Understanding "fan-spread" in achievement measures.

1974 ◽  
Author(s):  
James Fennessey
Keyword(s):  
Circulation ◽  
2020 ◽  
Vol 142 (Suppl_4) ◽  
Author(s):  
Tanya Perry ◽  
Tia T Raymond ◽  
Joanna Fishbein ◽  
Michael G Gaies ◽  
Todd Sweberg ◽  
...  

Introduction: Hospitalized children with critical cardiac disease experience cardiac arrest more than any other disease type. Varying models are devoted to caring for this population, including pediatric intensive care units (PICU) and dedicated cardiac intensive care units (CICU). The process of CPR delivery has not been evaluated in CICUs in comparison to PICUs. Hypothesis: There will be no difference in cardiac arrest resuscitation practices between unit types. Methods: We analyzed patients <18 years from the American Heart Association Get with the Guidelines-Resuscitation database (GWTG-R) with an illness category of medical or surgical cardiac disease who received CPR in a CICU or PICU from 2014 to 2018. Events were assessed for compliance with GWTG-R achievement measures of time to first chest compressions ≤ 1 minute, time to IV/IO epinephrine ≤ 5 minutes, time to first shock ≤ 2 minutes for VF/pulseless VT first documented rhythm, and confirmation of endotracheal tube (ETT) placement in trachea. Results: CPR practices were evaluated on 866 patients, 687 CICU and 179 PICU (55% male and 65% neonatal). Surgical cardiac disease was present in 56%. Cardiac malformations were present in 81% (45% cyanotic 29% acyanotic). Pulseless arrest was the initial event in 41% with a shockable rhythm in 14%. Return of spontaneous circulation occurred in 86% and survival to hospital discharge in 58%. Univariate analysis comparing resuscitation practice is shown in Table 1. ECPR use was the only variable noted to be significantly different between units (CICU 22% vs PICU 6%, P<0.01). On multivariate analysis, there were no differences in GWTG-R achievement measures between ICU types for ETT placement confirmation, time to IV/IO epinephrine dose, time to first chest compression to first shock (P>0.05). Conclusion: Despite differences in infrastructure, process, and provider expertise, there were no differences in cardiac arrest resuscitation practice between CICUs and PICUs.


2003 ◽  
Vol 21 (1) ◽  
pp. 1 ◽  
Author(s):  
Hetty Roessingh ◽  
Pat Kover

With the revamping of the Canada Immigration Act in 1985, the demographic profile of new arrivals to Canada took a marked shift to place a priority on better educated, business-class immigrants. Most of these immigrants are from the Pacific Rim, and they have high expectations for the academic achievement of their children in the Canadian school system. The purpose of this study was to look at age on arrival and first-language proficiency of these children, as these factors interact with instructed ESL support on achievement measures in grade 12. Analysis of the data reveals that although all learners benefit from structured ESL support, it is the younger-arriving ESL learners who have the most to gain, even after many years of little or no support. We note that all ESL learners, regardless of age on arrival, struggle to acquire the cultural and metaphoric competence that is beyond the linguistic threshold required for success, but nevertheless central to successful engagement in a literature-based program of studies.


1982 ◽  
Vol 49 (1) ◽  
pp. 36-47 ◽  
Author(s):  
Stanley L. Deno ◽  
Phyllis K. Mirkin ◽  
Berttram Chiang

Three concurrent validity studies were conducted to determine the relationship between performances on formative measures of reading and standardized achievement measures of reading. Correlational analyses for five formative measures and three standardized measures provided evidence for the validity of Words in Isolation, Words in Context, and Oral Reading as indices of reading achievement. Comparisons of performance of regular and resource program students in grades one through six revealed marked differences between the two groups and across grades. The usefulness of the formative measures for continuous evaluation of student growth in reading is discussed.


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