Teacher–Student Relationship Climate and School Outcomes: Implications for Educational Policy Initiatives

In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact of such policies, this study used multilevel structural equation models to investigate the longitudinal associations between teacher evaluation and reward policies, and student mathematics achievement and dropout with a national sample of students (n = 7,779) attending one of 431 public high schools. The student sample included an equal number of boys and girls averaging 16 years of age, and included a White (53%) majority. This study examined whether associations between teacher policies and student achievement were mediated by the teacher–student relationship climate. Results of this study were threefold. First, teacher evaluation policies that allowed students to evaluate their teachers were associated with more positive student reports of the classroom teaching climate. Second, schools with teacher reward policies that included assigning higher performing teachers with higher performing students had a negative association with student perceptions of the teaching climate. Lastly, schools with better student perceptions of the teaching climate were associated with lower student dropout rates by students’ senior year. These findings are discussed in light of their educational policy implications.     

Validation of the 4‐aminophenol color test for the differentiation of marijuana‐type and hemp‐type cannabis

The analysis of cannabis plant material submitted to seized‐drug laboratories was significantly affected by the signing of the Agricultural Improvement Act of 2018, which defined hemp and removed it from the definition of marijuana in the Controlled Substances Act. As a result, field law enforcement personnel and forensic laboratories now are in need of implementing new protocols that can distinguish between marijuana‐type and hemp‐type cannabis. Colorimetric tests provide a cost‐effective and efficient manner to presumptively identify materials prior to submission to a laboratory for analysis. This work presents the validation of the 4‐aminophenol (4‐AP) color test and demonstrates its utility for discriminating between marijuana‐type and hemp‐type cannabis (i.e., typification). Validation studies included the testing of numerous cannabinoid reference materials, household herbs, previously characterized cannabis plant samples, and real‐case samples. The 4‐AP test reliably produces a pink result when the level of Δ⁹‐tetrahydrocannabinol (THC) is approximately three times lower than the level of cannabidiol (CBD). A blue result is generated when the level of THC is approximately three times higher than that of CBD. Inconclusive results are observed when the levels of THC and CBD are within a factor of three from each other, demonstrating the limitations of the test under those scenarios.     

Widening Participation and Higher Education

This article considers higher education 'widening participation' policy and practice, focusing upon attempts to widen access in relation to applicants from under-represented socio-economic groups and educational backgrounds. Some key United Kingdom approaches are described and discussed in the light of the concept of affirmative action. The article also examines the legal support for widening participation.     

Transforming Administrative Policy

Administrative policies and practices may evolve and change slowly and incrementally or they may be transformed intentionally. Intentional efforts to change administrative policy by transforming the structure, processes, or personnel of public sector organizations define an active administrative policy. Ideally, an active administrative policy takes as given that the organizational form to be used is open to choice, that administrative goals are clear, that a tight coupling exists between ends and means, that different organizational forms have different effects, and that there are criteria that may be used to assess those effects. This article focuses on the fulfilment of these preconditions in the three national contexts – Norway, Sweden and the United States of America – in order to determine the relevance of a transformative perspective for understanding the process of administrative change. We examine what impact constraints like polity features, historical-institutional traditions and external pressure, particularly through popular international administrative doctrines like New Public Management ideas and financial crises, have on the possibilities to enhance an active national administrative policy.