The controversial No Child Left Behind Act (NCLB) brought test-based school accountability to scale across the United States. This study draws together results from multiple data sources to identify how the new accountability systems developed in response to NCLB have influenced student achievement, school-district finances, and measures of school and teacher practices. Our results indicate tha...

OBJECTIVE Emotional creativity (EC) implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of EC as a dispositional trait with intrinsic motivation (IM) and academic engagement (AE). METHODS A sample of 428 university Chilean students, 36.5% men and 63.5% women, with a...

Community centrality is a growing requirement of social science. The field's research practices are increasingly expected to conform to prescribed relationships with the people studied. Expectations about community centrality influence scholarly activities. These expectations can pressure social scientists to adhere to models of community involvement that are immediate and that include communit...

BACKGROUND Tracheostomy practice in patients with acute respiratory failure (ARF) varies greatly among institutions. This variability has the potential to be reflected in the resources expended providing care. In various healthcare environments, increased resource expenditure has been associated with a favorable effect on outcome. OBJECTIVE To examine the association between institutional res...

It is known that certain popular stochastic subspace identification methods may fail for theoretical reasons related to positive realness. In fact, these algorithms are implicitly based on the assumption that the positive and algebraic degrees of a certain estimated covariance sequence coincide. In this paper, we describe how to generate data with the property that this condition is not satisfi...

gh School Order and Academic Achievement In contrast to public opinion, the relationship between school order and achievement is neither simple nor certain. While research shows individuals who misbehave perform poorly in school, it has not made clear why. Further, the evidence on order and achievement at the school level is even more limited. One inference drawn here is that failure to disting...