VARIABLES OF INTEREST. School type (charter school or school district) and charter school and school district performance on the APR.
VARIABLES OF INTEREST. Variables of interest include social and demographic and health service use as well as use of modern contraception within 24 months of birth. Socio-demographic variables include: age (continuous 15-49 years), parity (1-2 children compared to 3 or more), desire to space or limit births (women who want their next birth within two years of survey compared to women who do not want more children or want next child more than two years from time of survey or are uncertain), breastfeeding duration after last birth (reference category 0-6 months compared to 7-12, 13-18, and 19-24 and as a continuous variable), residence (rural or urban), education (reference category no education compared to primary education and secondary education or higher), region (reference category Savanes compared the other five regions), economic status (wealth index score in quintiles, poorest compared to four higher quintiles), marital status (reference category married compared to never in union, living with partner, widowed, divorced, separated), religion (reference category Muslim compared to no religion, traditional/animist, Muslim, Catholic and Protestant), exposure to family planning in the media (did not see/hear about family planning from radio, TV or newspaper compared to did see/hear about it), husband’s desire for number of children agrees with respondent’s (reference category wants more compared to wants the same or fewer), and cohabitation with husband or partner (yes or no). Independent variables are the four key health system encounters shown to be associated with use of modern contraception-- antenatal care (no antenatal care visits compared to at least one visit), institutional delivery (last delivery not at a health care facility compared to last delivery at a facility), postnatal care within two months of delivery (respondent was not examined or counseled by a health professional after last birth compared to respondent was examined or counseled by a health professional), and immunization of youngest child (no vaccination against diphtheria-tetanus-pertussis (DPT) compared to first vaccination received). This study used the youngest child having received first dose of DPT vaccination as a proxy for vaccination. While not reported in these results, further analyses were completed to ensure that this was an appropriate proxy – similar associations were found with children receiving other types of vaccination and with children receiving multiple doses of a vaccination. The ...
VARIABLES OF INTEREST. GPA, Grade Level, total days enrolled, SAGE Scores, Aspire Scores, Custody Type, Services received (time, environment), Entry date/Exit date.
VARIABLES OF INTEREST. List specific variables. Please see the table labeled Data for variables of interest by record type. DATA LINKAGE: The requested student-level datasets (i.e., student achievement data, student records, SCRAM records) will be linked by unique student ID (de-identified; we do not need any identifiable information) across the years of observation (2010-2011 to 2019-2020). Additionally, school-level information on the proportion of teachers with ESL endorsements will be linked to the merged student-level dataset using each student’s school ID. We would like to note that a similar data request is being submitted to another state. To meet our project goal, we will aggregate the data across the two states (including Utah) to have a comprehensive dataset. It is important to note that although we will combine datasets from other states, we are not adding any additional information to Utah state data. We will have an indicator to distinguish Utah data from the other state partner’s data (e.g., “Utah” = 1 if the observations are from Utah students). Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. DRA ANALYTIC APPROACH: To answer our four research questions, we will use the following analytic approaches: (1) descriptive and fixed-effects analysis (RQ 1), discrete-time hazard modeling (RQs 2 and 3), and individual growth modeling using multilevel model for change (RQ 4). Describe analysis. OUTPUT: Researchers must provide their output to the USBE. OUTPUT DESCRIPTION: Academic deliverables, including conference presentation (e.g., American Education Research Association) and publications in peer-reviewed journals (e.g., Educational Researcher) will be prepared as data are analyzed across the project years. We expect to have partial findings for the first research question (e.g., student characteristics of Waived ELs) within 4 months of the project start date, with ongoing analyses for the remaining research questions. All output efforts will be driven by the central goal of directly informing policy and practice decisions related to ELs in Utah. Throughout the course of the project, we will share findings with USBE representatives.
VARIABLES OF INTEREST. To examine student mobility patterns by school and location cluster, we will analyze every school transfer within Utah at a student level; this requires data on each transfer, including date and schools exited and enrolled. To examine patterns of mobility among student subgroups over time, as well as how these may be related to academic proficiency, we are interested in the variables showing students’ demographic characteristics, dates of transfer in or out, English language proficiency level, and academic performance level (see detailed list in #5).
VARIABLES OF INTEREST. USBE pre-kindergarten through third grade variables of interest include: ● Chronic absenteeism. ● Pre-K/K-3 entry/exit profile results and/or assessment results such as the PEEP/KEEP, Acadience and RISE. ● SCRAM profile. ● Zip code of the school(s) attended. List specific variables. ● Status as an English as a second language learner. ● Free or reduced meals eligibility. ● Specific variables are listed in the table below.
VARIABLES OF INTEREST. Attendance information: may include enrollment days, attendance days, or enrollment history. Misconduct or discipline information: may include suspensions, expulsions, and police calls, as well as its justification/ a description. Academic achievement: may include standardized test scores, GPA, graduation and dropout status. Demographics: may include gender, race/ ethnicity, date of birth, free or reduced price lunch program (FRL) participation, English Language Learners (XXXx), Individualized Education Program (IEP) participation, and approximate address of student or census block of residence. Relevant grades: 3 through 12 Time span: 2005-2019 Student home information: may be addresses or geolocation or census block codes 11. ANALYTIC APPROACH: Our main method of analysis leverages two important sources of variation. First, clear spatial boundaries generated by drug-free school zones allow us to recover treatment effects by comparing students who live on either side of zone borders via a spatial regression discontinuity design. Second, changes in zone size implemented in 2015 allow us to recover treatment effects using a difference-in- differences strategy. In 2015, the zones in Utah changed size from 1000 feet to 100 feet. This policy shift allows us to compare student outcomes before and after this policy change was enacted for students who were exposed to the policy and for students who were not. Please find the two CVs below. ATTACHMENT C CURRICULUM VITAE
