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We examine the relationship between district level student achievement and teacher average salary in Ohio from academic year 2013-14 to academic year 2018-19. Utilizing panel data, the following district level characteristics were controlled for: average teacher experience, average teacher degree-level, student socioeconomic status, race, student attendance rate, pupil support expenditure per equivalent pupil and administration expenditure per equivalent pupil. Using a random effects regression our findings suggest that higher pay can impact student growth. When we partition our sample quintiles by poverty level, we find that teacher salary is only significant for the top quintiles. Our results suggest that for some districts (i.e., wealthy districts) teacher salaries' impact on student performance is something that can be controlled, for other districts (i.e., poorer districts), teacher salary is another variable that shows no relationship to student performance.

Through effective communication and proper accommodations, adolescents with chronic illnesses can have their physical, cognitive, social, and emotional needs met at school.

This narrative outlines the process of how an independent liberal arts college integrated coursework and learning experiences focused on urban school teacher preparation with an existing university program in Urban Studies. Programmatic changes and additions to teacher education programs at independent liberal arts colleges are often very difficult to implement due to extensive institutional learning goals paired with state licensure requirements. The project described attempted to create a pathway for those teacher candidates planning on teaching in an urban environment to supplement their traditional teacher preparation program. Specifically, this project focused on course development, utilization of liberal arts offerings in Urban Studies, and partnership with local urban school districts for program design and program materialization. (Contains 2 tables.)