The researchers investigated adolescent perceptions of school climate and academic self-efficacy over time for a group of Grade 7 through Grade 9 students. We followed 717 students in an ethnically diverse school district in a small town in northern Ohio from fall 2009 to spring 2011. Four waves of data collected in surveys each fall and spring included measures of perceptions of school climate and academic self-efficacy. Compared to the original cohort of middle school students, the Grade 9 cohort demonstrated the most consistent school climate scores over time, but the Grade 7 students demonstrated the greatest change over two years. White girls exhibited the most consistent level of self-efficacy over time, but ethnically minoritized girls demonstrated the lowest level of self-efficacy (most often) when compared to White girls or ethnically minoritized boys. Results illustrate the importance of intersectional analyses of adolescents’ perceptions of their schools and of themselves so as not to make assumptions about all students within certain gender or ethnic/racial identities.

This study takes a social cognitive approach in examining the relationship between elements of the adolescent self-system (self-efficacy, self-esteem, ethnic-racial identity, and hope) in addition to state-mandated graduation tests, with students’ later participation in higher education. The quantitative investigation of 733 tenth-grade White (462) and Ethnically Minoritized (271) students and a sub-sample of 29 qualitatively studied adolescents in a semi-rural town in Ohio used a concurrent mixed-methods longitudinal approach. A logistic regression analysis found only adolescent math scores positively predicted later enrollment in higher education; but self-efficacy negatively predicted later college enrollment. Triangulation of additional analyses, including t-tests, and in-depth interviews, suggest how perceptions of the self-system may differ among White and Ethnically Minoritized populations. These differences may be influenced by the degree to which youth pay attention to academic success as a contributing factor to their own self-analysis of their self-system.

The Standards for Mathematical Practice (SMPs; CCSSI, 2010) describe mathematical behaviors and habits that students should express during mathematics instruction. Teacher candidates should have knowledge about the SMPs and their implications for mathematical instruction. This study aims to share the validity evidence for interpretations of outcomes from the SMP‐Knowledge Assessment (KA) as a measure of teacher cadidates' knowledge related to the SMPs. Knowledge of the SMPs involves both mathematics content and a knowledge of students' behaviors as they engage with mathematics. The SMPs are an important part of teacher candidates growth in their knowledge for teaching. As such, teacher educators and researchers need robust ways of monitoring and measuring teacher candidates learning of growth in their knowledge of the SMPs. The SMP‐KA is an instrument to measure K‐12 teacher candidates' complex knowledge of the SMPs. The gathering of validity evidence with teacher candidates for the SMP‐KA followed validation standards (AERA, APA, & NCME, 2014). The results provide sufficient validity evidence to support the use of the SMP‐KA to assess teacher candidates' knowledge of the SMPs. We encourage other instrument developers to report validity evidence with the teacher candidate population.

For decades, the U.S. college admissions process has utilized standardized exams as critical indicators of college readiness. With the onset of the COVID pandemic, the majority of 4-year universities implemented the Test-Optional policy to improve college access and enrollment. The Test-Optional policy allows prospective high school students to apply to institutions that have implemented this policy without a SAT or ACT score. This study examined the use of the Test-Optional policy and its relationship with early college success. Forward multiple regression examined which variables of High School GPA, Students of Color, First-Generation Status, Test-Optional, Pell Eligible, and Pre-College Credits best predict undergraduate first-year GPA. The results generated a five-variable model that accounted for 31% of the variability in first-year college GPA. High School GPA was the strongest predictor, while Test-Optional was not entered into the model. Binary logistic regression examined predictors of first-year college completion. Our results revealed the model including High School GPA, which tripled the odds of first-year completion. Again, Test-Optional was not included in the model. Although Students of Color and Pell Eligibility utilized Test-Optional significantly more than their peers, Test-Optional was not a significant predictor of first-year College GPA or first-year completion.