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The New York City Department of Education asked RAND to conduct an independent longitudinal evaluation of its 5th-grade promotion policy. The findings of that study, conducted between March 2006 and August 2009, provide a comprehensive view of the policy's implementation and its impact on student outcomes, particularly for students at risk of retention and those who were retained in grade.
Promotion (School) --- Grade repetition --- Grade retention --- Holding back (Education) --- Non-promotion (School) --- Repeating grades --- Repetition, Grade --- Retention of students (Holding students back in grade) --- Student retention (Holding students back in grade) --- Promotion in school --- School promotion --- Student promotion --- Slow learning children --- Underachievers --- Grading and marking (Students)
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The Department of the Air Force (DAF) has prioritized growing and maintaining a diverse workforce across all pay grades. Because most positions are filled by promoting from within, having a diverse pool of candidates at the point of accession is critical to accomplishing the DAF's goal. However, a large segment of the U.S. population is not eligible to enlist as an airman or to be commissioned as an officer, and eligibility criteria affect women and racial and ethnic minority candidates differently than they affect White men. Understanding the population that meets the eligibility requirements to enlist in the military or to be admitted to the U.S. Air Force Academy (USAFA) or the Reserve Officers Training Corps (ROTC) or Officer Training School (OTS) is crucial to determining the potential demographic makeup of DAF accessions and, ultimately, all DAF personnel. In this report, the authors create benchmarks for comparison with the DAF's accession cohorts by estimating the fraction of the eligible (and propensed) population, using ten mutually exclusive categories of gender and race and ethnicity. The benchmarks provide a measure of progress on diversity and inclusion in the force and a comparison to clearly identify whether a demographic's overrepresentation or underrepresentation can be attributed to specific eligibility standards or propensity to serve, or both.
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The Department of the Air Force (DAF) has placed a strategic focus on improving talent management, including how to build a diverse, equitable, and inclusive workforce. To support the DAF's efforts, in fiscal year 2021, the RAND Corporation's Project AIR FORCE was asked to (1) provide targeted benchmarks and a planning tool that will allow DAF to evaluate the demographic composition of the active-duty workforce overall and functional areas within this workforce and (2) identify practices and opportunities that the DAF can use to support diversity in critical career fields. This report is one of a series of reports meant to address these tasks. In it, the authors describe the construction of career field benchmarks using near-equivalent groups of civilian workers, provide examples using several functional areas, and discuss considerations for interpreting these results. Accompanying this narrative are the Air Force Occupational Diversity Benchmarking Workbooks, a pair of Excel workbooks (one for enlisted personnel and one for officers) containing benchmarks for the demographic distribution of DAF functional areas. The benchmarks are created using civilians working in near-equivalent occupations to DAF occupations, adjusted to account for differences in age and education level between DAF and the civilian workforce. The workbooks contain a menu of benchmark options using both narrow and broad definitions of near equivalent. Each DAF occupation can also be compared to the entire civilian workforce. The authors describe considerations for choosing the most-appropriate civilian comparison group for each occupation and for interpreting comparisons.
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The Department of Defense (DoD) provides health benefits to qualified retired service personnel. Active duty personnel who retire with at least 20 years of service are immediately eligible to receive retiree health benefits for themselves, their spouses, and dependent children through TRICARE, the DoD-sponsored health care plan. A substantial majority of retirees have second careers after retirement and have access to civilian health insurance. However, many choose to rely primarily on TRICARE, in large part because of the significant price differential between TRICARE and civilian insurance. In order to understand the implications of this reliance for DoD health care expenditures, DoD asked RAND to explore the available civilian health insurance options of working-age military retirees and the impact of those options on TRICARE utilization. The authors surveyed a random sample of 1,600 military retirees (officers and enlisted personnel) under age 65 who were entitled to TRICARE benefits. This pilot survey was designed to ask about the current employment of the retiree and his or her spouse, participation in a civilian health insurance plan, use of TRICARE for medical care, and the likely effect of premium increases or decreases on participation in civilian heath plans. Key findings showed that although a large majority of retirees have access to civilian health insurance, many choose not to enroll, most frequently citing the cost of premiums. Among those enrolled in civilian plans, many still rely on TRICARE for medical care and prescription drugs, and many would drop their civilian plans if costs rose substantially. As long as DoD premiums are considerably lower than civilian premiums, a shift away from TRICARE use is unlikely. A larger survey, collecting data from retirees and their civilian employers, would be needed for DoD to analyze the effects of benefit design changes to TRICARE on retiree reliance.
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In this report, part of a series on professional development for school principals, the authors analyze the effects of a large-scale implementation of the National Institute for School Leadership's (NISL's) Executive Development Program (EDP) and paired coaching for middle school principals in three states. The EDP is a widely used principal professional development program that previously has been shown to have a positive influence on student achievement outcomes. For this study, NISL-certified coaches offered at least 60 hours of one-on-one coaching to principals. The implementation of the EDP and coaching spanned three states, 332 schools, and 118 school districts. The study examined the implementation of the EDP and coaching, the perceptions of participants, and the impacts of the professional development. The authors considered both the impacts of the offer of and the full participation in the EDP and coaching on student academic outcomes and on school practices, as measured by principal and teacher surveys.
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The California County Resentencing Pilot Program was established to support and evaluate a collaborative approach to exercising prosecutorial resentencing discretion. The first of three reports, this evaluation seeks to determine how the pilot program is implemented in each of the nine participating counties and what the characteristics are of a possible candidate for resentencing. This report describes the pilot, evaluation methods, initial findings based on stakeholder interviews, and analysis of pilot data. Qualitative interviews reveal key strengths and challenges of the pilot in its implementation. Analyses of quantitative data describe the population of individuals considered for resentencing. Together, these findings shed light on the early experiences of the nine counties implementing this important pilot program.
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School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions. After the U.S. Department of Education offered assessment waivers to all 50 states in 2019–2020, many educators and policymakers advocated for assessment programs to be restarted in the 2020–2021 school year to evaluate the state of teaching and learning and to inform policies for recovery from the coronavirus disease 2019 (COVID-19) pandemic. However, the use of school-aggregate test scores for these purposes relies on the assumption that differences in aggregate scores can be accurately interpreted as representing real and meaningful differences in school progress and performance. There are serious concerns about the accuracy of such interpretations even under routine schooling conditions, but the pandemic may exacerbate these issues and further compromise the comparability of these test scores. In this report, RAND researchers investigate one specific issue that may contaminate utilization of COVID-19–era school-aggregate scores and result in faulty comparisons with historical and other proximal aggregate scores: changes in school composition over time. To investigate this issue, they examine data from NWEA's Measures of Academic Progress (MAP) Growth assessments, interim assessments used by states and districts during the 2020–2021 school year.
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In fall 2017, Propel Schools — a small, regional charter school network in southwestern Pennsylvania — initiated the expansion of one of its schools, Propel Montour. Originally a single kindergarten through 8th grade (K–8) school with two classrooms per grade, Montour added a new high school and expanded into separate elementary and middle schools over four years, adding a classroom to each grade. These changes were expected to increase enrollment by about 500 students over the four years of the expansion. Broadly, the goal of the expansion was to replicate the Propel model to assist educationally disadvantaged students to meet high academic and behavioral standards. Therefore, the authors investigated the Propel Montour expansion and its impact on academic and behavioral outcomes for both continuing students (i.e., students who attended Propel Montour prior to and during the expansion) and expansion students (i.e., students who newly enrolled at Propel Montour during the expansion). They used difference-in-difference and doubly robust regression models to examine the academic and behavioral experiences of both continuing and expansion Montour students from fall 2017 through the onset of the coronavirus disease 2019 (COVID-19) pandemic in spring 2020. The authors did not find evidence that the academic and behavioral experiences of either the continuing or expansion students fell below what would have been expected absent expansion.
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The novel coronavirus disease 2019 (COVID-19) pandemic has created an unprecedented set of obstacles for schools and exacerbated existing structural inequalities in public education. In spring 2020, as schools went to remote learning formats or closed completely, end-of-year assessment programs ground to a halt. As a result, schools began the 2020–2021 school year without student assessment data, which typically play a role in selecting students for specialized programming or placing students into courses. Although conceptual research has emerged to support school and district decisionmaking regarding assessment during the pandemic, there has been relatively little empirical research to help guide schools and school districts on handling the impacts of the pandemic on the availability and interpretability of assessment data. To address this gap, the authors of this report provide empirical evidence to inform schools' and districts' approaches to course placement in the absence of end-of-year assessment data. The authors compare and contrast three potential strategies that use older assessment data to estimate missing test scores: simple replacement, regression-based replacement, and multiple replacement. The authors examine the ways in which the pandemic may have influenced the consistency of decisionmaking under these strategies and the extent to which these strategies work equally well for all students, regardless of student race and ethnicity or school poverty. They also discuss these strategies' implications for schools and districts.
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The California County Resentencing Pilot Program was established to support and evaluate a collaborative approach to exercising prosecutorial discretion in resentencing eligible incarcerated individuals. Nine California counties were selected and were provided funding to implement the three-year pilot program. Participants in the pilot include a county district attorney (DA) office and a county public defender (PD) office and may include a community-based organization in each county pilot site. The evaluation seeks to determine how the pilot is implemented in individual counties, whether the pilot is effective in reducing criminal justice involvement (e.g., time spent in incarceration and recidivism), and whether it is cost-effective. This report documents evaluation results, focusing on the implementation of the program from September 2022 through July 2023 — the second year of the pilot program. In addition to providing a review of the pilot program and evaluation methods, the authors describe year 2 findings based on stakeholder interviews and analysis of pilot data. Qualitative interviews revealed key strengths and challenges of the pilot in its implementation. Analyses of quantitative data describe the population of individuals considered for resentencing and document the flow of cases from initial consideration through resentencing. These findings shed light on the experiences of the nine counties in implementing the pilot program during year 2.
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