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Although annual state tests had been federally required since 2001, and the consortia and standards were led by states, the new tests became a focal point of narratives about federal overreach and over-testing. Current wisdom holds that testing has become politically toxic. There are real risks that some states are rolling back advancements in test quality, accessibility, and rigor in the name of reducing test time and cost, or answering political pressures. States are continuing to rethink their roles in assessment and their assessment systems in ways that may benefit teaching, learning, transparency, and equity. This brief highlights developing trends and opportunities for state systems of assessment, especially in areas beyond federally mandated reading and math assessments. Which states are pursuing these ideas, and what might be holding others back? What are the risks and rewards of investment and innovation in new test designs or assessments? In particular the brief discusses the landscape of: (1) Interim assessments for accountability; (2) Formative assessments to support instruction; (3) Interstate collaborations and shared item banks; and (4) Science and social studies assessments. Although these four topics do not represent the totality of progress and innovation in assessment, these four were chosen because they are each examples where innovation and improvement is within close reach for states, and where some states are already leading in ways that may be instructive.

This paper reports on a Centre for the Economics of Education and Training (CEET) project that explored policies, programs and other initiatives by Australia's states and territories to support innovation, and to build vocational education and training (VET) capability to respond to its effects on skill needs. The project was undertaken in late 2003-early 2004. CEET set out to document the range of initiatives adopted by the states and territories, their rationales and objectives, funding and major features; to highlight similarities and differences between the approaches and the various emphases being given to different aspects of VET, to types of skills and innovation and to VET-industry relationships; and to highlight best practice approaches. The author found that the states and territories are working to support innovation in industry and enterprises and to build VET capabilities to respond to it, but more could be done and some activities could be more effective. Findings include: (1) More co-operative and collaborative work is needed to reduce the current level of duplication in the provision of web-based support; (2) VET is poorly represented on innovation advisory bodies to governments; (3) Further opportunities could also be given for VET personnel to contribute to research and development, particularly in industry sectors in which they have a high level of expertise; and (4) There is considerable potential for states to learn from each other. (Contains 8 footnotes.)

This study seeks to acquaint persons in local school districts and other agencies with the process of adopting educational innovations. Models were obtained from the literature and examined for usefulness by interviewing and submitting questionnaires to 149 educators and parents in eight typical school districts. From this process came a more general model: Innovation adoption can occur only in the presence of an initiating mechanism and a sustaining mechanism. Implications of the study for stimulating and supporting innovations in school districts are discussed. Appendices describe the school districts participating in the study, the study methodology and findings, a mathematical statement of the new model, and a view of the individual's role in the adoption process. (HW)

In order to address rising costs, limited innovation, and an acquisition system that lacks the flexibility to design and field best-of-breed information technology systems, the DoD has implemented open systems architecture initiatives in information technology acquisition. One benefit of open systems architecture is that it expands competition to many suppliers including small businesses to enhance innovation and reduce costs. The growing acceptance of open systems architecture initiatives in DoD acquisition creates a significant access opportunity for small businesses, particularly for those who already participate in the existing DoD Small Business Innovation Research (SBIR) program, which is congressionally mandated to provide research and development contracts specifically to innovative small businesses. However, successfully leveraging the SBIR program to advance open systems architecture initiatives requires the DoD proactively communicate that intent to small businesses participating in the program. This research examines the extent to which the DoD uses the SBIR program to incorporate small businesses in the acquisition of IT systems that advance open systems initiatives. Additionally, this research analyzes SBIR firms to better understand participant experiences as well as the characteristics of small IT businesses who participate in the DoD SBIR program to meet the IT R and D challenges of the DoD.

In order to address rising costs, limited innovation, and an acquisition system that lacks the flexibility to design and field best-of-breed information technology systems, the DoD has implemented open systems architecture initiatives in information technology acquisition. One benefit of open systems architecture is that it expands competition to many suppliers including small businesses to enhance innovation and reduce costs. The growing acceptance of open systems architecture initiatives in DoD acquisition creates a significant access opportunity for small businesses, particularly for those who already participate in the existing DoD Small Business Innovation Research (SBIR) program, which is congressionally mandated to provide research and development contracts specifically to innovative small businesses. However, successfully leveraging the SBIR program to advance open systems architecture initiatives requires the DoD proactively communicate that intent to small businesses participating in the program. This research examines the extent to which the DoD uses the SBIR program to incorporate small businesses in the acquisition of IT systems that advance open systems initiatives. Additionally, this research analyzes SBIR firms to better understand participant experiences as well as the characteristics of small IT businesses who participate in the DoD SBIR program to meet the IT R and D challenges of the DoD.

In order to address rising costs, limited innovation, and an acquisition system that lacks the flexibility to design and field best-of-breed information technology systems, the DoD has implemented open systems architecture initiatives in information technology acquisition. One benefit of open systems architecture is that it expands competition to many suppliers including small businesses to enhance innovation and reduce costs. The growing acceptance of open systems architecture initiatives in DoD acquisition creates a significant access opportunity for small businesses, particularly for those who already participate in the existing DoD Small Business Innovation Research (SBIR) program, which is congressionally mandated to provide research and development contracts specifically to innovative small businesses. However, successfully leveraging the SBIR program to advance open systems architecture initiatives requires the DoD proactively communicate that intent to small businesses participating in the program. This research examines the extent to which the DoD uses the SBIR program to incorporate small businesses in the acquisition of IT systems that advance open systems initiatives. Additionally, this research analyzes SBIR firms to better understand participant experiences as well as the characteristics of small IT businesses who participate in the DoD SBIR program to meet the IT R and D challenges of the DoD.

This paper explores what educational technologists in one South African Institution consider innovation to be. Ten educational technologists in various faculties across the university were interviewed and asked to define and answer questions about innovation. Their answers were coded and the results of the overlaps in coding have been assimilated into a definition. Soft systems methodology (SSM) was used as a method to make visible the complex nature of innovation in educational technology in one setting. The initial definition formed the "situation definition" in SSM terms. The method proved useful in producing a picture (based on rich pictures drawn by each person) and a root definition (based on CATWOE, a mnemonic that enables the interviewer to ask each participant to identify processes and role players). Participants discussed changes in processes, structures and attitudes at the institution.

This paper explores what educational technologists in one South African Institution consider innovation to be. Ten educational technologists in various faculties across the university were interviewed and asked to define and answer questions about innovation. Their answers were coded and the results of the overlaps in coding have been assimilated into a definition. Soft systems methodology (SSM) was used as a method to make visible the complex nature of innovation in educational technology in one setting. The initial definition formed the "situation definition" in SSM terms. The method proved useful in producing a picture (based on rich pictures drawn by each person) and a root definition (based on CATWOE, a mnemonic that enables the interviewer to ask each participant to identify processes and role players). Participants discussed changes in processes, structures and attitudes at the institution.

This paper explores what educational technologists in one South African Institution consider innovation to be. Ten educational technologists in various faculties across the university were interviewed and asked to define and answer questions about innovation. Their answers were coded and the results of the overlaps in coding have been assimilated into a definition. Soft systems methodology (SSM) was used as a method to make visible the complex nature of innovation in educational technology in one setting. The initial definition formed the "situation definition" in SSM terms. The method proved useful in producing a picture (based on rich pictures drawn by each person) and a root definition (based on CATWOE, a mnemonic that enables the interviewer to ask each participant to identify processes and role players). Participants discussed changes in processes, structures and attitudes at the institution.

This paper explores what educational technologists in one South African Institution consider innovation to be. Ten educational technologists in various faculties across the university were interviewed and asked to define and answer questions about innovation. Their answers were coded and the results of the overlaps in coding have been assimilated into a definition. Soft systems methodology (SSM) was used as a method to make visible the complex nature of innovation in educational technology in one setting. The initial definition formed the "situation definition" in SSM terms. The method proved useful in producing a picture (based on rich pictures drawn by each person) and a root definition (based on CATWOE, a mnemonic that enables the interviewer to ask each participant to identify processes and role players). Participants discussed changes in processes, structures and attitudes at the institution.

Energy innovation is essential for tackling climate change. However, an established set of indicators, that can support policy makers in their design of policy mixes, has not been developed for evaluating the performance of energy innovation systems. The purpose of this study is, therefore, to list and classify a large set of indicators of the performance of energy innovation systems at sectoral and technological levels. 120 listed indicators are evaluated using four usefulness criteria, demonstrating significant weaknesses in the available indicators. The indicators are also classified according to an innovation process categorization to see if they cover all aspects of an innovation system along the entire innovation chain. In order to illustrate their application, the Nordic countries are selected for an analysis at the sectoral level, demonstrating a variety in the dynamics of energy innovation systems among these countries. At the level of an individual technology, we show how 90 indicators match the seven functions in a technological innovation system and how they, therefore, can guide policy by helping to analyze the strength of each function. Policy making may be further supported by an understanding of the dynamic relations between different indicators. Finally, recommendations for further research are given.

Energy innovation is essential for tackling climate change. However, an established set of indicators, that can support policy makers in their design of policy mixes, has not been developed for evaluating the performance of energy innovation systems. The purpose of this study is, therefore, to list and classify a large set of indicators of the performance of energy innovation systems at sectoral and technological levels. 120 listed indicators are evaluated using four usefulness criteria, demonstrating significant weaknesses in the available indicators. The indicators are also classified according to an innovation process categorization to see if they cover all aspects of an innovation system along the entire innovation chain. In order to illustrate their application, the Nordic countries are selected for an analysis at the sectoral level, demonstrating a variety in the dynamics of energy innovation systems among these countries. At the level of an individual technology, we show how 90 indicators match the seven functions in a technological innovation system and how they, therefore, can guide policy by helping to analyze the strength of each function. Policy making may be further supported by an understanding of the dynamic relations between different indicators. Finally, recommendations for further research are given.

Energy innovation is essential for tackling climate change. However, an established set of indicators, that can support policy makers in their design of policy mixes, has not been developed for evaluating the performance of energy innovation systems. The purpose of this study is, therefore, to list and classify a large set of indicators of the performance of energy innovation systems at sectoral and technological levels. 120 listed indicators are evaluated using four usefulness criteria, demonstrating significant weaknesses in the available indicators. The indicators are also classified according to an innovation process categorization to see if they cover all aspects of an innovation system along the entire innovation chain. In order to illustrate their application, the Nordic countries are selected for an analysis at the sectoral level, demonstrating a variety in the dynamics of energy innovation systems among these countries. At the level of an individual technology, we show how 90 indicators match the seven functions in a technological innovation system and how they, therefore, can guide policy by helping to analyze the strength of each function. Policy making may be further supported by an understanding of the dynamic relations between different indicators. Finally, recommendations for further research are given.

Over the past 50 years, the National Aeronautics and Space Administration (NASA) has delivered space transportation solutions for America's complex missions, ranging from scientific payloads that expand knowledge, such as the Hubble Space Telescope, to astronauts and lunar rovers destined for voyages to the Moon. Currently, the venerable Space Shuttle, which has been in service since 1981, provides the United States' (U.S.) capability for both crew and heavy cargo to low-Earth orbit to' construct the International Space Station, before the Shuttle is retired in 2010. In the next decade, NASA will replace this system with a duo of launch vehicles: the Ares I Crew Launch Vehicle and the Ares V Cargo Launch Vehicle (Figure 1). The goals for this new system include increased safety and reliability coupled with lower operations costs that promote sustainable space exploration for decades to come. The Ares I will loft the Orion Crew Exploration Vehicle, while the heavy-lift Ares V will carry the Altair Lunar Lander and the equipment and supplies needed to construct a lunar outpost for a new generation of human and robotic space pioneers. This paper will provide details of the in-house systems engineering and vehicle integration work now being performed for the Ares I and planned for the Ares V. It will give an overview of the Ares I system-level test activities, such as the ground vibration testing that will be conducted in the Marshall Center's Dynamic Test Stand to verify the integrated vehicle stack's structural integrity and to validate computer modeling and simulation (Figure 2), as well as the main propulsion test article analysis to be conducted in the Static Test Stand. These activities also will help prove and refine mission concepts of operation, while supporting the spectrum of design and development work being performed by Marshall's Engineering Directorate, ranging from launch vehicles and lunar rovers to scientific spacecraft and associated experiments. Ultimately, fielding a robust space transportation solution that will carry international explorers and essential payloads will pave the way for a new century of scientific discovery beyond planet Earth.

In the past years the author and other scientists have published a series of new methods which promise to revolutionize the space propulsion systems, space launching and flight. These include the cable propulsion system, circle propulsion system and space keeper, kinetic propulsion system, gas-tube propulsion system, sliding rotary method, asteroid employment, electromagnetic accelerator, Sun and magnetic sail, solar wind sail, radioisotope sail, electrostatic space sail, laser beam propulsion system, kinetic anti-gravitator (repulsator), Earth-Moon non-rocket and Earth-Mars non-rocket transport system, multi-reflective beam propulsion system, electrostatic levitation, etc. Some of them have the potential to decrease launch costs thousands of time, other allow to change the speed and direction of space apparatus without the spending of fuel. The author reviews and summarizes some revolutionary propulsion systems for scientists, engineers, inventors, students and the public.

Open-ended evolution (OEE) is relevant to a variety of biological, artificial and technological systems, but has been challenging to reproduce in silico. Most theoretical efforts focus on key aspects of open-ended evolution as it appears in biology. We recast the problem as a more general one in dynamical systems theory, providing simple criteria for open-ended evolution based on two hallmark features: unbounded evolution and innovation. We define unbounded evolution as patterns that are non-repeating within the expected Poincare recurrence time of an equivalent isolated system, and innovation as trajectories not observed in isolated systems. As a case study, we implement novel variants of cellular automata (CA) in which the update rules are allowed to vary with time in three alternative ways. Each is capable of generating conditions for open-ended evolution, but vary in their ability to do so. We find that state-dependent dynamics, widely regarded as a hallmark of life, statistically out-performs other candidate mechanisms, and is the only mechanism to produce open-ended evolution in a scalable manner, essential to the notion of ongoing evolution. This analysis suggests a new framework for unifying mechanisms for generating OEE with features distinctive to life and its artifacts, with broad applicability to biological and artificial systems.

Open-ended evolution (OEE) is relevant to a variety of biological, artificial and technological systems, but has been challenging to reproduce in silico. Most theoretical efforts focus on key aspects of open-ended evolution as it appears in biology. We recast the problem as a more general one in dynamical systems theory, providing simple criteria for open-ended evolution based on two hallmark features: unbounded evolution and innovation. We define unbounded evolution as patterns that are non-repeating within the expected Poincare recurrence time of an equivalent isolated system, and innovation as trajectories not observed in isolated systems. As a case study, we implement novel variants of cellular automata (CA) in which the update rules are allowed to vary with time in three alternative ways. Each is capable of generating conditions for open-ended evolution, but vary in their ability to do so. We find that state-dependent dynamics, widely regarded as a hallmark of life, statistically out-performs other candidate mechanisms, and is the only mechanism to produce open-ended evolution in a scalable manner, essential to the notion of ongoing evolution. This analysis suggests a new framework for unifying mechanisms for generating OEE with features distinctive to life and its artifacts, with broad applicability to biological and artificial systems.

Open-ended evolution (OEE) is relevant to a variety of biological, artificial and technological systems, but has been challenging to reproduce in silico. Most theoretical efforts focus on key aspects of open-ended evolution as it appears in biology. We recast the problem as a more general one in dynamical systems theory, providing simple criteria for open-ended evolution based on two hallmark features: unbounded evolution and innovation. We define unbounded evolution as patterns that are non-repeating within the expected Poincare recurrence time of an equivalent isolated system, and innovation as trajectories not observed in isolated systems. As a case study, we implement novel variants of cellular automata (CA) in which the update rules are allowed to vary with time in three alternative ways. Each is capable of generating conditions for open-ended evolution, but vary in their ability to do so. We find that state-dependent dynamics, widely regarded as a hallmark of life, statistically out-performs other candidate mechanisms, and is the only mechanism to produce open-ended evolution in a scalable manner, essential to the notion of ongoing evolution. This analysis suggests a new framework for unifying mechanisms for generating OEE with features distinctive to life and its artifacts, with broad applicability to biological and artificial systems.

Open-ended evolution (OEE) is relevant to a variety of biological, artificial and technological systems, but has been challenging to reproduce in silico. Most theoretical efforts focus on key aspects of open-ended evolution as it appears in biology. We recast the problem as a more general one in dynamical systems theory, providing simple criteria for open-ended evolution based on two hallmark features: unbounded evolution and innovation. We define unbounded evolution as patterns that are non-repeating within the expected Poincare recurrence time of an equivalent isolated system, and innovation as trajectories not observed in isolated systems. As a case study, we implement novel variants of cellular automata (CA) in which the update rules are allowed to vary with time in three alternative ways. Each is capable of generating conditions for open-ended evolution, but vary in their ability to do so. We find that state-dependent dynamics, widely regarded as a hallmark of life, statistically out-performs other candidate mechanisms, and is the only mechanism to produce open-ended evolution in a scalable manner, essential to the notion of ongoing evolution. This analysis suggests a new framework for unifying mechanisms for generating OEE with features distinctive to life and its artifacts, with broad applicability to biological and artificial systems.

In order to address rising costs, limited innovation, and an acquisition system that lacks the flexibility to design and field best-of-breed information technology systems, the DoD has implemented open systems architecture initiatives in information technology acquisition. One benefit of open systems architecture is that it expands competition to many suppliers including small businesses to enhance innovation and reduce costs. The growing acceptance of open systems architecture initiatives in DoD acquisition creates a significant access opportunity for small businesses, particularly for those who already participate in the existing DoD Small Business Innovation Research (SBIR) program, which is congressionally mandated to provide research and development contracts specifically to innovative small businesses. However, successfully leveraging the SBIR program to advance open systems architecture initiatives requires the DoD proactively communicate that intent to small businesses participating in the program. This research examines the extent to which the DoD uses the SBIR program to incorporate small businesses in the acquisition of IT systems that advance open systems initiatives. Additionally, this research analyzes SBIR firms to better understand participant experiences as well as the characteristics of small IT businesses who participate in the DoD SBIR program to meet the IT R&D challenges of the DoD.

In order to address rising costs, limited innovation, and an acquisition system that lacks the flexibility to design and field best-of-breed information technology systems, the DoD has implemented open systems architecture initiatives in information technology acquisition. One benefit of open systems architecture is that it expands competition to many suppliers including small businesses to enhance innovation and reduce costs. The growing acceptance of open systems architecture initiatives in DoD acquisition creates a significant access opportunity for small businesses, particularly for those who already participate in the existing DoD Small Business Innovation Research (SBIR) program, which is congressionally mandated to provide research and development contracts specifically to innovative small businesses. However, successfully leveraging the SBIR program to advance open systems architecture initiatives requires the DoD proactively communicate that intent to small businesses participating in the program. This research examines the extent to which the DoD uses the SBIR program to incorporate small businesses in the acquisition of IT systems that advance open systems initiatives. Additionally, this research analyzes SBIR firms to better understand participant experiences as well as the characteristics of small IT businesses who participate in the DoD SBIR program to meet the IT R&D challenges of the DoD.

The COVID-19 pandemic exposed significant vulnerabilities in oral health systems globally, particularly in low-resource settings across Africa (Uwaezuoke, 2020). The pandemic highlighted economic, social, and oral care health inequities, especially in developing countries (Cruz-Fierro et al., 2022). Dental practices faced severe restrictions, limiting routine care and increasing the risk of infection for dental personnel due to aerosol-generating procedures (Menakaya & Menakaya, 2022; Cruz-Fierro et al., 2022). Low- and middle-income countries struggled with weak healthcare systems, limited resources, and challenges in implementing safety protocols (Menakaya & Menakaya, 2022). The pandemic emphasized the need for integrating oral health into global health responses and increasing awareness among dental professionals (Nehra & Tharakan, 2021). To address these challenges, strategies such as increased funding for health infrastructure, improved universal health coverage, and adoption of teledentistry and e-learning in dental education have been proposed (Uwaezuoke, 2020; Cruz-Fierro et al., 2022). While digital health tools such as teledentistry have gained traction elsewhere, their uptake in African oral health systems remains limited and fragmented. Teledentistry, a digital health tool, has shown potential to improve access to oral healthcare services in developing countries, particularly in rural and remote areas (Tella et al., 2019). Despite its promise, the uptake of teledentistry in African oral health systems remains limited and fragmented. Challenges include limited network connectivity, lack of technological competence, power supply issues, and application design problems (Owoyemi et al., 2022). This scoping review will provide a comprehensive mapping of existing evidence, identify gaps, and inform policy and research directions. This explores innovations and technologies in Africa for oral health for pandemic resilience.

Industrial / commercial art & design

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"Transforming Science Assessment: Systems for Innovation," is a series of resources designed to provide state education leaders with: (1) Information about how states are currently pursuing statewide assessment systems in science; (2) Analyses of what features influence different approaches, with an eye to supporting state leaders as they make their own decisions regarding science assessment systems; (3) Detailed state profiles that highlight how and why some states have made decisions regarding designing and enacting different examples of systems of assessment; and (4) A how-to guide for policymakers looking to enact systems of assessment in science. While there are common features of state-led assessment systems, states enacting these systems have made different decisions about how to design and implement their system based on their priorities, values, and state contexts. Discussed here are three different models for state-led assessment systems that are currently being developed and implemented: (1) The Centrally-Signaled Assessment System; (2) The Centrally-Mediated Assessment System; and (3) The Centrally-Planned Assessment System.

Region One Education Service Center (Region One) was awarded an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education, entitled Project Health Education for ALL (HEAL[superscript 2]). Project HEAL[superscript 2] i3 initiative served a pipeline of high school grades 9 to 12 students in deep South Texas. Region One implemented the Project HEAL[superscript 2] program across three independent school districts (ISDs), also referred to as Local Education Agencies (LEAS), and their 11 high schools. The following include the implementation ISDs: Pharr San Juan Alamo (PSJA) ISD, La Joya ISD, and South Texas ISD. All have worked in cooperation with key partners and the greater surrounding community to implement Project HEAL[superscript 2] in support of students in their high schools, including: Pharr San Juan Alamo ISD's six high schools: PSJA North Early College High School, PSJA Southwest Early College High School, PSJA Early College High School, PSJA Memorial Early College High School, PSJA Thomas Jefferson T-STEM Early College High School, and PSJA Sonia M. Sotomayor Early College High School; La Joya ISD's four high schools: La Joya High School, Palmview High School, Juarez-Lincoln High School, and Thelma Salinas T-STEM Early College High School; and South Texas ISD's one high school: South Texas High School for Health Professions. The goal of Project HEAL[superscript 2] is to increase the Health-integrated (STEM-design) Nursing competencies of low-income and under-represented students, specifically students from minority backgrounds, through creativity, innovation, and engagement activities that promote diversity in education. The study used a three-year, longitudinal, two Cohort quasi-experimental design (QED) to assess the impact of Project HEAL[superscript 2] on students' achievement on: (1) the American College Test (ACT) and (2) a single health education readiness assessment: Health Education Systems Incorporated (HESI) at the end of (Cohort 1 and Cohort 2) program exposure. The ACT outcomes were compared of Project HEAL[superscript 2] students with similar students from the same schools that did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] high school students were matched to comparison high school students at the same school. The HESI outcomes compared Project HEAL[superscript 2] high school students with traditional college-level students who were accepted into the same Nursing (ADN) program and were administered the same HESI assessment but did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] students were matched with traditional ADN nursing program students determined as the comparison students. This study is written to meet What Works Clearinghouse (WWC) Group Design Standards with Reservations. While the results of the study indicated there were no apparent group differences comparing all the Project HEAL[superscript 2] treatment group students to all the non-Project HEAL[superscript 2] business-as-usual control students, there were instances where Project HEAL[superscript 2] treatment group students significantly outperformed controls at certain school districts on the ACT outcome. Secondly, the results of the study also indicated that the traditional ADN nursing program students who formed the business-as-usual comparison group reported a higher HESI outcome than the treatment group. The duration of students' exposure to Project HEAL[superscript 2] fidelity of implementation, alignment between Health-integrated (STEM-design) instruction and the HESI (single health education readiness) standardized assessments, and other program-related factors that might have weakened the intervention strength relative to ADN business-as-usual conditions are discussed as possible factors that account for these findings. The report concludes with a discussion and suggestions for future research and implications for education policy. [The report was produced by EGT Institute, Inc.]

Region One Education Service Center (Region One) was awarded an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education, entitled Project Health Education for ALL (HEAL[superscript 2]). Project HEAL[superscript 2] i3 initiative served a pipeline of high school grades 9 to 12 students in deep South Texas. Region One implemented the Project HEAL[superscript 2] program across three independent school districts (ISDs), also referred to as Local Education Agencies (LEAS), and their 11 high schools. The following include the implementation ISDs: Pharr San Juan Alamo (PSJA) ISD, La Joya ISD, and South Texas ISD. All have worked in cooperation with key partners and the greater surrounding community to implement Project HEAL[superscript 2] in support of students in their high schools, including: Pharr San Juan Alamo ISD's six high schools: PSJA North Early College High School, PSJA Southwest Early College High School, PSJA Early College High School, PSJA Memorial Early College High School, PSJA Thomas Jefferson T-STEM Early College High School, and PSJA Sonia M. Sotomayor Early College High School; La Joya ISD's four high schools: La Joya High School, Palmview High School, Juarez-Lincoln High School, and Thelma Salinas T-STEM Early College High School; and South Texas ISD's one high school: South Texas High School for Health Professions. The goal of Project HEAL[superscript 2] is to increase the Health-integrated (STEM-design) Nursing competencies of low-income and under-represented students, specifically students from minority backgrounds, through creativity, innovation, and engagement activities that promote diversity in education. The study used a three-year, longitudinal, two Cohort quasi-experimental design (QED) to assess the impact of Project HEAL[superscript 2] on students' achievement on: (1) the American College Test (ACT) and (2) a single health education readiness assessment: Health Education Systems Incorporated (HESI) at the end of (Cohort 1 and Cohort 2) program exposure. The ACT outcomes were compared of Project HEAL[superscript 2] students with similar students from the same schools that did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] high school students were matched to comparison high school students at the same school. The HESI outcomes compared Project HEAL[superscript 2] high school students with traditional college-level students who were accepted into the same Nursing (ADN) program and were administered the same HESI assessment but did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] students were matched with traditional ADN nursing program students determined as the comparison students. This study is written to meet What Works Clearinghouse (WWC) Group Design Standards with Reservations. While the results of the study indicated there were no apparent group differences comparing all the Project HEAL[superscript 2] treatment group students to all the non-Project HEAL[superscript 2] business-as-usual control students, there were instances where Project HEAL[superscript 2] treatment group students significantly outperformed controls at certain school districts on the ACT outcome. Secondly, the results of the study also indicated that the traditional ADN nursing program students who formed the business-as-usual comparison group reported a higher HESI outcome than the treatment group. The duration of students' exposure to Project HEAL[superscript 2] fidelity of implementation, alignment between Health-integrated (STEM-design) instruction and the HESI (single health education readiness) standardized assessments, and other program-related factors that might have weakened the intervention strength relative to ADN business-as-usual conditions are discussed as possible factors that account for these findings. The report concludes with a discussion and suggestions for future research and implications for education policy. [The report was produced by EGT Institute, Inc.]

Region One Education Service Center (Region One) was awarded an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education, entitled Project Health Education for ALL (HEAL[superscript 2]). Project HEAL[superscript 2] i3 initiative served a pipeline of high school grades 9 to 12 students in deep South Texas. Region One implemented the Project HEAL[superscript 2] program across three independent school districts (ISDs), also referred to as Local Education Agencies (LEAS), and their 11 high schools. The following include the implementation ISDs: Pharr San Juan Alamo (PSJA) ISD, La Joya ISD, and South Texas ISD. All have worked in cooperation with key partners and the greater surrounding community to implement Project HEAL[superscript 2] in support of students in their high schools, including: Pharr San Juan Alamo ISD's six high schools: PSJA North Early College High School, PSJA Southwest Early College High School, PSJA Early College High School, PSJA Memorial Early College High School, PSJA Thomas Jefferson T-STEM Early College High School, and PSJA Sonia M. Sotomayor Early College High School; La Joya ISD's four high schools: La Joya High School, Palmview High School, Juarez-Lincoln High School, and Thelma Salinas T-STEM Early College High School; and South Texas ISD's one high school: South Texas High School for Health Professions. The goal of Project HEAL[superscript 2] is to increase the Health-integrated (STEM-design) Nursing competencies of low-income and under-represented students, specifically students from minority backgrounds, through creativity, innovation, and engagement activities that promote diversity in education. The study used a three-year, longitudinal, two Cohort quasi-experimental design (QED) to assess the impact of Project HEAL[superscript 2] on students' achievement on: (1) the American College Test (ACT) and (2) a single health education readiness assessment: Health Education Systems Incorporated (HESI) at the end of (Cohort 1 and Cohort 2) program exposure. The ACT outcomes were compared of Project HEAL[superscript 2] students with similar students from the same schools that did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] high school students were matched to comparison high school students at the same school. The HESI outcomes compared Project HEAL[superscript 2] high school students with traditional college-level students who were accepted into the same Nursing (ADN) program and were administered the same HESI assessment but did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] students were matched with traditional ADN nursing program students determined as the comparison students. This study is written to meet What Works Clearinghouse (WWC) Group Design Standards with Reservations. While the results of the study indicated there were no apparent group differences comparing all the Project HEAL[superscript 2] treatment group students to all the non-Project HEAL[superscript 2] business-as-usual control students, there were instances where Project HEAL[superscript 2] treatment group students significantly outperformed controls at certain school districts on the ACT outcome. Secondly, the results of the study also indicated that the traditional ADN nursing program students who formed the business-as-usual comparison group reported a higher HESI outcome than the treatment group. The duration of students' exposure to Project HEAL[superscript 2] fidelity of implementation, alignment between Health-integrated (STEM-design) instruction and the HESI (single health education readiness) standardized assessments, and other program-related factors that might have weakened the intervention strength relative to ADN business-as-usual conditions are discussed as possible factors that account for these findings. The report concludes with a discussion and suggestions for future research and implications for education policy. [The report was produced by EGT Institute, Inc.]

Region One Education Service Center (Region One) was awarded an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education, entitled Project Health Education for ALL (HEAL[superscript 2]). Project HEAL[superscript 2] i3 initiative served a pipeline of high school grades 9 to 12 students in deep South Texas. Region One implemented the Project HEAL[superscript 2] program across three independent school districts (ISDs), also referred to as Local Education Agencies (LEAS), and their 11 high schools. The following include the implementation ISDs: Pharr San Juan Alamo (PSJA) ISD, La Joya ISD, and South Texas ISD. All have worked in cooperation with key partners and the greater surrounding community to implement Project HEAL[superscript 2] in support of students in their high schools, including: Pharr San Juan Alamo ISD's six high schools: PSJA North Early College High School, PSJA Southwest Early College High School, PSJA Early College High School, PSJA Memorial Early College High School, PSJA Thomas Jefferson T-STEM Early College High School, and PSJA Sonia M. Sotomayor Early College High School; La Joya ISD's four high schools: La Joya High School, Palmview High School, Juarez-Lincoln High School, and Thelma Salinas T-STEM Early College High School; and South Texas ISD's one high school: South Texas High School for Health Professions. The goal of Project HEAL[superscript 2] is to increase the Health-integrated (STEM-design) Nursing competencies of low-income and under-represented students, specifically students from minority backgrounds, through creativity, innovation, and engagement activities that promote diversity in education. The study used a three-year, longitudinal, two Cohort quasi-experimental design (QED) to assess the impact of Project HEAL[superscript 2] on students' achievement on: (1) the American College Test (ACT) and (2) a single health education readiness assessment: Health Education Systems Incorporated (HESI) at the end of (Cohort 1 and Cohort 2) program exposure. The ACT outcomes were compared of Project HEAL[superscript 2] students with similar students from the same schools that did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] high school students were matched to comparison high school students at the same school. The HESI outcomes compared Project HEAL[superscript 2] high school students with traditional college-level students who were accepted into the same Nursing (ADN) program and were administered the same HESI assessment but did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] students were matched with traditional ADN nursing program students determined as the comparison students. This study is written to meet What Works Clearinghouse (WWC) Group Design Standards with Reservations. While the results of the study indicated there were no apparent group differences comparing all the Project HEAL[superscript 2] treatment group students to all the non-Project HEAL[superscript 2] business-as-usual control students, there were instances where Project HEAL[superscript 2] treatment group students significantly outperformed controls at certain school districts on the ACT outcome. Secondly, the results of the study also indicated that the traditional ADN nursing program students who formed the business-as-usual comparison group reported a higher HESI outcome than the treatment group. The duration of students' exposure to Project HEAL[superscript 2] fidelity of implementation, alignment between Health-integrated (STEM-design) instruction and the HESI (single health education readiness) standardized assessments, and other program-related factors that might have weakened the intervention strength relative to ADN business-as-usual conditions are discussed as possible factors that account for these findings. The report concludes with a discussion and suggestions for future research and implications for education policy. [The report was produced by EGT Institute, Inc.]

Region One Education Service Center (Region One) was awarded an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education, entitled Project Health Education for ALL (HEAL[superscript 2]). Project HEAL[superscript 2] i3 initiative served a pipeline of high school grades 9 to 12 students in deep South Texas. Region One implemented the Project HEAL[superscript 2] program across three independent school districts (ISDs), also referred to as Local Education Agencies (LEAS), and their 11 high schools. The following include the implementation ISDs: Pharr San Juan Alamo (PSJA) ISD, La Joya ISD, and South Texas ISD. All have worked in cooperation with key partners and the greater surrounding community to implement Project HEAL[superscript 2] in support of students in their high schools, including: Pharr San Juan Alamo ISD's six high schools: PSJA North Early College High School, PSJA Southwest Early College High School, PSJA Early College High School, PSJA Memorial Early College High School, PSJA Thomas Jefferson T-STEM Early College High School, and PSJA Sonia M. Sotomayor Early College High School; La Joya ISD's four high schools: La Joya High School, Palmview High School, Juarez-Lincoln High School, and Thelma Salinas T-STEM Early College High School; and South Texas ISD's one high school: South Texas High School for Health Professions. The goal of Project HEAL[superscript 2] is to increase the Health-integrated (STEM-design) Nursing competencies of low-income and under-represented students, specifically students from minority backgrounds, through creativity, innovation, and engagement activities that promote diversity in education. The study used a three-year, longitudinal, two Cohort quasi-experimental design (QED) to assess the impact of Project HEAL[superscript 2] on students' achievement on: (1) the American College Test (ACT) and (2) a single health education readiness assessment: Health Education Systems Incorporated (HESI) at the end of (Cohort 1 and Cohort 2) program exposure. The ACT outcomes were compared of Project HEAL[superscript 2] students with similar students from the same schools that did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] high school students were matched to comparison high school students at the same school. The HESI outcomes compared Project HEAL[superscript 2] high school students with traditional college-level students who were accepted into the same Nursing (ADN) program and were administered the same HESI assessment but did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] students were matched with traditional ADN nursing program students determined as the comparison students. This study is written to meet What Works Clearinghouse (WWC) Group Design Standards with Reservations. While the results of the study indicated there were no apparent group differences comparing all the Project HEAL[superscript 2] treatment group students to all the non-Project HEAL[superscript 2] business-as-usual control students, there were instances where Project HEAL[superscript 2] treatment group students significantly outperformed controls at certain school districts on the ACT outcome. Secondly, the results of the study also indicated that the traditional ADN nursing program students who formed the business-as-usual comparison group reported a higher HESI outcome than the treatment group. The duration of students' exposure to Project HEAL[superscript 2] fidelity of implementation, alignment between Health-integrated (STEM-design) instruction and the HESI (single health education readiness) standardized assessments, and other program-related factors that might have weakened the intervention strength relative to ADN business-as-usual conditions are discussed as possible factors that account for these findings. The report concludes with a discussion and suggestions for future research and implications for education policy. [The report was produced by EGT Institute, Inc.]

Region One Education Service Center (Region One) was awarded an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education, entitled Project Health Education for ALL (HEAL[superscript 2]). Project HEAL[superscript 2] i3 initiative served a pipeline of high school grades 9 to 12 students in deep South Texas. Region One implemented the Project HEAL[superscript 2] program across three independent school districts (ISDs), also referred to as Local Education Agencies (LEAS), and their 11 high schools. The following include the implementation ISDs: Pharr San Juan Alamo (PSJA) ISD, La Joya ISD, and South Texas ISD. All have worked in cooperation with key partners and the greater surrounding community to implement Project HEAL[superscript 2] in support of students in their high schools, including: Pharr San Juan Alamo ISD's six high schools: PSJA North Early College High School, PSJA Southwest Early College High School, PSJA Early College High School, PSJA Memorial Early College High School, PSJA Thomas Jefferson T-STEM Early College High School, and PSJA Sonia M. Sotomayor Early College High School; La Joya ISD's four high schools: La Joya High School, Palmview High School, Juarez-Lincoln High School, and Thelma Salinas T-STEM Early College High School; and South Texas ISD's one high school: South Texas High School for Health Professions. The goal of Project HEAL[superscript 2] is to increase the Health-integrated (STEM-design) Nursing competencies of low-income and under-represented students, specifically students from minority backgrounds, through creativity, innovation, and engagement activities that promote diversity in education. The study used a three-year, longitudinal, two Cohort quasi-experimental design (QED) to assess the impact of Project HEAL[superscript 2] on students' achievement on: (1) the American College Test (ACT) and (2) a single health education readiness assessment: Health Education Systems Incorporated (HESI) at the end of (Cohort 1 and Cohort 2) program exposure. The ACT outcomes were compared of Project HEAL[superscript 2] students with similar students from the same schools that did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] high school students were matched to comparison high school students at the same school. The HESI outcomes compared Project HEAL[superscript 2] high school students with traditional college-level students who were accepted into the same Nursing (ADN) program and were administered the same HESI assessment but did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] students were matched with traditional ADN nursing program students determined as the comparison students. This study is written to meet What Works Clearinghouse (WWC) Group Design Standards with Reservations. While the results of the study indicated there were no apparent group differences comparing all the Project HEAL[superscript 2] treatment group students to all the non-Project HEAL[superscript 2] business-as-usual control students, there were instances where Project HEAL[superscript 2] treatment group students significantly outperformed controls at certain school districts on the ACT outcome. Secondly, the results of the study also indicated that the traditional ADN nursing program students who formed the business-as-usual comparison group reported a higher HESI outcome than the treatment group. The duration of students' exposure to Project HEAL[superscript 2] fidelity of implementation, alignment between Health-integrated (STEM-design) instruction and the HESI (single health education readiness) standardized assessments, and other program-related factors that might have weakened the intervention strength relative to ADN business-as-usual conditions are discussed as possible factors that account for these findings. The report concludes with a discussion and suggestions for future research and implications for education policy. [The report was produced by EGT Institute, Inc.]

Region One Education Service Center (Region One) was awarded an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education, entitled Project Health Education for ALL (HEAL[superscript 2]). Project HEAL[superscript 2] i3 initiative served a pipeline of high school grades 9 to 12 students in deep South Texas. Region One implemented the Project HEAL[superscript 2] program across three independent school districts (ISDs), also referred to as Local Education Agencies (LEAS), and their 11 high schools. The following include the implementation ISDs: Pharr San Juan Alamo (PSJA) ISD, La Joya ISD, and South Texas ISD. All have worked in cooperation with key partners and the greater surrounding community to implement Project HEAL[superscript 2] in support of students in their high schools, including: Pharr San Juan Alamo ISD's six high schools: PSJA North Early College High School, PSJA Southwest Early College High School, PSJA Early College High School, PSJA Memorial Early College High School, PSJA Thomas Jefferson T-STEM Early College High School, and PSJA Sonia M. Sotomayor Early College High School; La Joya ISD's four high schools: La Joya High School, Palmview High School, Juarez-Lincoln High School, and Thelma Salinas T-STEM Early College High School; and South Texas ISD's one high school: South Texas High School for Health Professions. The goal of Project HEAL[superscript 2] is to increase the Health-integrated (STEM-design) Nursing competencies of low-income and under-represented students, specifically students from minority backgrounds, through creativity, innovation, and engagement activities that promote diversity in education. The study used a three-year, longitudinal, two Cohort quasi-experimental design (QED) to assess the impact of Project HEAL[superscript 2] on students' achievement on: (1) the American College Test (ACT) and (2) a single health education readiness assessment: Health Education Systems Incorporated (HESI) at the end of (Cohort 1 and Cohort 2) program exposure. The ACT outcomes were compared of Project HEAL[superscript 2] students with similar students from the same schools that did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] high school students were matched to comparison high school students at the same school. The HESI outcomes compared Project HEAL[superscript 2] high school students with traditional college-level students who were accepted into the same Nursing (ADN) program and were administered the same HESI assessment but did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] students were matched with traditional ADN nursing program students determined as the comparison students. This study is written to meet What Works Clearinghouse (WWC) Group Design Standards with Reservations. While the results of the study indicated there were no apparent group differences comparing all the Project HEAL[superscript 2] treatment group students to all the non-Project HEAL[superscript 2] business-as-usual control students, there were instances where Project HEAL[superscript 2] treatment group students significantly outperformed controls at certain school districts on the ACT outcome. Secondly, the results of the study also indicated that the traditional ADN nursing program students who formed the business-as-usual comparison group reported a higher HESI outcome than the treatment group. The duration of students' exposure to Project HEAL[superscript 2] fidelity of implementation, alignment between Health-integrated (STEM-design) instruction and the HESI (single health education readiness) standardized assessments, and other program-related factors that might have weakened the intervention strength relative to ADN business-as-usual conditions are discussed as possible factors that account for these findings. The report concludes with a discussion and suggestions for future research and implications for education policy. [The report was produced by EGT Institute, Inc.]

Region One Education Service Center (Region One) was awarded an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education, entitled Project Health Education for ALL (HEAL[superscript 2]). Project HEAL[superscript 2] i3 initiative served a pipeline of high school grades 9 to 12 students in deep South Texas. Region One implemented the Project HEAL[superscript 2] program across three independent school districts (ISDs), also referred to as Local Education Agencies (LEAS), and their 11 high schools. The following include the implementation ISDs: Pharr San Juan Alamo (PSJA) ISD, La Joya ISD, and South Texas ISD. All have worked in cooperation with key partners and the greater surrounding community to implement Project HEAL[superscript 2] in support of students in their high schools, including: Pharr San Juan Alamo ISD's six high schools: PSJA North Early College High School, PSJA Southwest Early College High School, PSJA Early College High School, PSJA Memorial Early College High School, PSJA Thomas Jefferson T-STEM Early College High School, and PSJA Sonia M. Sotomayor Early College High School; La Joya ISD's four high schools: La Joya High School, Palmview High School, Juarez-Lincoln High School, and Thelma Salinas T-STEM Early College High School; and South Texas ISD's one high school: South Texas High School for Health Professions. The goal of Project HEAL[superscript 2] is to increase the Health-integrated (STEM-design) Nursing competencies of low-income and under-represented students, specifically students from minority backgrounds, through creativity, innovation, and engagement activities that promote diversity in education. The study used a three-year, longitudinal, two Cohort quasi-experimental design (QED) to assess the impact of Project HEAL[superscript 2] on students' achievement on: (1) the American College Test (ACT) and (2) a single health education readiness assessment: Health Education Systems Incorporated (HESI) at the end of (Cohort 1 and Cohort 2) program exposure. The ACT outcomes were compared of Project HEAL[superscript 2] students with similar students from the same schools that did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] high school students were matched to comparison high school students at the same school. The HESI outcomes compared Project HEAL[superscript 2] high school students with traditional college-level students who were accepted into the same Nursing (ADN) program and were administered the same HESI assessment but did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] students were matched with traditional ADN nursing program students determined as the comparison students. This study is written to meet What Works Clearinghouse (WWC) Group Design Standards with Reservations. While the results of the study indicated there were no apparent group differences comparing all the Project HEAL[superscript 2] treatment group students to all the non-Project HEAL[superscript 2] business-as-usual control students, there were instances where Project HEAL[superscript 2] treatment group students significantly outperformed controls at certain school districts on the ACT outcome. Secondly, the results of the study also indicated that the traditional ADN nursing program students who formed the business-as-usual comparison group reported a higher HESI outcome than the treatment group. The duration of students' exposure to Project HEAL[superscript 2] fidelity of implementation, alignment between Health-integrated (STEM-design) instruction and the HESI (single health education readiness) standardized assessments, and other program-related factors that might have weakened the intervention strength relative to ADN business-as-usual conditions are discussed as possible factors that account for these findings. The report concludes with a discussion and suggestions for future research and implications for education policy. [The report was produced by EGT Institute, Inc.]

Region One Education Service Center (Region One) was awarded an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education, entitled Project Health Education for ALL (HEAL[superscript 2]). Project HEAL[superscript 2] i3 initiative served a pipeline of high school grades 9 to 12 students in deep South Texas. Region One implemented the Project HEAL[superscript 2] program across three independent school districts (ISDs), also referred to as Local Education Agencies (LEAS), and their 11 high schools. The following include the implementation ISDs: Pharr San Juan Alamo (PSJA) ISD, La Joya ISD, and South Texas ISD. All have worked in cooperation with key partners and the greater surrounding community to implement Project HEAL[superscript 2] in support of students in their high schools, including: Pharr San Juan Alamo ISD's six high schools: PSJA North Early College High School, PSJA Southwest Early College High School, PSJA Early College High School, PSJA Memorial Early College High School, PSJA Thomas Jefferson T-STEM Early College High School, and PSJA Sonia M. Sotomayor Early College High School; La Joya ISD's four high schools: La Joya High School, Palmview High School, Juarez-Lincoln High School, and Thelma Salinas T-STEM Early College High School; and South Texas ISD's one high school: South Texas High School for Health Professions. The goal of Project HEAL[superscript 2] is to increase the Health-integrated (STEM-design) Nursing competencies of low-income and under-represented students, specifically students from minority backgrounds, through creativity, innovation, and engagement activities that promote diversity in education. The study used a three-year, longitudinal, two Cohort quasi-experimental design (QED) to assess the impact of Project HEAL[superscript 2] on students' achievement on: (1) the American College Test (ACT) and (2) a single health education readiness assessment: Health Education Systems Incorporated (HESI) at the end of (Cohort 1 and Cohort 2) program exposure. The ACT outcomes were compared of Project HEAL[superscript 2] students with similar students from the same schools that did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] high school students were matched to comparison high school students at the same school. The HESI outcomes compared Project HEAL[superscript 2] high school students with traditional college-level students who were accepted into the same Nursing (ADN) program and were administered the same HESI assessment but did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] students were matched with traditional ADN nursing program students determined as the comparison students. This study is written to meet What Works Clearinghouse (WWC) Group Design Standards with Reservations. While the results of the study indicated there were no apparent group differences comparing all the Project HEAL[superscript 2] treatment group students to all the non-Project HEAL[superscript 2] business-as-usual control students, there were instances where Project HEAL[superscript 2] treatment group students significantly outperformed controls at certain school districts on the ACT outcome. Secondly, the results of the study also indicated that the traditional ADN nursing program students who formed the business-as-usual comparison group reported a higher HESI outcome than the treatment group. The duration of students' exposure to Project HEAL[superscript 2] fidelity of implementation, alignment between Health-integrated (STEM-design) instruction and the HESI (single health education readiness) standardized assessments, and other program-related factors that might have weakened the intervention strength relative to ADN business-as-usual conditions are discussed as possible factors that account for these findings. The report concludes with a discussion and suggestions for future research and implications for education policy. [The report was produced by EGT Institute, Inc.]

This study aimed to explain the use of interactive whiteboards (IWBs) by English female teachers in Modern Systems School in Jordan. Viewed from the lens of Rogers' Diffusion of Innovation Theory, the study examined and reported teachers' use of IWB and its features that have impact on their decisions to adopt it in Modern Systems School . The study employed the qualitative case study approach. Data were collected through different ways such as semi-structured interviews, document reviews, and participatory observations. Rogers' (2003) diffusion of innovations theory was used to guide the investigation. The study concluded that the extent of teachers' use of IWB is related to their perceptions of the five major attributes: Relative advantages, compatibility, simplicity, trialability, and observability. The regular use of IWB has shifted the teachers' methodologies of teaching from traditional ways to using dialogues, open sources, and group work. The study finally recommended giving more attention to training workshops regarding how to integrate IWB into the educational process.

The research presented in this report investigated the critical factors that affected the decision to abandon or replace a curricular innovation in one elementary school. The specific innovation examined in this research is called developing mathematical processes, which emphasizes process and induction rather than computational skills. Although the principal is the primary determiner of school policy, there were at least three other variables that significantly affected continuation of this innovation: the actual and perceived fit of the innovation with the developmental and learning characteristics of the student, the students' test scores on standardized mathematics tests, and the difficulty students who transferred from other schools had with the program. The interaction among these elements stands as a useful example of the importance of attending not only to the specific values of the variables over time but to the dynamics that produce those values. Thus, the findings suggest the use of long time-frames and attendance to multiple and reciprocal causes. (Author/JK)

The research presented in this report investigated the critical factors that affected the decision to abandon or replace a curricular innovation in one elementary school. The specific innovation examined in this research is called developing mathematical processes, which emphasizes process and induction rather than computational skills. Although the principal is the primary determiner of school policy, there were at least three other variables that significantly affected continuation of this innovation: the actual and perceived fit of the innovation with the developmental and learning characteristics of the student, the students' test scores on standardized mathematics tests, and the difficulty students who transferred from other schools had with the program. The interaction among these elements stands as a useful example of the importance of attending not only to the specific values of the variables over time but to the dynamics that produce those values. Thus, the findings suggest the use of long time-frames and attendance to multiple and reciprocal causes. (Author/JK)

This monograph contains a case study of a controversial curricular innovation in Malta: the introduction of a subject called Systems of Knowledge at the postsecondary education level. The first part of the case study provides a historical interpretation of how Systems of Knowledge came into existence. The second part of the case study presents a detailed review of the present curriculum and examines issues that have arisen. The last part of the case study presents a discussion about how to further develop the subject. The chapters are as follows: "Introduction,""The Introductory State: 1987-89,""The Original Curriculum,""First Reactions, Results, and Responses,""Continuing Difficulties,""Confronting the Challenges,""A New Curriculum,""The New Syllabus,""The Three Core Modules,""The Teachers' Guide,""The Projects,""Communication Skills,""Interdisciplinarity,""Challenges and Problems in Teaching Systems of Knowledge,""Student Participation in Curriculum Development,""Future Development: Suggestions and Proposals," and "Conclusions." (Contains 31 references.) (SM)

This is the third of five documents compiled to report on the problem of innovation and change in the context of projects supported by the National Center for the Improvement of Educational Systems (NCIES). This volume discusses the variables and analytic procedures used, the study findings, the policy recommendations coming from the study, and implications from the study for educational innovations. Also examined are the relations of the project to institutions of higher education, the organizational characteristics of the project, the project's training curriculum and practicum, the relations of the trainees to the project, and the relation of the project to local education agencies. Related documents are EA 004 857 and EA 004 858. (Pages 44-50 of Appendix A may reproduce poorly.) (Author/DN)

This is the fourth of five documents compiled to report on the problem of innovation and change in the context of projects supported by the National Center for the Improvement of Educational Systems (NCIES) and the first in a series of two documents that examine in detail the Career Opportunities Program (COP) and its effects on COP aides, students, and the institutions involved. The first part of this document contains the summarized results of the research efforts conducted under NCIES sponsorship. An extensive appendix describes in detail the methodology of the study, including operational procedures, instruments, and field procedures. A related document is EA 004 862. (Author)

Centre for Advanced Studies, Cardiff University (November, 19, 2007)

The purpose of this research was to identify factors which promote interest in solar photovoltaic generation systems for facility use within the United States Air Force. The construct model was developed based on past literature on Diffusion of Innovation Theory. The model comprised of measures defined as motivation, knowledge, experience, and familiarity as well as contextual variables. These measures were then used to determine whether any significant association existed between the measures and the overall dependent variable, interest. A phone interview was conducted on Air Force energy managers located within the continental U.S. The methods of correlation and regression analysis were used to evaluate the objectives and hypotheses identified. Results indicate that there is a positive, significant relationship between the motivation to seek new energy technologies for reducing load demands and interest in solar photovoltaic generation systems. The significant factors promoting interest were identified as knowledge, the amount of solar irradiance a base receives, the peak electrical demand loads of a base, and the population size of a base.

The Army operates in an environment of ever increasing complexity. Traditional management models that have governed the actions of agencies and bureaucracies are becoming increasingly inadequate for dealing with the details and emergent realities of complex systems. The Army, like any other large government bureaucracy, must learn to adapt to the unfamiliar patterns of actions and products in a complex operating environment. How the Army responds to a complex environment is evident in its planning process. This paper seeks to illuminate what the Army intends when it plans and what it means to plan in a complex environment. The Army's effort to remediate the Year 2000 computer problem (Y2K) is an example of both. The Army's Action Plan for dealing with Y2K is the case study that this paper examines. It is a significant example of how the Army plans and provides insight into how the Army and the government understand planning in a complex environment. Through a series of performance controls, namely the Year 2000 database, the plan's timeline, and the Compliance Certification Checklist, the Action Plan is a method for controlling the process of Army Y2K remediation. While the Action Plan itself follows a traditional organizational model that places emphasis on monitoring outcomes and adherence to a schedule of action, subordinate agencies governed by the plan follow a different organizational model; one that reflects the experience of complex systems management. The difference between the two approaches provides an insight into what is necessary to adequately manage complex actions in complex systems: a type of control that allows an organization time to learn while it accomplishes its mission.

This book contains a collection of papers from the Organisation for Economic Co-Operation and Development's Schooling for Tomorrow project. The first part contains papers on networks and governance in schooling as follows: "Networking in Society, Organisations and Education" (Hans F. van Aalst); "Schooling for Tomorrow: Networks of Learning" (Judith Chapman); "Networking for Educational Innovation: A Comparative Analysis" (Anne Silwka); and "Governance, Management and Leadership" (Ron Glatter, Bill Mulford, and Dale Shuttleworth). The second part contains the following papers on specific cases: "Strategies to Promote Good Practices and Innovation in Schools: The Portuguese Case" (Maria de Ceu Roldao); "Public Management Reform and the Regulation of Education Systems: The Hungarian Case" (Gabor Halasz); "Deliverable Goals and Strategic Challenges: A View from England on Reconceptualizing Public Education" (Michael Barber); and "Schools and Governance in the Netherlands: Recent Change and Forward-Looking Policy Thinking" (The Netherlands Ministry of Education, Culture and Science). The third part of the book contains articles highlighting the main conclusions to emerge from a series of conferences held in 2000 and 2001; they are as follows: "Schooling for Tomorrow: Principles and Directions for Policy" (Ylva Johansson); "Understanding Networks for Innovation in Policy and Practice" (David Hopkins); and "The Management of Learning, Schools and Systems" (Donald Hirsch). (WFA)

"Transforming Science Assessment: Systems for Innovation," is a series of resources designed to provide state education leaders with: (1) Information about how states are currently pursuing statewide assessment systems in science; (2) Analyses of what features influence different approaches, with an eye to supporting state leaders as they make their own decisions regarding science assessment systems; (3) Detailed state profiles that highlight how and why some states have made decisions regarding designing and enacting different examples of systems of assessment; and (4) A how-to guide for policymakers looking to enact systems of assessment in science. This resource discusses two models that are emerging as common approaches to distributed assessment systems: those that are supported by the state and those that are supported by partner organizations.

Quality Assurance (QA) aims to ensure and enhance educational quality, promote accountability, and foster sustainable improvement and is considered a crucial element for higher education systems in a world of constant change, increased competitiveness, technological innovation, and rising costs. In the last several years, quality assurance in Turkish higher education has experienced substantial improvements. The current developments reflect ongoing efforts in Turkish higher education to improve quality assurance processes, comply with international standards, and guarantee the consistency of academic offerings and institutional standards. The development and training of human resources are of paramount importance in creating sustainable QA efforts. Thus, the Quality Coordinatorship of Anadolu University developed a unique online training entitled "Institutional Self-Evaluation Training Programme" to equip the University staff with the required knowledge and skills to conduct internal evaluation in academic programs. Following a cross-sectional research design, and making use of learning analytics and satisfaction survey, this research investigated the learning patterns and satisfaction of the participants involved in this course. The high learning resources access and activity completion rates in this course suggest that there was a significant interest in the course considering it was only a recommended course. In addition, high levels of satisfaction, which was supported by the qualitative findings, show that the online training was endorsed by the participants as a viable training activity. [This paper was published in the INTE-ISTEC-ITEC-ITICAM-IQC proceedings, 2023, pp. 760-772).]

This report contains project summaries of the research projects in the Institute for Defense Systems Engineering and Analysis (IDSEA), Institute for Information Superiority and Innovation (1251) and The Modeling, Virtual Environments and Simulation (MOVES) Institute. A list of recent publications is also included, which consists of conference presentations and publications, books, contributions to books, published journal papers, and technical reports. Thesis abstracts of students advised by faculty in the Department are also included.