Search

The use of four-day school weeks (4dsw) in the United States has expanded rapidly over the past two decades. Previous work examines the impact of 4dsw on student outcomes, but little research to date examines the effect on school employees even though schools in some locales have adopted 4dsw to recruit and retain staff. This paper examines the effect of 4dsw adoption in Oregon, a state with widespread 4dsw use, on teacher and other school staff retention by leveraging a staggered roll-out of the schedule using a difference-in-differences design. We find that adopting a four-day week increased turnover among teachers, but that turnover among non-teaching staff was largely unaffected. The findings suggest that policymakers interested in implementing 4dsw for improved school employee retention should exercise caution and be attentive to the full set of incentives offered to staff.

Student service member/veteran (SSM/V) university enrollment has grown exponentially in recent years. In response, many U.S. universities have developed military-focused student services to address navigational and social challenges SSM/Vs face on campus. While research suggests these services are beneficial, few studies have empirically examined how often contemporary SSM/Vs engage with them across universities, how engagement connects to predictors of university success, or how SSM/Vs describe such connections. Using social capital theory, surveys (n=531), and interviews (n=59) of SSM/Vs across four universities, we analyze SSM/V military-focused service engagement levels, correlations between engagement and campus belonging and institutional satisfaction, and SSM/V perspectives on engagement. Findings suggest SSM/Vs very rarely engage in these services. Higher engagement, however, is significantly associated with more campus belonging and institutional satisfaction. Interviewees describe how the moral support military-focused service staff offer while providing reliable administrative assistance, as well as SSM/V-dedicated spaces and community building, foster belonging and satisfaction.

This brief continues ongoing research by NWEA® examining the degree to which the COVID-19 pandemic, and its associated school closures, influenced student learning. Prior research focused on math and reading and found that the pandemic's negative impact steadily accumulated during the 2020-2021 school year, with significant disparities in achievement and growth compared to prepandemic trends (Lewis, Kuhfeld, Ruzek, & McEachin, 2021). Although there were modest rebounds in reading and math during the 2021-2022 school year, progress toward pandemic recovery largely stalled in 2022-2023 and 2023-2024, with achievement and growth trends still trailing behind prepandemic levels (Kuhfeld & Lewis, 2022; Lewis & Kuhfeld, 2023; Lewis & Kuhfeld, 2024). Building on previous research series focused on math and reading achievement, this brief explores how the pandemic influenced student achievement in science. It examines science test scores across seven school years to understand how COVID-19 influenced science achievement.

The completed WISC-R's (Wechsler Intelligence Scale for Children-Revised) of 76 white urban children with academic problems (6 years, 0 months to 15 years, 9 months) were rescored utilizing the Satz and Mogel criteria for an abbreviated intelligence measure. Extremely high correlations for IQ's (.96 - .98) and subtests (.66 - .95) were found. However, when mean differences between complete WISC-R and the shortened form were examined, significant differences between administrations were found. Furthermore, one third of the subjects showed changes in intelligence classification levels when the abbreviated form was used. Thus, two of the three criteria previously suggested for a valid abbreviated intelligence test of: (1) high correlation between administration forms; (2) non significant t-tests between the abbreviated and standard form mean IQ; and (3) low percentage of IQ classification change with the administration of the short form were not met. It was concluded, however, that the abbreviated WISC-R may be appropriate when intelligence is a question relative to candidacy for therapy or as a non-critical, general indication of intelligence when IQ classification is not important and/or assessment time is limited. (Author/RC)

A correlational study was conducted using ACT (American College Test) sub-test scores and actual grades earned in corresponding subject areas in order to determine if the ACT was an effective predictor for student's grades at Southern West Virginia Community College (SWVCC). Study subjects were all students (n= 241) who had ACT test scores on file and who were enrolled at SWVCC. Correlational analyses yielded coefficients of such low magnitude as to conclude that there is no significant relationship between ACT test scores and academic performance at SWVCC. Based on these findings, it was recommended that use of the ACT be discontinued and that a more suitable instrument such as the College Qualifying Test or the Comparative Guidance and Placement Test, both of which have been developed for and normed on community college students, be used. (Author/JDS)

A three-day seminar for nurses was conducted to improve their ability to communicate effectively with other people. The method used in this seminar was microteaching. The basic ingredients of the microteaching concept are the communication techniques dimension, the teach-reteach dimension, and the immediate feedback dimension. Under the direction of a supervisor and working with others in the seminar, each participant demonstrated and spoke on the topic of her choice, with the aim of instructing the listeners. Each demonstration was recorded on video tape. The tape was viewed and analysed, followed by direct question and answer sessions and suggestions for improvement by the supervisor. The benefit of immediate feedback and reaction was apparent, and each participant developed more self-confidence as the seminar progressed. The concensus of opinion at the end of the session was that microteaching is a valuable tool not only for improving communication skills but also for improving teaching techniques. (JD)

The purpose of this study is to determine the effectiveness of audiovisual aids in the instruction of junior-level preservice teachers. The tapes used were vignettes of persons demonstrating specific teaching skills in the areas of lesson organization, questioning, using student ideas, praise and corrective feedback, and variety and variation in teaching styles. Ninety-six subjects were assigned to one of four groups. All groups were pretested and posttested with identical measures. For each of the five topics, the treatment groups were: tapes only; tapes plus instruction; instruction only; and control. It was hypothesized that preservice teachers who receive instruction and view protocol tapes will score significantly higher on related posttests than teachers who only receive instruction or who only view tapes. An unexpected consequence of this study was the finding that the control group, which received neither verbal nor visual instruction related to the topics of the tapes, performed just as well on related posttests as groups that did receive such instruction. The results of this study support the contention that no generalizations can be made concerning the effectiveness of media in instruction and that each type of media must be evaluated individually. (JD)

The research question investigated was: What relationship, if any, exists between teacher personality characteristics associated with self-actualization and the test anxiety levels of their students. Teacher personality characteristics in 6 schools were assessed with the Shostrom Personal Orientation Inventory. The Sarason Test Anxiety Scale for Children was administered to their pupils. Students in grades 4 through 8 were the subjects of the research. At the junior high school level it was found that a significant relationship existed between teachers with high spontaneity in combination with high self-regard and relatively low test anxiety in their students. Results approached significance for elementary school students. The implications of these findings for education and selection of teachers for the junior high level are considered. (JD)

Most selective colleges implemented test-optional admissions during the pandemic, making college entrance exam scores optional for applicants. We draw on descriptive, two-way fixed effects, and event study methods to examine variation in test-optional implementation during the pandemic and how implementation relates to selectivity and enrollment. For "test-optional" colleges during the pandemic, we found substantial variation in policy type (e.g., test optional, test free) and whether the policy extended to all applicants and scholarship consideration. Findings suggest test-optional implementation related to increases in Black student enrollment, mostly at moderately selective colleges and when policies extended to all applicants and scholarships. At highly selective colleges, findings suggest test-optional implementation related to an increase in applications but not consistent gains in enrollment.

The fall 2023 and spring 2024 undergraduate enrollment increases, marking the first growth since the COVID-19 pandemic, show signs of a post-pandemic turnaround for higher education. However, a significant share of current undergraduates will eventually disengage from college before earning a degree or other credential. They will join tens of millions of other adult Americans who are Some College, No Credential (SCNC). The SCNC population has been consistently rising over time. Re-engaging those who stop out remains a persistent challenge and a priority for the forty states that have set ambitious postsecondary attainment goals. This report aims to provide timely insights into the SCNC population, offering state leaders and policymakers accurate data on its current status, along with tracking progress and outcome measures for SCNC students. The first section of this report describes who makes up the SCNC population and how it has changed since the last report. In this section, the authors pay particular attention to Recent Stopouts, who joined the SCNC population after being stopped out between January 2021 and July 2022. In the second section, the authors report on SCNC re-enrollment in the 2022-23 academic year as well as first-year credential earning for re-enrollees. The authors also provide new updates on continued enrollment and second-year credential earning for SCNC re-enrollees in the 2021-22 academic year, whom were first reported on last year.

The Institute of Education Sciences (IES), the research arm of the U.S. Department of Education, is the nation's leading source for rigorous, independent education research, evaluation, and statistics. IES's National Center for Education Research (NCER) supports rigorous research that addresses the nation's most pressing education needs from early childhood to adult education. IES's National Center for Special Education Research (NCSER) supports a comprehensive program of education research designed to expand knowledge and understanding of infants, toddlers, and youth with and at risk for disabilities to improve their developmental, education, transition, and postsecondary outcomes. This paper makes the case that IES Development and Innovation research can support the development of usable, feasible, and affordable approaches (practices, programs, or policies) to help schools meet the mental health needs of their students and staff. The goal of this research is to ensure that school-based interventions are contextually appropriate, implemented with high fidelity, and more likely to produce equitable outcomes than current practice. [This paper was published in the "School Mental Health".]

In August 2017, Hurricane Harvey ravaged the Houston area, causing the homelessness of nearly 24,000 students in the Houston Independent School District (Houston ISD) alone. Additionally, nearly all Houston ISD schools sustained damage of some kind, resulting in school closures, campus relocations, and even the delaying of the start of classes for some students. In the first brief of this two-part series, the authors examine the characteristics of students who became homeless due to Harvey. They found that students who became temporarily homeless for a year or less due to Harvey tended to fare as well as or better on educational outcomes than even their never-homeless peers.

In August 2017, the Houston area was ravaged by one of the costliest natural disasters in history--Hurricane Harvey. In this brief, the first in a two-part series, the authors examine the effects of Harvey on student homelessness in the Houston Independent School District (Houston ISD). The authors find that student homelessness in Houston ISD quadrupled due to Harvey, and most students experiencing homelessness lived, at least temporarily, in unsheltered contexts, such as sleeping in a car or on the street. Unlike other high-profile storms such as Hurricane Katrina, students who became homeless due to Harvey tended to be broadly representative of the district in terms of their demographic characteristics. However, they differed systematically from students who experienced homelessness for conventional, economic reasons such as job loss and medical debt, who were particularly likely to be Black. The authors conclude with implications of these findings for educational stakeholders in preparation for both generational and "everyday" homelessness crises.

Asian Americans as a group are overrepresented among STEM college graduates and have the highest average college enrollment rate of any racial or ethnic category. Thus, Asian Americans are typically excluded from educational interventions directed at improving STEM education for Students of Color because they are not considered to be underrepresented minorities. However, statistics obscure the individual needs of the more than 20 ethnic subgroups that fall under the umbrella term Asian Americans. Using a participatory action research approach, this paper documents the institutional and sociocultural factors that push out HMoob (or Hmong) American college students from STEM programs at one large, predominantly White university; and the coordinate processes of gatekeeping and transactional advising that either redirect those students toward non-STEM programs or force them out of the university completely.

This article clarifies historical and sociocultural factors that impact the role of STEM in the racialization of Asian Americans. Drawing on critical race and other theories of Asian American racialization, and a review of empirical research on the experiences of Asian American college students in STEM, we develop a conceptual framework called "STEM Asianization" that highlights the role of STEM ideology in the model minority racialization of Asian Americans. Consequences for Asian American students include (1) erasure of the intersectional experiences of minoritized Asian American students; (2) dehumanization of Asian Americans and establishment of a bamboo ceiling; (3) representation of Asian Americans as a perpetual foreigner/Yellow Peril during times of cultural and political crisis; and (4) representation of Asian Americans who cannot or do not conform to the STEM achievement narrative as a failed minority. We argue that STEM Asianization reproduces White supremacy by ideologically reinforcing the colorblind meritocracy of STEM institutions in the United States. [Additional funding provided by the Wisconsin Louis Stokes Alliance for Minority Participation.]

There's a rise in the employment of uncertified teachers, driven by acute staffing shortages and the flexibility offered by Texas' District of Innovation plans. This reliance on uncertified educators is raising alarms among educators and policymakers alike. Concerns are mounting over whether these teachers, often entering the classroom having never worked in public schools, are equipped to meet the demands of today's classrooms. This brief presents new evidence showing that uncertified teachers are linked to declines in student achievement. The study examines the prevalence, backgrounds, and impacts of uncertified teachers on student achievement and draws attention to significant differences within this diverse group of educators. As schools continue to hire uncertified teachers to address staffing shortages, knowing the backgrounds of these teachers and how they shape student achievement helps stakeholders prioritize transition points, such as hiring individuals with previous classroom experience in non-teaching roles. This brief outlines findings from the 2021-22 and 2022-23 school years and provides recommendations for policymakers and stakeholder groups.

Utilizing course grade data from 22 four-year higher education institutions, this study highlights the trends in first-year grade point average (FYGPA) between the 2017-2018 and 2021-2022 academic years, the period immediately before and after the pandemic disrupted both K12 and higher education. Results showed that while FYGPAs generally increased at institutions with more selective admission standards, especially private, more selective institutions, FYGPAs remained relatively unchanged at the less selective institutions. Over these five years, high school grade point average (HSGPA) generally increased among incoming students at nearly every institution while SAT® scores generally decreased. The results of institution-level logistic regression analyses indicated that students with the same pre-college academic achievement levels as measured by SAT scores and HSGPA were more likely to earn a FYGPA of 3.0 or higher in later cohort years than were students in the 2017 cohort. Faculty survey results, based on more than 3,000 respondents from over 1,200 higher education institutions, complement the administrative data analyses in this study. The survey findings suggest college faculty believe that the characteristics of incoming students as well as their academic performance in college are weaker now than in the past. Implications for future higher education research and facilitating nuanced K12 and higher education conversations on more effectively preparing students for college are discussed.

In this paper we present the Advancing Racial Equity in Community College Model which maps out the organizational conditions shaping institutional transformation. Focused on two dimensions, the level of "organizational support" and "shared responsibility" to enact equity, we describe four quadrants with distinct organizational conditions that shape how equity advocates design, build, and sustain equity efforts. With well-documented racial inequities and renewed calls for racial justice across higher education, it demands new ways of exploring and understanding how institutional actors leading equity efforts are nested within differing organizational contexts that can enable as well as restrict the enactment and success of racial equity efforts. Our model helps equity advocates gain an "awareness" of known barriers to implementation in higher education, assess the readiness of their campus for racialized change, and take action to build the necessary institutional support and capacity to move the work forward.

The purpose of the addendum is to document the findings from the Year 2 student achievement analyses of a teacher-level randomized experiment, which was designed to examine the implementation and impact of a scalable version of the 2-year MyTeachingPartner Secondary (MTP-S) program as part of a federally-funded Education Innovation and Research (EIR) project. Due to COVID-caused delays, we were unable to include findings about the impact of MTP-S on Year 2 student achievement in the final report produced at the end of the EIR project (Wayne et al., 2023). With the support of a grant from the William T. Grant Foundation, we were able to complete the collection and analyses of Year 2 student achievement data presented in this addendum. Similar to the Year 1 student achievement findings presented in our EIR final project report, the Year 2 student achievement findings did not reveal any significant program impact on students' math or English language arts achievement at the end of the 2-year program. Findings from this study need to be interpreted with caution given study limitations resulting largely from the influence of the pandemic.

In order to assist higher education institutions and their students during the pandemic, the federal government established the Higher Education Emergency Relief (HEER) Fund, which directed over $75 billion to institutions of higher education--including nearly $25 billion to community colleges--over a three-year period. The U.S. Department of Education worked on a rapid timeline to distribute these funds to institutions, which they could use to provide direct aid to students facing financial challenges and cover institutional costs related to the pandemic. Drawing on a survey of community colleges in six states--California, Michigan, New York (State University of New York [SUNY] colleges), Ohio, Tennessee, and Texas--this report provides insight into the specific pandemic recovery activities colleges implemented, colleges' perceptions of how successful HEER funds were in addressing student and institutional needs during the pandemic, and colleges' views of unmet needs. The institutional survey was completed by 170 out of a total of 265 community colleges in the six states. Key findings from the report: (1) Colleges spent nearly all the HEER funds they received. Given the large amount of HEER funding and the fact that colleges did not need to submit a proposal and budget for how they would use the funds, it should not be assumed that colleges would have spent all the money they received. Yet colleges spent nearly all the funds they received by the time the HEER program ended in June 2023; (2) HEER funds met a variety of student and institutional needs during the pandemic. Colleges had relatively few problems using the funds and felt that the aid was successful in mitigating student and institutional hardships; (3) Colleges focused on retaining existing students; they employed a variety of methods to support students in need. Colleges used HEER funds to support and retain existing (pre-pandemic) students rather than to recruit new students. They focused on supporting students with financial exigencies, including those experiencing food and housing insecurity. They used institutional aid to forgive debt owed to the college and to provide food, housing, and childcare assistance; (4) Spending patterns suggest that colleges experienced similar challenges during the pandemic and often prioritized the same objectives. Despite differences in state contexts and institutional settings, colleges tended to allocate funds in similar ways. For example, most colleges used aid for campus safety and technology hardware. Expenditure patterns also shifted over time in similar ways, indicating that colleges were responsive to evolving needs; (5) Expenditures related to campus safety and technology remained strong but decreased in frequency over time; expenditures to support students' mental health increased in frequency. Mental health services was the only expenditure category that increased in frequency in each of the three years of funding, likely reflecting the toll the pandemic took on students' mental health; (6) Comparing pre- and post-pandemic spending, HEER funds had the most impact on increasing support for technology hardware, high-speed internet, and housing assistance. Colleges used HEER funds both to fund existing services and to begin offering new ones. Fewer than a third of colleges had services in place to provide technology hardware, high-speed internet, and housing assistance before the pandemic; many more did so afterward; (7) Concerns about the end of HEER funding and priorities for future funding expose a need for continued flexible resources to address students' financial needs. Colleges' main concern about the end of HEER funding was that it would limit their ability to support students during an emergency. Their top priority for using future funding was additional student aid; and (8) Rural and vocational/technical colleges (as defined by the Carnegie Classification) may have had fewer resources prior to the pandemic and may be in greater need of additional support. Colleges in towns and rural areas and colleges focused on technical training were less likely to offer a number of supports both pre- and post-pandemic. Rural colleges were also less likely to report having received additional funding for pandemic recovery from sources other than HEER funds. Overall, while the survey findings suggest that HEER largely met the goals for which it was intended, they also point to the importance of addressing systemic challenges facing community college students and the institutions that serve them. Now that the immediate crisis of the pandemic has passed and HEER funding has ended, there is an opportunity to think strategically about the investments that are needed to promote student success over the long term, particularly for underserved and financially vulnerable students who are the most at risk of stopping out or not enrolling in the first place.

This study addresses the burgeoning phenomenon of fully online alternative teacher certification programs (ACPs). In Texas where most teachers are prepared via ACPs, our research zeroes in on the proportion of teachers who are prepared fully online and the relative effectiveness of teacher preparation programs on student achievement and teacher retention. Using statewide longitudinal data from 2014-2023, our findings show that 1 in 4 of Texas students are being taught by teachers prepared fully online Students taught by teachers prepared online exhibit comparable levels of achievement to those taught by uncertified teachers, underperforming compared to students taught by teachers from other preparation pathways. Moreover, these teachers exhibit a markedly higher turnover rate. This study contributes to the ongoing discourse on teacher preparation quality, offering insights for policymakers and stakeholders.

Millimeter-wave refracting telescopes targeting the degree-scale structure of the cosmic microwave background (CMB) have recently grown to diffraction-limited apertures of over 0.5 meters. These instruments are entirely housed in vacuum cryostats to support their sub-kelvin bolometric detectors and to minimize radiative loading from thermal emission due to absorption loss in their transmissive optical elements. The large vacuum window is the only optical element in the system at ambient temperature, and therefore minimizing loss in the window is crucial for maximizing detector sensitivity. This motivates the use of low-loss polymer materials and a window as thin as practicable. However, the window must simultaneously meet the requirement to keep sufficient vacuum, and therefore must limit gas permeation and remain mechanically robust against catastrophic failure under pressure. We report on the development of extremely thin composite polyethylene window technology that meets these goals. Two windows have been deployed for two full observing seasons on the BICEP3 and BA150 CMB telescopes at the South Pole. On BICEP3, the window has demonstrated a 6% improvement in detector sensitivity., Comment: 20 pages, 12 figures, 4 tables

Self-organized branching structures can emerge spontaneously as interfacial instabilities in both simple and complex fluids, driven by the interplay between bulk material rheology, boundary constraints, and interfacial forcing. In our experiments, injecting dye between a source and a sink in a Hele-Shaw cell filled with a yield-stress fluid reveals an abrupt transition in morphologies as a function of injection rate. Slow injection leads to a direct path connecting the source to the sink, while fast injection leads to a rapid branching morphology that eventually converges to the sink. This shift from an exploitative (direct) to an exploratory (branched) strategy resembles search strategies in living systems; however, here it emerges in a simple physical system from a combination of global constraints (fluid conservation) and a switch-like local material response. We show that the amount of fluid needed to achieve breakthrough is minimal at the transition, and that there is a trade-off between speed and accuracy in these arborization patterns. Altogether, our study provides an embodied paradigm for fluidic computation driven by a combination of local material response (body) and global boundary conditions (environment)., Comment: 6 pages, 4 figures

SCN2A encodes the alpha subunit of the voltage-gated sodium channel Nav1.2, which is involved in action potential initiation and backpropagation in glutamatergic neurons. Mutations in the gene lead to SCN2A-related disorders, which are highly heterogeneous and manifest in a variety of diagnoses, such as self-limited familial and non-familial infantile epilepsy (SeLFNIE, previously benign familial infantile seizures or BFNIS), epileptic encephalopathies (EE), infantile spasms, ataxia, autism spectrum disorder (ASD), intellectual disability (ID), and schizophrenia. Researchers have attempted to elucidate the complexity of the SCN2A gene and Nav1.2 channel function through the use and development of non-human mammalian models. These models have been invaluable to uncovering the molecular underpinnings of why changes in SCN2A lead to such a heterogenous group of disorders. This review aims to evaluate and compare the published rodent models to consolidate findings, identify limitations, and highlight future research directions.

A star's spin-orbit angle can give us insight into a system's formation and dynamical history. In this paper, we use MAROON-X observations of the Rossiter-McLaughlin (RM) effect to measure the projected obliquity of the LP 261-75 (also known as TOI-1779) system, focusing on the fully-convective M dwarf LP 261-75A and the transiting brown dwarf LP 261-75C. This is the first obliquity constraint of a brown dwarf orbiting an M dwarf and the seventh obliquity constraint of a brown dwarf overall. We measure a projected obliquity of $5^{+11}_{-10}$ degrees and a true obliquity of $14^{+8}_{-7}$ degrees for the system, meaning that the system is well-aligned and that the star is rotating very nearly edge-on, with an inclination of $90^o\,\pm\,11^o$. The system thus follows along with the trends observed in transiting brown dwarfs around hotter stars, which typically have low obliquities. The tendency for brown dwarfs to be aligned may point to some enhanced obliquity damping in brown dwarf systems, but there is also a possibility that the LP 261-75 system was simply formed aligned. In addition, we note that the brown dwarf's radius ($R_C\,=\,0.9$ R$_J$) is not consistent with the youth of the system or radius trends observed in other brown dwarfs, indicating that LP 261-75C may have an unusual formation history., Comment: 16, pages, 7 figures. Accepted in AJ

An angular analysis of the $B_s^0 \rightarrow \phi e^+e^-$ decay is performed using the proton-proton collision dataset collected between 2011 and 2018 by the LHCb experiment, corresponding to an integrated luminosity of $9\,{\rm fb}^{-1}$ at centre-of-mass energies of 7, 8 and $13\,{\rm TeV}$. The analysis is performed in the very low dielectron invariant mass-squared region between $0.0009$ and $0.2615\,{\rm GeV}^2\!/c^4$. The longitudinal polarisation fraction of the $\phi$ meson is measured to be less than $11.5\%$ at $90\%$ confidence level. The $A_{\mathrm{T}}^{\mathcal{R}e C\!P}$ observable, which is related to the lepton forward-backward asymmetry, is measured to be $0.116 \pm 0.155 \pm 0.006$, where the first uncertainty is statistical and the second systematic. The transverse asymmetries, $A_{\mathrm{T}}^{(2)}$ and $A_{\mathrm{T}}^{\mathcal{I}m C\!P}$ , which are sensitive to the virtual photon polarisation, are found to be $-0.045 \pm 0.235 \pm 0.014$ and $0.002 \pm 0.247 \pm 0.016$, respectively. The results are consistent with Standard Model predictions., Comment: 21 pages, 4 figures. All figures and tables, along with any supplementary material and additional information, are available at https://lbfence.cern.ch/alcm/public/analysis/full-details/3433/(LHCb public pages)

We present measurements of $B \to K{}^{*}(892)\gamma$ decays using $365\,{\rm fb}^{-1}$ of data collected from 2019 to 2022 by the Belle~II experiment at the SuperKEKB asymmetric-energy $e^+e^-$ collider. The data sample contains $(387 \pm 6) \times 10^6$ $B\overline{B}$ events. We measure branching fractions ($\mathcal{B}$) and $C\!P$ asymmetries ($\mathcal{A}_{C\!P}$) for both $B^{0}\to K{}^{*0}\gamma$ and $B^{+}\to K{}^{*+}\gamma$ decays. The difference in $C\!P$ asymmetries ($\Delta \mathcal{A}_{C\!P}$) and the isospin asymmetry ($\Delta_{0+}$) between these neutral and charged channels are also measured. We obtain the following branching fractions and $C\!P$ asymmetries: $\mathcal{B} (B^{0} \to K{}^{*0}\gamma) = (4.14 \pm 0.10 \pm 0.11 ) \times 10^{-5}$, $\mathcal{B} (B^{+} \to K{}^{*+}\gamma) = (4.02 \pm 0.13 \pm 0.13 )\times 10^{-5}$, $\mathcal{A}_{C\!P} (B^{0} \to K{}^{*0}\gamma) = (-3.3 \pm 2.3 \pm 0.4 )\%$, and $\mathcal{A}_{C\!P} (B^{+} \to K{}^{*+}\gamma) = (-0.7 \pm 2.9 \pm 0.6 )\%$. The measured difference in $C\!P$ asymmetries is $\Delta \mathcal{A}_{C\!P} = (+2.6 \pm 3.8 \pm 0.7 )\%$, and the measured isospin asymmetry is $\Delta_{0+} = (+5.0 \pm 2.0 \pm 1.5 )\%$. The first uncertainties listed are statistical and the second are systematic. These results are consistent with world-average values and theory predictions.

We investigate the impact of beam chromaticity, i.e., the frequency dependence of the beam window function, on cosmological and astrophysical parameter constraints from CMB power spectrum observations. We show that for future high-resolution CMB measurements it is necessary to include a color-corrected beam for each sky component with a distinct spectral energy distribution. We introduce a formalism able to easily implement the beam chromaticity in CMB power spectrum likelihood analyses and run a case study using a Simons Observatory (SO) Large Aperture Telescope-like experimental setup and within the public SO software stack. To quantify the impact, we assume that beam chromaticity is present in simulated spectra but omitted in the likelihood analysis. We find that, for passbands of fractional width $\Delta \nu/\nu \sim 0.2$, neglecting this effect leads to significant biases, with astrophysical foreground parameters shifting by more than $2\sigma$ and cosmological parameters by significant fractions of the error., Comment: 10 pages, 6 figures

Indirect dark matter detection methods are used to observe the products of dark matter annihilations or decays originating from astrophysical objects where large amounts of dark matter are thought to accumulate. With neutrino telescopes, an excess of neutrinos is searched for in nearby dark matter reservoirs, such as the Sun and the Galactic Centre, which could potentially produce a sizeable flux of Standard Model particles. The KM3NeT infrastructure, currently under construction, comprises the ARCA and ORCA undersea \v{C}erenkov neutrino detectors located at two different sites in the Mediterranean Sea, offshore of Italy and France, respectively. The two detector configurations are optimised for the detection of neutrinos of different energies, enabling the search for dark matter particles with masses ranging from a few GeV/c$^2$ to hundreds of TeV/c$^2$. In this work, searches for dark matter annihilations in the Galactic Centre and the Sun with data samples taken with the first configurations of both detectors are presented. No significant excess over the expected background was found in either of the two analyses. Limits on the velocity-averaged self-annihilation cross section of dark matter particles are computed for five different primary annihilation channels in the Galactic Centre. For the Sun, limits on the spin-dependent and spin-independent scattering cross sections of dark matter with nucleons are given for three annihilation channels.

The consecutive magnetic ordering of the Ho and Ru ions in the pyrochlore Ho2Ru2O7 and their interplay are investigated by neutron scattering, magnetic and specific heat measurements. The Ru magnetic moments order at 95 K into an easy-plane antiferromagnetic state, while the Ho moments order at 1.55 K into an unsaturated ferromagnetic state that retains an extensive ground state entropy and present complex spin dynamics throughout the low temperature phase. These unexpected features are analyzed in terms of a fragmented ferromagnetic state equivalent to the pyrochlore kagome ice. Selection of this unusual state relies on a subtle compromise between long-range ferromagnetic interactions between holmium moments and a repulsive cubic field, both mediated by the ruthenium lattice., Comment: 15 pages, 13 figures

The Hall effect has a paramount role in a wide range of disciplines, from applied sciences to the fundamental exploration of novel topological phases of matter. In the solid state, this effect describes the emergence of a voltage drop perpendicular to the current flow in the presence of a magnetic field, leading to a transverse Hall resistance. Despite its fundamental nature, a full understanding and control of the Hall effect in interacting quantum systems is still lacking. This has led to the development of quantum simulators based on neutral atoms, where strongly correlated and universal manifestations of the Hall effect were recently unveiled. However, a direct measurement of the Hall voltage and of the Hall resistance in those systems was not achieved so far. Here, we demonstrate a technique for the measurement of the Hall voltage in a neutral-atom-based quantum simulator. From that we provide the first direct measurement of the Hall resistance in a non-electron-based system and study its dependence on the carrier density, along with theoretical analyses. Our work closes a major gap between analog quantum simulations and measurements performed in real solid-state systems, providing a key tool for the exploration of the Hall effect in highly tunable and strongly correlated systems.

Satellite-based quantum repeaters are a promising means to reach global distances in quantum networking due to the polynomial decrease of optical transmission with distance in free space, in contrast to the exponential decrease in optical fibers. We propose a satellite-based quantum repeater architecture with trapped individual atomic qubits, which can serve both as quantum memories and true single photon sources. This hardware allows for nearly deterministic Bell measurements and exhibits long coherence times without the need for costly cryogenic technology in space. We develop a detailed analytical model of the repeater, which includes the main imperfections of the quantum hardware and the optical link, allowing us to estimate that high-rate and high-fidelity entanglement distribution can be achieved over inter-continental distances. In particular, we find that high fidelity entanglement distribution over thousands of kilometres at a rate of 100 Hz can be achieved with orders of magnitude fewer memory modes than conventional architectures based on optical Bell state measurements., Comment: 10 pages, 4 figures

We report the discovery of a super-Earth candidate orbiting the nearby mid M dwarf Gl\,725A using the radial velocity (RV) method. The planetary signal has been independently identified using high-precision RVs from the SOPHIE and SPIRou spectrographs, in the optical and near-infrared domains, respectively. We modelled the stellar activity signal jointly with the planet using two Gaussian Processes, one for each instrument to account for the chromaticity of the stellar activity and instrumental systematics, along with a Keplerian model. The signal is significantly detected with a RV semi-amplitude of $1.67\pm0.20$ m/s. The planet Gl 725A b is found to be in an orbit compatible with circular with a period of $11.2201\pm0.0051$ days. We analysed 27 sectors of TESS photometry on which no transit event was found. We determined a minimum mass of $M_{p}\sin{i}=2.78\pm0.35\,M_{\oplus}$ which places the planet in the super-Earth regime. Using Mass-Radius relationships we predict a planetary radius to be between 1.2 and $2.0\,R_{\oplus}$. The proximity of Gl 725A, of only 3.5 pc, makes this new exoplanet one of the closest to Earth and joins the group of S-type low-mass planets in short orbits ($P<15$ d) around close M dwarfs., Comment: 26 pages, 17 figures. Accepted in A&A

The $^{18}$Ne(d,t)$^{17}$Ne and $^{18}$Ne(d,$^3$He)$^{17}$F single-nucleon pickup reactions were measured at 16.5 MeV/nucleon in inverse kinematics together with elastic and inelastic scattering channels. The full set of measured exclusive differential cross sections was compared with the mirror reaction channels on stable $^{18}$O after consistent reanalysis using coupled reaction channels calculations. Within this interpretation scheme, most of the spectroscopic factors extracted for the population of unbound states in $^{17}$F match within uncertainties with their mirror partners in $^{17}$O. However, for the deeply-bound neutron removal channel to $^{17}$Ne, a significant symmetry breaking with the mirror proton-removal channel leading to $^{17}$N is evidenced by an overall single-particle strength reduction.