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Autism spectrum disorder (ASD) is a neurodevelopmental disability affecting 1 in 44 children nationally. Timely referral to intervention and support services for ASD has consistently demonstrated significant long-term positive effects on symptoms and subsequent skills and family outcomes. This paper highlights a novel and innovative approach of short-term consultations for best practices to ultimately increase access to timely ASD evaluations and support through a state-wide school telehealth initiative. The goal of the initiative was to facilitate rapid access to ASD evaluation and support (within 2 weeks of referral in school-age youth) among under-resourced school systems in Central Texas. First, this paper provides background relative to current disparities that many children face when attempting to obtain ASD evaluations and support. Second, a statewide legislative response is described that created a mental health consortium targeting increased access to broad-based mental health services and supports, particularly in underserved areas. Next, the Texas Child Health Access Through Telemedicine (TCHATT) program is outlined with a particular focus on day-to-day operationality and concentrated efforts to increase mental health literacy among school teams relative to ASD symptoms and co-occurring behavioral health concerns. Year 1 utilization data metrics (September 2020-May 2021) and representative case examples are presented. Finally, early "lessons learned" and future directions are discussed.

This research investigates whether teachers' unions influence student academic achievement in Southern states that prohibit collective bargaining. Our data are from the School and Staffing Survey and the Stanford Education Data Archive. We measure the strength of teachers' unions by union membership rate and meet-and-confer status of a district and employ a multilevel mixed-effects model to control for unobservable common characteristics of districts within each state. We find that teachers' unions have a significantly positive association with student test scores, in both math and English, particularly for Hispanic and Black students. This positive link of unions with math is concentrated on the low- and mid-socioeconomic status (SES) districts but is detected across all SES for English.

Course-based undergraduate research experiences (CUREs) offer a novel avenue for engaging students in the scientific process (Bangera and Brownell, 2014). In contrast to traditional laboratories, CUREs are designed to foster autonomy through student-driven hypothesis generation, experimentation, data analysis, and dissemination of findings (Auchincloss et al., 2014; Spell, Guinan, Miller, and Beck, 2014). In this article, the authors describe the development and evaluation of the BIOL 1108: Health Disparities in the Border Region II CURE, which represents efforts to address concerns through purposeful integration of civic engagement education into the CURE curriculum. A health disparities course theme was identified given the widespread health inequalities along the U.S.-Mexico border that have posed a challenge to the U.S. healthcare system (Bastida, Brown, and Pagán, 2008; Rosales, Carvajal, and de Zapien, 2016). They also present both quantitative and qualitative evidence suggesting that participation in the CURE positively impacts students' development of public health outreach skills, researcher autonomy and self-efficacy, and affective dispositions toward the role of science in society

Transfer students are a significant and growing population on campuses across the US. However, little is known about students' perceptions of themselves as transfers and how these may be informed by their experiences. In this study, we used an in-depth qualitative case study approach and the intersectional model of multiple dimensions of identity to explore transfer student identity. Drawing from interviews with 52 transfers at two selective four-year institutions in Texas, we discovered that transfer carried multiple meanings and, for many students, identities beyond transfer had greater salience during and impact on their transition to campus.

Construct confusion and measurement challenges have plagued emergent literacy research for decades. Using a 2 × 2 × 2 factorial design, this study evaluated the dimensionality of alphabet knowledge and identified the sequence of development of 8 alphabet knowledge skills. Eleven models were evaluated in a sample of 3,692 preschool- and elementary school-age children. Findings supported a unidimensional conceptualization of alphabet knowledge that includes letter name knowledge and letter sound knowledge but not the ability to discriminate letters from nonalphabetic characters. Test information curves and significance tests of model constraints revealed reliable main and interaction effects of test format, capitalization, and component skills on items' discriminations and difficulties. Implications for improving the measurement of alphabet knowledge are discussed in recognition that doing so will support advancement of theory, research, educational practice, and ultimately student achievement.

The current study examined the heterogeneity in the development of school-based prosocial behavior from Grades 1 to 12 and the role of multiple early childhood antecedents in predicting heterogeneous developmental trajectories of prosocial behavior in a sample of 784 children facing early risks and vulnerabilities (predominantly from low-income families and academically at risk; 52.6% male). In alignment with the risk and resilience framework, antecedents consisted of risk and protective factors from both individual (i.e., ego-resilient personality, behavior problems, intelligence, academic performance, gender, and ethnicity) and contextual domains (i.e., maternal support and responsiveness, family socioeconomic adversity, teacher-child warmth and conflict, and peer acceptance and rejection). We identified four distinct prosocial trajectories including a high-stable (52.5%), high-desisting (15%), moderate-increasing (20.6%), and low-stable class (11.9%). Results revealed that the low-stable, high-desisting, and moderate-increasing classes were associated with lower ego resiliency, higher behavior problems, lower teacher-child warmth, higher teacher-child conflict, and peer rejection in early childhood, compared to the high-stable group. Boys and African Americans were more likely to be in the low-stable, high-desisting, and moderate-increasing classes. Individual characteristics such as ego-resilient personality and contextual influences such as teacher-child warmth served as common protective antecedents. Interestingly, teacher-child conflict served as a unique predictor for the high-desisting class, and behavior problems and peer rejection served as unique predictors for the low-stable class.

In spring 2017, Ervin Malakaj (Assistant Professor of German) and Jeffrey L. Littlejohn (Professor of History) led a Difficult Dialogues seminar on #BlackLivesMatter for the Sam Houston State University (SHSU) Honors College. The seminar considered the complex historical, economic, and cultural forces that produced the movement along with the various responses to it. By mid-semester, however, the course had become a target for fake news blogs and websites. Critics of the #BlackLivesMatter movement attempted to portray the course as a propagandistic endeavor intended to force a left-wing ideology upon unwilling students who had reluctantly enrolled in the course in order to receive scholarship money from taxpayer funds. Media responses mischaracterized the institutional parameters governing the course as well as the course aims. Consequently, Malakaj (as the instructor of record), the SHSU Honors College, and university administrators were all contacted by various interest groups angered by the news. Donors threatened to withdraw donations to the university. Students who had been accepted for admission and had declared that they would matriculate the following fall threatened to withdraw their initial intent to attend the university. At the same time, however, the course instructors and the university received a great deal of support. We provide here an outline of the institutional parameters within which the course was offered, the pedagogical aims and content of the course, and an examination of the public and university response to the fake news story. Our goal is to offer a case study that will benefit honors colleges considering similar course programs as well as those having dealt with or anticipating negative public responses to sensitive programming.

Objective: Baylor University established a surveillance system to assess the needs of students and faculty in isolation from SARS-CoV-2 as well as any longer-term symptoms. Participants: Overall, there were 309 responses between March 20 and May 19, 2021. Methods: A survey covering experience in isolation, symptoms, vaccination, and demographic characteristics was emailed to individuals on Day 7 of isolation; a follow-up health survey was sent 30 days later. Results: Only 9.6% of respondents reported needing assistance while in isolation. Nearly 75% of respondents experienced COVID-19 symptoms in isolation, and 31.9% had remaining symptoms after isolation. Older age, being male, and more severe symptoms were associated with longer symptom duration. Those vaccinated had lower odds of developing symptoms and having symptoms remaining post-isolation. Conclusions: The present study adds to our understanding of long-COVID in young adult populations, while providing a framework for similar institutions to sustain operations during a global pandemic. [ABSTRACT FROM AUTHOR]

The health and athletic performance benefits of strength training for adolescents have increased the demand for the development and use of strength and conditioning facilities (SCFs) within the high school setting. Despite the growing prevalence of these facilities, research on high school SCFs is limited. Therefore, the purpose of this study was to investigate the space, equipment, usage, and staffing patterns of SCFs in the state of Texas. This examination provided descriptive data on SCFs' space, equipment, usage, and staffing patterns based upon the state athletic governing body's six-tier classification level. Significant differences in SCFs' size and available equipment were determined; as well, facility usage for athletics (99.2%), physical education (24.5%), and community (30.6%) was determined. These results are indicative of the need for additional research on high school SCFs for the establishment of better school standards and best practices.

Given the importance of math in today's society, it is critical that children who are at risk for math difficulty are identified early. We developed and validated a prekindergarten math subtest (i.e., CIRCLE Progress Monitoring [CPM] Math Subtest). This teacher-completed measure evaluates domains considered important for later math development. Evaluation of validity was undertaken in a longitudinal sample of 383 children (M[subscript age] = 4.9 years), and a follow-up sample of 3,691 children (M[subscript age] = 4.4 years). The measure demonstrated adequate psychometric properties, including strong internal consistency reliability ([alpha] = 0.94) and test-retest reliability (r = 0.78). Evaluation of concurrent and predictive validity demonstrated scores on the CPM Math Subtest were correlated with scores on other assessments at high levels (rs from 0.55-0.65). Exploratory and confirmatory factor analyses revealed that the subtest conforms to a well-defined five-factor model that parallels areas considered to be important in the math literature.

This article analyzes the effectiveness of an activity we developed to help students better understand intersectionality. Intersectionality is an analytic concept that signifies ways that inequalities may overlap to create unique forms of privilege and subjugation. In the activity, students use assigned vignettes from the perspective of research participants in our own ethnographic data (including excerpts from interviews and field notes) to interact with peers assigned both similar and dissimilar perspectives and experiences. The vignettes draw attention to intersectionality in a way that helps students embody participants' experiences with privilege and subjugation. Our analysis of the activity's effectiveness demonstrates that when learning is interactive, is dialogical, and draws from real narratives, students and instructors can effectively explore nuanced interpretations of relatively tough concepts, such as intersectionality. We argue that the embodiment of ethnographic data is a useful mechanism for helping students connect abstract sociological concepts to uniquely experienced realities.

This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds. [This paper was published in "Journal for Research in Mathematics Education" (EJ1100307).]

The purpose of this study was to focus on the relationship between career-development training programs and the motivation of employees. The study used a qualitative method and a phenomenological design using semistructured interviews conducted with a script of open-ended questions. Two main components of the research design were the modified van Kaam method for exploration of experiences and the purposive selection of the participants. The 20 participants in the sample were project managers and consultants from south-central Texas, all of whom had experience with governmental projects. Based on interview responses, the findings of this study highlighted a concern from the participants that training programs have a major influence on workplace productivity and morale. Furthermore, the findings suggest the training program's quality may influence workplace productivity. The authors conclude by pointing out the analysis of the answers showed that not only does workplace productivity decline from the changes in a training program, but employee motivation is altered as well.

There is a significant need for kindergarten entry assessments (KEA) that meet state education agency (SEA) requirements and are psychometrically sound measures of a broad range of school readiness domains such as language, literacy, math, science, executive function, and social-emotional skills. Research Findings: In this paper, we describe five phases of development, calibration, and launch of a new KEA for a large state. We developed and tested 14 English subtests. We describe how teacher input and SEA priorities and policies guided development of the test blueprint in phase one. We calibrated the measures across the state in phase two and established initial evidence of reliability and validity in phase three (n = 208). In phase four, we developed our technology platform, scoring, and student grouping tools to improve data utilization. Practice or Policy: We describe in phase five current delivery and implementation practices across the state and future work to improve and expand the measures along with a set of linked activities to help teachers use data to guide instruction. We discuss principles and methods the assessment developers utilized, as these perspectives may inform the development and usage of other KEAs.

This study presents an empirically-based statewide system that links information about pre-kindergarten programs with children's school readiness scores to certify pre-kindergarten classrooms as promoting school readiness. Over 8,000 children from 1,255 pre-kindergarten classrooms were followed longitudinally for one year. Pre-kindergarten quality indicators of intentional instruction, an early literacy focus, and professional development were key predictors of kindergarten outcomes. A latent profile analysis identified pre-kindergarten classrooms that were high on pre-kindergarten quality indicators and high on kindergarten outcomes (67.3%), low on pre-kindergarten quality and kindergarten outcomes (21.3%), or low on quality but high on outcomes (11.4%). The last group of classrooms was likely to serve middle-class children and not use the state program model. This project demonstrates how a scientific approach can inform stakeholders and parents about the effectiveness of early childhood programs. (Contains 2 footnotes and 7 tables.)

Employing a multi-method approach, we investigated observed and parent-rated child behavioral inhibition (BI) and maternal reports of their own negative affectivity (NA) as predictors of young children's internalizing problems. Participants were 201 children who were siblings between 2.5 and 5.5 years of age (mean = 3.86, standard deviation = 1.04) and their mothers. Due to the nested research design, multilevel model-fitting analyses were used to examine associations between predictors and internalizing problems, and to test a mediational process between maternal NA and internalizing problems. High levels of both observed and parent-rated child BI and greater maternal NA significantly predicted internalizing problems. Child age also moderated the association between parent-rated child BI and internalizing problems, with the association stronger for younger and mean age children, but not for older children. Additionally, parent-rated child BI was found to mediate the association between maternal NA and internalizing problems, and the mediational effect was stronger for younger children.

Introduction: Many military service members and civilians suffer from lower extremity trauma. Despite recent advancements in lower limb bracing technology, it remains unclear whether these newer advanced braces offer improved comfort and functionality compared to conventional options. The IDEO (Intrepid Dynamic Exoskeletal Orthosis), a type of "advanced" orthosis was developed to assist in maintaining high functional performance in patients who have experienced high-energy lower extremity trauma and underwent limb salvage surgeries. Methods: A cross-sector multi-site initiative was completed to study the efficacy of advanced ankle foot orthoses (AFO) for lower limb trauma and injury compared to a conventional AFO. Following fitting, training, and accommodation, the subjects were assessed in each AFO system for mobility, self-reported function, safety and pain, and preference. Results: They preferred the advanced over the conventional AFO and the mobility and exertion perception improved with the advanced AFO with no difference in pain or overall health status scores. Discussion: Thus, an advanced AFO is an option for trauma affecting the lower limb. Long-term studies are required to better understand the accommodation and learning process of using an advanced AFO. [ABSTRACT FROM AUTHOR]

In recent years, heat stress has affected potato production more frequently, resulting in lower marketable yields and reduced tuber quality. In order to develop heat-tolerant potatoes, it is necessary to select under heat-stress conditions and consider traits affected by heat stress. The Texas A&M Potato Breeding Program has selected potatoes under high-temperature stress for several decades. Ten potato cultivars, representing heat tolerant and sensitive clones based on past performance in Texas, were included in field trials for three years at the two main locations used by the Texas Breeding Program (Dalhart and Springlake, TX) to assess if the Texas field locations are suitable for heat tolerance screening. Both locations were confirmed as appropriate for heat stress screening. However, Springlake was a more stressful location since it had significantly lower yields of marketable tubers and increased percentages of tuber defects. Planting time did not have a significant effect at the most stressful location. The same ten potato clones were included in greenhouse experiments with contrasting temperatures (normal versus heat stress). There was confirmation that heat stress conditions resulted in significantly lower marketable yields, specific gravity, dormancy, and significantly higher percentages of tuber defects; however, significant differences existed between potato clones. Under heat stress conditions, Russet Burbank had a high percent of tubers with external defects, whereas Atlantic showed the highest percentage of internal defects (mainly internal heat necrosis). Vanguard Russet produced the highest marketable yield while maintaining a low percentage of external and internal defects. Russet Burbank and Atlantic were heat-sensitive controls for external and internal tuber defects, respectively. In contrast, Vanguard Russet can be used as a reliable heat-tolerant control. Including appropriate controls in heat stress studies will help identify clones with heat tolerance. [ABSTRACT FROM AUTHOR]

The consequences of the tragic school shooting on May 24, 2022 at Robb Elementary School in Uvalde, Texas will reverberate for decades to come. Trauma on this level affects the survivors and bystanders who directly witnessed tragedy unfold on the school campus, families, friends, and first responders, as well as entire communities and onlookers from communities far and wide. Consequences of this type of trauma can be devastating and often lead to posttraumatic stress disorder, depression, and a range of other psychological symptoms that can profoundly affect health, behavior, learning, and social relationships. Experts across the state and country can help by providing training and ongoing consultation to local community members and providers who will be delivering trauma-informed services in the immediate, intermediate, and long-term aftermath of the shooting. However, there will be a critical need to build from the ground up a long-term system of prevention support in the Uvalde community and surrounding communities. Funding will be essential and local mental health, healthcare, and education leaders must work together on how to roll out a long-term, sustainable trauma-informed community system of support.

The current phase of the survey study is intended to investigate college students' perception of instructor integrated use of mobile technology and its relationship with students' affinity for technology and class modes, using 2 years' data (2013 and 2015). Preliminary results with students' technology affinity, class modality, and year seem useful in predicting their perception of instructor-integrated use of mobile technology in the classroom. Of all, the more affinity for technology, the higher demand for the instructional use of mobile technology. Recommendations for researchers and practitioners are provided.

The two purposes of the phase of the investigation described in this article are to: (1) follow up on some of the results of a multiple regression study by Pan, Sivo, and Goldsmith (2016) on learner perceived success in eLearning that is explained by four factors: perceived course management system support by the university (coded, USC), perceived course management system use by instructor (coded, IUC), perceived instructor use of course management system for communications (coded, ICC), and perceived affinity for technology (coded, AFF); and (2) explore plausible patterns of the four stated learner success factors in relation to student-expected, instructor overall integration of mobile technology for the past year (coded, IIT) in support of mLearning student success. Given the notion that student university experience is highly affected by their instructors' integration of technology in the curriculum, as noted in the survey research by Pan et al. (2016), the authors intended to answer this follow-up question, "Which learner group(s) will require more attention of the university administration in optimizing limited resources and creating efficient incentives resulting into a social outcome that is efficient and makes all concerned parties better off?" This is the goal of this study. Three research questions were framed and studied: (1) To what degree do eLearning students' USC, IUC, ICC, and AFF contribute to the most plausible learner profile?; (2) What does the sought learner profile mean in the context of instructor integration of mobile technology in learning (IIT)?; and (3) To what degree do USC, IUC, ICC, AFF, and learner profile predict mobile device ownership? The present stage of the investigation is supposed to benefit university distance education management team and related policy or decision makers.

In potato breeding, morphological tuber traits are important selection targets to meet the demands of the fresh and processing markets. Understanding the genetic basis of tuber traits should guide selection and improve breeding efficiencies. However, this is challenging in potato due to the complexity of the traits and the polyploid nature of the potato genome. High-throughput affordable molecular markers and new software specific for polyploid species have the potential to unlock previously unattainable levels of understanding of the genetic basis of tuber traits in tetraploid potato. In this study, we genotyped a diversity panel of 214 advanced clones with the 22 K SNP potato array and phenotyped it in three field environments in Texas. We conducted a genomewide association study using the GWASpoly software package to identify genomic regions associated with tuber morphological traits. Some of the QTLs discovered confirmed prior studies, whereas others were discovered for the first time. The main QTL for tuber shape was detected on chromosome 10 and explained 5.8% of the phenotypic variance. GWAS analysis of eye depth detected a significant QTL on chromosome 10 and explained 3.9% of the phenotypic variance. Our study found that multiple QTLs govern russeting in potato. A major QTL for flesh color on chromosome 3 that explained 26% of the phenotypic variance likely represents the Y locus responsible for yellow flesh in potato tubers. Several QTLs were detected for purple skin color on chromosome 11. Furthermore, genomic estimated breeding values were obtained, which will aid in the early identification of superior parental clones that should increase the chances of producing progenies with higher frequencies of the desired tuber traits. These findings will contribute to a better understanding of the genetic basis of morphological traits in potato, as well as to identifying parents with the best breeding values to improve selection efficiency in our potato breeding program. [ABSTRACT FROM AUTHOR]

We used high-resolution imagery in an attempt to distinguish between the eggs of monarch butterflies (Danaus plexippus) and queen butterflies (Danaus gilippus). We found complete overlap in egg proportions and the number of longitudinal ribs for the two species. Geographic variation is possible, but researchers using egg proportions to identify these species need to quantitatively verify the validity of this technique for the population under study. Utilizamos imágenes de alta resolución para distinguir entre huevos de mariposa monarca (Danaus plexippus) y mariposa reina (Danaus gilippus). La proporción de los huevos de ambas especies y las líneas transversales coinciden completamente. A pesar de que la variación geográfica es posible, investigadores que utilizan la proporción de huevos para identificar estas especies necesitan verificar cuantitativamente la validez de esta técnica en la población bajo estudio. [ABSTRACT FROM AUTHOR]

Heat stress during the potato growing season reduces tuber marketable yield and quality. Tuber quality deterioration includes external (heat sprouts, chained tubers, knobs) and internal (vascular discoloration, hollow heart, internal heat necrosis) tuber defects, as well as a reduction in their specific gravity and increases in reducing sugars that result in suboptimal (darker) processed products (french fries and chips). Successfully cultivating potatoes under heat-stress conditions requires planting heat-tolerant varieties that can produce high yields of marketable tubers, few external and internal tuber defects, high specific gravity, and low reducing sugars (in the case of processing potatoes). Heat tolerance is a complex trait, and understanding its genetic basis will aid in developing heat-tolerant potato varieties. A panel of 217 diverse potato clones was evaluated for yield and quality attributes in Dalhart (2019 and 2020) and Springlake (2020 and 2021), Texas, and genotyped with the Infinium 22 K V3 Potato Array. A genome-wide association study was performed to identify genomic regions associated with heat-tolerance traits using the GWASpoly package. Quantitative trait loci were identified on chromosomes 1, 3, 4, 6, 8, and 11 for external defects and on chromosomes 1, 2, 3, 10, and 11 for internal defects. Yield-related quantitative trait loci were detected on chromosomes 1, 6, and 10 pertaining to the average tuber weight and tuber number per plant. Genomic-estimated breeding values were calculated using the StageWise package. Clones with low genomic-estimated breeding values for tuber defects were identified as donors of good traits to improve heat tolerance. The identified genomic regions associated with heat-tolerance attributes and the genomic-estimated breeding values will be helpful to develop new potato cultivars with enhanced heat tolerance in potatoes. [ABSTRACT FROM AUTHOR]

Chagas disease (CD), caused by Trypanosoma cruzi , is underdiagnosed in the United States. Improved screening strategies are needed, particularly for people at risk for life-threatening sequelae of CD, including people with human immunodeficiency virus (HIV, PWH). Here we report results of a CD screening strategy applied at a large HIV clinic serving an at-risk population. [ABSTRACT FROM AUTHOR]

Ephemeral streams are common in sub‐humid central Texas, but have received little attention. Within ephemeral streams are isolated pools that contain water for longer periods than the channel. This study examined the vegetation composition in an ephemeral dry stream channel and pools in Leon Creek. Twelve sites within the dry channel and twelve ephemeral pools in Leon Creek were surveyed for vegetation between late March and mid‐May 2020 in central Texas, USA. Plant species were similar between the dry channel and pools over a 1.5 km distance indicating that habitats are similar in both allowing the occurrence of upland, facultative, and wetland plant species. A total of 114 species of multiple functional groups were documented in this study. Panicum virgatum had greater coverage at >20% in both the ephemeral channel and pools compared to all other plant species. Ten plant species were dominant with a mean coverage of >3% and no difference was observed for dominant species in the dry channel and pools. The coverage of perennial species were significantly greater in the dry channel and pools but annual coverage in the dry channel was similar to perennial coverage in the pools. Graminoids and forbs were significantly greater in coverage compared to trees, shrubs, vines, and ferns in both the dry channel and pools. Shrub and tree cover was rare accounting for <0.3% coverage. Native species coverage was significantly greater compared to non‐native species in the dry channel and pools. Droughts, flash floods, and scouring events appear to promote perennial graminoids and forbs dominance in Leon Creek with shrubs and trees being uncommon. The results of this study is the first to evaluate vegetation in an ephemeral channel and pools in central Texas and provides current vegetation composition providing information that can be used to compare changes to vegetation in the future. [ABSTRACT FROM AUTHOR]

With increased demand for improved early childhood education services, it is important to better understand the essential professional development resources that have the greatest impact on both teacher and child outcomes. This study compared the effectiveness of two teacher-training models in bilingual Migrant and Seasonal Head Start and Head Start classrooms. Both conditions included the use of a technology-based student progress-monitoring tool. The progress monitoring provided detailed feedback on students' progress 15 across the academic year and helped organize instructional groupings. The comprehensive treatment condition included biweekly professional development sessions, in-class mentoring, and provision of classroom materials, whereas the treatment-control condition included only the provision of a limited set of classroom materials. Across multiple sites in Texas, 49 pretest and posttest teacher observations and bilingual child assessments were collected on a subsample of students (n = 387). "Research Findings": Improvements in teaching behaviors were observed in both experimental conditions; no significant differences were observed between teachers across conditions. Three measures of child language and literacy growth differed significantly, favoring the comprehensive treatment model, but most outcomes did not differ significantly between groups. "Practice or Policy": Implications of these mixed findings and future research directions are discussed.