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As state and federal policymakers continue to adopt more centralized policies, it is increasingly important to understand how policies, particularly those designed to enhance education for underserved students, are implemented locally. We employ a mixed-methods sequential explanatory design to investigate the implementation of one policy, that which guides the process of reclassifying English learners (ELs) as English proficient in Texas. First, we use event history analysis to determine whether the likelihood of being reclassified differs across the state for similar ELs. Second, we utilize interview and observation data from eight schools to unpack how practitioners implement reclassification policy. We find differences in the hazard rate of reclassification across the state, which is linked to practitioners' understanding of the policy.

Media reports have shown suburban school officials being threatened and school board meetings erupting into chaos. Rachel S. White, Michael P. Evans, and Joel R. Malin examine whether these politically contentious experiences are occurring everywhere, or if there is something distinct about the contentiousness suburban superintendents face. Drawing on a national survey of superintendents, they asked: How do political experiences of rural, suburban, and urban superintendents differ? The results paint a bleak picture about the stresses of the superintendency, and the direct toll they have on some superintendents’ well-being. However, they also identify ways to support suburban superintendents as they face political challenges.

In this article, we analyze student survey data related to sense of belonging and relationships with teachers and adults within and across the fastest growing subgroup of K–12 public school students: students classified as English learners (ELs). Students classified as ELs in our study, overall, felt a similar sense of belonging, or slightly higher sense of belonging than their never and formerly EL-classified peers; however, within the sense of belonging constructs, students classified as ELs varied in their perceptions of school climate. Additionally, current EL-classified students who took the survey in English were more positive than those who took the survey in another language; however, once student demographics and school contexts were held constant, survey language was weakly related to our outcome measures. We conclude by discussing how our findings can guide K–12 education policies, practices, and research to foster inclusive educational environments.

Many dimensions of teacher working conditions influence both teacher and student outcomes; yet, analyses of schools’ overall working conditions are challenged by high correlations among the dimensions. Our study overcame this challenge by applying latent profile analysis to school-level measures of school leadership, instructional agency, professional growth opportunities, rigorous instruction, managing student behavior, family engagement, physical environment, and safety. We identified four classes of schools: Supportive (61%), Unsupportive (7%), Unstructured (22%), and Structured (11%). The patterns of these classes suggest that schools may face tradeoffs between factors such as more teacher autonomy for less instructional rigor or discipline. Teacher satisfaction and their stated career intentions were predicted by their school’s working conditions class, and school contextual factors predicted class membership. By identifying formerly unseen profiles of school-level teacher working conditions and considering the implications of being a teacher in each, decision-makers can provide schools with targeted supports and investments.

For the past two decades, student perception surveys have become standard tools in data collection efforts. At the state level, however, “student voice” is still used sparingly. In this study, we examine the ways in which including student survey results might alter state accountability determinations. Reconstructing the accountability system in Massachusetts, we draw on a unique set of student survey data, which we add to the state’s formula at a maximally feasible dosage in order to determine new school ratings. As we find, student survey data shift school accountability ratings in small but meaningful ways and appear to enhance functional validity. Student survey results introduce information about school quality that is not captured by typical accountability metrics, correlate moderately with test score growth, and are not predicted by student demographic variables.

Most physiological systems show daily variations in functional output, entrained to the day-night cycle. Humans exhibit a daily rhythm in urinary voiding (micturition), and disruption of this rhythm (nocturia) has significant clinical impact. However, the underlying mechanisms are not well-understood. Recently, a circadian rhythm in micturition was demonstrated in rodents, correlated with functional changes in urodynamics, providing the opportunity to address this issue in an animal model. Smooth muscle cells from mouse bladder have been proposed to express a functional and autonomous circadian clock at the molecular level. In this study, we addressed whether a semi-intact preparation of mouse urinary bladder smooth muscle (UBSM) exhibited measurable differences in contractility between day and night. UBSM tissue strips were harvested at four time points over the diurnal cycle, and spontaneous (phasic) and nerve-evoked contractions were assessed using isometric tension recordings. During the active period (ZT12-24) when micturition frequency is higher in rodents, UBSM strips had no significant differences in maximal- (high K(+)) or nerve-evoked contractions compared to strips harvested from the resting period (ZT0-12). However, a diurnal rhythm in phasic contraction was observed, with higher amplitudes at ZT10. Consistent with the enhanced phasic amplitudes, expression of the BK K(+) channel, a key suppressor of UBSM excitability, was lower at ZT8. Higher expression of BK at ZT20 was correlated with an enhanced effect of the BK antagonist paxilline (PAX) on phasic amplitude, but PAX had no significant time-of-day dependent effect on phasic frequency or nerve-evoked contractions. Overall, these results identify a diurnal difference for one contractile parameter of bladder muscle. Taken together, the results suggest that autonomous clocks in UBSM make only a limited contribution to the integrated control of diurnal micturition patterns.

As the Every Student Succeeds Act is returning authority over teacher evaluation policies back to the states, policy makers at the state level have the opportunity to revise their policies. But who will they listen to when it comes to potential reforms? The author surveyed education policy makers to determine to what degree teachers, education leaders, and the general public are likely to influence their decisions. Their responses revealed that policy makers value voices of constituents over those of the general public, that Democrats and Republicans respond differently to teacher preferences, that responses to individual teacher voices are different from responses to union voices, and that school leaders’ voices are valued by almost all policy makers.

In response to a column by Joshua Starr about how superintendents act as buffers between the school district and the community, Rachel S. White and Mark Lineburg suggest that school board members must also serve a buffering function. They encourage school board members and superintendents to work in concert when making decisions and communicating those decisions to the community. Specifically, they stress the importance of centering students in their decision making and of creating a shared language about the decisions they have made.