bluuebunny/crossref_metadata_2025_split huggingface dataset:
Race, Test Scores, and Educational Outcomes
Authors: Yeh Stuart 
Published: November 2021

Background Policymakers wish to know what changes must be made to the primary and secondary education system so that when students apply to college they are highly prepared, ready to perform at high levels, and likely to be successful in college. Purpose The purpose of the current study was to investigate the significance of strong educational preparation for all students—and especially for minority students—as measured by standardized test scores. While the importance of educational preparation may already seem well established, previous studies have tended to minimize or obscure the significance of the type of preparation that is measured by test scores. Existing studies are not adequate for the purpose of estimating the total effect of a hypothetical intervention that raises student achievement by one standard deviation (SD). Research Design The current study employed logistic regression with a nationally-representative dataset, controlled for key covariates, and analyzed the hypothetical effect of raising student test scores by one SD. Findings Raising test scores by one SD would substantially reduce the probabilities that black, Hispanic, Asian, and white students would drop out of high school, and would greatly increase the probabilities that both minority and white students would compile a rigorous high school record, complete algebra 2 in high school, enroll at a 4-year institution, and attain a baccalaureate degree. Recommendation The results reported here underline the importance of swiftly adopting the most efficient approaches for raising student achievement. To the extent that existing approaches for raising student achievement are unproductive, inefficient, and disproportionately affect minority students, current policies may serve to depress baccalaureate attainment rates and to perpetuate the disadvantaged status of minorities.
The Discipline Gap: What's Trust Got to Do with It?
Authors: Romero Lisa S. 
Published: November 2021

Background/Context If we are serious about eliminating the racial achievement gap, we need to address the discipline gap as well. The scholarly literature generally paints a positive picture of the potential of trust to transform schools. Research on student trust has shown that students who trust their teachers and schools are suspended and expelled less frequently and have more positive academic outcomes. However, we know little about if or how the impact of trust may vary by race or gender. Research Question Do the benefits of trusting relationships accrue equally to all students? Do trusting student–teacher relationships pay off in less discipline and improved academic outcomes for all students, or do the benefits of trust depend on the race and gender of the student? Research Design Structural equation modeling was used to model the relationships between student trust, behavior, and high school outcomes, controlling for socioeconomic status, school size, and prior achievement. Data, drawn from the Educational Longitudinal Survey of 2002, includes responses from more than 6,000 public high school students (n = 6,352) who identify as African American or White. Comparisons are made between results for White, African American, and African American male students. Findings/Results Student trust is associated with fewer disciplinary incidents and better academic outcomes; however, the benefits of trust do not accrue equally to all students. Black students, particularly males, benefit less from trust. Controlling for trust, behavior, and standardized measures of math and reading ability, Black students are penalized multiple times for a single disciplinary incident: by the suspension (or other consequence), by missed instruction, and by the impact on their grades (and possibly their future course placement and postsecondary plans). In other words, there are unequal consequences of equal discipline. Conclusions/Recommendations This research found that Black and White students with roughly equivalent discipline records, scores on achievement tests, and levels of trust still have substantially different high school outcomes. Although efforts to implement restorative justice or positive behavior support programs are a step in the right direction, results suggest that they will not be enough. Schools must deal with implicit bias and the unequal consequences of equal discipline. To do this, we must scrutinize course placement practices, grading, and the messages that we send to students. Failure to do so will continue to leave us with a vast education debt and will continue to fuel the achievement gap.
How Did that Happen? Teachers’ Explanations for Low Test Scores
Authors: Evans Margaret , Teasdale Rebecca M. , Gannon-Slater Nora , Londe Priya G. La , Crenshaw Hope L. , Greene Jennifer C. , Schwandt Thomas A. 
Published: November 2021

Context Educators often engage with student performance data to make important instructional decisions, yet limited research has analyzed how educators make sense of student performance data. In addition, scholars suggest that teachers recognize a relationship between their instruction and student performance data, but this is a relatively untested assumption. Focus of Study We investigated if and how teachers referenced instruction as a contributing factor for why students performed in particular ways on assessments. We also studied other explanations that teachers offered for student performance data. Research Design Our research team conducted a qualitative case study of six grade-level teams of teachers who met biweekly to make meaning of student performance data. Using data collected from 44 hours of observation of teacher team meetings, 16 individual interviews, and six group interviews with participating teachers, we analyzed the ways in which and the extent to which teachers referenced instruction as a contributing factor to student performance data. Findings: Teachers connected student performance data to their instruction approximately 15% of the time. Teachers more frequently connected student performance data to student characteristics. Notably, student behavior accounted for 32% of all teacher explanations for student performance. We offer five distinct categories of teachers’ explanations of student performance and the extent to which teachers invoked each category. Conclusions The findings in this study build on research on teachers’ attributions for assessment data. In contrast to other studies, our findings suggest that teachers invoked student characteristics in distinct ways when explaining student performance. At times, teachers were knowledgeable about student characteristics, which offered verifiable insights into the “problem” of low achievement. At other times, teachers voiced negative viewpoints of students that served to blame students for their poor performance. We suggest that the practice of data-driven decision making offers an opportunity to bolster educators’ informed judgment and undermine negative, unverifiable claims about children.
Beyond Posters and Pennants: College-Going Messaging at Three Racially and Economically Diverse Public Schools
Authors: Martinez Melissa A. , Torres Isaac , Lewis Katherine 
Published: November 2021

Context It has been argued that high schools with a majority of students of color and from low-income backgrounds must be purposeful in fostering a college-going culture in order to address the challenges and inequities historically underserved students face in preparing for and accessing a higher education. However, what this looks and sounds like in practice is not always clear, leaving schools seeking common ground on how to create a college-going environment. Purpose Through a symbolic and ecological model of college readiness framework, the messaging associated with the college-going culture at three racially and economically diverse Texas high schools that had consistently high college ready graduate rates was examined. The research questions that guided the study included: What types of college-going culture messages are conveyed at the schools, and how? How might such messaging impact students, school staff and leaders? Research Design This study drew on data from a three-year, multi-site descriptive case study of three public high schools in different regions of Texas that all served approximately 50% or more of students with financial need and 72% to 97% students of color, specifically Latina/o and Black students. Data Collection and Analysis Data was collected during week-long, yearly visits to the three schools and included: school and district documents; individual and group semi-structured interviews with 194 individuals including administrators, teachers, support staff, students, parents, and community members; observations of common areas and classrooms; archival data; and researcher-derived documents including field notes, memos, and photographs of the school grounds and school activities. This paper primarily drew on the pictures taken of the schools (in hallways, classrooms, and shared spaces like cafeterias and libraries), field notes, memos, and interview data that specifically spoke to the visual and verbal messaging associated with the college-going culture. Analysis of data revealed six themes: college is a revered goal with many options; varying degrees of integration; support and resources are at your reach; think college and career; finding funding for college is vital; college is an individual and shared success. Conclusions This study's findings suggest the need to: reconsider what a strong college-going culture entails, re-envision college-going cultures as dynamic, multi-layered, and responsive, reframe postsecondary opportunities so they are more expansive and varied, and re-evaluate inequities in college-going messaging and academic rigor.
Then and Now: Depicting a Changing National Profle of STEM Career and Technical Education Course Takers
Authors: Plasman Jay Stratte , Gottfried Michael A. , Hutt Ethan L. 
Published: November 2021

Background After nearly a century of federal policies focusing on career-related high school coursework, a 2006 policy reauthorization especially called for increased rigor in STEM-themed career and technical education (CTE) courses and increased participation from all students, and particularly women and those with disabilities. We explore whether this reauthorization helped meet these calls for increased participation. Research Questions We asked the following research questions in exploring the implementation of the Perkins IV act: (1) How have the predictors of participation in AS-CTE coursework changed during the decade between 2004 and 2013? (2) Were students in the class of 2013 more likely to participate in AS-CTE than those in the class of 2004? (3) Is there a specific difference in AS-CTE participation for female students and students with disabilities in the class of 2013 as compared to the class of 2004? Research Design To respond to these questions, we merged two nationally representative datasets—the Education Longitudinal Study of 2002 (ELS:2002) and the High School Longitudinal Study of 2009 (HSLS:2009). We employed basic logistic regression to explore changes in participation and ordinary least squares regression to explore changes in credit accumulation. We also utilized double hurdle and state fixed-effects models to account for various potential biases. Results We found that there were slight changes in predictors of applied STEM CTE course-taking, though female students remained significantly less likely than male students to participate in each cohort. Exploring across cohorts, we found students in the later cohort (HSLS:2009) to be both more likely to participate in applied STEM CTE and more likely to complete more units. Finally, when exploring female students and students with IEPs, we found that these students were more likely to participate in applied STEM CTE, but were not more likely to complete more units. Conclusions A first implication from these findings is that it appears the national efforts and sentiments around increasing high schoolers’ participation in CTE course-taking have taken hold. Second, it appears there may be a specific role for states as they look to grow participation in applied STEM CTE—and CTE in general. Finally, additional focus needs to be placed on increasing CTE participation for underrepresented students.
Feasibility of percutaneous endoscopic gastrostomy insertion in children receiving peritoneal dialysis
Authors: Kempf Caroline , Holle Johannes , Berns Susanne , Henning Stephan , Bufler Philip , Müller Dominik 
Published: November 2021

Background: Peritoneal dialysis (PD) is the preferred dialysis modality for paediatric patients with end-stage kidney disease. Frequently, malnutrition is encountered. Percutaneous endoscopic gastrostomy (PEG) is the preferred mode of feeding because of its minimal invasive mode of placement and easy handling in daily life. However, reports of a high risk for early post-interventional peritonitis hampered this procedure during PD and controlled studies on the benefit of peri-interventional management to prevent peritonitis are lacking. Here, we report the safety profile of PEG insertion among a cohort of children on PD by using a prophylactic antibiotic and antifungal regimen as well as modification of the PD programme. Methods: We performed a single-centre analysis of paediatric PD patients receiving PEG placement between 2015 and 2020. Demographic data, peri-interventional prophylactic antibiotic and antifungal treatment as well as modification of the PD programme were gathered and the incidence of peritonitis within a period of 28 days after PEG was calculated. Results: Eight PD patients (median weight 6.7 kg) received PEG insertion. Antibiotic and antifungal prophylaxis were prescribed for median time of 4.0 and 5.0 days, respectively. After individual reduction of PD intensity, all patients continued their regular PD programme after a median of 6 days. One patient developed peritonitis within 24 h after PEG insertion and simultaneous surgery for hydrocele. Conclusions: Applying an antibiotic and antifungal prophylactic regime as well as an adapted PD programme may reduce the risk for peritonitis in paediatric PD patients who receive PEG procedure.
Anti-inflammatory secondary metabolites from Scrophularia kotschyana
Authors: Renda Gülin , Kadıoğlu Mine , Kılıç Merve , Korkmaz Büşra , Kırmızıbekmez Hasan 
Published: November 2021

The species belonging to Scrophularia genus grow mainly in Irano-Turanian and Mediterranean regions and have been used as folk remedy for inflammatory-related diseases since ancient times. The present study was aimed to evaluate the anti-inflammatory activity of the extracts of Scrophularia kotschyana as well as the isolated compounds. The aerial parts and the roots of the plant were separately extracted with methanol. Anti-inflammatory activities of both extracts were evaluated with formalin test in mice. As the methanolic extract of the aerial parts significantly ( p < .05) inhibited inflammation, it was then submitted to successive solvent extractions with n-hexane, dichloromethane, ethyl acetate and n-butanol to yield subextracts. Anti-inflammatory activities of the subextracts were evaluated within the same test system. Among the subextracts tested, the n-butanol subextract produced a significant ( p < .05) anti-inflammatory activity at all doses (5, 10, and 30 mg/kg, ip.). Sequential chromatographic separation of the n-butanol subextract yielded 8-O-acetyl-4′- O-( E)- p-coumaroylharpagide, 8- O-acetyl-4′- O-( Z)- p-coumaroylharpagide, β-sitosterol 3- O-β-glucopyranoside, apigenin 7- O-β-glucopyranoside, apigenin 7- O-rutinoside, luteolin 7- O-β-glucopyranoside and luteolin 7- O-rutinoside. The anti-inflammatory activities of the isolates were evaluated at 5 mg/kg dose. Luteolin 7- O-β-glucopyranoside and apigenin 7- O-rutinoside caused a significant ( p < .05) inhibition of oedema formation.
The role of absolute humidity in respiratory mortality in Guangzhou, a hot and wet city of South China
Authors: Chen Shutian , Liu Chao , Lin Guozhen , Hänninen Otto , Dong Hang , Xiong Kairong 
Published: November 2021

Abstract
Background
For the reason that many studies have been inconclusive on the effect of humidity on respiratory disease, we examined the association between absolute humidity and respiratory disease mortality and quantified the mortality burden due to non-optimal absolute humidity in Guangzhou, China.

Methods
Daily respiratory disease mortality including total 42,440 deaths from 1 February 2013 to 31 December 2018 and meteorological data of the same period in Guangzhou City were collected. The distributed lag non-linear model was used to determine the optimal absolute humidity of death and discuss their non-linear lagged effects. Attributable fraction and population attributable mortality were calculated based on the optimal absolute humidity, defined as the minimum mortality absolute humidity.

Results
The association between absolute humidity and total respiratory disease mortality showed an M-shaped non-linear curve. In total, 21.57% (95% CI 14.20 ~ 27.75%) of respiratory disease mortality (9154 deaths) was attributable to non-optimum absolute humidity. The attributable fractions due to high absolute humidity were 13.49% (95% CI 9.56 ~ 16.98%), while mortality burden of low absolute humidity were 8.08% (95% CI 0.89 ~ 13.93%), respectively. Extreme dry and moist absolute humidity accounted for total respiratory disease mortality fraction of 0.87% (95% CI − 0.09 ~ 1.58%) and 0.91% (95% CI 0.25 ~ 1.39%), respectively. There was no significant gender and age difference in the burden of attributable risk due to absolute humidity.

Conclusions
Our study showed that both high and low absolute humidity are responsible for considerable respiratory disease mortality burden, the component attributed to the high absolute humidity effect is greater. Our results may have important implications for the development of public health measures to reduce respiratory disease mortality.
Effect of AMY1 copy number variation and various doses of starch intake on glucose homeostasis: data from a cross-sectional observational study and a crossover meal study
Authors: Farrell Mary , Ramne Stina , Gouinguenet Phébée , Brunkwall Louise , Ericson Ulrika , Raben Anne , Nilsson Peter M. , Orho-Melander Marju , Granfeldt Yvonne , Tovar Juscelino , Sonestedt Emily 
Published: November 2021

Abstract
Background
Copy number (CN) variation (CNV) of the salivary amylase gene (AMY1) influences the ability to digest starch and may influence glucose homeostasis, obesity and gut microbiota composition. Hence, the aim was to examine the association of AMY1 CNV with fasting glucose, BMI, and gut microbiota composition considering habitual starch intake and to investigate the effect of AMY1 CNV on the postprandial response after two different starch doses.

Methods
The Malmö Offspring Study (n = 1764, 18–71 years) was used to assess interaction effects between AMY1 CNV (genotyped by digital droplet polymerase chain reaction) and starch intake (assessed by 4-day food records) on fasting glucose, BMI, and 64 gut bacteria (16S rRNA sequencing). Participants with low (≤ 4 copies, n = 9) and high (≥ 10 copies, n = 10) AMY1 CN were recruited for a crossover meal study to compare postprandial glycemic and insulinemic responses to 40 g and 80 g starch from white wheat bread.

Results
In the observational study, no overall associations were found between AMY1 CNV and fasting glucose, BMI, or gut microbiota composition. However, interaction effects between AMY1 CNV and habitual starch intake on fasting glucose (P = 0.03) and BMI (P = 0.05) were observed, suggesting inverse associations between AMY1 CNV and fasting glucose and BMI at high starch intake levels and positive association at low starch intake levels. No associations with the gut microbiota were observed. In the meal study, increased postprandial glucose (P = 0.02) and insulin (P = 0.05) were observed in those with high AMY1 CN after consuming 40 g starch. This difference was smaller and nonsignificant after consuming 80 g starch.

Conclusions
Starch intake modified the observed association between AMY1 CNV and fasting glucose and BMI. Furthermore, depending on the starch dose, a higher postprandial glucose and insulin response was observed in individuals with high AMY1 CN than in those with low AMY1 CN.

Trial registration
ClinicalTrials.gov, NCT03974126. Registered 4 June 2019—retrospectively registered.
A common methodological phylogenomics framework for intra-patient heteroplasmies to infer SARS-CoV-2 sublineages and tumor clones
Authors: Utro Filippo , Levovitz Chaya , Rhrissorrakrai Kahn , Parida Laxmi 
Published: November 2021

Abstract
Background
All diseases containing genetic material undergo genetic evolution and give rise to heterogeneity including cancer and infection. Although these illnesses are biologically very different, the ability for phylogenetic retrodiction based on the genomic reads is common between them and thus tree-based principles and assumptions are shared. Just as the different frequencies of tumor genomic variants presupposes the existence of multiple tumor clones and provides a handle to computationally infer them, we postulate that the different variant frequencies in viral reads offers the means to infer multiple co-infecting sublineages.

Results
We present a common methodological framework to infer the phylogenomics from genomic data, be it reads of SARS-CoV-2 of multiple COVID-19 patients or bulk DNAseq of the tumor of a cancer patient. We describe the Concerti computational framework for inferring phylogenies in each of the two scenarios.To demonstrate the accuracy of the method, we reproduce some known results in both scenarios. We also make some additional discoveries.

Conclusions
Concerti successfully extracts and integrates information from multi-point samples, enabling the discovery of clinically plausible phylogenetic trees that capture the heterogeneity known to exist both spatially and temporally. These models can have direct therapeutic implications by highlighting “birth” of clones that may harbor resistance mechanisms to treatment, “death” of subclones with drug targets, and acquisition of functionally pertinent mutations in clones that may have seemed clinically irrelevant. Specifically in this paper we uncover new potential parallel mutations in the evolution of the SARS-CoV-2 virus. In the context of cancer, we identify new clones harboring resistant mutations to therapy.
Evaluation validation of a qPCR curve analysis method and conventional approaches
Authors: Zhang Yashu , Li Hongping , Shang Shucheng , Meng Shuoyu , Lin Ting , Zhang Yanhui , Liu Haixing 
Published: November 2021

Abstract
Background
Reverse Transcription quantitative polymerase chain reaction (RT-qPCR) is a sensitive and reliable method for mRNA quantification and rapid analysis of gene expression from a large number of starting templates. It is based on the statistical significance of the beginning of exponential phase in real-time PCR kinetics, reflecting quantitative cycle of the initial target quantity and the efficiency of the PCR reaction (the fold increase of product per cycle).

Results
We used the large clinical biomarker dataset and 94-replicates-4-dilutions set which was published previously as research tools, then proposed a new qPCR curve analysis method——CqMAN, to determine the position of quantitative cycle as well as the efficiency of the PCR reaction and applied in the calculations. To verify algorithm performance, 20 genes from biomarker and partial data with concentration gradients from 94-replicates-4-dilutions set of MYCN gene were used to compare our method with various publicly available methods and established a suitable evaluation index system.

Conclusions
The results show that CqMAN method is comparable to other methods and can be a feasible method which applied to our self-developed qPCR data processing and analysis software, providing a simple tool for qPCR analysis.