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How do school district administrators make sense of educational equity as they undertake reform? This study examines tracking policymaking in two urban school districts. Using case studies and an interpretive approach, the study highlights school district leaders’ shifting ways of making sense of tracking and (in)equity while facing achievement gaps, accountability pressures, budgets cuts, and support for tracking. Even after the emergence of powerful opposition, we find that district administrators continued to rethink the meaning of equity in relation to tracking and they pursued policies that expanded access to high-track classes and gifted education. While potentially widening educational opportunity, these moves fundamentally reinscribed the inequity of tracking in their schools.

To understand Latinx parent perspectives on screening and referral approaches to identify social determinants of health and address social and material needs during well-child visits and to identify techniques that promote their engagement with these approaches. Study Design: We investigated parent perspectives and engagement with social needs screening and referral practices during well-child visits using focus group methodology. Results: We conducted 17 focus groups (n = 134 parents and other primary caregivers) with families receiving care at sites operated by eight pediatric primary care clinics. Adding social needs screening and referral shifted the social context of well-child visits for Latinx parents. Participants reported greater engagement with the practices