Browsing University of Alaska Anchorage by Subject "evaluation"
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Alaska Election Security Report - Phase 1Alaska voters depend on a chain of people and equipment to keep their votes secure—to count and report the votes accurately and protect the secrecy of individual ballots. How secure is Alaska’s voting system? That’s what Alaska’s lieutenant governor and the Division of Elections asked the University of Alaska Anchorage to find out. We’re reporting here on the first phase of what will be a multi-phase study of Alaska’s election security. The last phase will be completed before the 2008 presidential election. What we found so far is in many ways reassuring: Alaska’s system has a number of features that address security. Paper ballots remain the official ballots, and they back up electronic counts. Vote counts are cross-checked in different locations. Alaska also has a centralized system for federal and state elections. In this first phase of the project, we did several tasks: • Examined Alaska’s voting system, including equipment and procedures. • Did detailed reviews of election-security studies for California and Florida and interviewed researchers who conducted those studies. • Identified areas of Alaska’s system that need more evaluation.
FAA Capstone Program: Phase II Baseline Report (Southeast Alaska)This report provides the Federal Aviation Administration (FAA) with information on air safety and aviation infrastructure in southeast Alaska as of December 31, 2002. The data will establish a baseline to enable the University of Alaska Anchorage (UAA) to conduct an independent evaluation of how the Capstone program affects aviation safety in the region. The FAA contracted with UAA’s Institute of Social and Economic Research and Aviation Technology Division to do a variety of training and evaluation tasks related to the Capstone program. The program is a joint effort of industry and the FAA to improve aviation safety and efficiency in select regions of Alaska, through government-furnished avionics equipment and improvements in ground infrastructure.
Longitudinal Study of First-Year Students Rose Urban Rural Exchange ProgramThe Institute of Social and Economic Research (ISER) at the University of Alaska Anchorage annually evaluates components of the Rose Urban Rural Exchange Program, to determine how well the program is achieving its purpose. The program's goal is to build understanding and a statewide sense of community-by bringing urban students to rural Alaska and rural students to urban Alaska, to help them learn about each other's cultures....In 2004, the Institute of Social and Economic (ISER) proposed, for the first time, to evaluate not only how the program did in the current year, but also to evaluate the program's lasting effects by collecting survey and interview data from students who had participated in the first year of the program, 2001....This report describes the background and research design. We will discuss the issue of lasting program efficacy in a later report. This report has four chapters. Following this brief introductory chapter, Chapter 2 describes the scope of the longitudinal evaluation. Chapter 3 provides information about the evaluation design, including development of the data collection instruments. Chapter 4 presents our preliminary findings about some of the data we have collected to this point. The appendixes include the interview protocol, pre- and post-visit questionnaires, and the urban and rural tests of knowledge.
Quality Teacher Evaluation in Alaska: Voices from the FieldThis brief focuses on the results of research regarding teacher evaluation policy and practice among a pilot group of Alaska Superintendents. The results of this report are intended to guide policy makers on creating and supporting policies which enable school leaders to effectively evaluate and support classroom teachers, helping to elicit the best from teachers on behalf of Alaska students. As Darling‐Hammond (1999) states, “Despite conventional wisdom that school inputs make little difference in student learning, a growing body of research suggests that schools can make a difference, and a substantial portion of that difference is attributable to teachers.” It is critical that we identify how to enable teachers to increase desired performance for every student.