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Presents an evaluation of a middle school in Virginia where employees had concerns about exposure to mold in the school. The main problem was that the crawl space under the renovated part of the school was a potential source of mold and dampness because of improper grading and inadequate ventilation.
Provides final results from the U.S. Department of Education’s Investing in Innovation (i3) Validation grant of the New Teacher Center's (NTC's) teacher induction model. Results show that the model for new teachers increases student learning in grades 4-8 by an additional 2-4 months in ELA/reading and an additional 2-5 months in math.
Explores the academic and economic consequences of taking higher or lower credit loads. Using student-level data from the Tennessee Board of Regents, it estimates differences in award completion and credit accumulation across students according to their first semester and first-year credit loads.
Summarizes data collected through evaluator interviews with school principals. Topics include feedback on implementation, challenges faced, training needs, and measures taken to ensure sustainability.
Presents secondary analysis of a five-year project (VCU-YVPC) that collected data on youth violence and related risk factors as part of an evaluation of violence prevention efforts.
Discusses how colleges have been struggling to meet the surging demand for mental health services on campus, and some schools are wrestling with how much care they owe students.