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Students believe mathematics is best learned by memorization; however, endorsing memorization as a study strategy is associated with a decrease in learning (Schoenfeld, 1989). When the world changed with the onset of the COVID-19 global pandemic, instruction transitioned to fully remote instruction where many assignments and examinations became open textbook, open note, and even open Internet. In this new world, did students change their beliefs about the role of memorization in learning? Did academic performance change? And did the relationship between memorization beliefs and academic performance change? The current study takes advantage of data collected in an online interactive statistics textbook used by courses before (in-person) and after (remote) the declaration of the COVID-19 pandemic at three institutions, each representing a part of the California Master Plan for Higher Education (e.g., University of California, California State University, and California Community Colleges). Results from 2668 students who used the textbook showed that the UC institution had lower memorization belief scores compared to both the CSU and CCC institutions. Even when controlling for institution and chapter of the textbook, lower memorization belief scores were related to higher performance. Surprisingly, there were no significant differences in either memorization beliefs nor performance before and after transitioning to online remote instruction due to the pandemic. Although much of educational research is conducted in one institution, this kind of research can identify differences across institutional contexts to understand how learning can be affected by different teaching formats, including in-person and online/distance, brought on by disruptive social changes such as a global pandemic.

Youth with disabilities experience bullying at rates much higher than those who do not identify as having a disability; however, they are often underrepresented in national measures of bullying due to a lack of accessibility. This study was set to evaluate (1) how individuals with disabilities define "bullying," (2) the prevalence of bullying among youth with disabilities in comparison to national bullying rates previously reported in the literature, and (3) their knowledge of the resources available to prevent bullying. Surveys were developed and administered to participants from two populations in California: (1) youth with disabilities, (2) parents of youth with disabilities. Results of the study showed that the definition of bullying is subjective and the prevalence of bullying experienced among individuals with disabilities was 90%. Over half of the youth with disabilities and their parents were unaware of how to file an anti-bullying complaint and 29% were unsure if their school had an anti-bullying policy. This study revealed that it is imperative for the public to better understand the concept of bullying, especially among the population of individuals with disabilities, to ensure the development and enforcement of robust policies. It also highlighted the lack of knowledge among individuals with disabilities regarding current policies put in place to mitigate bullying in the schools. Results of this study emphasized the need for including adolescents with disabilities in conversations about bullying and for the development of more inclusive preventive measures.

A compelling body of research suggests that students from racially marginalized and minoritized (RMM) backgrounds are systematically deterred from Science, Technology, Engineering, and Math (STEM) fields when teachers and scientists create ideologically colorblind STEM learning environments where cultural differences are deemed irrelevant and disregard how race/ethnicity shapes students' experiences. We examine whether and how STEM faculty can serve as important sources of information that signal racial/ethnic diversity inclusion (or exclusion) that influence RMM students' motivation to persist in STEM. Specifically, we focus on RMM students' perceptions of their faculty research mentors' cultural awareness--the extent to which students believe that their faculty research mentor acknowledges and appreciates racial/ethnic differences in STEM research. Results from a longitudinal survey of RMM students (N = 150) participating in 74 faculty-led STEM research labs demonstrated that RMM students who perceived their faculty research mentor to be more culturally aware experienced more positive "social climates" in the lab and were more "identified as scientists." Increased science identity, in turn, predicted their motivation to pursue STEM careers 3 months later. These findings demonstrate the importance of acknowledging, welcoming, and celebrating racial/ethnic diversity within STEM learning environments to broaden inclusive and equitable participation in STEM.

Research indicates that students benefit from working with faculty with whom they can identify. Do Hispanic students find Hispanic faculty with whom to work at Hispanic Serving Institutions? To answer that question, this study builds on a 13-year line of research that has focused on engaged, public, metropolitan research universities. From a national sample of 35 such universities, this study examines the eight R1 Hispanic Serving Institutions (HSIs). These eight HSIs serve as important anchor institutions in their respective metropolitan regions: (a) Florida International University (Miami, FL); (b) University of California, Riverside (Los Angeles, CA); (c) University of Houston, Houston (Houston, TX); (d) University of Illinois, Chicago (Chicago, IL); (e) University of New Mexico (Albuquerque, NM); (f) University of North Texas, Denton (Dallas, TX); and (g) University of Texas, Arlington (Dallas, TX). Using IPEDS data, this study examines the proportional representation (ratio) of faculty to students in 18 intersectional gender-race/ethnicity categories for each HSI over the 10-year period, 2011 to 2020. The central statistic is the percentage of full-time faculty in a gender-race/ethnicity category (e.g., Female Hispanic/Latino full-time faculty) is subtracted by the percentage of 12- month unduplicated student headcount in that same category (e.g., Female Hispanic/Latino students). When the outcome of this operation is positive, the faculty in that category are said to be overrepresented; when negative, underrepresented. The study's findings demonstrate the underrepresentation of Female Hispanic/Latino faculty at these HSIs and the overrepresentation of Male White faculty. Details of each university's dynamics are discussed, as well as their overall pattern.

Growth mindset has been shown to predict academic achievement in a variety of student populations, though the strength of the relationship can vary depending on the characteristics of the students examined. Using a large-scale sample of middle school students from a diverse district in the United States, we examine how multiple facets of students' experiences and background characteristics may interact to impact the relation between mindset and academic achievement. We consider whether the risk factors of socioeconomic status (including a student's daily experience of that status) and recent school transition interacted with mindset in predicting academic achievement. We show that mindset is most predictive of academic achievement in students with two academic risk factors. These results highlight the importance of context when considering how mindset might be used to improve academic achievement for students at the greatest academic risk.

Purpose: Studies tracking changes in physical education (PE) policy adherence after an intervention are scarce. In California, successful litigation against 37 school districts for not providing adequate PE time compelled district schools' teachers to post PE schedules online or on-site for 3 years. We performed a follow-up study 4 years after the expiration of lawsuit settlement stipulations to determine the level of adherence in the absence of external accountability. Methods: We reexamined the websites of all 37 school districts, 106 schools' websites that posted time information in spring 2018 (Time 1), and a proportionate 20% random sample of schools' websites (n = 150) that posted no information at Time 1. We used descriptive statistics and paired t tests to detect differences between Times 1 and 2. Discussion/Conclusion: District websites mostly maintained postings of PE time documents and information, while the proportion of Time 1 posting school websites with such content dropped by 58%-67%. At the school level, compliance to policy mandates was positively, but not permanently impacted by a lawsuit intervention.

Compared to all other options, homeschooling provides parents with the most control over their children's educational experiences. The COVID-19 pandemic led to a surge in the U.S. homeschool population. Black families had the largest increase in home educators from 3.3% to 16.1% between April 2020 and October 2020. The emerging literature on Black home education has focused almost entirely on urban areas. This paper presents findings from a pilot study designed to begin to address the omission of rural setting representation in Black home education research literature. This qualitative study employed conceptual frameworks that value Black women's ways of knowing (e.g., Black Feminist Theory, Endarkened Feminist Epistemologies, and Critical Race Theory) to emphasize the role of participating mothers who represented a single-parent household or a household where the mother maintained primary responsibility for the home education of children.

The COVID-19 pandemic abruptly shifted the delivery of teaching and learning, particularly for adult English learners (ELs) and international students enrolled in US institutions. This study investigates EL perspectives of their English instructors during the COVID-19 pandemic and the shift to remote learning in the spring of 2020 through a quantitative approach. Participants (N = 158) completed a perception questionnaire, and the results were analyzed through IBM SPSS Statistics 27.0.1. Results identify lower attendance and engagement tied to perceptions of limited instructor knowledge in online environments. In addition, they show perceptions of lower instructor effort, limited opportunities to connect with peers, and limited resources for students. These findings suggest the need for instructors with digital literacy skills and social and emotional skills in order to connect and strengthen class communities.

This work examines what appears to be the most effective comprehensive learning support program ever available for underprepared college students. The Accelerated Study in Associate Programs initiative was designed and implemented at the City University of New York Community Colleges. It offers a wide range of integrated college acclimation, learning, and affective support for community college students placed in developmental education. Research studies consistently show the intervention to be quite substantially effective, especially in supporting student achievement of long-term outcomes such as transfer and graduation.

An opportunity exists to attract students from historically underrepresented communities into the geosciences, the least diverse of the STEM fields. Home to a diverse population, Riverside County in Southern California supports several community colleges with thriving geoscience programs where students can take a range of geology courses in preparation for a geology major at 4-year universities. The Geoscientist Development (GEODE) Program is designed to recruit and retain students from underrepresented groups into geoscience majors and careers and increase students' interest in transferring from a 2-year college to a 4-year college. In this study, we examined how participation in a 10-week paid research internship affected students' interest in studying and pursuing a degree or career in geoscience. Combining quantitative analysis of Likert-style survey questions and thematic content analysis of open-ended questions, we determined that paid research internships positively impacted students' interest in geoscience and increased their interest in transferring from their 2-year college to a 4-year university. The students reported benefits of new research skills, career preparation, and networking; they struggled with a lack of background knowledge and a lack of research time. These results demonstrate a promising way to strengthen geoscience educational pathways and increase diversity in the geosciences. This program can be implemented at other institutions by forming cross-campus relationships and with relatively small financial commitments.

Background: Districts with federal nutrition programs must have an updated local school wellness policy (LSWP) to promote nutrition, physical activity, and student wellness. This study evaluates factors associated with LSWP quality among low-income districts. Methods: In 2018, we collected LSWPs from websites of 200 randomly selected, county-stratified, low-income-serving California public districts. Multivariable linear regression assessed associations between district characteristics, model LSWP use (national, state, none), and adoption date on policy quality. Results: On the WellSAT 3.0 scale of 0-100, mean (95% CI) comprehensiveness was 65.0 (63.2-66.7) and strength was 37.3 (35.3-39.2). Nearly verbatim adoption of model LSWPs was high (68.5% state model, 13.0% a national model). Half were adopted before mandated updates. District size (=1000 students) and national model LSWP adoption were associated with higher comprehensive scores. National model LSWP adoption was associated with higher strength scores in updated policies compared with those not updated. Implications: LSWPs have improved school food and activity environments, but district engagement in LSWP is low. Integration into education frameworks that reduce learning barriers could provide synergy for re-engagement. Conclusions: High adoption of model policies and low update compliance indicate little district engagement in LSWP. Mixed methods studies of districts with high-quality LSWP are needed.

Relative to parents of children with neurotypical development and other developmental disabilities, parents of autistic children experience higher levels of parenting stress, which are associated with deleterious consequences for parents' mental and physical health and child functioning. Despite urgent calls to action, parenting stress is rarely addressed directly in interventions for families of autistic children, and less so in underserved and racial/ethnic minority populations where clinical needs are greater. This study tested the efficacy of mindfulness-based stress reduction, compared to a psychoeducation and support intervention, in reducing parenting stress among diverse families of autistic preschoolers. Participants (N = 117) were randomly assigned to the mindfulness-based stress reduction or psychoeducation and support groups; assessments were conducted at baseline, immediately postintervention, and 6 and 12 months postintervention. Results indicated significant reductions in parenting stress across both the mindfulness-based stress reduction and psychoeducation and support intervention conditions; however, reductions in parenting stress were greater for parents in mindfulness-based stress reduction than in psychoeducation and support. Furthermore, the benefit of mindfulness-based stress reduction relative to psychoeducation and support increased over time, with significant group differences in parenting stress detected at 12-month follow-up.

Student voice is essential for PBIS, but a tool for gathering students' perspectives of PBIS is not available in the literature. The purpose of this study was to develop and validate a universal-level PBIS survey for students, the Student Perceptions of Behavior and Discipline (StPBD). This survey was designed to mobilize student engagement and guide implementation with cultural and contextual fit. Survey development was informed by literature review, feedback from users and researchers, pilot tests, and exploratory and confirmatory factor analysis. Analyses of items designed to measure aspects of school climate, student-staff relationships, and family connections confirmed these three distinct factors. Linear mixed-effect analyses revealed significant relationships between the survey, student perceptions of PBIS practices in the school, school level, discipline, and gender identity.

Primary care providers (PCPs) are increasingly called upon to screen for and treat depression. However, PCPs often lack the training to diagnose and treat depression. We designed an innovative 12-month evidence and mentorship-based primary care psychiatric training program entitled the University of California, Irvine (UCI) School of Medicine Train New Trainers Primary Care Psychiatry (TNT PCP) Fellowship and examined whether this training impacted clinician prescription rates for antidepressants. We retrieved information on 18,844 patients and 192 PCPs from a publicly insured health program in Southern California receiving care between 2017 and 2021. Of the 192 PCPs, 42 received TNT training and 150 did not. We considered a patient as exposed to the provider's TNT treatment if they received care from a provider after the provider completed the 1-year fellowship. We utilized the number of antidepressant prescriptions per patient, per quarter-year as the dependent variable. Linear regression models controlled for provider characteristics and time trends. Robustness checks included clustering patients by provider identification. After PCPs completed TNT training, "exposed" patients received 0.154 more antidepressant prescriptions per quarter-year relative to expected levels (p < 0.01). Clustering of standard errors by provider characteristics reduced precision of the estimate (p < 0.10) but the direction and magnitude of the results were unchanged. Early results from the UCI TNT PCP Fellowship demonstrate enhanced antidepressant prescription behavior in PCPs who have undergone TNT training. A novel, and relatively low-cost, clinician training program holds the potential to empower PCPs to optimally deliver depression treatment.

Research shows student success in advanced-level science, technology, engineering, and mathematics (STEM) programs is connected to future educational and economic opportunities. Yet, Black students have been excluded from participating in rigorous mathematics courses that prepare them to engage in STEM majors and careers. This article reviews research on Black student mathematics participation at the pre-college, post-secondary, and professional levels. Three systemic barriers to Black student participation are limited access, limiting mindsets and beliefs, and lack of support. Eliminating these barriers can result in an increase in Black students' enrollment, persistence, and achievement in advanced mathematics courses. The article provides strategies proven successful in urban contexts to ensure equitable learning environments that maximize the full potential of Black students. Educational leaders must address systemic inequities rooted in racism, purposefully engage Black students in rigorous and extended learning opportunities, and provide them with peer and faculty support.

We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring over a 2-year period. We examined outcomes for the schools, students (N = 547), and families. At the conclusion of the study, CSESA schools had significantly higher program quality than the services-as-usual (SAU) schools. In addition, students in the CSESA schools had significantly higher total attainment of educational goals than students in SAU schools. There were not significant differences between the two groups on standardized assessment outcomes. We discuss implications for intervention implementation and future research with this population in the public school context.

This article presents a qualitative study of how undocumented students experience a unique dimension of legal oppression in the U.S. that results in diminishing their hope in a country that they consider their home. Throughout this study and with the use of a Critical Legal Studies perspective, the author interrogates the role that U.S. immigration law plays in creating hostile and, many times, hopeless scenarios for undocumented youth trying to receive an education. By identifying the ways that undocumented youth face both "de jure" and "de facto" detrimental consequences, this study demonstrates how a double layer of legal oppression is formed that is omnipresent in the minds and lives of undocumented students. It is argued that, as educators, it is important to comprehend that undocumented students live under the constant threat of legal enforcement as they traverse the U.S. educational system from K-12 through college. As classroom instructors, this unique dimension is not always apparent because we either do not know that someone is undocumented, or, unless we are undocumented, we do not sufficiently understand what it means to be undocumented. This article attempts to help better understand this experience through the voices of college-bound, undocumented youth from California and Arizona.

"Remedial Trap." "Bridge to Nowhere." "Completion Divide." Such language used to describe the field of Developmental Education (DE), especially by those outside the field, is undeniably deficit oriented. In this manuscript, we initiate a dialog that critiques such portrayals of DE, particularly those that appear in key documents that have had great influence on policy and legislation impacting DE. The manuscript is written symposium style, beginning with a coauthored reflection on the current terminology used to shape the narrative of a field, followed by responses by three professionals within the field. Respondents: Darolyn A. Flaggs, Assistant Professor of Education, Kennesaw State University; Michelle A. Francis, Reading Instructor, West Valley College; and Concetta A. Williams, Director of Composition, Chicago State University.

Public school administrators in the United States are required to supervise special education services, which include physical education and adapted physical education (APE). Although school administrators supervise and provide resources to support APE services, APE teachers have indicated that school administrators often interfere with their day-to-day practices and instruction. Thus, the purpose of this study was to examine school administrators' beliefs, attitudes, and intentions toward supporting APE within their school. Using a qualitative description approach, guided by the theory of planned behavior, nine building principals from California were interviewed about their perceptions and past experiences with APE. A thematic analysis enabled the authors to construct three interconnected themes: (1) APE teachers and services are valued, yet not prioritized; (2) stakeholders' support of APE can impact principals' attitudes and support of APE; yet, many remain indifferent regarding support of APE; and (3) lack of knowledge, resources, and funding prevents principals from providing adequate support to APE services and teachers. These findings emphasize both the support and barriers building principals often contribute to APE teachers' service delivery. Additionally, these findings highlight the important role administrators have in supporting APE teachers and creating a culture where APE services and teachers are valued. Future research designed to improve attitudes among school administrators toward APE is necessary. Moreover, to provide essential resources for effective APE service delivery, systematic and theoretically driven interventions that link knowledge to fill the APE knowledge gap among school administrators are warranted.

International students, particularly international English as a Second Language (ESL) students who come to the United States with relatively lower levels of English oral language proficiency, are often reluctant to participate in academic discussions. In a graduate-level TESOL program with a majority of international ESL students, a video recording, sharing, and discussion platform, "Flip," was utilized in the program's teaching innovation. "Flip" is widely adopted by educators of all grade levels worldwide, as it enables educators to create a less formal online space to meet the holistic needs of international ESL students, including both academic and social needs. The article explains the teaching context of the practice, four stages of course integration with "Flip," reasons for the integration, reflections, and future pedagogical directions. Incorporating "Flip" in this program promotes linguistic benefits, teacher identity and skill development, a community of belonging, and increased equity in assessment. Practical pedagogical considerations are also provided at the end of the article.

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth of color experience high rates of mental health disorders, yet they experience challenges to accessing mental health services. Community health worker (CHW) models of care have potential to promote equitable mental health services among LGBTQ youth. Our aim was to understand how CHW models could be adapted to better support LGBTQ youth of color in accessing mental health services. Semi-structured qualitative interviews were conducted with LGBTQ youth of color (n = 16), caregivers of LGBTQ youth (n = 11), and CHWs (n = 15) in Massachusetts and California. Interviews were coded by 8 members of the research team. A Rapid Qualitative Analysis was conducted to identify themes. Caregivers, youth, and CHWs all endorsed the value of CHW models for this population. They also almost universally suggested multiple adaptations are needed for the model to be effective. Four main categories of themes emerged related to intervention adaptations: (1) Why adaptations are needed for LGBTQ youth, (2) Who should serve as CHWs providing care, (3) How CHWs should be trained, and (4) What content needs to be included in the intervention. Broadly, findings suggest the relevance of having CHW models for LGBTQ youth of color to address stigma and discrimination experienced, access to culturally and linguistically relevant services, and the need for caregiver support of LGBTQ youth. CHWs need increased training in these areas.

Promoting equitable access to the arts may depend on structures that support teachers in integrating arts into core curricula. We describe an arts-integration design that spotlights attention within and beyond one teacher credential program to one arts field--drama--engaging 24 new non-arts teachers across grades and subjects who participated in a drama academy. Our project shines the light on contributions of early-career teachers to generating conceptions derived from immersion in drama and inquiry into classroom practice. We focus on teachers' developing repertoires of drama-based pedagogy (DBP) practices for use among diverse learners, and on engagements in ongoing inquiry and reflective cycles. Drawing upon teachers' reflections and classroom inquiry projects from a multiyear experience, we mapped teachers' drama conceptions and practices in three interactive tiers: "foundational," "core," and "critical literacies." We illustrate themes with teachers' reflections and reports of practice, including a vignette of a Mexican-American/Chicana teacher with children ages 9-10, a number of them native-Spanish speaking emergent bilinguals. The study informs teacher efforts in diverse classrooms to integrate and sustain classroom drama. Drawing upon insights and themes from results, we offer policy implications and recommendations for others wishing to design for and learn from innovative drama integration efforts.

Background: Classroom discourse featuring meaning making supports students achieving discipline-specific learning. However, moving beyond recitation requires developing beliefs, skills, structures, and practices. Any theorizing we do about developing discussion practice must attend to realities of culturally and linguistically diverse classrooms. Purpose: Our study offers a teacher education innovation that prepares ELA candidates to facilitate discussion, framed by a set of noticing lenses: noticing for "collaborative communication," "content learning," and "equity." We asked: As they reflected on their first attempts at facilitating discussion in diverse secondary ELA classes, what did preservice teachers (PSTs) notice about their discussion practices and students' engagement and response patterns? Participants: Our study features an inquiry course in a teacher credential program. Participants were 83 PSTs pursuing secondary English credentials, student teaching in diverse classrooms. Three-fifths identified as White, with 39% identifying as PSTs of color. Design: We constructed a database of multipage essays in which PSTs reflected on videotaped discussion tryouts. We developed a coding scheme from research literature and emerging themes from data review to capture what PSTs noticed. We organized themes conceptually using and adapting a multi-lens noticing framework. Additionally, we constructed vignettes to explore ways two PSTs were noticing discussion engagements among their diverse learners. Results: We found evidence of all three noticing lenses in the data. Of the three lenses, collaborative communication was densest. PSTs were preoccupied with "getting students talking." PSTs also reflected on attempts at co-constructing meaning and tracking flow of ideas. Three-fourths documented noticing of crosscontent literacy development. Fewer PSTs demonstrated attending to collaborative interpretation of literary works, an important aspect of ELA-specific discussion. Although PSTs were beginning to leverage cultural and linguistic knowledge, many were not yet responding to or educating about racism and other forms of bias. To demonstrate multi-lens noticing in practice, we present two vignettes of how PSTs interpreted salient moments in classroom discussion. Conclusions: Our research provides a launching for understanding what PSTs notice in early stages of leading discussion and highlights what is needed to jumpstart this process early. Findings underscore the need to build authentic and tangible discussion-leading practice, with deeper attention to ELA disciplinary goals and equity. Our study highlights a framework as an analytical and pedagogical tool to help PSTs organize and reflect on emerging discussion practices. Framework and findings may serve as a heuristic for teacher educators committed to fostering learning about equitable discussion.

This article describes a study in which teacher candidates' teacher self-efficacy was examined while using the "Text Talk" program and the Gradual Release of Responsibility format during their clinical experience in literacy. Data analysis indicates that teachers reported a statistically significant increase in their self-efficacy as a result of their experience. Themes from an openended survey included that teacher candidates reported that they felt prepared to support students, benefited from classroom-based professional support, hands-on experience teaching students, and grew in their use of literacy strategies.

Though culturally relevant educational leadership has been practiced for more than 20 years, marginalized students from culturally diverse communities continue to be underserved. Additionally, other educational programs outside of traditional K-12 school environments are far less likely to have educational administrators who have any experience or training in culturally relevant leadership, begging the question, "Do we really understand what effective culturally relevant leadership best practices are, and if so, how can we improve them in all educational settings, and not just K-12 education?" This research project focuses on answering the following questions: 1.) What best practices are utilized by culturally relevant educational administrators?; 2.) What best practices are utilized by culturally relevant educational administrators who come from different cultural or racial backgrounds?; and 3.) What best practices are utilized by culturally relevant administrators from different types of educational institutions or environments? A qualitative multiple-case study design was utilized to explore the best practices of four randomly selected educational administrators in California, from different cultural backgrounds and from different school environments, with considerable experience and success in teaching and educational administration. Results from the study indicate that despite some differences in their approaches and their respective educational programs, there were common factors that were instrumental in the record of success experienced by these research participants. Key among these factors were (I.) Positive Relationships with the local community; (II.) Principal or Administrative Mentoring Programs; and (III.) Shared Decision Making. These, and other factors were vital for professional development, improved student academic performance, retention, and engagement, especially for marginalized populations in culturally diverse schools. [Editor Note: Sadly, this article is being published posthumously as the author passed away prior to having the opportunity to integrate the feedback from editors and reviewers after the manuscript was accepted during the early stages of screening manuscripts. Special thanks go to Dr. Ricardo Stanton-Salazar and Dr. Gilberto Conchas as well as the JLER editorial team that the article was revised and re-written to reflect the late Dr. Washington's thinking, albeit that JLER is not responsible for any errors of fact or judgement that may exist in the article.]

Compelling research evidence shows benefits for student learning from explaining one's ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a five-month span, we investigated how students interacted with each other to solve problems when the teacher was not driving the interaction. We identified multiple profiles of group interaction that yielded highly-detailed participation for some or all students in the group. These profiles varied in terms of whether students interacted in an ongoing, sustained manner or interacted periodically but not continually, whether one or multiple students initiated problem-solving strategies, and whether group members worked jointly or largely separately on their strategies. No single profile of group interaction was either necessary or sufficient to lead to highly-detailed participation for all students in the group.

Purpose: For many individuals with autism spectrum disorder (ASD), postsecondary outcomes are poor. This may be due to insufficient academic supports, particularly with regard to literacy skills, during high school. More information is needed about skill profiles so that we can better differentiate support for students with varying social, communication, cognitive, and academic proficiency levels. This study was designed to (a) identify unique literacy profiles of high school students with ASD, (b) assess profile stability over time, (c) identify predictors of profile membership, and (d) analyze stakeholder reports of required school support intensity. Method: Participants were a diverse sample of high school students with ASD, 14-21 years old (N = 544), their parents, and their teachers who participated in a randomized controlled trial of a comprehensive treatment model for high school students with ASD. Standardized measures were administered to assess nonverbal IQ, autism symptomatology, language/adaptive communication, reading comprehension, academic knowledge, and parent/teacher report of school support needs intensity. Latent transition analysis was conducted to examine sample heterogeneity and to explore the stability of the profiles. Associations between profiles and reports of support intensity were examined. Results: Four literacy profiles were identified that were stable over 2 years: Emergent Literacy/Comprehensive Support, Low Literacy/Intensive Support, Average Literacy/ Moderate Support, and Average Literacy/Limited Support. Parent and teacher reports of school support intensity generally aligned with the profiles. Conclusions: These analyses provide insight into the diverse literacy and support needs in ASD. Implications for practice and the role of speech-language pathologists in assessment and intervention are discussed.

Young children express interest and understanding about science topics through everyday conversations with parents. Little is known about how much interest preschool-aged children show in astronomy. Using a diary report methodology, we asked parents in three communities in coastal California to keep track of conversations with their three to five-year-old children about nature. The communities varied in demographics, including one community with predominantly European-American families, one community with predominantly Latinx families, and one community with families from a variety of backgrounds. Overall, young children showed interest in astronomy through initiation and engagement in conversations about a variety of astronomical objects and events; this was consistent across gender, age, and community. Across all three communities, conversations about astronomy accounted for approximately 15% of the conversations about nature, ranking in the top three most frequent topics for each group. Children initiated the vast majority of conversations with their parents, including those about astronomy. Within astronomy, children were most interested in the sun, moon, stars, and day or night sky. Thus, while science educators may see astronomy as too complex for young children, children observe and comment on astronomical phenomena as part of their everyday life. Finding ways to support educators and parents in talking with children about these observations may productively build on this early astronomy interest and position children for greater understanding and engagement in this domain.

The Social Emotional Health Survey-Secondary-2020 (SEHS-S-2020) is a well-studied option for assessing social emotional health to support students within a multitiered system of school support. While a growing body of literature supports the SEHS-S-2020 measure for assessing student covitality, there is less validation evidence specifically for middle-school-aged students. The present study aimed to fill this gap in the literature by examining its use for younger adolescents. Study participants were from two samples, including a cross-sectional sample with 9,426 students in Grades 7-8 from 32 counties in California and a longitudinal sample with 414 students in Grades 6-8 from two middle schools. Data analyses examined structural validity, internal consistency, measurement invariance, criterion validity, predictive validity, and response stability. Results indicate excellent fit indices for a four-level higher-order measurement model, with adequate concurrent and one-year predictive validity coefficients, supporting the use of the SEHS-S-2020 measure with young adolescents in middle school settings. The discussion focuses on implications for assessing students' psychosocial assets, universal school-based screening, and cultural and intersectionality considerations when interpreting SEHS-S-2020 responses.

Background: Overall, high rates of American high school seniors lack writing proficiency (75%) and historically underrepresented minority (URM) populations fare even worse (91% of African American, 89% of Latinx) (U.S. Dept of Education, 2011), which suggests that URM college students enter college with lower writing abilities (Bracco et al., 2021). Co-curricular writing instruction could help eliminate writing skill disparities. The Health Science Intensive Writing Workshop (HSIWW) aimed to increase students' perceived confidence in their writing abilities, encourage and increase academic help-seeking behaviors and networking skills. Description of Practice: A project-based learning methodology proved the best fit because of its focus on real-world problems and assessments, and emphasis on collaboration and revisions of personal work. Outcomes: Eight upper-division health science undergraduate students participated in the 5-day HSIWW. Descriptive statistics indicated increases in perceived ability, confidence in writing abilities, and academic help-seeking behaviors. Conclusion: To the study team's knowledge, the HSIWW was unique as a co-curricular, project-based course that used high-impact practices to teach public health writing skills to URM students in higher education. HSIWW's findings suggest a positive impact on student achievement by improving student performance and scaffolding the academic help-seeking behaviors that help keep students on the path to graduation.

Teacher education has underutilized the inclusion of art museum education experiences for preservice teachers (Henry, 2004). Teacher educators recognize that learning by doing is effective, which is why some early field experience is required in most teacher education programs (Darling-Hammond, 2006). Teacher education places preservice teachers in classrooms to learn. Why not place them in museums? This qualitative inquiry illuminates potential benefits for supervised preservice teachers to teach in art museums collaboratively. If art museum educators are hesitant to invite preservice teachers to teach art to children in their museums, their concerns can be addressed through existing research, and more research on this subject can help get more preservice teachers into museums.

In a prospective cohort study of Latinx adolescents living in an agricultural county in California, we examined perceptions of federal immigration policy and its effects on community and individual wellbeing. From May to December 2017, 565 youth responded to an open-ended item integrated into ongoing surveys. Median age was 14 (range 13-16 years), 53% female, and 94% Latinx. About 12% were immigrants, 71% children of immigrant parents, and 52% had a parent employed in farm work. Most (78%) indicated they directly experienced or observed effects of current federal immigration policies. Adolescents described anti-immigrant sentiment as heightening discrimination, isolation, fear, and mental health changes. They also perceived constraints on future educational and employment opportunities. These findings suggest that the federal immigration policy environment can negatively impact the wellbeing of youth in Latinx communities and that immigration policy should be considered a social determinant of health.

Our objective was to estimate disparities in binge drinking among secondary school students in California at the intersection of gender identity, race, and ethnicity, without aggregating racial and ethnic categories. We combined two years of the statewide middle and high school California Healthy Kids Survey (n = 951,995) and regressed past month binge drinking on gender identity (i.e., cisgender, transgender, or not sure of their gender identity), race (i.e., white, American Indian or Alaskan Native, Asian, Black or African American, Native Hawaiian or Pacific Islander, or multiracial), and ethnicity (i.e., Hispanic/Latinx or non-Hispanic/Latinx), and their interaction. Transgender students had greater odds of reporting past month binge drinking than cisgender students, with greater magnitudes among students with minoritized racial or ethnic identities compared to non-Hispanic/Latinx white students. For example, among non-Hispanic/Latinx white students, transgender students had 1.3 times greater odds (AOR = 1.30, 95% CI = 1.12-1.50), whereas among Hispanic/Latinx Black or African American students, transgender students had 5.3 times greater odds (AOR = 5.33, 95% CI = 3.84-7.39) of reporting past month binge drinking than cisgender students. Transgender adolescents, particularly those with minoritized racial or ethnic identities, may be at disproportionate risk of binge drinking. Interventions that address systemic racism and cisgenderism from an intersectional perspective are needed.

We assessed college students' perceptions of safety related to concealed carry of firearms on a university campus. Explicit assessments were collected before passage, before implementation, and after implementation of the law; implicit assessments were collected before and after implementation. For comparison, we included college students from a campus in another state that did not contemplate such legislation. Students in the state with the concealed carry law showed a significant increase in the perceived likelihood of weapon violence following its passage but not following implementation on campus one year later. No differences in safety over time were noted using the implicit measure. Passage of a concealed carry law can significantly increase perceived likelihood of weapon violence on a university campus, whereas actual implementation may not.

Understanding how learning environments productively mobilize children's ideas as resources for participation in joint activity is an ongoing focus of research on classroom instruction. We investigated whole-class mathematics conversations in which multiple students participated in ways previous research suggests are consequential for learning. We found that in such conversations, students rarely presented the entirety of their solutions before other students engaged. Rather, incomplete explanations and written representations that emerged over time created entry points for other students to contribute in mathematically substantive ways. These aspects of student participation operated in combination with teachers' in-the-moment responses to create opportunities for, and publicly recognize, different kinds of contributions as resources for collective work. Our findings suggest that, rather than challenges to communication that must be overcome, students' vague, unfinished, and ambiguous ideas present productive contributions that can be leveraged to support collective mathematical work.

"¡Juntos Podemos!"/Together We Can! is a multigenerational, districtwide collective of educators, community organizers, and activists. Located in eastern Los Angeles County, the group developed intentionally and horizontally to address the disenfranchisement of the working-class communities of La Puente and Valinda using the California Voting Rights Act. Drawing from a praxis-oriented approach, "¡Juntos Podemos!" explores the process of organizing and its connection to theory and practice. This approach builds from the experiences of members to see how different positionalities influence their participation in the struggle for school transformation. First, we highlight the politics of the school district and history of community-based school organizing from which "¡Juntos Podemos!" emerges. Second, we present narratives of two collective members who grew up in different areas of the district at distinct time periods to illustrate how their experiences were shaped by dominant ideologies of schooling and why they became involved in "¡Juntos Podemos!" Third, we discuss how our efforts to change the ways school board members are elected as a first step in shifting the composition of the school board. We conclude with a discussion of transformation as an ongoing process that draws on multiple approaches and strategies.

Nearly all undergraduate biology courses rely on quizzes and exams. Despite their prevalence, very little work has been done to explore how the framing of assessment questions may influence student performance and affect. Here, we conduct a quasi-random experimental study where students in different sections of the same course were given isomorphic questions that varied in their framing of experimental scenarios. One section was provided a description using the self-referential term "you", placing the student in the experiment; another section received the same scenario that used classmate names; while a third section's scenario integrated counterstereotypical scientist names. Our results demonstrate that there was no difference in performance throughout the semester between the sections, nor were there differences in students' self-reported stress and identity. However, students in all three sections indicated that they most preferred the self-referential framing, providing a variety of reasons that suggest that these variants may influence how well a student reads and processes the question. In addition, our results also indicate that the framing of these scenarios can also have a large impact on some students' affect and attitude toward the question. We conclude by discussing implications for the biology education research community and biology instructors.

A vast majority of elementary students struggle with the core, pre-algebraic concept of mathematical equivalence. The Improving Children's Understanding of Equivalence (ICUE) intervention integrates four research-based strategies to improve outcomes for second grade students: (1) introducing the equal sign before arithmetic, (2) nontraditional arithmetic practice, (3) concreteness fading exercises, and (4) comparison and explanation. In a large-scale randomized control trial in California public schools, 132 second grade teachers were randomly assigned to either use the ICUE intervention or an active control consisting of nontraditional arithmetic practice alone. Using data from 121 teachers in the analytic sample, the study found that students in the intervention group outperformed students in the active control on proximal and transfer measures of equivalence with no observable tradeoffs in computational fluency. The findings suggest that the ICUE intervention helps students construct a robust understanding of mathematical equivalence, a critical precursor to success in algebra.