higher achieving students. Thus while there are unambiguous positive effects of small classes on achievement, there is no evidence for differentially larger effects of small classes for lower achieving students.

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