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Background. The recent surge in phishing attacks keeps undermining the effectiveness of the traditional anti-phishing blacklist approaches. On-device anti-phishing solutions are gaining popularity as they offer faster phishing detection locally. Aim. We aim to eliminate the delay in recognizing and recording phishing campaigns in databases via on-device solutions that identify phishing sites immediately when encountered by the user rather than waiting for a web crawler's scan to finish. Additionally, utilizing operating system-specific resources and frameworks, we aim to minimize the impact on system performance and depend on local processing to protect user privacy. Method. We propose a phishing detection solution that uses a combination of computer vision and on-device machine learning models to analyze websites in real time. Our reference-based approach analyzes the visual content of webpages, identifying phishing attempts through layout analysis, credential input areas detection, and brand impersonation criteria combination. Results. Our case study shows it's feasible to perform background processing on-device continuously, for the case of the web browser requiring the resource use of 16% of a single CPU core and less than 84MB of RAM on Apple M1 while maintaining the accuracy of brand logo detection at 46.6% (comparable with baselines), and of Credential Requiring Page detection at 98.1% (improving the baseline by 3.1%), within the test dataset. Conclusions. Our results demonstrate the potential of on-device, real-time phishing detection systems to enhance cybersecurity defensive technologies and extend the scope of phishing detection to more similar regions of interest, e.g., email clients and messenger windows., Comment: [v1] 8 pages, 7 figures, 8 tables. Accepted to STAST'24, 14th International Workshop on Socio-Technical Aspects in Security, Affiliated with the 9th IEEE European Symposium on Security and Privacy, https://stast.uni.lu/ [v2] 8 pages, 9 figures, 9 tables. Added an extended evaluation of the solution on a 50K mixed phishing and benign webpage dataset (Section 4.1.4)

Large Language Model (LLM) -in-the-loop applications have been shown to effectively interpret the human user's commands, make plans, and operate external tools/systems accordingly. Still, the operation scope of the LLM agent is limited to passively following the user, requiring the user to frame his/her needs with regard to the underlying tools/systems. We note that the potential of an LLM-Agent User Interface (LAUI) is much greater. A user mostly ignorant to the underlying tools/systems should be able to work with a LAUI to discover an emergent workflow. Contrary to the conventional way of designing an explorable GUI to teach the user a predefined set of ways to use the system, in the ideal LAUI, the LLM agent is initialized to be proficient with the system, proactively studies the user and his/her needs, and proposes new interaction schemes to the user. To illustrate LAUI, we present Flute X GPT, a concrete example using an LLM agent, a prompt manager, and a flute-tutoring multi-modal software-hardware system to facilitate the complex, real-time user experience of learning to play the flute.

Over the course of the recent decade, tremendous progress has been made in the areas of machine learning and natural language processing, which opened up vast areas of potential application use cases, including hiring and human resource management. We review the use cases for text analytics in the realm of human resources/personnel management, including actually realized as well as potential but not yet implemented ones, and we analyze the opportunities and risks of these., Comment: 10 pages, 2 figures, 1 table

We measure the broad impact of galaxy structure on galaxy formation by examining the ongoing star formation and integrated star formation history as revealed through the stellar masses of galaxies at $z < 7$ based on JWST CEERS data from the Extended Groth Strip (EGS). Using the morphological catalog of 3965 visually classified JWST galaxies from Ferreira et al. (2023), we investigate the evolution of stars, and when they form, as a function of morphological type as well as galaxies classified as passive and starburst through spectral energy distributions. Although disk galaxies dominate the structures of galaxies at $z < 7$, we find that these disks are in general either `passive', or on the main-sequence of star formation, and do not contain a large population of starburst galaxies. We also find no significant correlation between morphological type and the star formation rate or colours of galaxies at $z < 7$. In fact, we find that the morphologically classified `spheroids' tend to be blue and are not found to be predominately passive systems at $z > 1.5$. We also find that the stellar mass function for disk galaxies does not evolve significantly during this time, whereas other galaxy types, such as the peculiar population, evolve dramatically, declining at lower redshifts. This indicates that massive peculiars are more common at higher redshifts. We further find that up to $z \sim 7$, the specific star formation rate (sSFR) does not vary with visual morphology, but strongly depends on stellar mass and internal galaxy mass density. This demonstrates that at early epochs galaxy assembly is a mass-driven, rather than a morphologically-driven, process. Quenching of star formation is therefore a mass-dominated process throughout the universe's history, likely due to the presence of supermassive black holes., Comment: MNRAS in press, 20 pages

V454 Aur is an eclipsing binary system containing two solar-type stars on an orbit of relatively long period (P = 27.02 d) and large eccentricity (e = 0.381). Eclipses were detected using data from the Hipparcos satellite, and a high-quality double-lined spectroscopic orbit has been presented by Griffin (2001). The NASA Transiting Exoplanet Survey Satellite (TESS) has observed the system during eight sectors, capturing ten eclipses in their entirety. V454 Aur is unusual in that the primary star - the star eclipsed at the deeper minimum - is less massive, smaller \emph{and} cooler than its companion. This phenomenon can occur in certain configurations of eccentric orbits when the stars are closer together at the primary eclipse, causing a larger area to be eclipsed than at the secondary. We use the radial velocity measurements from Griffin and the light curves from TESS to determine the masses and radii of the component stars for the first time, finding masses of 1.034 +/- 0.006 Msun and 1.161 +/- 0.008 Msun, and radii of 0.979 +/- 0.003 Rsun and 1.211 +/- 0.003 Rsun. Our measurement of the distance to the system is consistent with that from the Gaia DR3 parallax. A detailed spectroscopic study to determine chemical abundances and more precise temperatures is encouraged. Finally, we present equations to derive the effective temperatures of the stars from the inferred temperature of the system as a whole, plus the ratio of the radii and either the surface brightness or light ratio of the stars., Comment: Accepted for publication in The Observatory on 2nd April 2024. 14 pages, 4 tables, 3 black/white figures. Version 2 has a slightly revised Note added in Proof

The lack of experimental data on the direct-drive pressure leads us to the conclusion that, the published experimental confirmation of driving pressure boosting and smoothing for hybrid-drive inertial fusion is not credible., Comment: Comment on https://doi.org/10.1038/s41467-023-41477-2

OO Peg is a detached eclipsing binary system containing two late-A-type stars in a circular orbit with a period of 2.985 d. Using published spectroscopic results and a light curve from the Transiting Exoplanet Survey Satellite (TESS) we determine their masses to be 1.69 +/- 0.09 and 1.74 +/- 0.06 Msun, and their radii to be 2.12 +/- 0.03 and 1.91 +/- 0.03 Rsun. The TESS data are of high quality, but discrepancies in the radial velocities from two sources prevent a precise mass measurement. The primary star is definitively hotter, larger and more luminous than its companion, but its mass is lower (albeit to a significance of only 1.1 sigma). Using published apparent magnitudes and temperatures, we find a distance of 238.8 +/- 6.1 pc, in agreement with the Gaia DR3 parallax. Although both components are in the delta Scuti instability strip, we find no evidence of pulsations. More extensive spectroscopy is needed to improve our understanding of the system., Comment: Accepted for publication in The Observatory. 12 pages, 4 tables, 3 black/white figures

Version 11 of the CHIANTI database and software package is presented. Advanced ionization equilibrium models have been added for low charge states of seven elements (C, N, O, Ne, Mg, Si and S), and represent a significant improvement especially when modelling the solar transition region. The models include the effects of higher electron density and charge transfer on ionization and recombination rates. As an illustration of the difference these models make, a synthetic spectrum is calculated for an electron pressure of 7$\times 10^{15}$ cm$^{-3}$ K and compared with an active region observation from HRTS. Increases are seen of factors of two to five in the predicted radiances of the strongest lines in the UV from Si IV, C IV, and N V, compared to the previous modelling using the coronal approximation. Much better agreement (within 20\%) with the observation is found for the majority of the lines. The new atomic models better equip both those who are studying the transition region and those who are interpreting emission from higher density astrophysical and laboratory plasma. In addition to the advanced models, several ion datasets have been added or updated, and data for the radiative recombination energy loss rate have been updated., Comment: 19 pages, 5 figures, 1 table, submitted to ApJ

We present a full general relativistic analytic solution for a radiation-pressure supported equilibrium fluid torus orbiting a rotating neutron star (NS). Previously developed analytical methods are thoroughly applied in the Hartle-Thorne geometry, including the effects of both the NS's angular momentum and quadrupole moment. The structure, size and shape of the torus are explored, focusing especially on the critically thick solution - the cusp tori. For the astrophysically relevant range of NS parameters, we examine how our findings differ from those obtained for the Schwarzschild spacetime. The solutions for rotating stars display signatures of the interplay between relativistic and Newtonian effects where the impact of NS angular momentum and quadrupole moment are almost counterbalanced at the given radius. Nevertheless, the spacetime parameters still strongly influence the size of tori, which can be shown in a coordinate-independent way. Finally, we discuss the importance of the size of the central neutron star, determining whether or not the surrounding torus may exist. We provide a set of tools in a Wolfram Mathematica code, which poses a basis allowing for a further investigation of the impact of the NSs' superdense matter equation of state on the spectral and temporal behaviour of accretion tori., Comment: 7 pages, 5 figures, submitted to A&A

The four characteristic oscillation frequencies of accretion flows are, in addition to the Keplerian orbital frequency, often discussed in the context of the time variability of the black hole and neutron star (NS) low-mass X-ray binaries (LMXBs). These are namely the frequencies of the axisymmetric radial and vertical epicyclic oscillations, and the frequencies of non-axisymmetric oscillations corresponding to the periastron (radial) and Lense-Thirring (vertical) precessions. In this context, we investigate the effect of the quadrupole moment of a slowly rotating NS and provide complete formulae for calculating these oscillation and precession frequencies, as well as their convenient approximations. Simple formulae corresponding to the geodesic limit of a slender torus (and test particle motion) and the limit of a marginally overflowing torus (torus exhibiting a critical cusp) are presented, and furthermore, more general approximate formulae are included to allow calculations for arbitrarily thick tori. We provide the Wolfram Mathematica code used for our calculations together with C++ and PYTHON codes for calculations of the frequencies. Our formulae can be used for various calculations describing the astrophysical signatures of the NSs' superdense matter equation of state. For instance, we demonstrate that, even for a given fixed number of free parameters, a model accounting for fluid flow precession better matches the frequencies of twin-peak quasiperiodic oscillations observed in NS LMXBs than a model using geodesic precession., Comment: 17 pages, 6 figures, submitted to A&A

Human-robot interaction is now an established discipline. Dozens of HRI courses exist at universities worldwide, and some institutions even offer degrees in HRI. However, although many students are being taught HRI, there is no agreed-upon curriculum for an introductory HRI course. In this workshop, we aimed to reach community consensus on what should be covered in such a course. Through interactive activities like panels, breakout discussions, and syllabus design, workshop participants explored the many topics and pedagogical approaches for teaching HRI. This collection of articles submitted to the workshop provides examples of HRI courses being offered worldwide.

Although dual enrollment programming and interest in how that programming shapes students' college outcomes have expanded considerably in the past 20 years, policymakers, educational administrators, and practitioners do not have adequate information about which dual enrollment structural options are most effective. Using statewide administrative data in Texas on students who entered 9th grade in 2015 or 2016 and took at least one dual enrollment course through a community college, this paper examines dual enrollment course enrollments and outcomes among recent high school entrants. We describe dual enrollment coursetaking and dual enrollment course characteristics (including instructor affiliation, course location, and instructional modality) for traditional Texas public high school students (as opposed to those attending an Early College High School or charter school), illustrating how students participate in dual enrollment (e.g., the types of courses taken and when in their high school career students take these courses) and highlighting typical course characteristics. We then examine how dual enrollment course and instructor characteristics predict student course completion, course grades, and subsequent college enrollment. Our descriptive analyses illuminate striking differences between the demographic and academic backgrounds of students who take academic dual enrollment courses versus career and technical education dual enrollment courses, as well as variation in course characteristics across these two dual enrollment course types. Our regression analyses illustrate how several malleable dual enrollment course characteristics are associated with students' course outcomes and subsequent college enrollment. The relationships we identify offer insights for the design of dual enrollment courses and programs.

This paper describes high quality teaching practices in two schools that produce exceptional growth for all kinds of students. These practices focus on making the most of instructional time and exposing students to high quality content in a variety of contexts. They prove teachers don't need to choose between differentiating to meet students' needs and giving them access to grade-level learning.

Prior research has connected characteristics of cooperating teachers who supervise student teaching to performance measures of the teacher candidates they host, suggesting more effective teachers may also be better mentors. The specific measures of cooperating teacher effectiveness considered in this prior literature (value added and performance evaluations), however, are infrequently observable to individuals responsible for student teaching placements. In this paper, we consider a more easily observed proxy for mentor effectiveness: National Board (NB) Certification. We find that NB teachers are considerably more likely to host candidates than other teachers, candidates supervised by NB teachers are slightly more likely to be hired within three years, and these candidates have slightly lower value added in English language arts than their peers, all else being equal. We find no significant relationship between cooperating teacher NB certification and candidates' later attrition and value added in math. We conclude that individuals and policies seeking to leverage student teaching placements to improve student and teacher outcomes may need to focus on less easily observable proxies of cooperating teacher quality than NB certification status.

The academic professoriate is a determinant of successful higher education systems. Yet, recently, worsening conditions of employment, deteriorating salaries, and threats to job security have made the academic profession less attractive, especially to young scholars, in several countries. This paper investigates the salaries as well as the recruitment and retention procedures in public higher education institutions from a cross country perspective. The UK, Germany, France, and Italy are adopted as case studies to determine the attractiveness of European higher education systems. The evolution over the last decade creates an extremely variegated picture.

Generative AI platforms like ChatGPT have exploded into our cultural awareness this year. Across post-secondary institutions, it was immediately apparent that faculty were eager to explore and discuss what this potentially disruptive technology might mean for them, their courses and their students. We wanted to create an opportunity for that discussion and to get a truer sense of initial faculty reactions than what sensational media headlines were offering. This working paper outlines the results of a facilitated online forum, open to faculty and staff from two institutions in the Lower Mainland of British Columbia in January 2023. Our session invited participants to test ChatGPT, reflecting on its strengths and limitations, and then talk through the potential impacts on instructors, our students, and post-secondary education in general of different approaches: ignore it, fight it, and embrace it. Analysis of participant contributions to polls, group discussions and a highly active chat space provide a snapshot of how faculty and staff were feeling and what they were doing in response to ChatGPT and other generative AI platforms. While the data seems to indicate a relatively optimistic take at this early point in the AI revolution, excerpts from discussions and debates do indicate a range of emotions and reactions--a range that will likely only continue to widen with the continuing release of ever more capable AI.

Anecdotal evidence points to the importance of school principals, but the limited existing research has neither provided consistent results nor indicated any set of essential characteristics of effective principals. This paper exploits extensive student-level panel data across six states to investigate both variations in principal performance and the relationship between effectiveness and key certification factors. While principal effectiveness varies widely across states, there is little indication that regulation of the background and training of principals yields consistently effective performance. Having prior teaching or management experience is not related to our estimates of principal value-added.

Experiential learning is critical to a smooth transition from higher education to the workforce. Work-based college courses, such as internships and practicums, may be useful in facilitating this transition. This paper applies an innovative text mining technique to identify and analyze work-based courses from transcript data. The paper examines patterns and post-degree labor market outcomes of taking work-based courses at two-year and four-year colleges in a large public college system. Findings show that approximately 15% of enrollees and 30% of graduates took a work-based course in the six years after college entry. Students typically earned credits from work-based courses, and they typically took the courses in later years of their programs. Moreover, work-based coursetaking varied largely across fields of study as well as colleges. While there was no significant racial disparity, female students, students who were younger at enrollment, and U.S.-born students were more likely to take the courses than their counterparts. Results show a positive association between work-based coursetaking in college and the probability of being employed after degree completion among both two-year and four-year degree completers, a positive association with post-degree earnings among four-year completers, and a negative association with post-degree earnings among two-year completers.

Despite a strong track record of success and parent demand, charter school growth has slowed considerably in recent years in Massachusetts and nationwide. In the Commonwealth's large urban school districts--especially Boston--this lack of growth is attributable to charter school caps that prevent the state from authorizing new charter school seats. But some school districts in the Commonwealth have room to grow. They have space available for charter expansion under the state's net school spending (NSS) cap and demand for charter schools in the form of waiting lists. A number of those districts are in Gateway Cities, "midsize urban centers that anchor regional economies around the state." The following paper provides data on the Gateway Cities with room to expand under the NSS cap. It also provides examples of how the politics of charter schooling-- both state and local--have prevented high quality operators from serving students and families who desire a charter school education. Finally, this paper concludes with recommendations to change state charter statute as well as processes and procedures related to charter school authorizing in the Commonwealth. These recommendations would make it more difficult for the state or any locality to deny families the charter school options they desire.

By the time children in low- and middle-income countries start primary school, large socioeconomic disparities are evident in children's learning and development. Both pre-primary and home environments can play important roles in influencing school readiness and can contribute to disparities in early childhood development, but there is limited evidence on their relative roles in low- and middle-income countries. This paper examines how pre-primary quality, stimulation at home, and early childhood development vary by socioeconomic status for pre-primary students in the Arab Republic of Egypt. The results demonstrate substantial socioeconomic inequality in stimulation at home, more so than in pre-primary quality and inputs, although there is variation in the degree of inequality across different dimensions of pre-primary quality. "Double inequality" is observed, where students with less stimulating home environments experience slightly lower quality pre-primary inputs. There are particularly large pre-primary inequities in structural quality (physical environment) and less inequity in process quality (pedagogy). These results suggest that targeted investments in pre-primary education in Egypt are necessary to reduce inequality in school readiness but are likely insufficient to close the socioeconomic status gap in children's development. Investing in interventions to improve vulnerable children's home learning environments, as well as investing in quality pre-primary, is critical to address disparities in children's development. [This paper is a product of the World Bank's Education Global Practice. The study is the result of a collaboration between the World Bank and the Ministry of Education and Technical Education of Egypt (MOETE). It was funded by the UK Strategic Partnership for Egypt's Inclusive Growth Trust Fund and the World Bank.]

This paper studies the effects of differential exposure to COVID-19 on educational outcomes in Guatemala. The government adopted a warning index (ranging from 0 to 10) to classify municipalities by infection rates in 2020, which was then used by the Ministry of Education in 2021 to establish a "stoplight" system for in-person instruction. Using administrative panel data for all students in Guatemala, the study employs a difference-in-differences strategy that leverages municipal differences over time in the warning index to estimate the effects of the pandemic on dropout, promotion, and school switching. The results show that municipalities with a higher warning index had significantly larger dropout, lower promotion rates, and a greater share of students switching from private to public schools. These effects were more pronounced during the first year of the pandemic. The findings show differential effects by the level of instruction, with greater losses for younger children in initial and primary education. The results are robust to specification choice, multiple hypothesis adjustments, and placebo experiments, suggesting that the pandemic has had heterogeneous consequences. [This paper is a product of the Education Global Practice.]

This paper assesses the reliability and validity of cognitive and socioemotional skills measures and investigates the correlation between schooling, skills acquisition, and labor earnings. The primary data from Pakistan incorporates two innovations related to measurement and sampling. On measurement, the paper develops and implements a battery of instruments intended to capture cognitive and socioemotional skills among young adults. On sampling, the paper uses a panel that follows respondents from their original rural locations in 2003 to their residences in 2018, a period over which 38 percent of the respondents left their native villages. In terms of their validity and reliability, our skills measures compare favorably to previous measurement attempts in low- and middle-income countries. The following are documented in the data: (a) more years of schooling are correlated with higher cognitive and socioemotional skills; (b) labor earnings are correlated with cognitive and socioemotional skills as well as years of schooling; and (c) the earnings-skills correlations depend on respondents' migration status. The magnitudes of the correlations between schooling and skills on the one hand and earnings and skills on the other are consistent with a widespread concern that such skills are under-produced in the schooling system. [This report was prepared by the World Bank Group's Development Research Group, Development Economics. Funding was provided by RISE and World Bank's Strategic Research Program Fund.]

This paper relates how leaders of a higher education program, the Wisconsin Collaborative Education Research Network, sparked and managed innovation across communities of scholarship, research, and practice. This paper uses a "design narrative" method to describe how leaders orchestrated organizational change by bringing diverse communities together into research-practice partnerships. The narrative uses the idea of "boundary objects" to describe how initiatives were progressively developed to create more inclusive spaces for sustained innovation. The insights and the capacity that resulted from initial design efforts created a richer space for subsequent initiatives. The paper shows how design narratives can illustrate the role that boundary objects can play in organizational change and concludes with a discussion of the role that leaders can play in creating inclusive cultures of innovation in higher education.

This 15-page document provides a high-level summary and key excerpts from WCER Working Paper No. 2023-3 (ED631017). Readers should consult the full working paper for more in-depth detail and evidence, particularly in the extensive appendices. This technical summary reports on analyses conducted during the standards development process to establish a clear correspondence between the WIDA ELD Standards Framework, 2020 Edition (WIDA's K-12 English language proficiency standards), and the academic content standards used by WIDA consortium member State Education Agencies (SEAs). The analyses assess the match, breadth, balance of representation [consistency], and depth between these two types of standards. The paper also offers evidence of correspondence between these two types of standards and offers a methodology for states to use. It reports on the broad analysis used to update the WIDA ELD Standards Framework to ensure it could be applied flexibly across the consortium. SEA correspondence mappings are specific to individual SEAs. As federal law and peer review indicate the final responsibility for standards lies with states, WIDA is able to offer this technical paper as a tool to support the state correspondence process. [For the full report, see ED631017.]

A very small number of young people enter youth custody between age 16 and 18 (about 4 in 1000 males), yet the consequences are severe. They spend an average of 7 months in youth custody and such incarceration has been related to negative outcomes in the longer term even if they can establish themselves in the labour market. In this paper, we evaluate whether there is a relationship between GCSE qualifications in English and maths and the probability of youth custody using administrative data in England. We are hindered in this because the majority of young people who end up in youth custody are not entered or fail their GCSEs in these subjects. Although regression results are consistent with educational achievement being a factor in why people end up in youth custody, they strongly suggest that both non-entry/low achievement and youth custody are correlated with severe vulnerabilities which are partially picked up by the explanatory variables available in administrative data (in particular indicators for special needs, disadvantage and being from some ethnic minority groups). Another interesting insight is that for many, problems only emerge (or at least become evident) in early or middle adolescence. [This paper forms part of a larger project funded by the Nuffield Foundation "Youth custody: Educational influences and labour market consequences."]

This paper examines the impact of Teach For America (TFA) on following-year student test and non-test outcomes in Miami-Dade County Public Schools. This paper measures the extent to which exposure to TFA is followed by improved student outcomes in the future. In particular, this paper measures days missed due to absences or suspensions, course grades in each core subject, and progression in math courses. We find that students taught by TFA math teachers go on to have higher grades in math courses in the following year and are less likely to miss school due to being absent or suspended. However, while students in TFA classrooms score higher on math and ELA assessments in a given year, these test score gains fade out by the following year.

This paper presents credible and comparable evidence on intergenerational educational mobility in 53 developing countries using sibling correlation as a measure, and data from 230 waves of Demographic and Health Surveys. It is the first paper to provide estimates of sibling correlation in schooling for a large number of developing countries using high quality standardized data. Sibling correlation is an omnibus measure of mobility as it captures observed and unobserved family and neighborhood factors shared by siblings when growing up together. The estimates suggest that sibling correlation in schooling in developing countries is much higher (average 0.59) than that in developed countries (average 0.41). There is substantial spatial heterogeneity across regions, with Latin America and Caribbean having the highest (0.65) and Europe and Central Asia the lowest (0.48) estimates. Country level heterogeneity within a region is more pronounced. The evolution of sibling correlation suggests a variety of mobility experiences, with some regions registering a monotonically declining trend from the 1970s birth cohort to the 1990s birth cohort (Latin America and the Caribbean and East Asia and Pacific), while others remained trapped in stagnancy (South Asia and Sub-Saharan Africa). The only region that experienced monotonically increasing sibling correlation is the Middle East and North Africa. The recent approach of Bingley and Cappellari (2019) is used to estimate the share of sibling correlation due to intergenerational transmission. The estimates show that when the homogeneity and independence assumptions implicit in the standard model of intergenerational transmission are relaxed, the estimated share is much larger. In the sample of countries, on average 74 percent of sibling correlation can be attributed to intergenerational transmission, while there are some countries where the share is more than 80 percent (most in Sub-Saharan Africa). This suggests a dominant role for parents in determining the educational opportunities of their children. Evidence on the evolution of the intergenerational share, however, suggests a declining importance of the intergenerational transmission component in many countries, but the pattern is diverse. In some cases, the trend in the intergenerational share is opposite to the trend in sibling correlation. [This report was prepared by the World Bank Group's Development Research Group, Development Economics.]

Since the mainstream racial awakening to pervasive and entrenched structural racism, many organizations have made commitments and adopted practices to increase workplace diversity, inclusion, and equity and embed these commitments in their organizational missions. A question often arises about how these concepts apply to research. This paper discusses how organizations can build on their specific commitments to diversity, inclusion, and equity by applying these principles in the research enterprise. RTI International's framework for conducting equity-centered transformative research highlights how incorporating principles of diversity, inclusion, and equity requires a departure from mainstream practice because of historical and intentional exclusion of these principles. Drawing on methodologies of culturally responsive evaluation, research, and pedagogy; feminist, Indigenous, and critical methodologies; community-based participatory research; and theories of social transformation, liberation, and racial justice, this organizing framework illustrates what this departure requires and how research can serve liberation and social justice by transforming the researcher, the research content, and the day-to-day practice of conducting research. Centering the work of seminal scholars and practitioners of color in the field, this paper provides a holistic framework that incorporates various research approaches and paradigms intended to shift power to minoritized and marginalized communities to achieve social transformation through research.