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As linguistic diversity continues to increase in the United States public school system, schools are expected to meet the needs of their ever‐changing student body. While much attention within education research has understandably focused on multilingual learners' (MLs) English language acquisition, an emergent body of work points to science as an important subject for attention among elementary MLs. We suggest that understanding what science and language inputs are afforded to MLs in schools can contribute to understanding the needs and opportunities for enhancing MLs' science learning. This study leveraged nationally representative data from the Early Childhood Longitudinal Study of 2010–2011 to explore the science and language inputs available to MLs in elementary school. Using descriptive statistics, our analysis of science and language inputs provides evidence on what MLs have, or do not have, access to inside of their schools. Science inputs appear to be relatively evenly distributed across classrooms serving non‐MLs, MLs, and subgroups therein. In comparison, language inputs are differentially distributed across ML subgroups, but they are distributed in ways that may align with student needs. However, while the science inputs do not necessarily vary across subgroups, the language inputs do, and this may affect how students can engage with science inputs. In understanding what science and language inputs MLs are afforded, this study provides a foundation for how to improve formal learning environments for them, especially regarding science learning. [ABSTRACT FROM AUTHOR]

Research using school discipline and infraction data has contributed to public policy conversations by helping elucidate the effects of and disproportionate experience of school disciplinary outcomes. This research brief presents results from an analysis of the public availability of such data from state departments of education. Findings suggest that while public availability of discipline data has not changed significantly over the past decade, states are more likely to disaggregate such data by subgroups. Unfortunately, such data remain generally focused on a small number of exclusionary practices rather than nonpunitive or nonexclusionary alternatives. Infraction data are slightly less available than discipline data and significantly less likely to be disaggregated by subgroup. [ABSTRACT FROM AUTHOR]

Systems-level data dashboards, those that provide education data aggregated to or used by leaders from school to state to federal levels, have become increasingly prevalent in the field of education both in the United States and in many education systems worldwide. This study provides a systematic review of the literature on systems-level data dashboards in K–12 schooling. The review demonstrates that research on systems-level dashboards lags that of student and teacher-focused learning analytics dashboards; that academic achievement remains the primary focus of dashboards, but contextual and non-test-score outcomes are now included in many dashboards and that use of dashboards by educators and the public is lower than desired but may be improved through alternative dissemination methods. It also demonstrates that research on the impacts of dashboards is particularly limited, a concern given the potential for unintended negative consequences. The article discusses the need to further incorporate systems-level dashboards into the organizational structures of education systems in order to enhance their utility for improving outcomes. The findings provide insights for stakeholders designing and using dashboards and hold the potential to improve dashboard use and student outcomes. [ABSTRACT FROM AUTHOR]