In this issue:
 Teachers' use of student data to inform instruction is commonly accepted as sound educational practice, and this data use is only likely to grow as more data, as well as more-complex data, become increasingly available to educators. However, numerous studies reveal inconsistent data use among teachers and an overall lack of the preparation and skills needed to interpret and use student data to inform instructional practice.
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Students across elementary and secondary schools often experience difficulty learning math. This is problematic as students are required to meet certain benchmarks (e.g., passing algebra) in order to earn a diploma, gain admittance to college, and prepare for certain careers. If at any point in their academic career a student experiences difficulty with math, educators must provide appropriate support for the student. In the following paragraphs, I will discuss important components of effective math intervention.
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 Children are categorized in many ways — and being labeled “at-risk” is one of the most common in the educational context. … When the term is used in educational contexts without qualification, specific examples, or additional explanation, it may be difficult to determine precisely what “at-risk” is referring to. In fact, “at-risk” can encompass so many possible characteristics and conditions that the term, if left undefined, could be rendered effectively meaningless...
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 Read the new AERA Open special topic collection "Successfully Taking Preschool to Scale: Implications of Research for Policy and Practice."
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