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The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Welcoming School Climates." Contents include: (1) Welcoming and Safe Schools Require Authentic Relationship Building (Morgan Craven); (2) Texas School District Becomes First to Adopt Policy to Prevent Identity-based Bullying; (3) 70th Anniversary of "Brown v. Board of Education"; (4) The Value of Integrating STEM, the Arts and Ethnic Studies (Aurelio Montemayor, Stephanie Garcia, & Asaiah Puente); and (5) IDRA Valued Youth Partnership Tutors Win Reflection Contest Awards --Tutors Share Stories of the Program's Impact on Their Lives.

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "School Safety." Contents include: (1) Students Demand Safe, Supportive Schools: Student Authors Call for Ending Zero Tolerance and School-Based Policing (Paige Duggins-Clay); (2) Where Some Policymakers and School Leaders Get School Safety Wrong (Morgan Craven); (3) Thirty Years Later, the 1994 Gun-Free Schools Act Continues to Harm Students and Communities (Rebekah Skelton); and (4) IDRA Names Youth Advisory Board Members: Five High School Students Serve as Advisors for Education Equity Initiatives While Learning New Skills.

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Education Research." Contents include: (1) Mexican American Studies -- A Deep Look by High School Students (Marcela Hernández, Jonas Lokensgard & Hannah Rosales); (2) Embedding Social-Emotional Learning into Student-Serving Programs (Stephanie García); (3) IDRA Youth Advisory Board Members Study Culturally Responsive Teaching and School Discipline (Christina Quintanilla-Muñoz); and (4) New Texas School Finance Data Maps.

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "College Readiness and Success." Contents include: (1) Texas School Counselors Point to Troubling State of College Advising: IDRA Studies the Role of Middle School Counselors in Supporting Students' College Readiness; (2) Texas' Ban on College Diversity, Equity and Inclusion Offices Takes Effect (Chloe Latham Sikes); (3) Encouraging STEM Pathways through Student and Teacher Experiences (Stephanie García); and (4) IDRA Priorities for the 2024 Georgia General Assembly Session.

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Cultural Connections in Schooling." Contents include: (1) A Defining Moment for IDRA's Founder; (2) Students Advocate Culturally-Rich Education (Aurelio M. Montemayor); (3) IDRA School Resource Hub Provides Tools for Teaching about Race and Gender (Christie L. Goodman); and (4) Texas Legislative Education Equity Coalition Policy and Advocacy in 2023 (Rebekah Skelton).

The "Morbidity and Mortality Weekly Report" ("MMWR") series of publications is published by the Office of Science, Centers for Disease Control and Prevention (CDC), U.S. Department of Health and Human Services. Articles included in this supplement are: (1) Overview and Methods for the Youth Risk Behavior Surveillance System--United States, 2021; (2) School Connectedness and Risk Behaviors and Experiences Among High School Students--Youth Risk Behavior Survey, United States, 2021; (3) Witnessing Community Violence, Gun Carrying, and Associations with Substance Use and Suicide Risk Among High School Students--Youth Risk Behavior Survey, United States, 2021; (4) Experiences of Unstable Housing Among High School Students--Youth Risk Behavior Survey, United States, 2021; (5) Parental Monitoring and Risk Behaviors and Experiences Among High School Students--Youth Risk Behavior Survey, United States, 2021; (6) Suicidal Thoughts and Behaviors Among High School Students--Youth Risk Behavior Survey, United States, 2021; (7) Role of the COVID-19 Pandemic on Sexual Behaviors and Receipt of Sexual and Reproductive Health Services Among U.S. High School Students--Youth Risk Behavior Survey, United States, 2019-2021; (8) Dating Violence, Sexual Violence, and Bullying Victimization Among High School Students--Youth Risk Behavior Survey, United States, 2021; (9) Dietary and Physical Activity Behaviors in 2021 and Changes from 2019 to 2021 Among High School Students--Youth Risk Behavior Survey, United States, 2021; (10) Alcohol and Other Substance Use Before and During the COVID-19 Pandemic Among High School Students--Youth Risk Behavior Survey, United States, 2021; and (11) Electronic Vapor Product Use Among High School Students--Youth Risk Behavior Survey, United States, 2021.

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Bridging the Digital Divide." Contents include: (1) Texas High School Attrition Rate Worsens for the First Time in Seven Years -- Highlights of IDRA's 37th Annual Attrition Study (Charles A. Cavazos); (2) Keeping Young Digital Citizens Safe (Michelle Martínez Vega); (3) Digital Divide Stories in South Texas Colonias; and (4) The Parallel Roads to Digital and Racial Justice (Christina Quintanilla-Muñoz).

STEM education equips students with critical thinking, problem-solving, and innovation skills necessary for success. This Spotlight will help readers analyze research-backed strategies to bolster the STEM teacher pipeline; learn how teachers can build student confidence and motivation in STEM; discover how hands-on learning can increase engagement in STEM; evaluate how districts are prioritizing real-world STEM problem-solving skills; and more. Articles in this Spotlight include: (1) How to Refresh a Dwindling Pipeline of STEM Teachers? Researchers Share Strategies (Sarah D. Sparks); (2) How Teachers Build Confidence To Motivate Middle Schoolers in STEM (Arianna Prothero); (3) STEM Jobs Aren't Students' First Choice. More Hands-On Experiences Could Help, Experts Say (Lauraine Langreo); (4) Educators: Start Early to Keep Students Engaged in STEM (Kevin Bushweller); (5) Are Real-World Problem-Solving Skills Essential for Students? (Lauraine Langreo); (6) STEM Is Failing People of Color. What Educators Can Do (Ebony O. McGee); and (7) Students Can Thrive in STEM--But They Need the Right Push (Chris Moore). [This Spotlight was sponsored by Project Lead The Way (PLTW).]

A strong foundation in math is crucial for critical thinking, future careers, and navigating our data-driven world. This Spotlight will help readers identify new initiatives to address gaps in students' math skills; catch up on the debate over the best way to teach math; learn how teachers can build on students' curiosity for math; explore how to boost achievement in algebra; and more. Articles in this Spotlight include: (1) A District Is Making a Huge Bet on One Math Curriculum to Improve Achievement (Olina Banerji); (2) Teachers Are Evenly Divided on the Best Way to Teach Math (Alyson Klein); (3) 3 Ways to Strengthen Math Instruction (Madeline Will); (4) Young Students Gravitate to Math. How Teachers Can Build on That Curiosity (Alyson Klein); (5) 4 Questions to Boost Algebra Gains for Middle Schoolers (Sarah D. Sparks); (6) Teacher Group Wants a Focus on Low Math Performance, Too (Olina Banerji); and (7) Students' Math Outcomes Have Plummeted. Here's What to Do (Tracy Fray-Oliver).

The "Morbidity and Mortality Weekly Report" ("MMWR") series of publications is published by the Center for Surveillance, Epidemiology, and Laboratory Services of the Centers for Disease Control and Prevention (CDC). Articles included in this supplement are: (1) Overview and Methodology of the Adolescent Behaviors and Experiences Survey--United States, January-June 2021; (2) Use of Tobacco Products, Alcohol, and Other Substances among High School Students during the COVID-19 Pandemic--Adolescent Behaviors and Experiences Survey, United States, January-June 2021; (3) Mental Health, Suicidality, and Connectedness among High School Students during the COVID-19 Pandemic--Adolescent Behaviors and Experiences Survey, United States, January-June 2021; (4) Perceived Racism and Demographic, Mental Health, and Behavioral Characteristics among High School Students during the COVID-19 Pandemic--Adolescent Behaviors and Experiences Survey, United States, January-June 2021; and (5) Disruptions to School and Home Life among High School Students during the COVID-19 Pandemic--Adolescent Behaviors and Experiences Survey, United States, January-June 2021.

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Teaching Quality." Contents include: (1) Using Project-Based Learning and STEAM to Engage Students During the Pandemic: Highlights of IDRA EAC-"South" Assistance to Metro Nashville Public Schools (Paula N. Johnson); (2) Students Don't Need Old-Style Remediation -- Accelerated Instruction Helps Students Both Reconnect and Excel (Hector Bojorquez); (3) Principal Checklist to Reduce Bullying and Harassment: Supporting Safety and Learning for All (Aurelio M. Montemayor); and (4) Texas is Not Financing College Readiness: IDRA Releases New Study on Inequitable Access to College Prep Math Courses.

Schools experienced a massive expansion of technology over the past few years. They put in place 1-to-1 computing programs, are now using a record number of digital learning tools, and improved the availability of home-internet access for students. It was essentially a "fast-forward" for the evolution of digital learning in schools. But that expansion raises important questions: Is the availability of all these new technologies transforming teaching and learning? Or at least having a positive effect? Or is it an investment that is simply not paying off in the ways schools hoped it would? Technology Counts 2023 takes a hard look at those questions, paying particular attention to the opportunities and challenges schools face as they look ahead to 2023-24. Contents of this special report include: (1) Few Students Take Computer Science. This District Offers a Blueprint for Changing That (Alyson Klein); (2) What Happened When a District Decided to 'Mess With High School' (Alyson Klein); (3) Schools Bought Tech to Accelerate Learning. Is It Working? (Lauraine Langreo); (4) Misguided Use of Ed Tech Is a Big Problem. How Schools Can Help Prevent It (Elizabeth Heubeck); (5) 25 Stupid Uses of Educational Technology, According to Educators (Kevin Bushweller); (6) What We've Learned about Technology and Learning in the Last Three Years (Lauraine Langreo); and (7) How Educators Feel About the Impact of Technology, in Charts (Arianna Prothero).

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Bridging the Digital Divide." Contents include: (1) Texas Needs an Equitable State Broadband Plan to Serve Students and Families (Thomas Marshall); (2) Teachers Share Best Practices for Virtual Instruction in the Age of COVID-19 (Aurelio M. Montemayor); and (3) Words Matter--The Case for Shifting to "Emergent Bilingual" (Araceli García).

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Education Policy." Contents include: (1) Exciting Advances for Emergent Bilingual Students in Texas (Araceli García); (2) Politicizing Education Hurts Texas Students (Ana Ramón); (3) Federal Education Policy News -- What Educators Need to Know (Morgan Craven); (4) Texas Legislature Takes Some Steps Toward Addressing the Digital Divide (Thomas Marshall); (5) Student Health and Engagement Response to COVID-19 in Texas (Christina Quintanilla-Muñoz); (6) Family and Student Advocacy Persisted During the Texas Legislative Session Despite Structural Barriers (Aurelio M. Montemayor); and (7) Most Opportunities Missed to Expand College Preparation and Access in Texas (Altheria Caldera).

Career readiness in STEM is the foundation for developing the next generation of innovators and problem solvers in our rapidly advancing society. This Spotlight will help .identify the math skills students need for high-demand careers; review ways schools can help students take more college-ready courses; examine data on student demand for STEM-job prep courses; uncover strategies for sparking student interest in STEM; and more. Articles in this Spotlight include: (1) These 3 Fast-Growing Careers Require Strong Math Skills. Students Should Know About Them (Sarah D. Sparks); (2) How to Get Students to Take Advanced Courses Sooner: Strategies for Schools (Sarah D. Sparks); (3) How High School Students Are Making STEM Education Accessible for Younger Kids (Lauraine Langreo); (4) Students Want STEM Careers, But Think Schools Are Doing a 'Poor Job' Preparing Them (Lauraine Langreo); (5) Trouble Getting Students Interested In STEM? These Teachers Figured It Out (Lauraine Langreo); (6) What 3 After-School Programs Are Doing to Prepare Kids for the Future of Work (Lauraine Langreo); and (7) Students Can Thrive in STEM--But They Need The Right Push (Chris Moore). [This Spotlight was sponsored by Pathway2Careers (P2P).]

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "College Readiness and Access." Contents include: (1) Highlights of IDRA's 35th Annual Texas Public School Attrition Study -- Pre-COVID-19 Attrition Rate was down to 20% (Roy L. Johnson); (2) College Degrees Are Worth It -- People with Bachelor's Degrees Have Lower Poverty Rates (Bricio Vasquez); (3) How the IDRA EAC-"South" Helps School Districts Increase Access to Advanced Courses for Students of Color (Paula Johnson); and (4) Meaningful Strategies for Making STEM Accessible (Stephanie Garcia).

The "Morbidity and Mortality Weekly Report (MMWR)" is prepared by the Centers for Disease Control and Prevention (CDC). Articles included in the report are: (1) Overview and Methods for the Youth Risk Behavior Surveillance System--United States, 2019; (2) Condom and Contraceptive Use Among Sexually Active High School Students--Youth Risk Behavior Survey, United States, 2019; (3) Trends in Violence Victimization and Suicide Risk by Sexual Identity Among High School Students--Youth Risk Behavior Survey, United States, 2015-2019; (4) Interpersonal Violence Victimization Among High School Students--Youth Risk Behavior Survey, United States, 2019; (5) Prescription Opioid Misuse and Use of Alcohol and Other Substances Among High School Students--Youth Risk Behavior Survey, United States, 2019; (6) Suicidal Ideation and Behaviors Among High School Students--Youth Risk Behavior Survey, United States, 2019; (7) Tobacco Product Use Among High School Students--Youth Risk Behavior Survey, United States, 2019 (8) Dietary and Physical Activity Behaviors Among High School Students--Youth Risk Behavior Survey, United States, 2019; and (9) Transportation Risk Behaviors Among High School Students--Youth Risk Behavior Survey, United States, 2019.

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Student Voice." Contents include: (1) Maybe One Day, the Pain Won't Feel the Same (Earl Williams); (2) We Create Hope within Our Communities -- Before and during COVID-19, Texas Chief Science Officers Advocate for STEM (Elizabeth Alexander, Shreya Chaudhary, and Isela Herrera); (3) IDRA Valued Youth Partnership Students Share their Experiences as Tutors (Serenity Nance and John Tscheulin); (4) Systems in America Are Set Up to Be Racist (Alana Price); and (5) We Are Important, and So Is Our History (Quardasha Mitchell).

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Student Voice." Contents include: (1) Steps for Helping Students Become Activists -- A Teen's Advice (Melivia Mujia); (2) Building a STEM Identity through the Chief Science Officer Program (Lexis Ratto and Kelly O'Kane); (3) The Day I Taught My High School Peers (Alyssa Diaz); (4) How Student-Led Lessons Impacted My Understanding of School (Daniela Herrejon); (5) Students as Co-Collaborators in Teaching & Learning -- Advice from the Field (Andres López); and (6) High School Tutor Learns While Tutoring Others (Anahi Ortiz).

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "School Holding Power." Contents include: (1) Texas Higher Education Law Aims to Improve Outcomes for Students in Developmental Education (Bricio Vasquez); (2) Three Guiding Principles for Removing College Readiness Barriers in School Policies and Practices (Nilka Avilés and Hector Bojorquez); (3) Texas Public School Attrition Study Highlights, 2018-19 -- Attrition Rate Down to 21%, But Texas High Schools Lost Over 88,000 Students Last Year (Roy L. Johnson); (4) Valued Youth Partnership Tutor on the Importance of Being Able to Ask Questions in School (Emaje' Williams).

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is "College Preparation." Contents include: (1) Texas Public School Attrition Study, 2017-18: High School Attrition Improves by Two Points (Roy L. Johnson); (2) Still Making a Case for Algebra II (Paula Johnson); (3) Counselors Overwhelmed and Worried about Implementing Texas' New Graduation Requirements: IDRA Study Explores Counselor Concerns in Supporting Students for College Preparation (Hector Bojorquez); and (4) Expanding Career Awareness for College… Especially for First-timers (Aurelio M. Montemayor).

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is "Religion Equity." Articles include: (1) Religion Equity in Schools -- Protecting Students and Their Civil Rights (Paula N. Johnson); and (2) Religion Equity and School Dress Codes (Sulema Carreón-Sánchez and Phoebe Schlanger). In a section titled "Six Teens Win 2018 National Essay Contest Awards," Intercultural Development Research Association (IDRA) Coca-Cola Valued Youth Program tutors share stories of the program's impact on their lives.

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is "Rejecting a Return to Tracking." Articles include: (1) Getting it Just Right! -- Rigor and College Prep for All (Paula N. Johnson); (2) Rural Districts Take a 24 Percent Hit in Algebra II Enrollment: IDRA Ready Texas Study Examines Texas HB[subscript 5] Graduation Requirements (Hector Bojorquez); and (3) Locked Gates and Hurdles on the College Path (Aurelio M. Montemayor).

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on college bound students and includes: (1) Since When are Good Grades and Diversity a Bad Thing? Recommendations and the Texas Top Ten Percent Plan (David Hinojosa); (2) Strategies for Creating College Readiness for Students of Color and Immigrant Students (DeShawn Preston and Amanda E. Assalone); (3) Relational Youth Violence--Protecting Muslim Youth in School (Sofia Bahena); and (4) Immigrant Students' Rights to Attend Public Schools: Alert for Registering Students for School.

The COVID-19 pandemic has redoubled attention to the challenges families face in making sure their children are fully prepared and supported in their journey through school. This first of three Quality Counts 2021 installments provides grades and scores for the nation and each state on a range of factors setting students up for success in school and later life, based mostly on federal data from 2019. To provide a more real-time perspective, the EdWeek Research Center offers an original analysis of U.S. Census Bureau surveys from fall 2020 on how families with children in school are coping with stresses from the coronavirus pandemic. Articles in this issue's Quality Counts report include: (1) Nation Notches Progress on Chance-for-Success Index (Sterling C. Lloyd and Alex Harwin); and (2) Census Data Show Impact on Home Learning Environment (Alex Harwin and Yukiko Furuya).

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Student Voice and includes: (1) Youths in Action--Intergenerational Leadership (Aurelio M. Montemayor); (2) The Role of Conversation in the Classroom--Promoting Student Voice through Instructional Dialogue (Paula Johnson); (3) Students Become Leaders in their Community to Support Peers on the Path Toward College (Aurelio M. Montemayor); and (4) Implementation of New Texas Graduation Requirements Needs Further Study--Ready Texas: Stakeholder Convening Proceedings Report Released.

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on College Preparedness and includes: (1) Ready Texas: Gathering Stakeholder Input to Guide Research on New Texas High School Graduation Plans (Laurie Posner); (2) Beyond the College T-shirt Days--Transition Counseling to Ensure College Success (Aurelio M. Montemayor); (3) Leaders Turn Around Schools--Transformational Equity Focus Makes College Readiness a Priority (Nilka Avilés); and (4) Immigrant Students' Rights to Attend Public Schools: Alert for Registering Students for School.

As the 2020-21 school year opens amid the COVID-19 pandemic's disruption, this third and final installment of Quality Counts 2020 delivers a data-driven portrait of the nation's school system along with A-F grades and rankings for each state on a wide range of academic, school finance, and socioeconomic indicators. This report also includes an exclusive Coronavirus Learning Loss Risk Index using recent U.S. Census Bureau data to weigh states' educational vulnerability in key areas, in addition to the first full update of Quality Counts' K-12 Achievement Index since 2018. Articles in this issue's Quality Counts report include: (1) Nation's Schools Receive a 'C' As Pandemic Turns Up the Heat (Sterling C. Lloyd and Alex Harwin); (2) COVID-19 Learning Loss Index Reveals Big Equity Problems (Alex Harwin and Yukiko Furuya); and (3) Nation Shows Mediocre Academic Performance as Pandemic Continues (Sterling C. Lloyd and Xinchun Chen). [For the first installment of Quality Counts 2020, see "Quality Counts 2020: Chance for Success. Education Week. Volume 39, Number 19" (ED604437). For the second installment, see "Quality Counts 2020: School Finance. Education Week. Volume 39, Number 33" (ED605585).]

Stagnation or promise? The third and final installment of "Quality Counts 2019" offers evidence for both in an annual summing up of the nation's K-12 system. The Education Week Research Center analyzed dozens of factors ranging from the academic to the socioeconomic in coming up with its all-inclusive state rankings and A-F grades. The results and analysis offer cautions along with clues to moving forward as policymakers seek to jump-start national progress in public education. Articles in this issue's Quality Counts report include: (1) Nation Earns a Grade of C Amid Mixed State Showing (Sterling C. Lloyd and Alex Harwin); and (2) Challenging Slog Toward Boosting School Quality (Evie Blad). [Snapshots written by Evie Blad, with research assistance from Hector Arzate. For the first installment in this three-part series, see ED592465. For the second installment, see ED595739.]

English language learners (ELLs) with disabilities are a growing part of the K-12 school population nationwide. The available knowledge on how to effectively educate K-12 English language learners with disabilities, and measure their progress, is small but growing. However, many educators and families have pressing questions. How can educators distinguish between language-related needs and disability-related needs when evaluating and teaching these students? How do these students fit into and benefit from current teaching approaches? How can schools create more collaboration between language-related and disability-related services in meeting the complex needs of ELLs with disabilities? And, for their parents, how do the special education and English as a second language systems work, what are their child's options and rights, and what is the family's role in Individualized Education Programs and other aspects of their child's education? The 18 articles in this issue of "Impact" offer responses to these questions from people around the country who are helping the nation's education system respond to the needs of this growing student population.

Past research has examined the widening gender gaps in college expectations and enrollment in the United States in which more women than men expect to continue their education and enroll in postsecondary institutions. A discrepancy exists between students' expectations and their enrollment behavior: more students expect to attend college than actually enroll. This discrepancy--effectively students' unrealized expectations and the commensurate gender gap--has recently gained the attention of the educational research community, but with inconsistent results. This inconclusiveness may be due in part to different operational definitions, assumptions, and/ or methods researchers have used in analyzing this phenomenon. Using 35 years of nationally representative data from American high school graduates and two operational definitions for unrealized expectations, we explore how the gender gap has changed over time by race and socioeconomic status. We find the two operational definitions of unrealized expectations yield results that differ in direction and magnitude. These findings demonstrate that operational definitions of fundamental constructs can change the results and conclusions and recommendations made, particularly as these relate to educational expectation formation and realization. The paper concludes by asserting the value of using multiple operational definitions to best represent the complexity of educational phenomena. [For "A Case Study to Examine Peer Grouping and Aspirant Selection. Professional File. Article 132, Fall 2013," see ED573093. For "Tracking the Discount: Tuition Discount Rates, Net Tuition Revenue, and Efforts to Inform Institutional Practices. Professional File. Article 133, Fall 2013," see ED573092.]

The "Morbidity and Mortality Weekly Report" ("MMWR") Series is prepared by the Centers for Disease Control and Prevention (CDC). Data presented by the Notifiable Disease Data Team and 122 Cities Mortality Data Team in the weekly "MMWR" are provisional, based on weekly reports to CDC by state health departments. This issue of "Morbidity and Mortality Weekly Report" includes the following reports: (1) Outbreak of Meningococcal Disease Associated with an Elementary School--Oklahoma, March 2010 (Kristy Bradley, Lauri Smithee, Thomas Clark, Henry Wu, Raydel Mair, Brian Harcourt, Leonard Mayer, Susanna Schmink, Christopher Paddock, Sherif Zaki, and Steven Grube); (2) HIV, Other STD, and Pregnancy Prevention Education in Public Secondary Schools--45 States, 2008-2010 (Laura Kann, Nancy Brener, Timothy McManus, and Howell Wechsler); and (3) Influenza Outbreaks at Two Correctional Facilities--Maine, March 2011 (Sara Robinson, Peter Smith, Stephen D. Sears, Joseph Shubert, Carrie Reed, and Susan E. Manning). Announcements and QuickStats are also included. Individual reports contain figures, tables and references.

The "Morbidity and Mortality Weekly Report" ("MMWR") Series is prepared by the Centers for Disease Control and Prevention (CDC). Data presented by the Notifiable Disease Data Team and 122 Cities Mortality Data Team in the weekly "MMWR" are provisional, based on weekly reports to CDC by state health departments. This issue of "Morbidity and Mortality Weekly Report" includes the following reports: (1) Physical Activity Levels of High School Students--United States, 2010 (Janet E. Fulton, Dianna D. Carroll, Deborah A. Galuska, Sarah M. Lee, Danice K. Eaton, Nancy D. Brener, and MinKyoung Song); (2) Beverage Consumption Among High School Students--United States, 2010 (Nancy D. Brener, Caitlin Merlo, Danice Eaton, Laura Kann, Sohyun Park, and Heidi M. Blanck); and (3) Place of Influenza Vaccination Among Adults--United States, 2010-11 Influenza Season (Erin D. Kennedy, Tammy A. Santibanez, Leah N. Bryan, Pascale M. Wortley, Gary L. Euler, James A. Singleton, Carolyn B. Bridges, Cindy W. Weinbaum, Lisa M. Koonin). Also included are: (1) Notes from the Field; (2) Announcement; (3) Errata: Vol. 60, No. 21; and (4) QuickStats. Individual reports contain tables and references.

This newsletter summarizes the results from five reports commissioned by the British Columbia Council on Admissions and Transfer (BCCAT) that profiled the academic experiences and demographics of BC college transfer students: those students who transferred from a BC college, university college, or institute to a BC university during the period 2003/04 to 2007/08. The reports were prepared by Simon Fraser University, Thompson Rivers University, the University of British Columbia (Vancouver campus), the University of Northern British Columbia, and the University of Victoria. Between them, over the period concerned, they welcomed over 27,000 BC college transfer students. SFU and TRU included transfer students from Yukon College, which is a member of the BC Transfer System (i.e., the set of institutions within BC for which transfer agreements, overseen by BCCAT, have been made). (Contains 12 tables and 5 figures.)

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. "Outlook" is published monthly by CAPE. This issue contains the following articles: (1) Congress Bars New Students from Scholarship Program; (2) USDE Webinar Addresses Recovery Act and Private Schools; (3) Chicago School in USDE Spotlight; and (4) CAPE Notes.

The "CURA Reporter" is published quarterly to provide information about the Center for Urban and Regional Affairs (CURA), an all-University applied research and technical assistance center at the University of Minnesota that connects faculty and students with community organizations and public institutions working on significant public policy issues in Minnesota. Items in this issue include: (1) Improving the Education of Minnesota's Students from Pre-K through College: Measuring Student Progress and Using Data to Drive Decision Making (Michael C. Rodriguez, Kathleen Matuska, Julio Cabrera, and Stacy Karl); (2) Learning to Bridge Different Ways of Knowing: The Dream of Wild Health American Indian Seed-Garden Project as Mentor (Craig A. Hassel); (3) Attorneys' Perspectives on the Violation of the Civil Rights of Immigrants Detained in Minnesota (Jacob Chin, Katherine Fennelly, Kathleen Moccio, Charles Miles, and Jose D. Pacas); (4) Advancing Neighborhood Goals: The Role of Geographic-Based Community Development Corporations (Noel Nix); (5) The 2010 U.S. Census: Ensuring Everyone Counts in Minneapolis (Margaret Kaplan); (6) Designing a Social-Welfare Safety Net that Supports Low-Income Workers (Jodi R. Sandfort); (7) Will Craig Earns Spot in GIS Hall of Fame; (8) Project Funding Available from CURA; (9) Estrogen Mimics in Industrial Wastewater: Sources and Treatment (Mark S. Lundgren and Paige J. Novak); (10) Achieving Success in Business: A Comparison of Somali and American-Born Entrepreneurs in Minneapolis (Shannon Golden, Elizabeth Heger Boyle, and Yasin Jama); and (11) Kris Nelson Earns Outstanding Community Service Award. Individual articles contain tables, figures and footnotes.

The purpose of the U.S. Department of Education's online newsletter "The Education Innovator" is to promote innovative practices in education; to offer features on promising programs and practices; to provide information on innovative research, schools, policies, and trends; and to keep readers informed of key Department priorities and activities. This issue of the newsletter includes the feature article "Hopes for the i3 Fund and OII: A Conversation with OII's New Assistant Deputy Secretary," an interview with James H. Shelton III examining the key tenets of the new i3 fund. He shares his perspective on the role of innovation in schools and the role of OII in fostering and supporting innovation. Regular sections include: (1) What's New? and (2) Innovations in the News.

"Outlook" is the monthly newsletter for the Council for American Private Education (CAPE). Each issue contains information relating to private education such as: new legislation and regulations, the most recent research, court rulings, national trends, federal initiatives, private school news briefs, and more. This issue includes: (1) Government Offers H1N1 Guidance and Resources; (2) DC Scholarship Debate Heats Up; (3) Vouchers, Charters, and Private Schools; (4) Faith-Based Forum; and (5) CAPEnotes. [For "Outlook. Number 346," see ED506077.]

States have taken a "standards-based" approach to education during the past two decades; however, as reported in the Hunt Institute-sponsored study by the National Research Council, that approach has fallen short of its lofty and admirable goals. A comprehensive and integrated system of standards, assessments, curriculum, instructional materials, data, teacher and principal development, and student support is rarely found in states. Yet, each of these is a vital component of a successful and productive education enterprise. State leaders must address these shortcomings or too many of their students will continue to fail. The great news is that states do not have to work in isolation as they seek answers to these universal challenges. They can address these shortcomings by building on President Obama's commitment to education, Secretary Duncan's determination to support and foster innovation through the Race to the Top Fund (RTT), and the ever-increasing interest in collaboration among states. Leaders who are committed to the improvement of education in their states will capitalize on the one-time American Recovery and Reinvestment Act (ARRA) funds to drive lasting change and will lead creative and innovative thinking to compete for RTT dollars. Leaders who allow this opportunity to slip by, fail to use these funds well, or do not take bold action, will not serve their constituents well. "Blueprint" is designed to help state leaders identify leverage points for change and to note several key efforts and resources that are available to assist them. The Coalition for Student Achievement--a group of more than 50 organizations committed to ensuring that ARRA funds are used to drive effective education reform--is one of those sources. This issue summarizes and references the Coalition's efforts and publications as well as those from a variety of sources. [For "Blueprint. Number 2," see ED505670.]

The purpose of the U.S. Department of Education's online newsletter "The Education Innovator" is to promote innovative practices in education; to offer features on promising programs and practices; to provide information on innovative research, schools, policies, and trends; and to keep readers informed of key Department priorities and activities. This issue of the newsletter includes feature article, "American Recovery and Reinvestment Act: Stimulating the Economy and Advancing Reform." The American Recovery and Reinvestment Act (ARRA) provides billions of dollars to strengthen education through the State Fiscal Stabilization Fund (SFSF); Title I, Part A of the Elementary and Secondary Education Act (ESEA); Part B of the Individuals with Disabilities Education Act (IDEA); Pell Grants; Federal Work-Study; and other programs. It also provides support for adults with disabilities through the Vocational Rehabilitation State Grants program and the Independent Living programs authorized under the Rehabilitation Act. Regular sections include: (1) What's New? and (2) Innovations in the News. [For "The Education Innovator. Volume VII, No. 3," see ED504727.]