Educational Researcher, Ahead of Print.
Recent data show rising suicidality among high school girls. We posit this increase may be related to an overlooked factor: more girls identifying as LGBQ. Using four cohorts of national Youth Risk Behavior Survey data (N = 22,562 females, N = 22,130 males), we found that LGBQ identification among females rose from 15% in 2015 to 34% in 2021. LGBQ females consistently reported higher suicidality, although rates remained stable within both LGBQ and heterosexual groups. The rise in females’ suicidality may stem from social pressures faced by LGBQ youth. Male suicidality and LGBQ identification showed smaller changes. More support for LGBQ students is essential to address this trend.

Educational Researcher, Ahead of Print.
Despite the growing availability of classroom measures, such measures rarely attended to the embodied nature of learning. This article describes the collaborative development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers—working with students at the intersections of multiply marginalized identities: students of color, emergent bilinguals, and students with disabilities—who informed the measure design and ensured that the data were actionable in their contexts. This article contributes to existing research on classroom measures by highlighting the value of attending to embodied learning through multiple modalities and representations of student participation. We further highlight how such a measure provides practical insights into participation that extend beyond verbal only measures.

Educational Researcher, Ahead of Print.
A controversial, equity-focused mathematics reform in the San Francisco Unified School District (SFUSD) featured delaying Algebra I until ninth grade for all students. This study examines student-level longitudinal data on mathematics course-taking across successive cohorts of SFUSD students who spanned the reform’s implementation. We observe large changes in ninth and 10th grades (e.g., delaying Algebra I and geometry). Participation in Advanced Placement (AP) math initially fell 15% (6 percentage points), driven by declines in AP calculus and among Asian/Pacific Islander students. However, growing participation in acceleration options attenuated these reductions. Large ethnoracial gaps in advanced math course-taking remained.