Pub Date : 2023-07-17DOI: 10.3102/01623737231183397
R. J. Waddington, R. Zimmer, M. Berends
A pervasive issue in the school choice literature is whether schools of choice cream skim students by enrolling high-achieving, less-challenging, or less-costly students. Similarly, schools of choice may “push out” low-achieving, more-challenging, or more-costly students. Using longitudinal student-level data from Indiana, we created multiple measures to examine whether there is evidence consistent with the claims of voucher-participating private schools cream skimming the best students from public schools or pushing out voucher-receiving students. We do not find evidence consistent with the claim of cream skimming. However, we find evidence consistent with the claim of private schools pushing out the lowest-achieving voucher students. This is the first study to examine these two issues within a statewide private school voucher program.
{"title":"Cream Skimming and Pushout of Students Participating in a Statewide Private School Voucher Program","authors":"R. J. Waddington, R. Zimmer, M. Berends","doi":"10.3102/01623737231183397","DOIUrl":"https://doi.org/10.3102/01623737231183397","url":null,"abstract":"A pervasive issue in the school choice literature is whether schools of choice cream skim students by enrolling high-achieving, less-challenging, or less-costly students. Similarly, schools of choice may “push out” low-achieving, more-challenging, or more-costly students. Using longitudinal student-level data from Indiana, we created multiple measures to examine whether there is evidence consistent with the claims of voucher-participating private schools cream skimming the best students from public schools or pushing out voucher-receiving students. We do not find evidence consistent with the claim of cream skimming. However, we find evidence consistent with the claim of private schools pushing out the lowest-achieving voucher students. This is the first study to examine these two issues within a statewide private school voucher program.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44281065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-17DOI: 10.3102/01623737231183414
Matthew Ronfeldt, Matthew Truwit, Emanuele Bardelli, Kevin Schaaf, Brian Smith
Despite the critical role of mentors in the preparation of preservice teachers, very little causal quantitative research has explored the effects of offering mentors professional development (PD) around how to coach and support their candidates. We conduct an experimental evaluation of a PD opportunity randomly offered to mentors within six different Tennessee programs over the course of 3 years to investigate its impacts on the perceptions and practices of both the mentors themselves and their candidates. PD significantly increased the frequency of coaching provided by mentors and mentors’ own instructional effectiveness but did not impact their candidates’ satisfaction or feelings of preparedness, though candidates of mentors assigned to treatment were marginally significantly more likely to find employment.
{"title":"Cultivating Stronger Coaching in Clinical Mentors: An Experimental Evaluation of the Mentors Matter Professional Development Initiative","authors":"Matthew Ronfeldt, Matthew Truwit, Emanuele Bardelli, Kevin Schaaf, Brian Smith","doi":"10.3102/01623737231183414","DOIUrl":"https://doi.org/10.3102/01623737231183414","url":null,"abstract":"Despite the critical role of mentors in the preparation of preservice teachers, very little causal quantitative research has explored the effects of offering mentors professional development (PD) around how to coach and support their candidates. We conduct an experimental evaluation of a PD opportunity randomly offered to mentors within six different Tennessee programs over the course of 3 years to investigate its impacts on the perceptions and practices of both the mentors themselves and their candidates. PD significantly increased the frequency of coaching provided by mentors and mentors’ own instructional effectiveness but did not impact their candidates’ satisfaction or feelings of preparedness, though candidates of mentors assigned to treatment were marginally significantly more likely to find employment.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45950893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-11DOI: 10.3102/01623737231182672
Andrea Briceno Mosquera
Undocumented immigrants face learning, compliance, and psychological costs when confronting in-state resident tuition (ISRT) policy implementation. Building on administrative burdens scholarship and using qualitative data from 19 semi-structured interviews with undocumented youth immigrants, this article examines administrative burdens that may discourage and prevent students from accessing ISRT policy—a public benefit aimed at extending their educational opportunities. Findings demonstrate that undocumented youth navigate multifaceted contexts, including multiple rules at different organizational levels and interactions with admissions officers whose attitudes may facilitate or obstruct access. This study spotlights how some intended beneficiaries may be more affected by stigma and fear, depriving them of accessing public benefits. Furthermore, the study shows how bureaucratic procedures reinforce existing social inequalities by affecting those less well-positioned to address burdens.
{"title":"“They Asked for More, More, and More Paperwork”: Administrative Burdens When Undocumented Youth Claim In-State Resident Tuition Policy Benefits","authors":"Andrea Briceno Mosquera","doi":"10.3102/01623737231182672","DOIUrl":"https://doi.org/10.3102/01623737231182672","url":null,"abstract":"Undocumented immigrants face learning, compliance, and psychological costs when confronting in-state resident tuition (ISRT) policy implementation. Building on administrative burdens scholarship and using qualitative data from 19 semi-structured interviews with undocumented youth immigrants, this article examines administrative burdens that may discourage and prevent students from accessing ISRT policy—a public benefit aimed at extending their educational opportunities. Findings demonstrate that undocumented youth navigate multifaceted contexts, including multiple rules at different organizational levels and interactions with admissions officers whose attitudes may facilitate or obstruct access. This study spotlights how some intended beneficiaries may be more affected by stigma and fear, depriving them of accessing public benefits. Furthermore, the study shows how bureaucratic procedures reinforce existing social inequalities by affecting those less well-positioned to address burdens.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43716836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-10DOI: 10.3102/01623737231182629
Curtis J. Jones, M. Reeves, Dongmei Li, Leon J. Gilman
Future Forward leverages both tutoring and parent engagement to support the literacy development of early primary students. In 2010, Future Forward was awarded an Investing in Innovations grant to develop and test its impact in seven Milwaukee Public Schools, primarily serving Black and Latinx students. A randomized control trial evaluation found 2 years of participation had positive impacts on foundational literacy, reading achievement, and school attendance (Jones & Christian, 2021). We followed participants 5 years past the end of the i3 study to determine whether benefits were sustained. Students receiving Future Forward continued to demonstrate improved reading achievement, school attendance, and were less likely to be placed into special education. Even considering this, Future Forward participants fell behind in their reading development over time.
未来前进利用辅导和家长参与来支持小学生的识字发展。2010年，Future Forward获得了“创新投资”(Investing In Innovations)赠款，用于开发和测试其在密尔沃基七所公立学校的影响，这些学校主要服务于黑人和拉丁裔学生。一项随机对照试验评估发现，两年的参与对基础素养、阅读成绩和出勤率有积极影响(Jones & Christian, 2021)。我们在1993年研究结束后对参与者进行了5年的随访，以确定这些益处是否持续。接受“未来前进”计划的学生继续表现出阅读成绩和出勤率的提高，而且接受特殊教育的可能性更小。即使考虑到这一点，随着时间的推移，“未来前进”参与者的阅读能力还是落后了。
{"title":"What Is the Sustained Impact of Future Forward on Reading Achievement, Attendance, and Special Education Placement 5 Years After Participation?","authors":"Curtis J. Jones, M. Reeves, Dongmei Li, Leon J. Gilman","doi":"10.3102/01623737231182629","DOIUrl":"https://doi.org/10.3102/01623737231182629","url":null,"abstract":"Future Forward leverages both tutoring and parent engagement to support the literacy development of early primary students. In 2010, Future Forward was awarded an Investing in Innovations grant to develop and test its impact in seven Milwaukee Public Schools, primarily serving Black and Latinx students. A randomized control trial evaluation found 2 years of participation had positive impacts on foundational literacy, reading achievement, and school attendance (Jones & Christian, 2021). We followed participants 5 years past the end of the i3 study to determine whether benefits were sustained. Students receiving Future Forward continued to demonstrate improved reading achievement, school attendance, and were less likely to be placed into special education. Even considering this, Future Forward participants fell behind in their reading development over time.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"32 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69392562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.3102/01623737231178299
Beth E. Schueler, Luke C. Miller
Public school enrollment dramatically decreased during the pandemic, but the patterns of decline and student movement across schools are not yet well understood. Using statewide student-level data from Virginia, we find pre-K–12 enrollment dropped by 4% between fall 2019 and the first post-pandemic fall of 2020. The changes were the largest in pre-kindergarten and kindergarten and explained mostly by decreases in new enrollees, though exits also increased. K–12 enrollment declines were the largest among White and economically-advantaged students (but largest for Black and economically-disadvantaged pre-kindergartners). We also observe a decline in school transfers (both within and between districts), concentrated among Black and economically-disadvantaged students and students with disabilities. Findings have implications for equity, school funding, and student well-being.
{"title":"Post-Pandemic Onset Public School Enrollment and Mobility: Evidence From Virginia","authors":"Beth E. Schueler, Luke C. Miller","doi":"10.3102/01623737231178299","DOIUrl":"https://doi.org/10.3102/01623737231178299","url":null,"abstract":"Public school enrollment dramatically decreased during the pandemic, but the patterns of decline and student movement across schools are not yet well understood. Using statewide student-level data from Virginia, we find pre-K–12 enrollment dropped by 4% between fall 2019 and the first post-pandemic fall of 2020. The changes were the largest in pre-kindergarten and kindergarten and explained mostly by decreases in new enrollees, though exits also increased. K–12 enrollment declines were the largest among White and economically-advantaged students (but largest for Black and economically-disadvantaged pre-kindergartners). We also observe a decline in school transfers (both within and between districts), concentrated among Black and economically-disadvantaged students and students with disabilities. Findings have implications for equity, school funding, and student well-being.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"14 6","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41301365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-19DOI: 10.3102/01623737231176509
Kylie L. Anglin
School districts are traditionally subject to a variety of state regulations on educational inputs. Absent regulations, policymakers fear that districts will make inappropriate decisions. However, it is also possible that regulations hinder schools from optimizing student learning. This article tests the salience of these hypotheses by estimating the impact of the Texas District of Innovation statute, which allows districts to opt out of regulations on inputs like teacher certification and class sizes. Using web-scraped implementation data, I document widespread exemptions and variation in regulatory preferences. However, staggered difference-in-differences analyses demonstrate a limited impact of deregulation within 4 years, suggesting that deregulation alone is a relatively weak lever for spurring innovation and changing the state of education.
{"title":"The Role of State Education Regulation: Evidence From the Texas Districts of Innovation Statute","authors":"Kylie L. Anglin","doi":"10.3102/01623737231176509","DOIUrl":"https://doi.org/10.3102/01623737231176509","url":null,"abstract":"School districts are traditionally subject to a variety of state regulations on educational inputs. Absent regulations, policymakers fear that districts will make inappropriate decisions. However, it is also possible that regulations hinder schools from optimizing student learning. This article tests the salience of these hypotheses by estimating the impact of the Texas District of Innovation statute, which allows districts to opt out of regulations on inputs like teacher certification and class sizes. Using web-scraped implementation data, I document widespread exemptions and variation in regulatory preferences. However, staggered difference-in-differences analyses demonstrate a limited impact of deregulation within 4 years, suggesting that deregulation alone is a relatively weak lever for spurring innovation and changing the state of education.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44012984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-19DOI: 10.3102/01623737231175461
Matthew Shirrell, Travis J. Bristol, Tolani A. Britton
Although Black and Latinx students disproportionately face exclusionary school discipline, prior research finds that the likelihood of suspension for Black students decreases when they are taught by greater proportions of Black teachers. Little prior work, however, has examined whether these effects generalize to large, diverse, urban school districts or to Asian American or Latinx students and teachers. Using student fixed-effects models and 10 years of data from New York City, we find that assignment to greater proportions of ethnoracially matched teachers decreases the likelihood of suspension for Black and Latinx students. The magnitudes of these effects are small but suggest that diversifying the teacher workforce could lead to significant decreases in exclusionary discipline in urban districts.
{"title":"The Effects of Student–Teacher Ethnoracial Matching on Exclusionary Discipline for Asian American, Black, and Latinx Students: Evidence From New York City","authors":"Matthew Shirrell, Travis J. Bristol, Tolani A. Britton","doi":"10.3102/01623737231175461","DOIUrl":"https://doi.org/10.3102/01623737231175461","url":null,"abstract":"Although Black and Latinx students disproportionately face exclusionary school discipline, prior research finds that the likelihood of suspension for Black students decreases when they are taught by greater proportions of Black teachers. Little prior work, however, has examined whether these effects generalize to large, diverse, urban school districts or to Asian American or Latinx students and teachers. Using student fixed-effects models and 10 years of data from New York City, we find that assignment to greater proportions of ethnoracially matched teachers decreases the likelihood of suspension for Black and Latinx students. The magnitudes of these effects are small but suggest that diversifying the teacher workforce could lead to significant decreases in exclusionary discipline in urban districts.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48726971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-19DOI: 10.3102/01623737231175166
Eupha Jeanne Daramola, Taylor Enoch-Stevens, James C. Bridgeforth, Akua Nkansah-Amankra
As school board meetings are integral sites of local education policymaking, scholars must consider how structural racism manifests in these spaces across various district contexts. We examine how racialized institutional logics undergird the interactions between majority-Black district leadership and a local Black community during school board meetings. Through an ethnographic case study of school board meetings over the 2019–2020 school year, we find that racialized pressures led predominantly Black school board members and district administrators to uphold policies and practices that limited two-way authentic interactions with their Black constituents. In conclusion, we argue that racial representation in educational politics may be important, but is not sufficient unless accompanied by changes to policies and practices that privilege Whiteness and reproduce racism.
{"title":"“On a Risky Slope of Democracy”: Racialized Logics Embedded in Community–School Board Interactions","authors":"Eupha Jeanne Daramola, Taylor Enoch-Stevens, James C. Bridgeforth, Akua Nkansah-Amankra","doi":"10.3102/01623737231175166","DOIUrl":"https://doi.org/10.3102/01623737231175166","url":null,"abstract":"As school board meetings are integral sites of local education policymaking, scholars must consider how structural racism manifests in these spaces across various district contexts. We examine how racialized institutional logics undergird the interactions between majority-Black district leadership and a local Black community during school board meetings. Through an ethnographic case study of school board meetings over the 2019–2020 school year, we find that racialized pressures led predominantly Black school board members and district administrators to uphold policies and practices that limited two-way authentic interactions with their Black constituents. In conclusion, we argue that racial representation in educational politics may be important, but is not sufficient unless accompanied by changes to policies and practices that privilege Whiteness and reproduce racism.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42592129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-08DOI: 10.3102/01623737231168817
F. Curran, Lelydeyvis Boza, Katharine Harris-Walls, Tiffany S. Tan
Research using school discipline and infraction data has contributed to public policy conversations by helping elucidate the effects of and disproportionate experience of school disciplinary outcomes. This research brief presents results from an analysis of the public availability of such data from state departments of education. Findings suggest that while public availability of discipline data has not changed significantly over the past decade, states are more likely to disaggregate such data by subgroups. Unfortunately, such data remain generally focused on a small number of exclusionary practices rather than nonpunitive or nonexclusionary alternatives. Infraction data are slightly less available than discipline data and significantly less likely to be disaggregated by subgroup.
{"title":"Assessing the Public Availability of School Discipline and Infraction Data","authors":"F. Curran, Lelydeyvis Boza, Katharine Harris-Walls, Tiffany S. Tan","doi":"10.3102/01623737231168817","DOIUrl":"https://doi.org/10.3102/01623737231168817","url":null,"abstract":"Research using school discipline and infraction data has contributed to public policy conversations by helping elucidate the effects of and disproportionate experience of school disciplinary outcomes. This research brief presents results from an analysis of the public availability of such data from state departments of education. Findings suggest that while public availability of discipline data has not changed significantly over the past decade, states are more likely to disaggregate such data by subgroups. Unfortunately, such data remain generally focused on a small number of exclusionary practices rather than nonpunitive or nonexclusionary alternatives. Infraction data are slightly less available than discipline data and significantly less likely to be disaggregated by subgroup.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42609883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-08DOI: 10.3102/01623737231169270
Dorottya Demszky, Jing Liu, H. Hill, Dan Jurafsky, C. Piech
Providing consistent, individualized feedback to teachers is essential for improving instruction but can be prohibitively resource-intensive in most educational contexts. We develop M-Powering Teachers, an automated tool based on natural language processing to give teachers feedback on their uptake of student contributions, a high-leverage dialogic teaching practice that makes students feel heard. We conduct a randomized controlled trial in an online computer science course (N = 1,136 instructors), to evaluate the effectiveness of our tool. We find that M-Powering Teachers improves instructors’ uptake of student contributions by 13% and present suggestive evidence that it also improves students’ satisfaction with the course and assignment completion. These results demonstrate the promise of M-Powering Teachers to complement existing efforts in teachers’ professional development.
{"title":"Can Automated Feedback Improve Teachers’ Uptake of Student Ideas? Evidence From a Randomized Controlled Trial in a Large-Scale Online Course","authors":"Dorottya Demszky, Jing Liu, H. Hill, Dan Jurafsky, C. Piech","doi":"10.3102/01623737231169270","DOIUrl":"https://doi.org/10.3102/01623737231169270","url":null,"abstract":"Providing consistent, individualized feedback to teachers is essential for improving instruction but can be prohibitively resource-intensive in most educational contexts. We develop M-Powering Teachers, an automated tool based on natural language processing to give teachers feedback on their uptake of student contributions, a high-leverage dialogic teaching practice that makes students feel heard. We conduct a randomized controlled trial in an online computer science course (N = 1,136 instructors), to evaluate the effectiveness of our tool. We find that M-Powering Teachers improves instructors’ uptake of student contributions by 13% and present suggestive evidence that it also improves students’ satisfaction with the course and assignment completion. These results demonstrate the promise of M-Powering Teachers to complement existing efforts in teachers’ professional development.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46350064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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