E-Racer

The E-Racer was made for a young boy with cerebral palsy. The client cannot use his legs and control in his left arm is very limited. The client's family expressed a desire for an electric go-kart, and also for the go-kart to resemble a "normal" go-kart. To that end, the E-Racer has been outfitted with both steering wheel and joystick modes so the client can choose which control system he would like to use depending on what he is comfortable with. The E-Racer is a stock go-kart which was modified in several key ways. The electronics were drastically modified to accommodate the two controls systems. In addition, both the steering and braking systems were modified so they could be controlled electrically rather than mechanically. Finally, several modifications were made to the go-kart to improve the rider's comfort and safety.

Online Format vs. Live Mode of Instruction: Do Human Capital Differences or Differences in Returns to Human Capital Explain the Differences in Outcomes?

Our paper asks the question: Does mode of instruction format (live or online format) effect test scores in the principles of macroeconomics classes? Our data are from several sections of principles of macroeconomics, some in live format, some in online format, and all taught by the same instructor. We find that test scores for the online format, when corrected for sample selection bias, are four points higher than for the live format, and the difference is statistically significant. One possible explanation for this is that there was slightly higher human capital in the classes that had the online format. A Oaxaca decomposition of this difference in grades was conducted to see how much was due to human capital and how much was due to the differences in the rates of return to human capital. This analysis reveals that 25% of the difference was due to the higher human capital with the remaining 75% due to differences in the returns to human capital. It is possible that for the relatively older student with the appropriate online learning skill set, and with schedule constrains created by family and job, the online format provides them with a more productive learning environment than does the alternative traditional live class format. Also, because our data are limited to the student s academic transcript, we recommend future research include data on learning style characteristics, and the constraints formed by family and job choices.

Measuring Middle School Achievement Growth With Student Growth Percentile Methodology

This study examined reading and mathematics achievement growth for middle school students over three years using statewide test scores using student growth percentile methodology (Betebenner, 2008). This newly-emerging growth methodology provides a basis for examining growth normatively (“what is”) in order to provide a foundation for policies about adequate growth (“what should be”) and excellent growth (“what could be”). Growth is compared among student subgroups and different middle schools. A particular focus of the study is identifying typical growth trajectories of low-achieving 6th graders through the middle school years.