Measuring teacher effectiveness is challenging since no direct estimate exists; teacher effectiveness can be measured only indirectly through student responses. Traditional value-added assessment (VAA) models generally attempt to estimate the value that an individual teacher adds to students' knowledge as measured by scores on successive administrations of a standardized test. Such responses, however, do not reflect the long-term contribution of a teacher to real-world student outcomes such as graduation, and cannot be used in most university settings where standardized tests are not given. In this paper, the authors develop a multiresponse approach to VAA models that allows responses to be either continuous or categorical. This approach leads to multidimensional estimates of value added by teachers and allows the correlations among those dimensions to be explored. The authors derive sufficient conditions for maximum likelihood estimators to be consistent and asymptotically normally distributed. The authors then demonstrate how to use SAS software to calculate estimates. The models are applied to university data from 2001 to 2008 on calculus instruction and graduation in a science or engineering field.

The active form of vitamin D, 1,25-dihydroxyvitamin D (1,25D), binds to the vitamin D receptor (VDR) with high affinity. The VDR then heterodimerizes with the retinoid X receptor (RXR) and associates with vitamin D response elements (VDREs) to regulate the transcription of target genes. Bexarotene (Bex) is an RXR ligand (rexinoid) developed to treat cutaneous T-cell lymphoma and is a putative therapeutic for other diseases. We postulate that VDR ligands (1,25D) and RXR ligands (Bex/analogs) can “synergize” to “super-activate” the VDR-RXR heterodimer. This “cross-talk” could allow disorders treated with high-dose Bex therapy (leading to significant adverse side effects) to instead be treated using both low-dose Bex and vitamin D. Thus, we designed experiments to examine the effect of both VDR and RXR ligands, alone and in combination, to activate VDR-RXR-mediated transcription. The goal was to determine if selected RXR-specific ligands can synergize with vitamin D to amplify RXR-VDR activity. The results demonstrate a synergistic effect with both Bex and 1,25D which could be further modulated by (1) the protein levels (or polymorphic version) of VDR present in the cell, (2) the concentration of the ligands, (3) the cellular “background” (e.g., brain cells versus kidney cells), (4) the nature of the VDRE platform, or (5) the type of rexinoid (Bex analogs). Our findings suggest that diseases that respond to treatment with either vitamin D, or with rexinoids, may be amenable to enhanced therapeutic potential by employing multi-ligand dosing via combinatorial therapy.

The goal of this study was to examine problem-solving processes of elementary-aged children (4th grade U.S., ages 9–10) and their parents as they applied themselves to hands-on science activities together, with the larger goal of studying how parents influence the development of children’s science inquiry skills. In this diverse group of families, which was approximately equally balanced in terms of ethnicity (Hispanic and non-Hispanic) and parent and child gender, the influence of parent language, dyad ethnicity, and dyad gender was examined while controlling for family socio-economic status. Four problem-solving processes were examined: writing a hypothesis, recording results, drawing/sketching the process, and writing an explanation of how or why a process worked. The study included 153 families in a metropolitan area in the southwestern U.S. (Phoenix, AZ), approximately balanced in terms of child and parent ethnicity and gender. Gender differences were not observed for any of the problem-solving processes. Differences in some problem-solving processes, especially for writing a hypothesis, were observed based on parent language and dyad ethnicity. Families employed the strategy of drawing/sketching out solutions with a similar level of detail, regardless of parent education, language, ethnicity, and gender. Thus, we propose the use of drawing/sketching in the elementary science classroom as a useful strategy for reaching a diverse audience of learners. Family socio-economic status (as measured by parent education and family income) was strongly associated with parent language and dyad ethnicity. Implications for these findings are discussed.