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Trimester 2 2022/2023

Advanced Placement (AP) participation and examination performance data are important in understanding the extent to which Texas students have completed courses that may qualify them for a "head start"--advanced standing, course credit, or both standing and credit--upon beginning college or university course work. A brief history and overview of the College Board AP program is presented in this report, along with a general description of AP courses and examinations, AP benefits and costs, Texas high school graduation requirements with AP components, and college and university AP policies. In addition, recent efforts contributing to increased policy and research interest in Texas AP examination performance, such as the Texas Advanced Placement Incentive Program and national and regional reports of AP examination data, are covered. National and Texas AP participation and performance data provide a backdrop for discussion of issues related to reporting of AP indicator data. Trends in national and Texas AP participation and performance are presented. Texas AP participation and performance are also examined in relation to student demographic characteristics and course-taking patterns, and campus and district characteristics. The report concludes with a discussion of statutory considerations for adopting AP indicators, other potential avenues for AP results reporting and research, and basic considerations for AP results interpretation and reporting. One finding is that, although the cost of AP examinations is less of an issue than it once was, examination fee costs are still a potential barrier to campus or district participation rates. Another finding from Texas data is that small schools and small districts typically have lower AP examination participation than large schools and districts. (Contains 8 tables, 6 figures, and 34 references.) (Author/SLD)

TRI 2 2019/2020

TRI 2 2019/2020

TRI 2 2019/2020

This item represents a case in PACER, the U.S. Government's website for federal case data. If you wish to see the entire case, please consult PACER directly.

Trimester 2 2019/2020

Trimester 2 2019/2020

Trimester 2 2019/2020

Tri 2 2022/2023 (Term Id 2220)

AWARE (Aviation Weather Awareness and Reporting Enhancements) was a NASA Cooperative Research and Development program conducted jointly by Rockwell Scientific, Rockwell Collins, and NASA. The effort culminated in an enhanced weather briefing and reporting tool prototype designed to integrate graphical and text-based aviation weather data to provide clear situational awareness in the context of a specific pilot, flight and equipment profile. The initial implementation of AWARE was as a web-based preflight planning tool, specifically for general aviation pilots, who do not have access to support such as the dispatchers available for commercial airlines. Initial usability tests showed that for VFR (Visual Flight Rules) pilots, AWARE provided faster and more effective weather evaluation. In a subsequent formal usability test for IFR (Instrument Flight Rules) pilots, all users finished the AWARE tests faster than the parallel DUAT tests, and all subjects graded AWARE higher for effectiveness, efficiency, and usability. The decision analysis basis of AWARE differentiates it from other aviation safety programs, providing analysis of context-sensitive data in a personalized graphical format to aid pilots/dispatchers in their complex flight requirements.

AWARE (Aviation Weather Awareness and Reporting Enhancements) was a NASA Cooperative Research and Development program conducted jointly by Rockwell Scientific, Rockwell Collins, and NASA. The effort culminated in an enhanced weather briefing and reporting tool prototype designed to integrate graphical and text-based aviation weather data to provide clear situational awareness in the context of a specific pilot, flight and equipment profile. The initial implementation of AWARE was as a web-based preflight planning tool, specifically for general aviation pilots, who do not have access to support such as the dispatchers available for commercial airlines. Initial usability tests showed that for VFR (Visual Flight Rules) pilots, AWARE provided faster and more effective weather evaluation. In a subsequent formal usability test for IFR (Instrument Flight Rules) pilots, all users finished the AWARE tests faster than the parallel DUAT tests, and all subjects graded AWARE higher for effectiveness, efficiency, and usability. The decision analysis basis of AWARE differentiates it from other aviation safety programs, providing analysis of context-sensitive data in a personalized graphical format to aid pilots/dispatchers in their complex flight requirements.

AWARE (Aviation Weather Awareness and Reporting Enhancements) was a NASA Cooperative Research and Development program conducted jointly by Rockwell Scientific, Rockwell Collins, and NASA. The effort culminated in an enhanced weather briefing and reporting tool prototype designed to integrate graphical and text-based aviation weather data to provide clear situational awareness in the context of a specific pilot, flight and equipment profile. The initial implementation of AWARE was as a web-based preflight planning tool, specifically for general aviation pilots, who do not have access to support such as the dispatchers available for commercial airlines. Initial usability tests showed that for VFR (Visual Flight Rules) pilots, AWARE provided faster and more effective weather evaluation. In a subsequent formal usability test for IFR (Instrument Flight Rules) pilots, all users finished the AWARE tests faster than the parallel DUAT tests, and all subjects graded AWARE higher for effectiveness, efficiency, and usability. The decision analysis basis of AWARE differentiates it from other aviation safety programs, providing analysis of context-sensitive data in a personalized graphical format to aid pilots/dispatchers in their complex flight requirements.

AWARE (Aviation Weather Awareness and Reporting Enhancements) was a NASA Cooperative Research and Development program conducted jointly by Rockwell Scientific, Rockwell Collins, and NASA. The effort culminated in an enhanced weather briefing and reporting tool prototype designed to integrate graphical and text-based aviation weather data to provide clear situational awareness in the context of a specific pilot, flight and equipment profile. The initial implementation of AWARE was as a web-based preflight planning tool, specifically for general aviation pilots, who do not have access to support such as the dispatchers available for commercial airlines. Initial usability tests showed that for VFR (Visual Flight Rules) pilots, AWARE provided faster and more effective weather evaluation. In a subsequent formal usability test for IFR (Instrument Flight Rules) pilots, all users finished the AWARE tests faster than the parallel DUAT tests, and all subjects graded AWARE higher for effectiveness, efficiency, and usability. The decision analysis basis of AWARE differentiates it from other aviation safety programs, providing analysis of context-sensitive data in a personalized graphical format to aid pilots/dispatchers in their complex flight requirements.

AWARE (Aviation Weather Awareness and Reporting Enhancements) was a NASA Cooperative Research and Development program conducted jointly by Rockwell Scientific, Rockwell Collins, and NASA. The effort culminated in an enhanced weather briefing and reporting tool prototype designed to integrate graphical and text-based aviation weather data to provide clear situational awareness in the context of a specific pilot, flight and equipment profile. The initial implementation of AWARE was as a web-based preflight planning tool, specifically for general aviation pilots, who do not have access to support such as the dispatchers available for commercial airlines. Initial usability tests showed that for VFR (Visual Flight Rules) pilots, AWARE provided faster and more effective weather evaluation. In a subsequent formal usability test for IFR (Instrument Flight Rules) pilots, all users finished the AWARE tests faster than the parallel DUAT tests, and all subjects graded AWARE higher for effectiveness, efficiency, and usability. The decision analysis basis of AWARE differentiates it from other aviation safety programs, providing analysis of context-sensitive data in a personalized graphical format to aid pilots/dispatchers in their complex flight requirements.

AWARE (Aviation Weather Awareness and Reporting Enhancements) was a NASA Cooperative Research and Development program conducted jointly by Rockwell Scientific, Rockwell Collins, and NASA. The effort culminated in an enhanced weather briefing and reporting tool prototype designed to integrate graphical and text-based aviation weather data to provide clear situational awareness in the context of a specific pilot, flight and equipment profile. The initial implementation of AWARE was as a web-based preflight planning tool, specifically for general aviation pilots, who do not have access to support such as the dispatchers available for commercial airlines. Initial usability tests showed that for VFR (Visual Flight Rules) pilots, AWARE provided faster and more effective weather evaluation. In a subsequent formal usability test for IFR (Instrument Flight Rules) pilots, all users finished the AWARE tests faster than the parallel DUAT tests, and all subjects graded AWARE higher for effectiveness, efficiency, and usability. The decision analysis basis of AWARE differentiates it from other aviation safety programs, providing analysis of context-sensitive data in a personalized graphical format to aid pilots/dispatchers in their complex flight requirements.

AWARE (Aviation Weather Awareness and Reporting Enhancements) was a NASA Cooperative Research and Development program conducted jointly by Rockwell Scientific, Rockwell Collins, and NASA. The effort culminated in an enhanced weather briefing and reporting tool prototype designed to integrate graphical and text-based aviation weather data to provide clear situational awareness in the context of a specific pilot, flight and equipment profile. The initial implementation of AWARE was as a web-based preflight planning tool, specifically for general aviation pilots, who do not have access to support such as the dispatchers available for commercial airlines. Initial usability tests showed that for VFR (Visual Flight Rules) pilots, AWARE provided faster and more effective weather evaluation. In a subsequent formal usability test for IFR (Instrument Flight Rules) pilots, all users finished the AWARE tests faster than the parallel DUAT tests, and all subjects graded AWARE higher for effectiveness, efficiency, and usability. The decision analysis basis of AWARE differentiates it from other aviation safety programs, providing analysis of context-sensitive data in a personalized graphical format to aid pilots/dispatchers in their complex flight requirements.

xiv, 722 pages

xiv, 722 pages

xiv, 722 pages

We are providing this report for review and comment. Naval Facilities Engineering Command Southwest officials did not have effective controls over the planning, contractor's performance, and reporting of the Advanced Metering Infrastructure project, vallied at $24.8 million. As a result, Navy lacks reasonable assurance that $24.8 million of Recovery Act funds were appropriately justified and the installation of the meters was properly planned. We considered management comments on a draft of this report when preparing the final report.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 13 titles deal with the following topics: publisher and journalist attitudes toward collective bargaining; editorial support for freedom of speech and press; the need for a scholarly index to collections of black newspapers published from 1880 to 1915; the daily newspaper industry in the United States; the social organization of media news production; innovations in newspaper technology; magazine journalism education in Britain, Canada, and the United States; a comparative analysis of newspaper and television coverage of the 1976 Democratic National Convention; a Q-study of the value structures and professionalism of reporters, editors, and photographers; the new printing technology and journalism education; how advanced reporting courses are taught and what they contain; gag orders and the First Amendment; and the influence of network television news on public opinion. (FL)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 13 titles deal with the following topics: publisher and journalist attitudes toward collective bargaining; editorial support for freedom of speech and press; the need for a scholarly index to collections of black newspapers published from 1880 to 1915; the daily newspaper industry in the United States; the social organization of media news production; innovations in newspaper technology; magazine journalism education in Britain, Canada, and the United States; a comparative analysis of newspaper and television coverage of the 1976 Democratic National Convention; a Q-study of the value structures and professionalism of reporters, editors, and photographers; the new printing technology and journalism education; how advanced reporting courses are taught and what they contain; gag orders and the First Amendment; and the influence of network television news on public opinion. (FL)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 13 titles deal with the following topics: publisher and journalist attitudes toward collective bargaining; editorial support for freedom of speech and press; the need for a scholarly index to collections of black newspapers published from 1880 to 1915; the daily newspaper industry in the United States; the social organization of media news production; innovations in newspaper technology; magazine journalism education in Britain, Canada, and the United States; a comparative analysis of newspaper and television coverage of the 1976 Democratic National Convention; a Q-study of the value structures and professionalism of reporters, editors, and photographers; the new printing technology and journalism education; how advanced reporting courses are taught and what they contain; gag orders and the First Amendment; and the influence of network television news on public opinion. (FL)

51 p. 22 cm

29.2 cm

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1 online resource

1 online resource

Tracklist: 1. Selection No. 19 Speed 175 2. Selection No. 19 Speed 200 3. Selection No. 19 Speed 125 4. Selection No. 20 Speed 175 5. Selection No. 20 Speed 200 6. Selection No. 20 Speed 225 7. Selection No. 21 Speed 200 8. Selection No. 21 Speed 225 9. Selection No. 21 Speed 250

Young people are entering college at increasingly higher rates, yet many are under-prepared for the academic challenges they encounter. Educators and policy makers are calling for increased educational opportunities that prepare all students for the rigors of postsecondary education. Accelerated learning opportunities foster smoother and more successful transitions from high school to college while allowing students to earn dual credit (a course or program where high school students can earn both high school and postsecondary credit for the same course). Accelerated learning opportunities can: (1) Prepare students for the challenges of college through a rigorous high school curriculum; (2) Engage seniors by offering interesting, challenging and college credit-bearing courses; (3) Provide students with skills and experiences to ensure student success in transition to college and credential acquisition; (4) Reduce students' college tuition expenditures and shorten the time to degree completion; and (5) Increase communication, collaboration, and curricular alignment between secondary and postsecondary systems. Beginning as early as the 1960s, Oregon educators have been bridging K-12 and postsecondary education through accelerated learning options. A variety of credit options are offered in Oregon including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual credit; (4) Expanded Options; (5) Career and Technical Education (CTE) Programs of Study; and (6) Tech Prep. This publication reports from the National Center for Educational Statistics, 2005; and presents information reflecting national trends which are supported by the findings in the Oregon Dual Credit Study of 2010. Currently there are 17 community colleges and four Oregon university system institutions that offer dual credit options. Postsecondary institutions review high school courses for content, continuity, and college-level appropriateness. Accelerated curriculum & college credit programs are presented in table form and arranged according to the following column headings: Program title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, and Cost to Students. Contact information for programs is provided.

Young people are entering college at increasingly higher rates, yet many are under-prepared for the academic challenges they encounter. Educators and policy makers are calling for increased educational opportunities that prepare all students for the rigors of postsecondary education. Accelerated learning opportunities foster smoother and more successful transitions from high school to college while allowing students to earn dual credit (a course or program where high school students can earn both high school and postsecondary credit for the same course). Accelerated learning opportunities can: (1) Prepare students for the challenges of college through a rigorous high school curriculum; (2) Engage seniors by offering interesting, challenging and college credit-bearing courses; (3) Provide students with skills and experiences to ensure student success in transition to college and credential acquisition; (4) Reduce students' college tuition expenditures and shorten the time to degree completion; and (5) Increase communication, collaboration, and curricular alignment between secondary and postsecondary systems. Beginning as early as the 1960s, Oregon educators have been bridging K-12 and postsecondary education through accelerated learning options. A variety of credit options are offered in Oregon including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual credit; (4) Expanded Options; (5) Career and Technical Education (CTE) Programs of Study; and (6) Tech Prep. This publication reports from the National Center for Educational Statistics, 2005; and presents information reflecting national trends which are supported by the findings in the Oregon Dual Credit Study of 2010. Currently there are 17 community colleges and four Oregon university system institutions that offer dual credit options. Postsecondary institutions review high school courses for content, continuity, and college-level appropriateness. Accelerated curriculum & college credit programs are presented in table form and arranged according to the following column headings: Program title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, and Cost to Students. Contact information for programs is provided.

Young people are entering college at increasingly higher rates, yet many are under-prepared for the academic challenges they encounter. Educators and policy makers are calling for increased educational opportunities that prepare all students for the rigors of postsecondary education. Accelerated learning opportunities foster smoother and more successful transitions from high school to college while allowing students to earn dual credit (a course or program where high school students can earn both high school and postsecondary credit for the same course). Accelerated learning opportunities can: (1) Prepare students for the challenges of college through a rigorous high school curriculum; (2) Engage seniors by offering interesting, challenging and college credit-bearing courses; (3) Provide students with skills and experiences to ensure student success in transition to college and credential acquisition; (4) Reduce students' college tuition expenditures and shorten the time to degree completion; and (5) Increase communication, collaboration, and curricular alignment between secondary and postsecondary systems. Beginning as early as the 1960s, Oregon educators have been bridging K-12 and postsecondary education through accelerated learning options. A variety of credit options are offered in Oregon including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual credit; (4) Expanded Options; (5) Career and Technical Education (CTE) Programs of Study; and (6) Tech Prep. This publication reports from the National Center for Educational Statistics, 2005; and presents information reflecting national trends which are supported by the findings in the Oregon Dual Credit Study of 2010. Currently there are 17 community colleges and four Oregon university system institutions that offer dual credit options. Postsecondary institutions review high school courses for content, continuity, and college-level appropriateness. Accelerated curriculum & college credit programs are presented in table form and arranged according to the following column headings: Program title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, and Cost to Students. Contact information for programs is provided.

Young people are entering college at increasingly higher rates, yet many are under-prepared for the academic challenges they encounter. Educators and policy makers are calling for increased educational opportunities that prepare all students for the rigors of postsecondary education. Accelerated learning opportunities foster smoother and more successful transitions from high school to college while allowing students to earn dual credit (a course or program where high school students can earn both high school and postsecondary credit for the same course). Accelerated learning opportunities can: (1) Prepare students for the challenges of college through a rigorous high school curriculum; (2) Engage seniors by offering interesting, challenging and college credit-bearing courses; (3) Provide students with skills and experiences to ensure student success in transition to college and credential acquisition; (4) Reduce students' college tuition expenditures and shorten the time to degree completion; and (5) Increase communication, collaboration, and curricular alignment between secondary and postsecondary systems. Beginning as early as the 1960s, Oregon educators have been bridging K-12 and postsecondary education through accelerated learning options. A variety of credit options are offered in Oregon including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual credit; (4) Expanded Options; (5) Career and Technical Education (CTE) Programs of Study; and (6) Tech Prep. This publication reports from the National Center for Educational Statistics, 2005; and presents information reflecting national trends which are supported by the findings in the Oregon Dual Credit Study of 2010. Currently there are 17 community colleges and four Oregon university system institutions that offer dual credit options. Postsecondary institutions review high school courses for content, continuity, and college-level appropriateness. Accelerated curriculum & college credit programs are presented in table form and arranged according to the following column headings: Program title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, and Cost to Students. Contact information for programs is provided.

Young people are entering college at increasingly higher rates, yet many are under-prepared for the academic challenges they encounter. Educators and policy makers are calling for increased educational opportunities that prepare all students for the rigors of postsecondary education. Accelerated learning opportunities foster smoother and more successful transitions from high school to college while allowing students to earn dual credit (a course or program where high school students can earn both high school and postsecondary credit for the same course). Accelerated learning opportunities can: (1) Prepare students for the challenges of college through a rigorous high school curriculum; (2) Engage seniors by offering interesting, challenging and college credit-bearing courses; (3) Provide students with skills and experiences to ensure student success in transition to college and credential acquisition; (4) Reduce students' college tuition expenditures and shorten the time to degree completion; and (5) Increase communication, collaboration, and curricular alignment between secondary and postsecondary systems. Beginning as early as the 1960s, Oregon educators have been bridging K-12 and postsecondary education through accelerated learning options. A variety of credit options are offered in Oregon including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual credit; (4) Expanded Options; (5) Career and Technical Education (CTE) Programs of Study; and (6) Tech Prep. This publication reports from the National Center for Educational Statistics, 2005; and presents information reflecting national trends which are supported by the findings in the Oregon Dual Credit Study of 2010. Currently there are 17 community colleges and four Oregon university system institutions that offer dual credit options. Postsecondary institutions review high school courses for content, continuity, and college-level appropriateness. Accelerated curriculum & college credit programs are presented in table form and arranged according to the following column headings: Program title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, and Cost to Students. Contact information for programs is provided.

In collaboration with NSA and JTF-GNO, the Network Situational Awareness (NetSA) group at CERT/CC, Software Engineering Institute, Carnegie Mellon University, has developed large-scale network traffic reporting systems that provide analysts with the capacity to dynamically query large summaries of network traffic over time. These systems are deployed on the NIPRNet as part of the JTF Centaur capability. In this presentation we describe the sensor and analysis technologies that support an asset inventory system, and serve as a foundation for a flexible, ad-hoc intrusion detection capability. These facilities have greatly increased our ability to respond strategically to information security challenges, and to detect novel threats to the NIPRNet, in an environment where both attacks and normal traffic are changing continuously.

In collaboration with NSA and JTF-GNO, the Network Situational Awareness (NetSA) group at CERT/CC, Software Engineering Institute, Carnegie Mellon University, has developed large-scale network traffic reporting systems that provide analysts with the capacity to dynamically query large summaries of network traffic over time. These systems are deployed on the NIPRNet as part of the JTF Centaur capability. In this presentation we describe the sensor and analysis technologies that support an asset inventory system, and serve as a foundation for a flexible, ad-hoc intrusion detection capability. These facilities have greatly increased our ability to respond strategically to information security challenges, and to detect novel threats to the NIPRNet, in an environment where both attacks and normal traffic are changing continuously.

In collaboration with NSA and JTF-GNO, the Network Situational Awareness (NetSA) group at CERT/CC, Software Engineering Institute, Carnegie Mellon University, has developed large-scale network traffic reporting systems that provide analysts with the capacity to dynamically query large summaries of network traffic over time. These systems are deployed on the NIPRNet as part of the JTF Centaur capability. In this presentation we describe the sensor and analysis technologies that support an asset inventory system, and serve as a foundation for a flexible, ad-hoc intrusion detection capability. These facilities have greatly increased our ability to respond strategically to information security challenges, and to detect novel threats to the NIPRNet, in an environment where both attacks and normal traffic are changing continuously.

TRI 2 2020/2021

Includes bibliographical references and index

x, 272 pages ; 30 cm