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The housing unit method of population estimation is often characterized as being imprecise and having an upward bias. In an earlier paper we argued that the method itself cannot be properly characterized by a particular level of precision or direction of bias. Only specific techniques of applying the method can have such characteristics. In that paper we presented several new techniques for estimating the number of households and average number of persons per household (PPH). However, the testing of these new techniques was limited by the lack of census results against which the estimates could be compared. Complete census data on population, households, and PPH are now available and can be used to test alternate estimation techniques. In this paper we replicate the tests reported in our earlier paper using 1980 census data for Florida's 67 counties. These tests provide further evidence that the new techniques produce more precise, less biased estimates than previously used techniques. [ABSTRACT FROM AUTHOR]

Although the use of technology in the K12 classroom has been shown to have a positive impact, research on the use of open education resources (OER) is relatively limited, especially research focusing on low‐achieving students. The present study examines the relationship between usage of Algebra Nation, a self‐guided system that provided instructional videos and practice problems, and the performance of students who had failed the state‐administered Algebra I end‐of‐course (EOC) assessment the previous year. Indicators of usage of Algebra Nation consisted of logins, video views, and practice questions answered. Path analyses and logistic regressions were used to evaluate relationships between usage indicators and algebra scores, controlling for number of absences, free/reduced lunch eligibility, Hispanic/Latino origin, race, and gender. The results indicate that higher levels of logins, video views, and practice questions answered were related to higher scores when the students re‐took the assessment. Logins and practice questions were also related to increases in odds of passing the Algebra I EOC assessment, but not video views. The results suggest that there may be benefits to technology use in the form of an OER adopted by students and teachers on an informal basis and link self‐regulated learning strategies to student achievement. Lay Description: What is already known about this topic: Algebra courses typically have a high failure rate.Repeating algebra is costly for the education system and for the student.Open education resources could potentially be an effective and cost‐efficient approach to algebra instruction. What this paper adds: This study shows that logins, video views, and practice questions answered in an open education resource were positively related to scores on a state‐administered,high‐stakes algebra assessment.The study indicates that the relationship between a self‐regulated learning strategy (i.e., practice questions answered) and student algebra scores is stronger than that between video views and algebra scores.This study shows that student‐driven ad hoc use of online tutoring programme is associated with higher passing rates on the algebra exam. Implications for practice and/or policy: This study demonstrates that informal use of an open education resource with videos and a practice question system can be effective in increasing student scores on algebra assessments.Future research is needed to connect diverse types of student self‐regulated use of open education resources to academic achievement and on how to design resources that encourage effective self‐regulation. [ABSTRACT FROM AUTHOR]

Despite societal expectations that graduate students in science, technology, engineering, and mathematics (STEM) disciplines integrate broader impacts into their professional activities, few of them actually receive any formal training in this area. This paper describes a graduate seminar entitled “Broader Impacts of Natural Sciences on Society” taught at the University of Florida in 2006 and 2008. In addition to course goals, recruitment, expectations, format, content, and outcomes, this paper describes challenges and recommendations for others who might want to teach a similar course. [ABSTRACT FROM AUTHOR]

Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a latent change score analysis of oral reading fluency and reading comprehension data from a longitudinal sample of approximately 16,000 students from first to fourth grade. Results highlight the utility of latent change score models compared to alternative specifications of linear and nonlinear quadratic latent growth models as well as implications for modeling change with correlated traits. [ABSTRACT FROM AUTHOR]

Information on the highlights of the Society for Industrial and Applied Mathematics' 2009 computational science and education (CSE) conference held from March 2 to 6, in Miami, Florida is presented. Particular focus is given on a more structured CSE educational program which focuses on both development and application-oriented training both for undergraduates and graduates. Also noted is the 2nd Biannual Bavarian Graduate School of Computational Engineering (BGCE) Student Prize for best abstract of their work.

We sought to assess (1) the relationship between air particulate pollutants and feto-infant morbidity outcomes and (2) the impact of a Federal Healthy Start program on this relationship. This is a retrospective cohort study using de-identified hospital discharge information linked to vital records, and air pollution data from 2000 through 2007 for the zip codes served by the Central Hillsborough Federal Healthy Start Project in Tampa, Florida. Mathematical modeling was employed to compute minimal Euclidean distances to capture exposure to ambient air particulate matter. The outcomes of interest were low birth weight (LBW), very low birth weight (VLBW), small for gestational age, preterm (PTB), and very preterm birth. We used odds ratios to approximate relative risks. A total of 12,356 live births were analyzed. Overall, women exposed to air particulate pollutants were at elevated risk for LBW (AOR = 1.24; 95% CI = 1.07-1.43), VLBW (AOR = 1.58; 95% CI = 1.09-2.29) and PTB (AOR = 1.18; 95% CI = 1.03-1.34). Analysis by race/ethnicity revealed that the adverse effects of air particulate pollutants were most profound among black infants. Infants of women who received services provided by the Central Hillsborough Federal Healthy Start Project experienced improved feto-infant morbidity outcomes despite exposure to air particulate pollutants. Environmental air pollutants represent important risk factors for adverse birth outcomes, particularly among black women. Multi-level interventional approaches implemented by the Central Hillsborough Federal Healthy Start were found to be associated with reduced likelihood for feto-infant morbidities triggered by exposure to ambient air particulate pollutants. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the mathematics ability and efficacy of Florida preservice agricultural education teachers. Results indicated that the preservice teachers were not proficient in solving agricultural mathematics problems. On the other hand, the preservice teachers were efficacious in personal teaching efficacy and personal mathematics efficacy, and moderately efficacious in their mathematics teaching efficacy. Additionally, the associations between mathematics ability and mathematics coursework suggest that preservice teachers that completed an advanced mathematics course in high school and/or college scored higher on the mathematics assessment than preservice teachers that completed a basic or intermediate mathematics course in high school and/or college. However, only a small percentage of the preservice teachers completed an advanced mathematics course in high school and/or college. Based on the data collected in this study, the teacher education program at the University of Florida may need to further evaluate its mathematics coursework requirements. [ABSTRACT FROM AUTHOR]

In Florida, recent legislative changes have granted community colleges the ability to offer baccalaureate degrees in education, frequently to non-traditional students. Based on information obtained from the literature covering preservice teachers' math knowledge, teachers' efficacy beliefs about math, and high-stakes mathematics testing, a study examined a population of preservice teachers in a new Florida teacher preparation program. The research investigated relationships surrounding non-traditional preservice teachers' characteristics such as: ages, high-stakes math failures, lower division mathematics history, and math methods course performance, in relation to their efficacy beliefs about mathematics. Results revealed that preservice teachers' ages, lower division mathematics history, and math methods course performance, did have a significant relationship with their math efficacy beliefs, as measured by the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI); the variable of high-stakes math failures did not. Additionally, a multiple regression model including the aforementioned variables did predict preservice teachers' MTEBI scores, but did not generalize to the greater population. The findings from this study can assist new teacher preparation programs in isolating variables that identify preservice teachers who are at risk for poor mathematical attitudes; can posit avenues for fostering positive math beliefs in preservice teachers; and can recommend further research in this area. [ABSTRACT FROM AUTHOR]

The purpose of this article was to examine the sustained effort to reform K through 12 mathematics instruction in this country over the last 10 years and the implications of this reform for students with learning disabilities. We begin by describing three forces that have driven mathematics reform: shifting theoretical paradigms, disappointing levels of mathematics performance of students in the United States, and the impact of rapidly changing technologies. We then discuss concerns about this reform from the special education community. In the second half of the article, we provide synthesized special education research relevant to mathematics reform, along with thoughts about future directions in mathematics education for students with learning disabilities. [ABSTRACT FROM AUTHOR]