The Regrettable Necessity of Contingent Valuation

Ordinary markets allow parties, not the state, to value property and projects. But they do not account for subjective value in such traditional contexts as condemnation. An awareness of these nonmarket values helps overcome any categorical opposition to the use of the contingent valuation method (CVM) to value cultural and environmental resources. But accurate CVM should measure all values, positive or negative, tononowners; it should apply generally to any substitute projects; and it should seek to account for diminishing marginal value of additional resource units. CVM should be used only to aggregate nonmarket preferences, not to skew the political debate to cultural or environmental objectives.     

The reliability of distance run tests for children in grades K-4.

The purpose of this study was to determine test-retest reliability for the 1-mile, 3/4-mile, and 1/2-mile distance run/alk tests for children in Grades K-4. Fifty-one intact physical education classes were randomly assigned to one of the three distance run conditions. A total of 1,229 (621 boys, 608 girls) completed the test-retests in the fall (October), with 1,050 of these students (543 boys, 507 girls) repeating the tests in the spring (May). Results indicated that the 1-mile run/walk distance, as recommended for young children in most national test batteries, has acceptable intraclass reliability (.83 less than R less than .90) for both boys and girls in Grades 3 and 4, has minimal (fall) to acceptable (spring) reliability for Grade 2 students (.70 less than R less than .83), but is not reliable for children in Grades K and 1 (.34 less than R less than .56). The 1/2 mile was the only distance meeting minimal reliability standards for boys and girls in Grades K and 1 (.73 less than R less than .82). Results also indicated that reliability estimates remained fairly stable across gender and age groups from the fall to spring testing periods, with the exception of the noticeably improved values for Grade 2 students on the 1-mile run/walk test. Criterion-referenced reliability (P, percent agreement) was also estimated relative to Physical Best and Fitnessgram run/walk standards. Reliability coefficients for all age group standards were acceptable to high (.70 less than P less than .95), except for Fitnessgram standards for 5-year-old girls on the 1-mile test for both fall and spring and for 6-year-old boys and girls on the 1-mile test administered in the spring.     

Postexercise energy expenditure following upper body exercise

This study was designed to examine the magnitude and duration of excess postexercise oxygen consumption (EPOC) following upper body exercise, using lower body exercise for comparison. On separate days and in a counterbalanced order, eight subjects (four male and four female) performed a 20-min exercise at 60% of mode-specific peak oxygen uptake (VO2) using an arm crank and cycle ergometer. Prior to each exercise, baseline VO2 and heart rate (HR) were measured during the final 15 min of a 45-min seated rest. VO2 and HR were measured continuously during the postexercise period until baseline VO2 was reestablished. No significant difference between the two experimental conditions was found for magnitude of EPOC (t [7] = 0.69, p greater than .05). Mean (+/- SD) values were 9.2 +/- 3.3 and 10.4 +/- 5.8 kcal for the arm crank and cycle ergometer exercises, respectively. Duration of EPOC was relatively short and not significantly different (t [7] = 0.24, p greater than .05) between the upper body (22.9 +/- 13.7 min) and lower body (24.2 +/- 19.4 min) exercises. Within the framework of the chosen exercise conditions, these results suggest EPOC may be related primarily to the relative metabolic rate of the active musculature, as opposed to the absolute exercise VO2 or quantity of active muscle mass associated with these two types of exercise.     

Accommodations for Students Who Are Deaf or Hard of Hearing in Large-Scale, Standardized Assessments: Surveying the Landscape and Charting a New Direction

Students who are deaf or hard of hearing (SDHH) often use test accommodations when they participate in large-scale, standardized assessments. The purpose of this article is to present findings from the Third Annual Survey of Assessment and Accommodations for Students who are Deaf or Hard of Hearing. The "big five" accommodations were reported by at least two-thirds of the 389 participants: extended time, small group/individual administration, test directions interpreted, test items read aloud, and test items interpreted. In a regression analysis, language used in instruction showed the most significant effects on accommodations use. The article considers these findings in light of a more proactive role for the National Survey in providing evidence for the effectiveness of accommodations with SDHH.     

Reading Progress Monitoring for Secondary‐School Students: Reliability,Validity, and Sensitivity to Growth of Reading‐Aloud and Maze‐Selection Measures

The validity and reliability of curriculum‐based measures in reading as indicators of performance and progress for secondary‐school students were examined. Thirty‐five grade 8 students completed reading aloud and maze‐selection measures weekly for 10 weeks. Criterion measures were the state standards test in reading and the Woodcock–Johnson III Test of Achievement. Different time frames for each measure were compared. Most alternate‐form reliability coefficients were above .80. Criterion‐related validity coefficients ranged from .77 to .89. No differences related to time were found. Only maze selection reflected significant growth, with an average increase of 1.29 correct choices per week. Maze growth was related to the reading performance level and to change on the Woodcock–Johnson III from pre‐ to posttest.     

Literacy Instruction in Multiple‐Language First‐Grade Classrooms: Linking Student Outcomes to Observed Instructional Practice

This study examined literacy instruction in 14 first‐grade classrooms of English learners (ELs) in three schools in a large urban school district in southern California over a two‐year period. Pre‐ and posttest measures of oral‐reading fluency for 186 first graders, representing 11 native languages, were the outcome data. Reading‐fluency data were examined in reference to ratings of literacy practices using the English Learners Classroom Observation Instrument (ELCOI). Results indicated a moderately strong correlation (r= 0.65) between ELCOI rating and gain in oral‐reading fluency at the end of first grade. We report patterns of ELs who read below the oral‐reading fluency benchmark thresholds and patterns of students who were ultimately labeled with learning disabilities. Instructional practices of teachers rated “high” and “low” are discussed. Educational implications and recommendations for future research are discussed.