Using Adjusted Performance Measures for Evaluating Resource Use

Public service organizations are looking for ways to improve the evaluation of performance and resource allocation. One of the approaches is to use adjusted performance measures, which attempt to capture factors that affect the organizational performance but are outside of the organization's control. This article illustrates the construction and use of adjusted performance measures to assess the performance of public schools, and reports findings from a study of school-based budgeting in Chicago that relates adjusted performance measures and patterns of budget allocations.     

The measurement and structure of psychosocial maturity

The educational community lacks tools for assessing the nonacademic growth of students — their growth as persons and as social beings. This paper describes the development of an attitude inventory based on an interdisciplinary model of psychosocial maturity. The Psychosocial Maturity Inventory, a self-report instrument, is comprised of nine subscales and is suited for the assessment of youngsters in the approximate age range 11–18. Among the studies reviewed are ones which (1) specify at various age levels the internal consistency of the subscales, (2) report the association between the subscales and various measures of academic achievement, and (3) describe the relationship of the subscales to other measures of personality such as faking good, anxiety, and self-esteem. Factor analyses of the Inventory provide an empirical base for testing the proposed theoretical structure of psychosocial maturity.Preparation of this paper was supported by funds from the National Institute of Education, Contract No. NE-C-00-3-0013.Received Ph.D. in clinical psychology from Radcliffe College. Main interest: personality development from childhood through adolescence.Received Ph.D. in psychology from the University of Michigan. Main research interests: the psychology of adolescence and the psychology of women.Received Ph.D. in psychology from the University of Maryland. Main interests: measurement theory and the measurement of human performance.     

The workplace as a context for the socialization of youth

A number of respected social critics, including the President's Science Advisory Committee (PSAC), have recommended the earlier integration of adolescents into the workplace. The PSAC Panel on Youth (1973) claims that work settings provide opportunities for developing and exercising personal responsibility, taking responsibility for the welfare of others, and establishing more extensive instrumental and social relations with nonfamilial adults. This study of naturally occurring employment among high school students examines these claims about the nature of the workplace. Drawing on interview, questionnaire, and observational data, we argue that the PSAC's expectations are somewhat optimistic. With respect to personal responsibility taking, although many adolescent workers have opportunities for self-management and report performing assigned tasks dependably, very few report going beyond the call of duty. With respect to social responsibility, workers experience only modest levels of task interdependence and centrality to a team effort; yet substantial numbers of adolescent workers feel that their work serves a socially useful purpose. Finally, with respect to intergenerational contact, the workplace fails to induce meaningful interaction with adults. Taken together, the results of this study suggest that if the workplace is to become a truly vital context for adolescent socialization, it needs to be designed more deliberately with such aims in mind.This study is part of a large-scale investigation of the cost and benefits of working to adolescent development. The research program is supported by the National Institute of Education and the Spencer Foundation; dissemination of policy-oriented papers is supported by the Ford Foundation. The authors, who are Co-Principal Investigators of the research program, share equal responsibility for this report.Received Ph.D. in clinical psychology from Harvard University. Main research interests are adolescence and social institutions, life-span development, and social policy.Received Ph.D. in human development and family studies from Cornell University. Main research interests are adolescent development, life-span development, and social policy.     

The Effect of Breakfast in the Classroom on Obesity and Academic Performance: Evidence from New York City

Participation in the federally subsidized school breakfast program often falls well below its lunchtime counterpart. To increase take‐up, many districts have implemented Breakfast in the Classroom (BIC), offering breakfast directly to students at the start of the school day. Beyond increasing participation, advocates claim BIC improves academic performance, attendance, and engagement. Others caution BIC has deleterious effects on child weight. We use the implementation of BIC in New York City (NYC) to estimate its impact on meals program participation, body mass index (BMI), achievement, and attendance. While we find large effects on participation, our findings provide no evidence of hoped‐for gains in academic performance, or of feared increases in obesity. The policy case for BIC will depend upon reductions in hunger and food insecurity for disadvantaged children, or its longer‐term effects.     

Best practices for structuring a family court parenting plan evaluation under the 2022 AFCC Guidelines

Evaluation appointment orders provide enforceable scaffolding for conduct of family court parenting plan evaluations, and use of the evaluator's reports, feedback, file, and testimony. Unlike a contract, a stipulated or adjudicated appointment order is directly enforceable by the family court. It unambiguously positions the evaluator as the family court's appointee – answerable directly to the court and, in some jurisdictions, protected by quasi-judicial immunity from damages claims. A well-crafted appointment order governs the roles and expectations of the court, the evaluator, the parties, the lawyers, and the collateral witnesses. An appointment order mandates the legal duties, rights, powers, and responsibilities of the professionals, the parties, and the collateral witnesses. At minimum, an appointment order articulates the legal basis for the appointment, the purpose and scope of the evaluation, compensation of evaluator, and the duty of the parties to participate in the process. A written evaluation protocol or procedures statement discloses in advance the methods of investigation and assessment that the evaluator intends to use. Together, the appointment order and written protocol help the evaluator, lawyers, parents, and judge manage the complexity of the evaluation process.     

Determining the Method Threshold of Identification via Gas Chromatography–Mass Spectrometry of Weathered Gasoline Extracted from Burnt Nylon Carpet,

The Organization of Scientific Area Committees defines threshold of identification as the minimum concentration of ignitable liquid identifiable from gas chromatographic‐mass spectrometry data using accepted pattern identification criteria. We propose a method for determining this threshold for gasoline based on base peak to qualifier ratios of six compounds. The ion ratios were established for each compound in the neat gasoline. These ratios were then compared to those obtained for gasoline and 98% weathered gasoline both spiked onto burnt nylon carpet at 20 ppt down 0.50 ppt, and recovered from the carpet using headspace extraction (ASTM 1412). Identification was confirmed if the compounds’ ion ratios fell within ±25% of that in the neat sample. We found that ion ratios for all samples were acceptable for six compounds at 1.60 and 0.80 ppt for extracted neat and extracted 98% weathered gasoline, respectively, illustrating potential for incorporating into Quality Assurance Programs.     

Communication error management in law enforcement interactions: a receiver’s perspective

Two experiments explore the effect of law enforcement officers’ communication errors and their response strategies on a suspect’s trust in the officer; established rapport and hostility; and, the amount and quality of information shared. Students were questioned online by an exam board member about exam fraud (N_study1 ?=?188) or by a police negotiator after they had stolen money and barricaded themselves (N_study2 ?=?184). Unknown to participants, the online utterances of the law enforcement officer were pre-programmed to randomly assign them to a condition in a 2(Error: factual, judgment)?×?3(Response: contradict, apologize, accept) factorial design, or to control where no error was made. Our findings show that making (judgment) errors seem more detrimental for affective trust and rapport in a suspect interview, while no such effects appeared in a crisis negotiation. Notably, we found a positive effect of errors, as more information was being shared. The ultimate effect of the error was dependent on the response: accept was effective in re-establishing rapport and decreasing hostility, while contradict threatens it. Accept seems more effective for the willingness to provide information in a suspect interview, while apologize seems more effective for affective trust and rapport in a crisis negotiation.