%0 Book %A National Research Council %E Heubert, Jay P. %E Hauser, Robert M. %T High Stakes: Testing for Tracking, Promotion, and Graduation %@ 978-0-309-06280-0 %D 1999 %U https://nap.nationalacademies.org/catalog/6336/high-stakes-testing-for-tracking-promotion-and-graduation %> https://nap.nationalacademies.org/catalog/6336/high-stakes-testing-for-tracking-promotion-and-graduation %I The National Academies Press %C Washington, DC %G English %K Education %P 352 %X Everyone is in favor of "high education standards" and "fair testing" of student achievement, but there is little agreement as to what these terms actually mean. High Stakes looks at how testing affects critical decisions for American students. As more and more tests are introduced into the country's schools, it becomes increasingly important to know how those tests are used—and misused—in assessing children's performance and achievements. High Stakes focuses on how testing is used in schools to make decisions about tracking and placement, promotion and retention, and awarding or withholding high school diplomas. This book sorts out the controversies that emerge when a test score can open or close gates on a student's educational pathway. The expert panel: Proposes how to judge the appropriateness of a test. Explores how to make tests reliable, valid, and fair. Puts forward strategies and practices to promote proper test use. Recommends how decisionmakers in education should—and should not—use test results. The book discusses common misuses of testing, their political and social context, what happens when test issues are taken to court, special student populations, social promotion, and more. High Stakes will be of interest to anyone concerned about the long-term implications for individual students of picking up that Number 2 pencil: policymakers, education administrators, test designers, teachers, and parents. %0 Book %A National Research Council %E Pellegrino, James W. %E Jones, Lee R. %E Mitchell, Karen J. %T Grading the Nation's Report Card: Evaluating NAEP and Transforming the Assessment of Educational Progress %@ 978-0-309-06285-5 %D 1999 %U https://nap.nationalacademies.org/catalog/6296/grading-the-nations-report-card-evaluating-naep-and-transforming-the %> https://nap.nationalacademies.org/catalog/6296/grading-the-nations-report-card-evaluating-naep-and-transforming-the %I The National Academies Press %C Washington, DC %G English %K Education %P 296 %X Since the late 1960s, the National Assessment of Educational Progress (NAEP)—the nation's report card—has been the only continuing measure of student achievement in key subject areas. Increasingly, educators and policymakers have expected NAEP to serve as a lever for education reform and many other purposes beyond its original role. Grading the Nation's Report Card examines ways NAEP can be strengthened to provide more informative portrayals of student achievement and the school and system factors that influence it. The committee offers specific recommendations and strategies for improving NAEP's effectiveness and utility, including: Linking achievement data to other education indicators. Streamlining data collection and other aspects of its design. Including students with disabilities and English-language learners. Revamping the process by which achievement levels are set. The book explores how to improve NAEP framework documents—which identify knowledge and skills to be assessed—with a clearer eye toward the inferences that will be drawn from the results. What should the nation expect from NAEP? What should NAEP do to meet these expectations? This book provides a blueprint for a new paradigm, important to education policymakers, professors, and students, as well as school administrators and teachers, and education advocates. %0 Book %A National Research Council %E Elmore, Richard F. %E Rothman, Robert %T Testing, Teaching, and Learning: A Guide for States and School Districts %@ 978-0-309-06534-4 %D 1999 %U https://nap.nationalacademies.org/catalog/9609/testing-teaching-and-learning-a-guide-for-states-and-school %> https://nap.nationalacademies.org/catalog/9609/testing-teaching-and-learning-a-guide-for-states-and-school %I The National Academies Press %C Washington, DC %G English %K Education %P 136 %X State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged students—state and local administrators and classroom teachers. %0 Book %A National Research Council %E Wise, Lauress L. %E Hauser, Robert M. %E Mitchell, Karen J. %E Feuer, Michael J. %T Evaluation of the Voluntary National Tests: Phase 1 %@ 978-0-309-07696-8 %D 1999 %U https://nap.nationalacademies.org/catalog/6324/evaluation-of-the-voluntary-national-tests-phase-1 %> https://nap.nationalacademies.org/catalog/6324/evaluation-of-the-voluntary-national-tests-phase-1 %I The National Academies Press %C Washington, DC %G English %K Education %P 86 %X In his 1997 State of the Union address, President Clinton announced a federal initiative to develop tests of 4th-grade reading and 8th-grade mathematics that would provide reliable information about student performance at two key points in their educational careers. According to the U.S. Department of Education, the Voluntary National Tests (VNT) would create a catalyst for continued school improvement by focusing parental and community-wide attention on achievement and would become new tools to hold school systems accountable for their students' performance. The National Assessment Governing Board (NAGB) has responsibility for development of the VNT. Congress recognized that a testing program of the scale and magnitude of the VNT initiative raises many important technical questions and requires quality control throughout development and implementation. In P.L. 105-78, Congress called on the National Research Council (NRC) to evaluate a series of technical issues pertaining to the validity of test items, the validity of proposed links between the VNT and the National Assessment of Educational Progress (NAEP), plans for the accommodation and inclusion of students with disabilities and English-language learners, plans for reporting test information to parents and the public, and potential uses of the tests. This report covers phase 1 of the evaluation (November 1997-July 1998) and focuses on three principal issues: test specifications and frameworks; preliminary evidence of the quality of test items; and plans for the pilot and field test studies, for inclusion and accommodation, and for reporting VNT results. %0 Book %T Evaluation of the Voluntary National Tests, Year 2: Interim Report %D 1999 %U https://nap.nationalacademies.org/catalog/9652/evaluation-of-the-voluntary-national-tests-year-2-interim-report %> https://nap.nationalacademies.org/catalog/9652/evaluation-of-the-voluntary-national-tests-year-2-interim-report %I The National Academies Press %C Washington, DC %G English %K Education %P 60 %0 Book %A National Research Council %E Wise, Lauress L. %E Noeth, Richard J. %E Koenig, Judith A. %T Evaluation of the Voluntary National Tests, Year 2: Final Report %@ 978-0-309-06788-1 %D 1999 %U https://nap.nationalacademies.org/catalog/9684/evaluation-of-the-voluntary-national-tests-year-2-final-report %> https://nap.nationalacademies.org/catalog/9684/evaluation-of-the-voluntary-national-tests-year-2-final-report %I The National Academies Press %C Washington, DC %G English %K Education %P 110 %X In his 1997 State of the Union address, President Clinton announced a federal initiative to develop tests of 4th-grade reading and 8th-grade mathematics that could be administered on a voluntary basis by states and school districts beginning in spring 1999. The principal purpose of the Voluntary National Tests (VNT) is to provide parents and teachers with systematic and reliable information about the verbal and quantitative skills that students have achieved at two key points in their educational careers. The U.S. Department of Education anticipated that this information would serve as a catalyst for continued school improvement, by focusing parental and community attention on achievement and by providing an additional tool to hold school systems accountable for their students' performance in relation to nationwide standards. Shortly after initial development work on the VNT, Congress transferred responsibility for VNT policies, direction, and guidelines from the department to the National Assessment Governing Board (NAGB, the governing body for the National Assessment of Educational Progress). Test development activities were to continue, but Congress prohibited pilot and field testing and operational use of the VNT pending further consideration. At the same time, Congress called on the National Research Council (NRC) to assess the VNT development activities. Since the evaluation began, the NRC has issued three reports on VNT development: an interim and final report on the first year's work and an interim report earlier on this second year's work. This final report includes the findings and recommendations from the interim report, modified by new information and analysis, and presents our overall conclusions and recommendations regarding the VNT. %0 Book %A National Research Council %E Burns, M. Susan %E Griffin, Peg %E Snow, Catherine E. %T Starting Out Right: A Guide to Promoting Children's Reading Success %@ 978-0-309-06410-1 %D 1999 %U https://nap.nationalacademies.org/catalog/6014/starting-out-right-a-guide-to-promoting-childrens-reading-success %> https://nap.nationalacademies.org/catalog/6014/starting-out-right-a-guide-to-promoting-childrens-reading-success %I The National Academies Press %C Washington, DC %G English %K Education %P 192 %X A devastatingly large number of people in America cannot read as well as they need for success in life. With literacy problems plaguing as many as four in ten children in America, this book discusses how best to help children succeed in reading. This book identifies the most important questions and explores the authoritative answers on the topic of how children can grow into readers, including: What are the key elements all children need in order to become good readers? What can parents and caregivers provide all children so that they are prepared for reading instruction by the time that they get to school? What concepts about language and literacy should be included in beginning reading instruction? How can we prevent reading difficulties starting with infants and into the early grades? What to ask school boards, principals, elected officials, and other policy makers who make decisions regarding early reading instruction. You'll find out how to help youngsters build word recognition, avoid comprehension problems, and more—with checklists of specific accomplishments to be expected at different ages: for very young children, for kindergarten students, and for first, second, and third grade students. Included are 55 activities to do with children to help them become successful readers, a list of recommended children's books, and a guide to CD-ROMs and websites. Great strides have been made recently toward identifying the best ways to teach children to read. Starting Out Right provides a wealth of knowledge based on a summary of extensive research. It is a "must read" for specialists in primary education as well as parents, pediatricians, child care providers, tutors, literacy advocates, policy makers, and teachers. %0 Book %A National Research Council %E Hernandez, Donald J. %T Children of Immigrants: Health, Adjustment, and Public Assistance %@ 978-0-309-06545-0 %D 1999 %U https://nap.nationalacademies.org/catalog/9592/children-of-immigrants-health-adjustment-and-public-assistance %> https://nap.nationalacademies.org/catalog/9592/children-of-immigrants-health-adjustment-and-public-assistance %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 672 %X Immigrant children and youth are the fastest-growing segment of the U.S. population, and so their prospects bear heavily on the well-being of the country. Children of Immigrants represents some of the very best and most extensive research efforts to date on the circumstances, health, and development of children in immigrant families and the delivery of health and social services to these children and their families. This book presents new, detailed analyses of more than a dozen existing datasets that constitute a large share of the national system for monitoring the health and well-being of the U.S. population. Prior to these new analyses, few of these datasets had been used to assess the circumstances of children in immigrant families. The analyses enormously expand the available knowledge about the physical and mental health status and risk behaviors, educational experiences and outcomes, and socioeconomic and demographic circumstances of first- and second-generation immigrant children, compared with children with U.S.-born parents. %0 Book %A National Research Council %E Feuer, Michael J. %E Holland, Paul W. %E Green, Bert F. %E Bertenthal, Meryl W. %E Hemphill, F. Cadell %T Uncommon Measures: Equivalence and Linkage Among Educational Tests %@ 978-0-309-06279-4 %D 1999 %U https://nap.nationalacademies.org/catalog/6332/uncommon-measures-equivalence-and-linkage-among-educational-tests %> https://nap.nationalacademies.org/catalog/6332/uncommon-measures-equivalence-and-linkage-among-educational-tests %I The National Academies Press %C Washington, DC %G English %K Education %P 136 %X The issues surrounding the comparability of various tests used to assess performance in schools received broad public attention during congressional debate over the Voluntary National Tests proposed by President Clinton in his 1997 State of the Union Address. Proponents of Voluntary National Tests argue that there is no widely understood, challenging benchmark of individual student performance in 4th-grade reading and 8th-grade mathematics, thus the need for a new test. Opponents argue that a statistical linkage among tests already used by states and districts might provide the sort of comparability called for by the president's proposal. Public Law 105-78 requested that the National Research Council study whether an equivalency scale could be developed that would allow test scores from existing commercial tests and state assessments to be compared with each other and with the National Assessment of Education Progress. In this book, the committee reviewed research literature on the statistical and technical aspects of creating valid links between tests and how the content, use, and purposes of education testing in the United States influences the quality and meaning of those links. The book summarizes relevant prior linkage studies and presents a picture of the diversity of state testing programs. It also looks at the unique characteristics of the National Assessment of Educational Progress. Uncommon Measures provides an answer to the question posed by Congress in Public Law 105-78, suggests criteria for evaluating the quality of linkages, and calls for further research to determine the level of precision needed to make inferences about linked tests. In arriving at its conclusions, the committee acknowledged that ultimately policymakers and educators must take responsibility for determining the degree of imprecision they are willing to tolerate in testing and linking. This book provides science-based information with which to make those decisions. %0 Book %A Institute of Medicine %E Jopeck, Valerie Tate %E Lewin, Marion Ein %T Developing an Information Infrastructure for the Medicare+Choice Program: Summary of a Workshop %@ 978-0-309-06388-3 %D 1999 %U https://nap.nationalacademies.org/catalog/6419/developing-an-information-infrastructure-for-the-medicarechoice-program-summary-of %> https://nap.nationalacademies.org/catalog/6419/developing-an-information-infrastructure-for-the-medicarechoice-program-summary-of %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 76 %X On March 4 and 5, 1998, the Institute of Medicine (IOM) Committee on Choice and Managed Care held a 2-day workshop entitled Developing the Information Infrastructure for Medicare Beneficiaries. This workshop was a follow-up to the IOM report entitled Improving the Medicare Market: Adding Choice and Protections. The workshop focused on the Medicare provisions in the Balanced Budget Act of 1997, which mandate that the Health Care Financing Administration (HCFA) develop a "nationally coordinated education and publicity campaign" in 1998 and move Medicare beneficiaries to an open-season enrollment process by the year 2002. %0 Book %A National Academy of Sciences %T Science and Creationism: A View from the National Academy of Sciences, Second Edition %D 1999 %U https://nap.nationalacademies.org/catalog/6024/science-and-creationism-a-view-from-the-national-academy-of %> https://nap.nationalacademies.org/catalog/6024/science-and-creationism-a-view-from-the-national-academy-of %I The National Academies Press %C Washington, DC %G English %K Biology and Life Sciences %K Education %P 48 %X While the mechanisms of evolution are still under investigation, scientists universally accept that the cosmos, our planet, and life evolved and continue to evolve. Yet the teaching of evolution to schoolchildren is still contentious. In Science and Creationism, The National Academy of Sciences states unequivocally that creationism has no place in any science curriculum at any level. Briefly and clearly, this booklet explores the nature of science, reviews the evidence for the origin of the universe and earth, and explains the current scientific understanding of biological evolution. This edition includes new insights from astronomy and molecular biology. Attractive in presentation and authoritative in content, Science and Creationism will be useful to anyone concerned about America's scientific literacy: education policymakers, school boards and administrators, curriculum designers, librarians, teachers, parents, and students. %0 Book %A National Research Council %E Beatty, Alexandra %E Paine, Lynn W. %E Ramirez, Francisco O. %T Next Steps for TIMSS: Directions for Secondary Analysis %@ 978-0-309-06428-6 %D 1999 %U https://nap.nationalacademies.org/catalog/6433/next-steps-for-timss-directions-for-secondary-analysis %> https://nap.nationalacademies.org/catalog/6433/next-steps-for-timss-directions-for-secondary-analysis %I The National Academies Press %C Washington, DC %G English %K Education %P 64 %X Now that the initial results of The Third International Mathematics and Science Study (TIMSS) have been released, the Board on International Comparative Studies in Education (BICSE) has turned its attention to what happens next. The TIMSS data are potentially useful to researchers, policy makers, practitioners, and others interested in evidence regarding factors that influence student learning. But although the study has produced a remarkable volume of intriguing data, it is by no means complete. Scholarly review of the initial data, evaluations of claims based on the data, and follow-up secondary analysis based on the primary findings are all integral parts of a study of this magnitude, but the bulk of this very important work has not yet begun. Because of the board's serious concern that this necessary work has not been undertaken, or funded, it held a workshop on June 17 and 18, 1998, to explore different perspectives on possible next steps. The workshop was an invaluable opportunity for the board to explore issues and questions it has addressed over the years and to solidify its thinking about many of them. Because the board is convinced of the importance of moving forward with the TIMSS data, it presents in this report both recommendations as to what ought to be done and many of the innovative specific ideas that emerged from the workshop. These recommendations reflect the board's conviction, based on its many years of involvement with and deliberations about TIMSS, that this study is an extremely rich resource for the policy, scholarly, and practice communities, and that all of these groups have a responsibility to take full advantage of it. The recommendations and discussion in this report are intended to assist both researchers and funders who are considering further work with TIMSS, and a broader audience of researchers, policy makers, practitioners, and others who have followed the TIMSS results and are eager to use them. This report is, in a sense, the culmination of many years of effort for the board. %0 Book %A National Research Council %T Designing Mathematics or Science Curriculum Programs: A Guide for Using Mathematics and Science Education Standards %@ 978-0-309-06527-6 %D 1999 %U https://nap.nationalacademies.org/catalog/9658/designing-mathematics-or-science-curriculum-programs-a-guide-for-using %> https://nap.nationalacademies.org/catalog/9658/designing-mathematics-or-science-curriculum-programs-a-guide-for-using %I The National Academies Press %C Washington, DC %G English %K Education %P 70 %X With the publication of the National Science Education Standards and the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics, a clear set of goals and guidelines for achieving literacy in mathematics and science was established. Designing Mathematics or Science Curriculum Programs has been developed to help state- and district-level education leaders create coherent, multi-year curriculum programs that provide students with opportunities to learn both mathematics and science in a connected and cumulative way throughout their schooling. Researchers have confirmed that as U.S. students move through the grade levels, they slip further and further behind students of other nations in mathematics and science achievement. Experts now believe that U.S. student performance is hindered by the lack of coherence in the mathematics and science curricula in many American schools. By structuring curriculum programs that capitalize on what students have already learned, the new concepts and processes that they can learn will be richer, more complex, and at a higher level. Designing Mathematics or Science Curriculum Programs outlines: Components of effective mathematics and science programs. Criteria by which these components can be judged. A process for developing curriculum that is structured, focused, and coherent. Perhaps most important, this book emphasizes the need for designing curricula across the entire 13-year span that our children spend in elementary and secondary school as a way to improve the quality of education. Ultimately, it will help state and district educators use national and state standards to design or re-build mathematics and science curriculum programs that develop new ideas and skills based on earlier ones—from lesson to lesson, unit to unit, year to year. Anyone responsible for designing or influencing mathematics or science curriculum programs will find this guide valuable. %0 Book %A National Research Council %T Being Fluent with Information Technology %@ 978-0-309-06399-9 %D 1999 %U https://nap.nationalacademies.org/catalog/6482/being-fluent-with-information-technology %> https://nap.nationalacademies.org/catalog/6482/being-fluent-with-information-technology %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %P 128 %X Computers, communications, digital information, software—the constituents of the information age—are everywhere. Being computer literate, that is technically competent in two or three of today's software applications, is not enough anymore. Individuals who want to realize the potential value of information technology (IT) in their everyday lives need to be computer fluent—able to use IT effectively today and to adapt to changes tomorrow. Being Fluent with Information Technology sets the standard for what everyone should know about IT in order to use it effectively now and in the future. It explores three kinds of knowledge—intellectual capabilities, foundational concepts, and skills—that are essential for fluency with IT. The book presents detailed descriptions and examples of current skills and timeless concepts and capabilities, which will be useful to individuals who use IT and to the instructors who teach them. %0 Book %A National Research Council %T Engineering Tasks for the New Century: Japanese and U.S. Perspectives %@ 978-0-309-06588-7 %D 1999 %U https://nap.nationalacademies.org/catalog/9624/engineering-tasks-for-the-new-century-japanese-and-us-perspectives %> https://nap.nationalacademies.org/catalog/9624/engineering-tasks-for-the-new-century-japanese-and-us-perspectives %I The National Academies Press %C Washington, DC %G English %K Engineering and Technology %P 96 %X The U.S.-Japan bilateral task force was tasked with addressing the following questions: (1) How do Japan and the United States educate and train engineers, and what are the major similarities, differences, and trends? (2) What are the superior practices that have been developed by each country, especially approaches that could be adopted by the other country? (3) Are there areas in which expanded U.S.-Japan cooperation could help to improve engineering education in the two countries and around the world? The joint task force was organized by the Committee on Advanced Technology and the International Environment (Committee 149) of the Japan Society for the Promotion of Science (JSPS), and the Committee on Japan (COJ) of the National Research Council (NRC). Committee 149's work was supported by member dues, and the COJ's work was supported by the United States-Japan Foundation and the National Academy of Engineering. The joint task force was chaired by Mildred Dresselhaus of the Massachusetts Institute of Technology, and Sogo Okamura of Tokyo Denki University. Japan and the United States are two of the leading nations in the world in engineering education and practice. Their systems for training and educating engineers display marked contrasts, resulting from the very different economic and cultural environments in which they have developed. The joint task force used a "lifelong learning" approach in examining the two countries' systems, exploring differences and similarities in K-12 education of future engineers, undergraduate and graduate education, as well as continuing education of working professionals. The panel also explored two important issues that will affect engineering education in both countries in the future: the need to educate and train "global engineers" who can work effectively in international contexts, and the potential for information technology to transform engineering education in the future. %0 Book %A National Research Council %E Ladd, Helen F. %E Hansen, Janet S. %T Making Money Matter: Financing America's Schools %@ 978-0-309-06528-3 %D 1999 %U https://nap.nationalacademies.org/catalog/9606/making-money-matter-financing-americas-schools %> https://nap.nationalacademies.org/catalog/9606/making-money-matter-financing-americas-schools %I The National Academies Press %C Washington, DC %G English %K Education %P 368 %X The United States annually spends over $300 billion on public elementary and secondary education. As the nation enters the 21st century, it faces a major challenge: how best to tie this financial investment to the goal of high levels of achievement for all students. In addition, policymakers want assurance that education dollars are being raised and used in the most efficient and effective possible ways. The book covers such topics as: Legal and legislative efforts to reduce spending and achievement gaps. The shift from "equity" to "adequacy" as a new standard for determining fairness in education spending. The debate and the evidence over the productivity of American schools. Strategies for using school finance in support of broader reforms aimed at raising student achievement. This book contains a comprehensive review of the theory and practice of financing public schools by federal, state, and local governments in the United States. It distills the best available knowledge about the fairness and productivity of expenditures on education and assesses options for changing the finance system. %0 Book %A National Research Council %T Summary of a Workshop on Information Technology Research for Crisis Management %@ 978-0-309-06790-4 %D 1999 %U https://nap.nationalacademies.org/catalog/9734/summary-of-a-workshop-on-information-technology-research-for-crisis-management %> https://nap.nationalacademies.org/catalog/9734/summary-of-a-workshop-on-information-technology-research-for-crisis-management %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %P 104 %X This workshop summary was produced in the course of a broader study that is exploring how information technology research can foster new and improved government services, operations, and interactions with citizens. This workshop summary examines how this technology can contribute to more-effective response and recovery efforts to crises such as natural disasters or terrorist attacks, as well as to mitigation and preparedness in order to reduce the impact of these events. %0 Book %A National Research Council %T Building Ocean Science Partnerships: The United States and Mexico Working Together %@ 978-0-309-05881-0 %D 1999 %U https://nap.nationalacademies.org/catalog/5874/building-ocean-science-partnerships-the-united-states-and-mexico-working %> https://nap.nationalacademies.org/catalog/5874/building-ocean-science-partnerships-the-united-states-and-mexico-working %I The National Academies Press %C Washington, DC %G English %K Earth Sciences %P 292 %X Building Ocean Science Partnerships describes a set of potential ocean science projects for cooperative research between scientists from the United States and Mexico, particularly focused on the Pacific Coast of California and Baja California, the Gulf of California, and the Gulf of Mexico. Barriers to cooperation between scientists of the two nations are identified, and methods to overcome such barriers are recommended. The book describes how interactions can be promoted by enhancing opportunities for education and training, building and sharing scientific infrastructure, participating together in large-scale marine research programs and regional ocean observing systems, planning joint science events and publications, and developing sources of binational funding. Building Ocean Science Partnerships will be published in English and Spanish to make its contents widely accessible in the United States and Mexico. %0 Book %T International Benchmarking of US Immunology Research %D 1999 %U https://nap.nationalacademies.org/catalog/9444/international-benchmarking-of-us-immunology-research %> https://nap.nationalacademies.org/catalog/9444/international-benchmarking-of-us-immunology-research %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 60 %0 Book %A National Research Council %E Ladd, Helen F. %E Chalk, Rosemary %E Hansen, Janet S. %T Equity and Adequacy in Education Finance: Issues and Perspectives %@ 978-0-309-13932-8 %D 1999 %U https://nap.nationalacademies.org/catalog/6166/equity-and-adequacy-in-education-finance-issues-and-perspectives %> https://nap.nationalacademies.org/catalog/6166/equity-and-adequacy-in-education-finance-issues-and-perspectives %I The National Academies Press %C Washington, DC %G English %K Education %P 328 %X Spending on K-12 education across the United States and across local school districts has long been characterized by great disparities—disparities that reflect differences in property wealth and tax rates. For more than a quarter-century, reformers have attempted to reduce these differences through court challenges and legislative action. As part of a broad study of education finance, the committee commissioned eight papers examining the history and consequences of school finance reform undertaken in the name of equity and adequacy. This thought-provoking, timely collection of papers explores such topics as: What do the terms "equity" and "adequacy" in school finance really mean? How are these terms relevant to the politics and litigation of school finance reform? What is the impact of court-ordered school finance reform on spending disparities? How do school districts use money from finance reform? What policy options are available to states facing new challenges from court decisions mandating adequacy in school finance? When measuring adequacy, how do you consider differences in student needs and regional costs? %0 Book %A National Research Council %E Mowery, David C. %T U.S. Industry in 2000: Studies in Competitive Performance %@ 978-0-309-06179-7 %D 1999 %U https://nap.nationalacademies.org/catalog/6313/us-industry-in-2000-studies-in-competitive-performance %> https://nap.nationalacademies.org/catalog/6313/us-industry-in-2000-studies-in-competitive-performance %I The National Academies Press %C Washington, DC %G English %K Industry and Labor %P 424 %X U.S. industry faced a gloomy outlook in the late 1980s. Then, industrial performance improved dramatically through the 1990s and appears pervasively brighter today. A look at any group of industries, however, reveals important differences in the factors behind the resurgence—in industry structure and strategy, research performance, and location of activities—as well as similarities in the national policy environment, impact of information technology, and other factors. U.S. Industry in 2000 examines eleven key manufacturing and service industries and explores how they arrived at the present and what they face in the future. It assesses changing practices in research and innovation, technology adoption, and international operations. Industry analyses shed light on how science and technology are applied in the marketplace, how workers fare as jobs require greater knowledge, and how U.S. firms responded to their chief competitors in Europe and Asia. The book will be important to a wide range of readers with a stake in U.S. industrial performance: corporate executives, investors, labor representatives, faculty and students in business and economics, and public policymakers. %0 Book %A National Academy of Sciences %T Biographical Memoirs: Volume 76 %@ 978-0-309-06434-7 %D 1999 %U https://nap.nationalacademies.org/catalog/6477/biographical-memoirs-volume-76 %> https://nap.nationalacademies.org/catalog/6477/biographical-memoirs-volume-76 %I The National Academies Press %C Washington, DC %G English %K Biography and Autobiography %P 382 %X Biographic Memoirs: Volume 76 contains the biographies of deceased members of the National Academy of Sciences and bibliographies of their published works. Each biographical essay was written by a member of the Academy familiar with the professional career of the deceased. For historical and bibliographical purposes, these volumes are worth returning to time and again. %0 Book %A National Research Council %T Work-Related Musculoskeletal Disorders: Report, Workshop Summary, and Workshop Papers %@ 978-0-309-06397-5 %D 1999 %U https://nap.nationalacademies.org/catalog/6431/work-related-musculoskeletal-disorders-report-workshop-summary-and-workshop-papers %> https://nap.nationalacademies.org/catalog/6431/work-related-musculoskeletal-disorders-report-workshop-summary-and-workshop-papers %I The National Academies Press %C Washington, DC %G English %K Industry and Labor %K Health and Medicine %K Behavioral and Social Sciences %P 240 %X Estimated costs associated with lost days and compensation claims related to musculoskeletal disorders—including back pains and repetitive motion injuries—range from $13 billion to $20 billion annually. This is a serious national problem that has spurred considerable debate about the causal links between such disorders and risk factors in the workplace. This book presents a preliminary assessment of what is known about the relationship between musculoskeletal disorders and what may cause them. It includes papers and a workshop summary of findings from orthopedic surgery, public health, occupational medicine, epidemiology, risk analysis, ergonomics, and human factors. Topics covered include the biological responses of tissues to stress, the biomechanics of work stressors, the epidemiology of physical work factors, and the contributions of individual, recreational, and social factors to such disorders. The book also considers the relative success of various workplace interventions for prevention and rehabilitation. %0 Book %T Final Report to the U.S. Department of Defense on the Defense Reinvestment Initiative %D 1999 %U https://nap.nationalacademies.org/catalog/9691/final-report-to-the-us-department-of-defense-on-the-defense-reinvestment-initiative %> https://nap.nationalacademies.org/catalog/9691/final-report-to-the-us-department-of-defense-on-the-defense-reinvestment-initiative %I The National Academies Press %C Washington, DC %G English %K Conflict and Security Issues %P 90 %0 Book %A Institute of Medicine %E Bondurant, Stuart %E Ernster, Virginia %E Herdman, Roger %T Safety of Silicone Breast Implants %@ 978-0-309-15740-7 %D 1999 %U https://nap.nationalacademies.org/catalog/9602/safety-of-silicone-breast-implants %> https://nap.nationalacademies.org/catalog/9602/safety-of-silicone-breast-implants %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 560 %X The Dow Corning case raised serious questions about the safety of silicone breast implants and about larger issues of medical device testing and patient education. Safety of Silicone Breast Implants presents a well-documented, thoughtful exploration of the safety of these devices, drawing conclusions from the available research base and suggesting further questions to be answered. This book also examines the sensitive issues surrounding women's decisions about implants. In reaching conclusions, the committee reviews: The history of the silicone breast implant and the development of its chemistry. The wide variety of U.S.-made implants and their regulation by the Food and Drug Administration. Frequency and consequences of local complications from implants. The evidence for and against links between implants and autoimmune disorders, connective tissue disease, neurological problems, silicone in breast milk, or a proposed new syndrome. Evidence that implants may be associated with lower frequencies of breast cancer. Safety of Silicone Breast Implants provides a comprehensive, well-organized review of the science behind one of the most significant medical controversies of our time. %0 Book %A Institute of Medicine %E Haynes, M. Alfred %E Smedley, Brian D. %T The Unequal Burden of Cancer: An Assessment of NIH Research and Programs for Ethnic Minorities and the Medically Underserved %@ 978-0-309-07154-3 %D 1999 %U https://nap.nationalacademies.org/catalog/6377/the-unequal-burden-of-cancer-an-assessment-of-nih-research %> https://nap.nationalacademies.org/catalog/6377/the-unequal-burden-of-cancer-an-assessment-of-nih-research %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 352 %X We know more about cancer prevention, detection, and treatment than ever before—yet not all segments of the U.S. population have benefited to the fullest extent possible from these advances. Some ethnic minorities experience more cancer than the majority population, and poor people—no matter what their ethnicity—often lack access to adequate cancer care. This book provides an authoritative view of cancer as it is experienced by ethnic minorities and the medically underserved. It offers conclusions and recommendations in these areas: Defining and understanding special populations, and improving the collection of cancer-related data. Setting appropriate priorities for and increasing the effectiveness of specific National Institutes of Health (NIH) research programs, to ensure that special populations are represented in clinical trials. Disseminating research results to health professionals serving these populations, with sensitivity to the issues of cancer survivorship. The book provides background data on the nation's struggle against cancer, activities and expenditures of the NIH, and other relevant topics. %0 Book %A National Research Council %E Shannon, Ann %T Keeping Score %@ 978-0-309-06535-1 %D 1999 %U https://nap.nationalacademies.org/catalog/9635/keeping-score %> https://nap.nationalacademies.org/catalog/9635/keeping-score %I The National Academies Press %C Washington, DC %G English %K Education %P 96 %X Curriculum reform, performance assessment, standards, portfolios, and high stakes testing-what's next? What does this all mean for me in my classroom? Many teachers have asked such questions since mathematics led the way in setting standards with the publication of the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989). This seminal document and others that followed served as catalysts for mathematics education reform, giving rise to new initiatives related to curriculum, instruction, and assessment over the past decade. In particular, approaches to classroom, school, and district-wide assessment have undergone a variety of changes as educators have sought to link classroom teaching to appropriate assessment opportunities. Since the publication of Everybody Counts (National Research Council [NRC], 1989), the Mathematical Sciences Education Board (MSEB) has dedicated its efforts to the improvement of mathematics education. A national summit on assessment led to the publication of For Good Measure (NRC, 1991). This statement of goals and objectives for assessment in mathematics was followed by Measuring Up (NRC, 1993a), which provided prototypical fourth-grade performance assessment tasks linked to the goals of the NCTM's Curriculum and Evaluation Standards. Measuring What Counts (NRC, 1993b) demonstrated the importance of mathematics content, learning, and equity as they relate to assessment. The MSEB is now prepared to present perspectives on issues in mathematics education assessment for those most directly engaged in implementing the reform initiatives on a daily basis-classroom teachers, school principals, supervisors, and others in school-based settings. %0 Book %T How People Learn: Brain, Mind, Experience, and School %D 1999 %U https://nap.nationalacademies.org/catalog/6160/how-people-learn-brain-mind-experience-and-school %> https://nap.nationalacademies.org/catalog/6160/how-people-learn-brain-mind-experience-and-school %I The National Academies Press %C Washington, DC %G English %K Education %P 346 %X When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do—with curricula, classroom settings, and teaching methods—to help children learn most effectively? This book offers exciting new research about the mind and the brain that provides answers to these and other questions. New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. If education is to help students make sense of their surroundings and ready them for the challenges of the technology-driven, internationally competitive world, then it must be based on what we know about learning from science. In that light, this book will be of significant professional interest to teachers, education policymakers and administrators, and curriculum developers. %0 Book %T Proceedings of the Workshop on Promoting Access to Scientific and Technical Data for the Public Interest: An Assessment of Policy Options %D 1999 %U https://nap.nationalacademies.org/catalog/9693/proceedings-of-the-workshop-on-promoting-access-to-scientific-and-technical-data-for-the-public-interest %> https://nap.nationalacademies.org/catalog/9693/proceedings-of-the-workshop-on-promoting-access-to-scientific-and-technical-data-for-the-public-interest %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %K Policy for Science and Technology %P 390 %0 Book %A Institute of Medicine %A National Research Council %E Stoto, Michael A. %E Almario, Donna A. %E McCormick, Marie C. %T Reducing the Odds: Preventing Perinatal Transmission of HIV in the United States %@ 978-0-309-06286-2 %D 1999 %U https://nap.nationalacademies.org/catalog/6307/reducing-the-odds-preventing-perinatal-transmission-of-hiv-in-the %> https://nap.nationalacademies.org/catalog/6307/reducing-the-odds-preventing-perinatal-transmission-of-hiv-in-the %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 416 %X Thousands of HIV-positive women give birth every year. Further, because many pregnant women are not tested for HIV and therefore do not receive treatment, the number of children born with HIV is still unacceptably high. What can we do to eliminate this tragic and costly inheritance? In response to a congressional request, this book evaluates the extent to which state efforts have been effective in reducing the perinatal transmission of HIV. The committee recommends that testing HIV be a routine part of prenatal care, and that health care providers notify women that HIV testing is part of the usual array of prenatal tests and that they have an opportunity to refuse the HIV test. This approach could help both reduce the number of pediatric AIDS cases and improve treatment for mothers with AIDS. Reducing the Odds will be of special interest to federal, state, and local health policymakers, prenatal care providers, maternal and child health specialists, public health practitioners, and advocates for HIV/AIDS patients. January %0 Book %A National Research Council %E Wessner, Charles W. %T The Small Business Innovation Research Program: Challenges and Opportunities %@ 978-0-309-06198-8 %D 1999 %U https://nap.nationalacademies.org/catalog/9701/the-small-business-innovation-research-program-challenges-and-opportunities %> https://nap.nationalacademies.org/catalog/9701/the-small-business-innovation-research-program-challenges-and-opportunities %I The National Academies Press %C Washington, DC %G English %K Industry and Labor %P 186 %X Small businesses have increasingly been recognized as a source of innovation, and one way in which the Federal government encourages such innovation is through the Small Business Innovation Research program. SBIR sets aside 2.5 percent of federal agencies' R&D budgets for R&D grants to small business. Although the program's budget was nearly $1.2 billion in 1998, SBIR has been subject to relatively little outside review. As part of the STEP's ongoing project on Government-Industry Partnerships, the Board convened policymakers, academic researchers, and representatives from small business to discuss the program's history and rationale, review existing research, and identify areas for further research and program improvements. %0 Book %A National Research Council %E Schneider, Fred B. %T Trust in Cyberspace %@ 978-0-309-13182-7 %D 1999 %U https://nap.nationalacademies.org/catalog/6161/trust-in-cyberspace %> https://nap.nationalacademies.org/catalog/6161/trust-in-cyberspace %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %P 352 %X Whether or not you use a computer, you probably use a telephone, electric power, and a bank. Although you may not be aware of their presence, networked computer systems are increasingly becoming an integral part of your daily life. Yet, if such systems perform poorly or don't work at all, then they can put life, liberty, and property at tremendous risk. Is the trust that we—as individuals and as a society—are placing in networked computer systems justified? And if it isn't, what can we do to make such systems more trustworthy? This book provides an assessment of the current state of the art procedures for building trustworthy networked information systems. It proposes directions for research in computer and network security, software technology, and system architecture. In addition, the book assesses current technical and market trends in order to better inform public policy as to where progress is likely and where incentives could help. Trust in Cyberspace offers insights into: The strengths and vulnerabilities of the telephone network and Internet, the two likely building blocks of any networked information system. The interplay between various dimensions of trustworthiness: environmental disruption, operator error, "buggy" software, and hostile attack. The implications for trustworthiness of anticipated developments in hardware and software technology, including the consequences of mobile code. The shifts in security technology and research resulting from replacing centralized mainframes with networks of computers. The heightened concern for integrity and availability where once only secrecy mattered. The way in which federal research funding levels and practices have affected the evolution and current state of the science and technology base in this area. You will want to read this book if your life is touched in any way by computers or telecommunications. But then, whose life isn't? %0 Book %T Record Linkage Techniques -- 1997: Proceedings of an International Workshop and Exposition %D 1999 %U https://nap.nationalacademies.org/catalog/6491/record-linkage-techniques-1997-proceedings-of-an-international-workshop-and %> https://nap.nationalacademies.org/catalog/6491/record-linkage-techniques-1997-proceedings-of-an-international-workshop-and %I The National Academies Press %C Washington, DC %G English %K Math, Chemistry, and Physics %K Surveys and Statistics %P 520