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School-based programs designed to reduce problem behaviors, increase prosocial behaviors, and improve academic achievement have often been characterized as social-emotional learning or character development (education) programs. This longitudinal study investigated effects of such a program, called "Second Step", on observed problem behaviors, observed prosocial behaviors, and school grades across 4 school semesters for 5th to 8th grade students. A sample of 5,189 from 35 schools (16 control and 19 treatment schools) in an open-enrollment charter school system participated. Results from a three-level longitudinal growth model analysis indicated that students in the treatment schools (with "Second Step" curriculum) attained higher school grades and exhibited fewer problem behaviors than students in the control schools across 4 school semesters. Students in the treatment schools also exhibited more prosocial behaviors, but this increase was marginally significant or approaching significance. The findings have implications for promoting a positive classroom or school climate that supports engagement and achievement.

Student learning objectives (SLOs) have become an increasingly popular tool for teacher evaluations as an alternative to Value-added Models (VAMs). However, the use of SLOs faces two major challenges. First, the target setting is mostly subjective and arbitrary. Second, there is little evidence on the reliability and validity of the tool. In this paper, we proposed three data-based SLO target-setting models: split, banded, and class-wide models. The data-based approach ensures that the targets set for students are challenging yet realistic and achievable. Using data of 176 pre-kindergarten teachers and two cohorts of students from a large school district in Texas, we investigated the reliability and predictive validity of teachers' SLO scores. Results indicated that teachers' SLO scores had moderate to high consistency across different subtests, and moderate stability over time. Teachers' SLO scores were also demonstrated to be useful in predicting future students' achievement, which supported the predictive validity of the tool.

We examined the direct impact of an ongoing, intensive, and structured professional development (PD) within an English-as-second-language (ESL) instructional intervention on (a) teachers' time allocation in cognitive--academic language proficiency (CALP) and (b) Spanish-speaking English language learners' (ELLs) CALP development from the second to third grade within a multilevel cross-classified framework. Second, we explored the mediation effect of teachers' time allocation. We observed that treatment teachers spent more time in CALP than control teachers as a result of the instructional intervention with PD. In addition, the treatment effect was evident in ELLs' outcomes, including expressive vocabulary, oral reading fluency, and retell fluency. Finally, the treatment effect was completely mediated through teachers' time allocation in CALP in the second grade on retell fluency.

Measures of teacher-student relationship quality (TSRQ), effortful engagement, and achievement in reading and math were collected once each year for 3 consecutive years, beginning when participants were in 1st grade, for a sample of 671 (53.1% male) academically at-risk children attending 1 of 3 school districts in Texas. In separate latent variable structural equation models, the authors tested the hypothesized model, in which Year 2 effortful engagement mediated the association between Year 1 TSRQ and Year 3 reading and math skills. Conduct engagement was entered as a covariate in these analyses to disentangle the effects of effortful engagement and conduct engagement. Reciprocal effects of effortful engagement on TSRQ and of achievement on effortful engagement were also modeled. Results generally supported the hypothesized model. Year 1 variables had a direct effect on Year 3 variables, above year-to-year stability. Findings suggest that achievement, effortful engagement, and TSRQ form part of a dynamic system of influences in the early grades, such that intervening at any point in this nexus may alter children's school trajectories.

Laropiprant (LRPT), a prostaglandin D2 receptor-1 antagonist shown to reduce niacin-induced flushing symptoms, has been combined with niacin for treatment of dyslipidemia. This study evaluated the effects of LRPT (50 mg and 600 mg, respectively) on the QT interval with Fridericia’s correction (QTcF). QTcF measurements were made over a 24-hour period following administration of single-dose moxifloxacin 400 mg, LRPT 50 mg, LRPT 600 mg, or placebo. The primary hypothesis was supported if the 90% confidence intervals (CIs) for the least squares (LS) mean differences between placebo and LRPT in change from baseline in QTcF interval were <10 milliseconds at every time point. The upper limits of the 90% CIs for LS mean differences from placebo in changes from baseline in QTcF intervals for LRPT 50 mg and 600 mg were <5 milliseconds at every time point. The lower limits of the 90% CIs for placebo-adjusted LS mean changes from baseline in QTcF intervals for moxifloxacin exceeded 0 milliseconds at every time point, demonstrating the sensitivity of this assay to detect increases in the QTcF interval. In conclusion, single doses of LRPT 50 mg and 600 mg do not prolong the QTcF interval relative to placebo and are generally well tolerated. [ABSTRACT FROM PUBLISHER]

Purpose: Recruit and sequence breast cancer subjects in Guatemalan and US Hispanic populations. Identify optimum strategies to recruit Latin American and Hispanic women into genetic studies of breast cancer., Methods: We used targeted gene sequencing to identify pathogenic variants in 19 familial breast cancer susceptibility genes in DNA from unselected Hispanic breast cancer cases in the US and Guatemala. Recruitment across the US was achieved through community-based strategies. In addition, we obtained patients receiving cancer treatment at major hospitals in Texas and Guatemala., Results: We recruited 287 Hispanic US women, 38 (13%) from community-based and 249 (87%) from hospital-based strategies. In addition, we ascertained 801 Guatemalan women using hospital-based recruitment. In our experience, a hospital-based approach was more efficient than community-based recruitment. In this study, we sequenced 103 US and 137 Guatemalan women and found 11 and 10 pathogenic variants, respectively. The most frequently mutated genes were BRCA1, BRCA2, CHEK2, and ATM. In addition, an analysis of 287 US Hispanic patients with pathology reports showed a significantly higher percentage of triple-negative disease in patients with pathogenic variants (41% vs. 15%). Finally, an analysis of mammography usage in 801 Guatemalan patients found reduced screening in women with a lower socioeconomic status (p < 0.001)., Conclusion: Guatemalan and US Hispanic women have rates of hereditary breast cancer pathogenic variants similar to other populations and are more likely to have early age at diagnosis, a family history, and a more aggressive disease. Patient recruitment was higher using hospital-based versus community enrollment. This data supports genetic testing in breast cancer patients to reduce breast cancer mortality in Hispanic women., (© 2024. This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply.)