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English learners (ELs) comprise approximately 10% of kindergarten to Grade 12 students in US public schools, with about 15% of ELs identified as having disabilities. English language proficiency (ELP) assessments must adhere to universal design principles and incorporate universal tools, designed to increase accessibility for all ELs, including those with disabilities. This two-phase mixed methods study examined the extent Grades 1-12 ELs with and without disabilities activated universal tools during an online ELP assessment: Color Overlay, Color Contrast, Help Tools, Line Guide, Highlighter, Magnifier, and Sticky Notes. In Phase 1, analyses were conducted on 1.25 million students' test and telemetry data (record of keystrokes and clicks). Phase 2 involved interviewing 55 ELs after test administration. Findings show that ELs activated the Line Guide, Highlighter, and Magnifier more frequently than others. The tool activation rate was higher in listening and reading domains than in speaking and writing. A significantly higher percentage of ELs with disabilities activated the tools than ELs without disabilities, but effect sizes were small; interview findings further revealed students' rationale for tool use. Results indicate differences in ELs' activation of universal tools depending on their disability category and language domain, providing evidence for the usefulness of these tools.

Technology-enhanced items (TEIs) are innovative, computer-delivered test items that allow test takers to better interact with the test environment compared to traditional multiple-choice items (MCIs). The interactive nature of TEIs offer improved construct coverage compared with MCIs but little research exists regarding students' performance on TEIs versus MCIs in English language proficiency (ELP) assessments. This study examines the performance of Grades 1-12 English learners (ELs) on TEIs and MCIs in an online reading test. The test included TEI and MCI content-matched pairs that shared the same reading input but differed in response mode. We analyzed 1.2 million ELs' scores across five different grade-level clusters: 1, 2-3, 4-5, 6-8, and 9-12. Items were evaluated for difficulty, discrimination, and information using Item Response Theory. Additionally, efficiency was investigated using the amount of information provided and item duration. TEIs were slightly more difficult than MCIs, but they did not differ in discriminative power. Notably, TEIs were more informative for ELs at higher grade or reading proficiency levels. TEIs generally had longer item durations than MCIs, making them less efficient, except for at Grades 6-8. Results provide insights for developing TEIs for ELP reading assessments.

This study explores how preschool educators could assess dual language learners' (DLLs) English language abilities using formative instruments in school settings. It specifically examines (1) DLLs' receptive and expressive language proficiencies measured using the instruments and (2) educators' perceived usefulness of them for informing instruction. Participants were 139 preschool DLLs (M = 4;9) and 37 preschool educators from four countries (Argentina, Chile, China, and US). DLLs' families completed a questionnaire on the child's language background, indicating the child's home language and English abilities. Educators measured DLLs' English proficiency using adult-child co-play activities and language observations. Afterwards, educators completed a survey regarding the usefulness of these instruments. Findings show that DLLs' receptive English language ability was higher than and significantly correlated with their expressive ability in their home language and English. Also, parents' estimate of their children's English language ability was similar to that of educators. The correlation between DLLs' home language and English proficiencies was statistically significant, but low, indicating that the two languages do not necessarily develop together. Educators found the formative instruments helpful in understanding DLLs' language proficiency and believed that such an understanding could inform their instruction. Results provide implications for assessing DLLs' English language ability using age appropriate instruments.

Rising atmospheric CO2 concentration is a key driver of enhanced global greening, thought to account for up to 70% of increased global vegetation in recent decades. CO2 fertilization effects have further profound implications for ecosystems, food security and biosphere-atmosphere feedbacks. However, it is also possible that current trends will not continue, due to ecosystem level constraints and as plants acclimate to future CO2 concentrations. Future predictions of plant response to rising [CO2 ] are often validated using single-generation short-term FACE (Free Air CO2 Enrichment) experiments but whether this accurately represents vegetation response over decades is unclear. The role of transgenerational plasticity and adaptation in the multigenerational response has yet to be elucidated. Here, we propose that naturally occurring high CO2 springs provide a proxy to quantify the multigenerational and long-term impacts of rising [CO2 ] in herbaceous and woody species respectively, such that plasticity, transgenerational effects and genetic adaptation can be quantified together in these systems. In this first meta-analysis of responses to elevated [CO2 ] at natural CO2 springs, we show that the magnitude and direction of change in eight of nine functional plant traits are consistent between spring and FACE experiments. We found increased photosynthesis (49.8% in spring experiments, comparable to 32.1% in FACE experiments) and leaf starch (58.6% spring, 84.3% FACE), decreased stomatal conductance (gs , 27.2% spring, 21.1% FACE), leaf nitrogen content (6.3% spring, 13.3% FACE) and Specific Leaf Area (SLA, 9.7% spring, 6.0% FACE). These findings not only validate the use of these sites for studying multigenerational plant response to elevated [CO2 ], but additionally suggest that long-term positive photosynthetic response to rising [CO2 ] are likely to continue as predicted by single-generation exposure FACE experiments.

Oceanic archipelagos provide striking examples of lineages that have radiated over pronounced ecological gradients. Accompanying this diversification, lineages have evolved adaptations allowing survival in extreme environments. Here, we investigate the genomic basis of ecological adaptation in Canary Island Descurainia (Brassicaceae), an island relative of Arabidopsis. The seven endemic species have diversified in situ along an elevational and ecological gradient, from low‐elevation scrub to high‐elevation sub‐alpine desert. We first generated a reference genome for Descurainia millefolia, phylogenetic analysis of which placed it as sister to D. sophioides. Ninety‐six gene families were found to be specific to D. millefolia and a further 1087 and 1469 gene families have expanded or contracted in size, respectively, along the D. millefolia branch. We then employed genome re‐sequencing to sample 14 genomes across the seven species of Canary Island Descurainia and an outgroup. Phylogenomic analyses were consistent with previous reconstructions of Canary Island Descurainia in resolving low‐ and high‐elevation clades. Using the branch‐site dN/dS method, we detected positive selection for 275 genes on the branch separating the low‐ and high‐elevation species and these positively selected genes (PSGs) were significantly enriched for functions related to reproduction and stress tolerance. Comparing PSGs to those in analyses of adaptation to elevation and/or latitude in other Brassicaceae, we found little evidence of widespread convergence and gene reuse, except for two examples, one of which was a significant overlap between Descurainia and Draba nivalis, a species restricted to high latitudes. The study of Canary Island Descurainia suggests that the transition to high‐elevation environments such as that found in the high mountains of the Canary Islands involves selection on genes related to reproduction and stress tolerance but that repeated evolution across different lineages that have evolved into similar habitats is limited, indicating substantially different molecular trajectories to adaptation. [ABSTRACT FROM AUTHOR]

Richard J. Abbott, a prominent researcher in plant evolutionary biology, passed away in 2024. He was known for his work on plant hybridization, mating system evolution, speciation, and phylogeography, with a particular focus on British and European Senecio. Abbott had a long and successful career, publishing over 200 articles and supervising 20 PhD students. His research on speciation in Senecio was particularly notable, as it demonstrated that new species often go extinct before they can be formally recognized. Abbott was highly respected by his colleagues and will be greatly missed in the scientific community. This text is a collection of personal reflections and tributes from colleagues and collaborators of Richard Abbott, a respected scientist in the field of plant evolution and systematics. The authors discuss their experiences working with Richard, highlighting his mentorship, collaborative nature, and contributions to the field. They also mention specific research projects and collaborations that Richard was involved in, including joint projects with researchers in China. The text concludes with a recognition of Richard's scientific achievements and condolences to his family. [Extracted from the article]

This study investigated the assessment literacy required for K-12 educators to interpret score reports from a K-12 English language proficiency assessment. The assessment in concern is ACCESS for ELLs, which is an annual summative assessment that is delivered to nearly 2 million English learners (ELs) across 39 US states and territories. This study was conducted in two phases. In Phase 1, an online teacher survey, consisting of 15 items, was completed by 1437 participants; data were analyzed using descriptive statistics. In Phase 2, 18 educators were interviewed to obtain in-depth understanding of educators' interpretation of the score reports. Interview data were qualitatively analyzed in terms of (1) the essential assessment literacy required for interpreting the score reports, (2) resources referred to by educators for score report interpretation, and (3) educators' suggestions to enhance the score report and its interpretation. The findings of the study reveal the relevance of K-12 EL educators' assessment literacy for score report interpretation. For example, educators referred to proficiency level scores the most, but experienced difficulty in understanding technical terms, such as "scale scores" or "confidence band." The results provide implications for enhancing the quality of score reports and the development of resources to support educators' assessment literacy.