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Analyses examined academic achievement data across third through eighth grades (N = 26,474), comparing students identified as homeless or highly mobile (HHM) with other students in the federal free meal program (FM), reduced price meals (RM), or neither (General). Achievement was lower as a function of rising risk status (General > RM > FM > HHM). Achievement gaps appeared stable or widened between HHM students and lower risk groups. Math and reading achievement were lower, and growth in math was slower in years of HHM identification, suggesting acute consequences of residential instability. Nonetheless, 45% of HHM students scored within or above the average range, suggesting academic resilience. Results underscore the need for research on risk and resilience processes among HHM students to address achievement disparities.

This investigation tested the importance of early academic achievement for later achievement trajectories among 18,011 students grouped by level of socioeconomic risk. Students considered to be at highest risk were those who experienced homelessness or high residential mobility (HHM). HHM students were compared with students eligible for free meals, students eligible for reduced price meals, and students who were neither HHM nor low income. Socioeconomic risk and oral reading ability in first grade predicted growth of reading and math achievement in Grades 3 through 8. Risk status predicted achievement beyond the effects of early reading scores and also moderated the prediction of later growth in reading achievement from early oral reading. Results underscore the early emergence and persistence of achievement gaps related to poverty, the high and accumulating risk for HHM students, and the significance of oral reading in first grade as both an early indicator of risk and a potential protective factor.

Longitudinal growth trajectories of reading and math achievement were studied in four primary school grade cohorts (GCs) of a large urban district to examine academic risk and resilience in homeless and highly mobile (H/HM) students. Initial achievement was assessed when student cohorts were in the second, third, fourth, and fifth grades, and again 12 and 18 months later. Achievement trajectories of H/HM students were compared to low-income but nonmobile students and all other tested students in the district, controlling for four well-established covariates of achievement: sex, ethnicity, attendance, and English language skills. Both disadvantaged groups showed markedly lower initial achievement than their more advantaged peers, and H/HM students manifested the greatest risk, consistent with an expected risk gradient. Moreover, in some GCs, both disadvantaged groups showed slower growth than their relatively advantaged peers. Closer examination of H/HM student trajectories in relation to national test norms revealed striking variability, including cases of academic resilience as well as problems. H/HM students may represent a major component of “achievement gaps” in urban districts, but these students also constitute a heterogeneous group of children likely to have markedly diverse educational needs. Efforts to close gaps or enhance achievement in H/HM children require more differentiated knowledge of vulnerability and protective processes that may shape individual development and achievement.

The Minneapolis Public Schools addressed student attendance during 1999-2000 as one strategy to improve student achievement. A particular concern was the school attendance and achievement of highly mobile students. This article describes how the district identified system-wide standards and practices to help all students achieve the aggressive goal of 95% attendance. Meeting this attendance goal is a challenge for students, their schools, and the community, but it is especially critical to include highly mobile students in this goal. The Kids Mobility Study (Minneapolis Public Schools et a1.,1998) documents the connection between (a) residential mobility and student achievement and (b) attendance and achievement. Recommendations for action in both schools and community are presented.

Estimates show that nearly 1.4 million children are homeless every year. Mizerek and Hinz stress the need for school administrators to set standards on how homeless students are treated and emphasize their role in ensuring and advocating for homeless students' rights in school. Several frequent indicators of homelessness are highlighted.

As with many other unique populations, homeless students have special needs that schools have inimitable opportunities to address. Mizerek and Hinz discuss the unique opportunities and the legal responsibility of principals to assist homeless students and protect their rights in school.

The problem list (PL) is a repository of diagnoses for patients' medical conditions and health-related issues. Unfortunately, over time, our PLs have become overloaded with duplications, conflicting entries, and no-longer-valid diagnoses. The lack of a standardized structure for review adds to the challenges of clinical use. Previously, our default electronic health record (EHR) organized the PL primarily via alphabetization, with other options available, for example, organization by clinical systems or priority settings. The system's PL was built with limited groupers, resulting in many diagnoses that were inconsistent with the expected clinical systems or not associated with any clinical systems at all. As a consequence of these limited EHR configuration options, our PL organization has poorly supported clinical use over time, particularly as the number of diagnoses on the PL has increased. We aimed to measure the accuracy of sorting PL diagnoses into PL system groupers based on Systematized Nomenclature of Medicine Clinical Terms (SNOMED CT) concept groupers implemented in our EHR. We transformed and developed 21 system- or condition-based groupers, using 1211 SNOMED CT hierarchal concepts refined with Boolean logic, to reorganize the PL in our EHR. To evaluate the clinical utility of our new groupers, we extracted all diagnoses on the PLs from a convenience sample of 50 patients with 3 or more encounters in the previous year. To provide a spectrum of clinical diagnoses, we included patients from all ages and divided them by sex in a deidentified format. Two physicians independently determined whether each diagnosis was correctly attributed to the expected clinical system grouper. Discrepancies were discussed, and if no consensus was reached, they were adjudicated by a third physician. Descriptive statistics and Cohen κ statistics for interrater reliability were calculated. Our 50-patient sample had a total of 869 diagnoses (range 4-59; median 12, IQR 9-24). The reviewers initially agreed on 821 system attributions. Of the remaining 48 items, 16 required adjudication with the tie-breaking third physician. The calculated κ statistic was 0.7. The PL groupers appropriately associated diagnoses to the expected clinical system with a sensitivity of 97.6%, a specificity of 58.7%, a positive predictive value of 96.8%, and an F1-score of 0.972. We found that PL organization by clinical specialty or condition using SNOMED CT concept groupers accurately reflects clinical systems. Our system groupers were subsequently adopted by our vendor EHR in their foundation system for PL organization.

Arabidopsis (Arabidopsis thaliana) RAP2.2 (At3g14230) is an APETALA2/ethylene response factor-type transcription factor that belongs to the same subfamily as the rice (Oryza sativa) submergence tolerance gene SUB1A. RAP2.2 is expressed at constitutively high levels in the roots and at lower levels in the shoots, where it is induced by darkness. Effector studies and analysis of ethylene signal transduction mutants indicate that RAP2.2 is induced in shoots by ethylene and functions in an ethylene-controlled signal transduction pathway. Overexpression of RAP2.2 resulted in improved plant survival under hypoxia (low-oxygen) stress, whereas lines containing T-DNA knockouts of the gene had poorer survival rates than the wild type. This indicates that RAP2.2 is important in a plant's ability to resist hypoxia stress. Observation of the expression pattern of 32 low-oxygen and ethylene-associated genes showed that RAP2.2 affects only part of the low-oxygen response, particularly the induction of genes encoding sugar metabolism and fermentation pathway enzymes, as well as ethylene biosynthesis genes. Our results provide a new insight on the regulation of gene expression under low-oxygen conditions. Lighting plays an important regulatory role and is intertwined with hypoxia conditions; both stimuli may act collaboratively to regulate the hypoxic response.