Conceptualizing Equity in the Implementation of California Education Finance Reform

We examine how district administrators’ conceptions of equity relate to the implementation of finance reform. We use sensemaking theory and four views of equity—libertarian, liberal, democratic liberal, and transformative—to guide a case study of two districts, finding evidence of two conceptions of equity: (1) greater resources for students with greater needs and (2) equal distribution of resources for all students. One district demonstrated an organization-wide belief in the first conception, whereas the other conveyed individual-level understandings of both conceptions. These beliefs were mirrored in resource allocation decisions and informed by districts’ student demographics, organizational identities, and perceptions of adequacy

Characteristics and Immunomodulating Functions of Adipose-Derived and Bone Marrow-Derived Mesenchymal Stem Cells Across Defined Human Leukocyte Antigen Barriers

BackgroundVascularized composite allotransplantation opens new possibilities in reconstructive transplantation such as hand or face transplants. Lifelong immunosuppression and its side-effects are the main drawbacks of this procedure. Mesenchymal stem cells (MSCs) have clinically useful immunomodulatory effects and may be able to reduce the burden of chronic immunosuppression. Herein, we assess and compare characteristics and immunomodulatory capacities of bone marrow- and adipose tissue-derived MSCs isolated from the same human individual across defined human leukocyte antigen (HLA) barriers.Materials and methodsSamples of omental (o.) adipose tissue, subcutaneous (s.c.) adipose tissue, and bone marrow aspirate from 10 human organ donors were retrieved and MSCs isolated. Cells were characterized by flow cytometry and differentiated in three lineages: adipogenic, osteogenic, and chondrogenic. In mixed lymphocyte reactions, the ability of adipose-derived mesenchymal stem cells (ASCs) and bone marrow-derived mesenchymal stem cells (BMSCs) to suppress the immune response was assessed and compared within individual donors. HLA mismatched or mitogen stimulations were analyzed in co-culture with different MSC concentrations. Supernatants were analyzed for cytokine contents.ResultsAll cell types, s.c.ASC, o.ASC, and BMSC demonstrated individual differentiation potential and cell surface markers. Immunomodulating effects were dependent on dose and cell passage. Proliferation of responder cells was most effectively suppressed by s.c.ASCs and combination with BMSC resulted in highly efficient immunomodulation. Immunomodulation was not cell contact-dependent and cells demonstrated a specific cytokine secretion.ConclusionWhen human ASCs and BMSCs are isolated from the same individual, both show effective immunomodulation across defined HLA barriers in vitro. We demonstrate a synergistic effect when cells from the same biologic system were combined. This cell contact-independent function underlines the potential of clinical systemic application of MSCs

Policy Narratives of Accountability and Social-Emotional Learning

The paradigm of test-based accountability has been a dominant force for decades, yet some argue that we have recently witnessed a dramatic change in the key beliefs influencing educational policy. To understand the extent of this transformation, we investigated the policy narrative supporting the adoption of a multiple measure accountability system in California’s CORE Districts. Our data revealed a narrative integrating key beliefs about knowledge, accountability, and social-emotional learning. This narrative continues the major themes of the previous accountability paradigm, but with two notable differences regarding the use of measurement data and role of social-emotional learning. </jats:p

Social-emotional learning practices: insights from outlier schools

Purpose There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students. Design/methodology/approach Case study methods, including interviews, observations and document analysis, were employed. Findings The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents. Originality/value This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students. </jats:sec