This study aims to assess the Average Treatment Effect (ATE) of receiving special education services on revised Item Response Theory (IRT) scaled math achievement test scores. By employing a methodological repertoire comprising linear regression with ordinary least squares (OLS), propensity score matching (PSM), Bayesian Additive Regression Trees (BART), and Multilayer Perceptron (MLP), we examine the impact of these interventions. Leveraging data from the Early Childhood Longitudinal Study Kindergarten 2010-11 cohort (ECLS-K:2011), we systematically analyze the ATE of special education services on students' math achievement. The results show that all models yield negative ATE results, suggesting a deleterious effect of special education services on fifth-grade math scores. Furthermore, we employ Principal Component Analysis (PCA) to corroborate these findings, aligning with outcomes obtained from causal inference and Machine Learning (ML) based methods. This research emphasizes the importance of method diversity in educational research and highlights the need for assessments of intervention effectiveness to help educational practices and policies.

In today's digital age, the popularity and development of online education systems provide students with more flexible and convenient ways of learning. However, students' adaptation to the online education system is affected by a variety of factors, including gender, age, educational background, and field of specialisation. Through in-depth analyses and studies of these factors, the following conclusions can be drawn: gender has little influence on students' adaptation to online education, and male and female students perform similarly overall, but the proportion of male students at high adaptation levels is significantly higher than that of females. The majority of students show medium adaptability, indicating that the overall effect of online education is average. students in the age groups of 6-10, 16-20 and 26-30 years old have lower adaptability levels, and there are more low adaptability groups among students in colleges and universities. students majoring in IT are more adapted to the online education system, and students not majoring in IT have relatively poorer adaptability level. Local students are more adaptable to online education than foreign students. In areas with unstable electricity, students' adaptability is usually lower. The decision tree algorithm predictions showed good overall model accuracy, with higher prediction accuracy for students with high, low and medium levels of adaptability. The test set accuracy was 93.27%, and the precision and recall were both 93.33%, indicating excellent model predictions. In summary, by deeply analysing the influence of various factors on students' adaptation degree to online education and using the random forest algorithm to make predictions, it can provide an important reference for improving the effectiveness of online education systems and provide useful insights for personalised education.

This paper takes the street dance elective courses at Ningxia University as the research object. By employing questionnaire surveys, interviews, and logical analysis methods, this paper analyzes the current situation of street dance elective course teaching at Ningxia University. The research concludes the following points: 1. Students have a high interest in street dance. 2. There is a shortage of teaching staff. 3. Some students find it difficult to learn course content. Based on these findings, the following suggestions are proposed: 1. Further strengthen the campus promotion of street dance culture. 2. Enhance teaching staff capacity. 3. Adopt non-traditional teaching methods with a focus on fundamental training.

On August 15, 1945, Japanese Foreign Minister Mamoru Shigemitsu signed the instrument of surrender, marking Japan's formal capitulation to the Allied forces. This surrender signaled the defeat of the Axis powers and effectively halted Japan's rising trajectory. Grounded in positional realism and the theory of strategic rhythm, this paper introduces a novel analytical framework to examine the discrepancies between strategic objectives and rhythm in Japan's rising process. Subsequently, the paper chronologically reviews Japan's historical ascent, utilizing this analytical lens to assess the alignment between Japan's early, middle, and late-stage strategic objectives with its comprehensive capabilities, as well as the congruence between objectives and strategic rhythm. The analysis suggests that Japan initially maintained a strategic equilibrium with appropriate objectives and rhythm. However, discrepancies emerged in the middle period between strategic objectives and rhythm, escalating to a misalignment between objectives and comprehensive capabilities in the later stages. This confluence of misalignments culminated in a "dual mismatch," ultimately interrupting Japan's rise.