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Science fairs have been around for decades, yet their critics question the extent to which parent involvement shapes students' investigations and creates inequitable experiences. Parent involvement in the science fair has been viewed as objectionable by parents themselves. However, research has shown that parent support can play a vital role in student learning. This article describes the results of research that explored the role of parents in middle school science fairs. Data from parent surveys and interviews, teacher interviews, and student focus groups were gathered from 21 schools across the U.S. (prepandemic) to examine patterns in parents' involvement in science fairs, including the roles parents play and whether involvement varied by parental characteristics. Findings show that parents' income and education affected their level and type of involvement, as did certain features of the science fair itself. Our findings have important implications for the structures of and equity in school-based science fairs.

Although science fairs have been an institution of science education for decades in schools across the United States, little is understood about how students' science fair experiences vary and how these variations relate to student learning. Research on this topic is particularly imperative as new science standards increase emphasis on the teaching of science and engineering practices. Science fairs represent a potential opportunity to engage students in these practices, but may not be effective in supporting the learning of all students. As a first step in a programmatic research agenda, this study employs a nationally representative survey of middle schools to describe the most commonly conducted, broad approaches to middle school science fairs. Using a framework based on teacher support for inquiry, three types of science fairs emerged: mandatory fairs with high levels of teacher support for students' project work, mandatory fairs with low levels of teacher support, and voluntary fairs. Mandatory fairs with limited teacher support were more common in schools with a high proportion of African American students and high poverty, but were also more likely to emphasize goals related to learning. Implications for the effectiveness and equity of science fairs are discussed.

There are many important questions teachers and administrators need to ask as they grapple with how to ensure high school graduates are college and career ready. What does it mean to prepare students for a world that is rapidly changing--a world in which science and technology are altering how we live, work, play, and interact? If teachers focus on preparing students for specific jobs or careers, what happens to them if technological or economic forces eliminate those jobs or change the skills required to be successful? How can teachers ensure that all students, especially those who have limited economic resources or access to professional networks, are well positioned for success in the future and have multiple options to pursue? At the Dearborn STEM Academy in Boston, some of the answers to those questions have involved thoughtfully designed and implemented STEM college and career pathways. Dearborn is a non-selective, open-enrollment public school serving more than 600 students in grades 6-12 who are mostly low-income students of color. Dearborn's college and career pathways are not vocational programs aimed at preparing students for highly specific jobs. Rather, they seek to expand students' options and prepare them for success in a variety of postsecondary settings. This article describes how this Boston STEM school revamped its curriculum to better prepare students for the future.

Science fairs have a long history in the United States and internationally. Their implementation varies greatly (Kook et al, 2020), yet few empirical studies have examined the outcomes of these experiences for student learning. Research indicates that authentic scientific inquiry that focus on students' agency in investigations can contribute to students learning (e.g., Houseal, Abd-El-Khalick, and Destefano, 2014). However, teachers have been challenged with implementing inquiry-based investigations (e.g., Anderson, 2007; Harris & Rooks, 2010). As new science standards increase the demand for science investigations in classrooms that afford students opportunities to engage with science and engineering practices (SEPs; NGSS Lead States, 2013), research is needed to understand the role of teachers and how these experiences can contribute to student learning. In this article, we describe the results of a national study that included data from 21 middle school science fairs. Data included observations of 20 science fairs, pre and postscience fair assessment data from 343 sixth grade students, and interviews or focus groups with 131 students, 122 teachers, 16 administrators, and 29 science fair judges. These data enabled the exploration of features of science fairs, including opportunities for students to engage in SEPs and the teachers support for SEPs through the science fair investigations. Findings reveal that science fair implementation varies considerably across schools. HLM analysis indicates that teachers' support for critiquing practices, particularly when it included students' engagement in evaluating the work of their peers, are positively associated with students understandings of SEPs. Qualitative findings highlight the ways in which teachers structured students' experiences and supported their enactment of SEPs as they conducted their science fair investigations.

In this paper, we examine the NCLB definition of a "highly qualified" teacher, the combined nature of federal and state highly qualified mandates, and how science teachers and their principals in one large, urban district have responded. In particular, we report on the kinds of licenses that teachers of science hold; the relationship between science teachers' qualifications and teaching assignments, both within and outside of their licensure; and the extent to which these trends vary across different student populations, subject disciplines, and over time. In addition, we present principal- and teacher-interview data from eight case-study schools and district-wide teacher-survey data to shed light on our findings and show how the NCLB definition of highly qualified is understood and regarded by teachers themselves. The data show that progress has been made in assigning teachers with demonstrated content knowledge in the specific science subjects they are assigned to teach, however the rate of change is slower for some students populations and science disciplines. Moreover, both teachers and principals adapt to these mandates in a variety of ways, some of which reflect the intended and unintended consequences of these policies. (Contains 1 table, 2 figures, and 7 notes.)

A 9-year-old, spayed female toy poodle dog developed refractory anorexia after pancreatitis. Abdominal imaging showed a cystic structure compressing the stomach. Appetite improved after percutaneous drainage of the structure, but the structure refilled within 48 h. Percutaneous ethanol ablation of the structure was attempted. Afterwards, the patient developed fatal hypotensive shock.