Individual- and School-Level Factors Contributing to Disproportionate Suspension Rates: A Multilevel Analysis of One State

2018 ◽  
Vol 27 (4) ◽  
pp. 209-220 ◽  
Author(s):  
Kristine A. Camacho ◽  
Michael P. Krezmien
Keyword(s):  
High Schools ◽  
Students With Disabilities ◽  
Multilevel Model ◽  
English Language ◽  
School Enrollment ◽  
School Level ◽  
Highly Qualified ◽  
Individual Level ◽  
Increased Risk ◽  
The Individual

Data from middle schools ( n = 219), high schools ( n = 200), and combined middle and high schools ( n = 20) were used to examine individual- and school-level factors within a multilevel model associated with an increased risk of suspension for minority students and students with disabilities. Results indicate that the individual-level variables of race and disability status were associated with an increased risk of suspension. Multiple school-level factors were also found to be associated with an increased risk of suspension including school enrollment, attendance, mobility, the percent of highly qualified teachers, the percent of students receiving free and reduced priced meals, the percent of students receiving special education services, the school’s Title I status, the student-to-teacher ratio, English Language Arts state exam scores, and the percent of White students in the school. In both analyses, the majority of variance was associated with the multilevel model which indicates the importance of examining individual factors within the context of school-level factors when trying to understand and respond to disproportionate suspension practices.

scholarly journals Late-Life Vascular Risk Score in Association With Postmortem Cerebrovascular Disease Brain Pathologies

Stroke ◽  
2021 ◽  
Author(s):  
Shahram Oveisgharan ◽  
Lei Yu ◽  
Ana Capuano ◽  
Zoe Arvanitakis ◽  
Lisa L. Barnes ◽  
...  
Keyword(s):  
Cerebrovascular Disease ◽  
Cerebral Amyloid Angiopathy ◽  
Risk Score ◽  
Odds Ratio ◽  
Amyloid Angiopathy ◽  
Individual Level ◽  
Framingham Risk ◽  
Increased Risk ◽  
Cerebral Amyloid ◽  
The Individual

Background and Purpose: The general cardiovascular Framingham risk score (FRS) identifies adults at increased risk for stroke. We tested the hypothesis that baseline FRS is associated with the presence of postmortem cerebrovascular disease (CVD) pathologies. Methods: We studied the brains of 1672 older decedents with baseline FRS and measured CVD pathologies including macroinfarcts, microinfarcts, atherosclerosis, arteriolosclerosis, and cerebral amyloid angiopathy. We employed a series of logistic regressions to examine the association of baseline FRS with each of the 5 CVD pathologies. Results: Average age at baseline was 80.5±7.0 years and average age at death was 89.2±6.7 years. A higher baseline FRS was associated with higher odds of macroinfarcts (odds ratio, 1.10 [95% CI, 1.07–1.13], P <0.001), microinfarcts (odds ratio, 1.04 [95% CI, 1.01–1.07], P =0.009), atherosclerosis (odds ratio, 1.07 [95% CI, 1.04–1.11], P <0.001), and arteriolosclerosis (odds ratio, 1.04 [95% CI, 1.01–1.07], P =0.005). C statistics for these models ranged from 0.537 to 0.595 indicating low accuracy for predicting CVD pathologies. FRS was not associated with the presence of cerebral amyloid angiopathy. Conclusions: A higher FRS score in older adults is associated with higher odds of some, but not all, CVD pathologies, with low discrimination at the individual level. Further work is needed to develop a more robust risk score to identify adults at risk for accumulating CVD pathologies.

Does School Matter?

2008 ◽  
Vol 13 (1) ◽  
pp. 12-23 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Noona Kiuru ◽  
Minna Pietikäinen ◽  
Jukka Jokela
Keyword(s):  
School Climate ◽  
Secondary School ◽  
Secondary School Students ◽  
School Level ◽  
School Students ◽  
Individual Level ◽  
Upper Secondary ◽  
School Burnout ◽  
The Individual ◽  
Positive Motivation

School burnout can be defined as consisting of exhaustion due to school demands, cynical, and detached attitude toward one’s school, and feelings of inadequacy as a student ( Kiuru, Aunola, Nurmi, Leskinen, & Salmela-Aro, 2008 ; Salmela-Aro & Näätänen, 2005 ; Schaufeli, Martínez, Pinto, Salanova, & Bakker, 2002 ). The first aim of the present study was to examine the extent to which schools differ in school-related burnout. Moreover, the aim was to examine the extent to which school-related and background factors are associated with school burnout at the school level and at the individual level. The participants were 58,657 students from 431 comprehensive schools and 29,515 students from 228 upper secondary schools who filled in a questionnaire measuring their school burnout, school-related variables (i.e., negative school climate, positive motivation received from teachers, support from the school), and background variables (i.e., gender, grade-point average, socio-economic status, and family structure). The results revealed only small differences between schools in school burnout. Among the comprehensive school students the results at the school-level showed that negative school climate typical of the school was positively related, while support from school shared among school members was negatively related to school-related burnout. Among upper secondary school students, in turn, positive motivation received from teachers typical of the school was negatively related to school-related burnout. At the individual level, negative school climate was positively related, and support from school and positive motivation received from teachers were negatively related to burnout among both the comprehensive and upper secondary school students. In addition, girls and those with lower GPA experienced higher levels of school burnout compared to boys and those with higher GPA.

Evaluating subscore uses across multiple levels: A case of reading and listening subscores for young EFL learners

2019 ◽  
Vol 37 (2) ◽  
pp. 254-279 ◽  
Author(s):  
Ikkyu Choi ◽  
Spiros Papageorgiou
Keyword(s):  
Classical Test Theory ◽  
Test Theory ◽  
Added Value ◽  
School Level ◽  
Individual Level ◽  
Foreign Language Learners ◽  
Language Tests ◽  
Multiple Levels ◽  
The Individual ◽  
Level Analysis

Stakeholders of language tests are often interested in subscores. However, reporting a subscore is not always justified; a subscore should provide reliable and distinct information to be worth reporting. When a subscore is used for decisions across multiple levels (e.g., individual test takers and schools), it needs to be justified for its reliability and distinctiveness at every relevant level. In this study, we examined whether reporting seven Reading and Listening subscores of the TOEFL Primary® test, a standardized English proficiency test for young English as a foreign language learners, could be justified for reporting at individual and school levels. We analyzed data collected in pilot administrations, in which 4776 students from 51 schools participated. We employed the classical test theory (CTT) based approaches of Haberman (2008) and Haberman, Sinharay, and Puhan (2009) for the individual and school-level investigations, respectively. We also supplemented the CTT-based approaches with a factor analytic approach for the individual level analysis and a multilevel modeling approach for the school-level analysis. The results differed across the two levels: we found little support for reporting the subscores at the individual level, but strong evidence supporting the added-value of the school-level subscores when the sample size for each school exceeds 50.

Culturally Responsive Teaching and Inclusion for Online Students With Exceptionalities and Other Needs

2019 ◽  
pp. 109-124
Author(s):  
York Williams
Keyword(s):  
Learning Styles ◽  
Learning Community ◽  
Students With Disabilities ◽  
Culturally Responsive ◽  
English Language ◽  
Individual Education Plan ◽  
Related Services ◽  
Education Act ◽  
The Individual ◽  
Teaching Learning

Teaching learning-diverse students, English learners (Els), and students with disabilities has become of paramount importance as it relates to each unique student's need, directed by an Individual Education Plan (IEP), 504, English Language Plan, and related services, especially for those students served primarily under the Individual Disabilities Education Act. The students' unique cultural and familial needs also become important used to promote achievement in both the F2F and online educational setting, inclusive of multiple intelligences (MI), learning styles, and appropriate differentiated instruction. As such, the purpose of this chapter is to examine the learners and the diversity that they bring to the online learning community so that instructors may prepare culturally responsive and inclusive pedagogy and online universally designed learner-centered (UDLC) and differentiated practices that include them beyond their disability or exceptionality and to become culturally responsive instructional leaders (CRIL).

An Immersive Learning Platform for Efficient Biology Learning of Secondary School-Level Students

2019 ◽  
Vol 57 (7) ◽  
pp. 1671-1694 ◽  
Author(s):  
Dhawaleswar C. H. Rao ◽  
Sujan Kumar Saha
Keyword(s):  
Learning Experience ◽  
School Level ◽  
Automatic Identification ◽  
Computer Assisted ◽  
Immersive Learning ◽  
Individual Level ◽  
Learning Platform ◽  
Artificial Environment ◽  
Biology Learning ◽  
The Individual

Immersive learning is one of the leading trends in education. Immersive learning uses a simulated or artificial environment for a better learning experience. Design of intelligent learning platform and motivating content development is one key aspect of immersive learning. In this article, we propose an intelligent computer-assisted learning platform that helps school-level students in self-learning. Specifically, the proposed platform focuses on biology learning. The learning platform performs several tasks including automatic identification of important terms and concepts, identification of questionable sentences, visualization of key concepts through relevant images, and conducting a mock test for confidence building. Various techniques have been adopted for the development of the individual functionalities. Working of the individual modules is evaluated by two human experts. In addition, in an individual-level learning setup, the platform is used by 50 Class IX students for studying a module. They provided feedback on the system through a questionnaire. Both the human expert-based and questionnaire-based evaluation results demonstrate that the platform offers satisfactory performance.

scholarly journals Barriers to Implementation of Evidence Based Practice in Zahedan Teaching Hospitals, Iran, 2014

2015 ◽  
Vol 2015 ◽  
pp. 1-5 ◽  
Author(s):  
Mohammad Khammarnia ◽  
Mahsa Haj Mohammadi ◽  
Zahra Amani ◽  
Shahab Rezaeian ◽  
Fatemeh Setoodehzadeh
Keyword(s):  
English Language ◽  
Evidence Based Practice ◽  
Cross Sectional Study ◽  
Organizational Level ◽  
Teaching Hospitals ◽  
Evidence Based ◽  
Cross Sectional ◽  
Individual Level ◽  
Barriers To Implementation ◽  
The Individual

This study aimed to determine the barriers to implementation of EBP among nurses. This cross-sectional study was conducted in Zahedan City, South East of Iran, in 2014. The questionnaire of barriers to implementation of EBP consists of 27 statements which was distributed among 280 nurses. More than half of the participants agreed that 56% and 57% of barriers to implementation of evidence based practice are related to organizational and individual aspects, respectively. Participants identified barriers at organizational level included the lack of human resources (78.3%), lack of internet access at work (72.2%), and heavy workload (70.0%). Barrier at individual level included lack of time to read literature (83.7%), lack of ability to work with computer (68.8%), and insufficient proficiency in English language (62.0%). Age, educational level, job experience, and employment status were associated with organizational barriers to implementation of EBP. At the individual level only education was associated with barriers to implementation of EBP. Barriers to implementation of EBP occur at both individual and organizational levels. The indicator of quality in nursing practice is EBP. Hence, familiarity with EBP is recommended for Iranian nurses. In addition, knowledge of barriers will help health care system and policy makers to provide a culture of EBP.

scholarly journals Socioeconomic position and SARS-CoV-2 infections: seroepidemiological findings from a German nationwide dynamic cohort

2021 ◽  
Author(s):  
Jens Hoebel ◽  
Markus M Grabka ◽  
Carsten Schroeder ◽  
Sebastian Haller ◽  
Hannelore Neuhauser ◽  
...  
Keyword(s):  
Socioeconomic Position ◽  
Adult Population ◽  
Individual Level ◽  
Highly Educated ◽  
Increased Risk ◽  
Pandemic Planning ◽  
Nasal Swabs ◽  
The Individual ◽  
Low Educated ◽  
The Relationship

Background: Evidence on the relationship between socioeconomic position (SEP) and infections with the SARS-CoV-2 coronavirus is still limited as most of the available studies are ecological in nature. This is the first German nationwide study to examine differences in the risk of SARS-CoV-2 infections according to SEP at the individual level. Methods: The 'CORONA-MONITORING bundesweit' (RKI-SOEP) study is a seroepidemiological survey among a dynamic cohort of the German adult population (n=15,122; October 2020 to February 2021). Dried blood samples were tested for SARS-CoV-2 antibodies and oral-nasal swabs for viral RNA. SEP was measured by education and income. Robust logistic regression was used to examine adjusted associations of SARS-CoV-2 infections with SEP. Results: 288 participants were seropositive, PCR-positive, or self-reported a previous laboratory-confirmed SARS-CoV-2 infection. The adjusted odds of SARS-CoV-2 infection were 1.87-fold (95% confidence interval [CI]=1.06–3.29) higher among low-educated than highly educated adults. Evidence was weaker for income differences in infections (odds ratio=1.65; 95% CI=0.89–3.05). Highly educated adults had lower odds of undetected infection. Conclusions: The results indicate an increased risk of SARS-CoV-2 infection in low-educated groups. To promote health equity in the pandemic and beyond, social determinants should be addressed more in infection protection and pandemic planning.

scholarly journals Multilevel effects of alcohol among early adolescents in an urban school district

2020 ◽  
Vol 8 (2) ◽  
pp. 88-94
Author(s):  
Julie Croff ◽  
Ronald Cox ◽  
Isaac Washburn ◽  
Chao Liu ◽  
Clinton Broadbent
Keyword(s):  
School District ◽  
Alcohol Use ◽  
Urban School ◽  
Cross Sectional Study ◽  
School Level ◽  
Urban School District ◽  
Cross Sectional ◽  
Individual Level ◽  
Peer Deviance ◽  
The Individual

Aims: To examine how interpersonal interactions within and between the social networks formed by teachers, parents, students, and others shape the unique culture of the school, which in turn, reciprocally exerts a determining influence on each individual in the network. Design: Cross-sectional study exploring whether factors associated with alcohol use at the individual level also exert influence on the culture of a school. Setting: Twelve middle schools within an urban school district in the Midwestern United States. Participants: Seventh grade students (N = 1,620). Measures: Lifetime alcohol use behaviors; mothers’ and fathers’ involvement in their child’s education; and peer deviance.  Findings: The findings of this study suggest that as parents’ involvement in education increases, and as peer deviance decreases, there are direct benefits to the child, and a protective effect for other children within the school when, in the aggregate, parental involvement increases and peer deviance decreases. Conclusions: The effect of interventions to improve parent involvement and reduce peer deviance, with examinations at the individual-level and school-level, warrant future study.

scholarly journals Talk and Let Talk: The Effects of Language Proficiency on Speaking Up and Competence Perceptions in Multinational Teams

2018 ◽  
Vol 44 (5) ◽  
pp. 953-989 ◽  
Author(s):  
Huisi (Jessica) Li ◽  
Y. Connie Yuan ◽  
Natalya N. Bazarova ◽  
Bradford S. Bell
Keyword(s):  
Language Proficiency ◽  
Team Performance ◽  
Multilevel Model ◽  
Future Research ◽  
Speaking Up ◽  
Individual Level ◽  
Face To Face ◽  
Computer Mediated ◽  
The Individual ◽  
Speak Up

Collaboration within multinational teams necessitates the adoption of a common language, typically English, which often leads to significant differences in language proficiency across members. We develop and test a multilevel model of the effects of language proficiency within multinational teams. An experimental study of 51 teams (102 American and 102 Chinese participants) revealed that, at the individual level, members with higher levels of language proficiency were more likely to speak up, which led to more positive perceptions of their competence. At the team level, greater dispersion in language proficiency across members was associated with less accurate competence recognition, which, in turn, led to lower overall team performance. Moreover, communication medium moderated these relationships, such that the effects of language proficiency were more potent in face-to-face than in computer-mediated teams. We discuss the implications of these findings for future research and for managing participation, competence, and technology in multinational teams.

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