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This quantitative study evaluated the effects of Supplemental Educational Services (SES), a federally mandated component of No Child Left Behind, on student achievement in reading and mathematics. SES provides free tutoring outside school to disadvantaged students who attend Title I schools that are in their third year of failing to achieve adequate yearly progress on state assessments. Data from the fifth year of SES implementation in a large urban school were analyzed to determine if the mostly small and not statistically significant effects obtained in prior years were stronger as the tutoring services acquired additional refinement and maturity. A matched treatment-control group design was employed, in which students who received SES tutoring in reading, mathematics, or both were matched to similar schoolmates who were eligible for SES services but did not participate. Results showed consistently positive but small, not statistically significant, effect sizes for the outcome measures. Student achievem...

Based on background information in this special issue of the journal, possible triage recommendations for the first 4 days following a nuclear detonation, when response resources will be limited, are provided. The series includes: modeling for physical infrastructure damage; severity and number of injuries; expected outcome of triage to immediate, delayed, or expectant management; resources required for treating injuries of varying severity; and how resource scarcity (particularly medical personnel) worsens outcome. Four key underlying considerations are: 1.) resource adequacy will vary greatly across the response areas by time and location; 2.) to achieve fairness in resource allocation, a common triage approach is important; 3.) at some times and locations, it will be necessary to change from “conventional” to “contingency” or “crisis” standards of medical care (with a resulting change in triage approach from treating the “sickest first” to treating those “most likely to survive” first); and 4.) clinical reassessment and repeat triage are critical, as resource scarcity worsens or improves. Changing triage order and conserving and allocating resources for both lifesaving and palliative care can maintain fairness, support symptomatic care, and save more lives. Included in this article are printable triage cards that reflect our recommendations. These are not formal guidelines. With new research, data, and discussion, these recommendations will undoubtedly evolve.(Disaster Med Public Health Preparedness. 2011;5:S111-S121)

Teacher characteristics and student achievement growth are currently a significant topic of investigation in the educational accountability arena. Given the environment of high-stakes accountability associated with the No Child Left Behind (NCLB) legislation and state accountability systems, staffing all classrooms with highly qualified teachers is a critical national concern. A new era of research is needed to understand the complexity of teacher quality when defined by student learning growth. The present study evaluated the effects of teacher characteristics (i.e., experience, education, and race) in high school reading achievement gains using a multi-level growth model in an urban school district in Kentucky. Findings showed significant effects of time, but non-significant effects of teacher characteristics in high school reading achievement growth. Implications for educational policy and future research are discussed.

The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language proficiency, ignoring the context in which children are learning. The current study found better social skills and closer teacher—child relationships in classrooms where teachers spoke some Spanish. Teacher ratings of children's peer social skills and assertiveness were positively associated with increased amounts of Spanish being spoken. More Spanish language use in the classroom was also related to a decrease in children's likelihood of being victims of aggression as rated by independent observers. The findings have implications for better understanding how policy decisions regarding language of instruction impact children in the social domain. As early educat...

This study examined relations among effortful control, motivation, and attention regulation in preschoolers within the context of parent–child interactions. Sixty-one low-income children and their mothers participated in a puzzle-matching task. One week later, the children completed a puzzle-matching task independently. Hierarchical regression analyses supported the hypothesis that children's effortful control and motivation is related to the amount of children's attention regulation in the parent–child interaction. The role of effortful control on attention regulation differed for children classified as having mastery- or performance-oriented motivation. Analyses also supported the hypothesis that children's effortful control, motivation and attention regulation predicted children's accuracy on the puzzle-task when working independently. Findings from this study demonstrate the utility of studying individual differences in temperament, motivation, and attention regulation within the context of the parent–child learning environment. Implications for understanding how children's social–cognitive status is related to academic success in impoverished environments are discussed.

The current study examined how individual differences in children's temperament and motivation relate to attention skills in children from economically disadvantaged families. A total of 73 mother-child dyads participated in this study. Children were between the ages of 3 and 5, and all attended a Head Start program. Using multiple hierarchical regression analyses, the hypotheses that effortful control (an aspect of temperament) and motivation would individually and collectively relate to attention skills were supported. The current study supports the importance of understanding attention as a multifaceted concept (Posner & Petersen, 1990) that relates to cognitive, socioemotional, and motivational systems. The utility of applying a systems approach to school readiness issues in children of poverty is discussed.