1.Making the Invisible Visible: Identifying and Interrogating Ethnic Differences in English Learner Reclassification. ILANA M. UMANSKY, REBECCA M. CALLAHAN,JENNIFER C. LEE Indiana This study explores disparities in reclassification outcomes between Chinese and Latinx English learner (EL) students in one large school district, along with possible mechanisms that drive these differences. Using mixed methods including discretetime hazard modeling of longitudinal administrative data and analysis of in-depth interviews with veteran EL educators and administrators, we find large and persistent ethnic differences in reclassification outcomes across grade levels. Drawing on prior research on inequalities among immigrant students, we find evidence that individual background characteristics, social capital, school and instructional contexts, and stereotypes and bias all contribute to variation in reclassification patterns. Importantly, reclassification processes may be sensitive to racial and ethnic biases, disproportionately limiting Latinx EL students' reclassification.--2.Beyond Funding: How Organizational Resources Support Science Professional learning KATHRYN N. HAYES, CHRISTINE L. BAE, DAWN O'CONNOR Alameda, JEFFERY C. SEITZ Instructional reform in the United States is often accompanied by financial investment. Recent evidence suggests that such funding can improve educational outcomes; however, unexplained heterogeneity in the relationship between resources and outcomes has led to calls for research on the processes by which resources translate into instructional improvement. In responding to this call, this case study unmasks the complex processes by which funding and other resources are translated into opportunities for science-specific professional learning and the intervening resources that mediate that translation. Results reveal that organizational structures and policies, including aligned schedules, cored math and science teachers, substitute teacher availability, and initiative alignment, played a central role in facilitating or impeding professional learning opportunities. However, each of these organizational structures was in turn facilitated by other elements of capacity, including external funding and resources in the cultural (e.g., shared vision) and social (e.g., relationships) dimensions.--3.The "Discourse of Derision" in News Coverage of Education: A Mixed Methods Analysis of an Emerging Frame KEVIN COE and PAUL J. KUTTNER, MANUSHEELA POKHAREL, DAKOTA PARK-OZEE, MEAGHAN MCKASY Commentators have observed a "discourse of derision" in news coverage of the US education system, but the contours of this discourse are not well understood. This article pairs quantitative content analysis with qualitative framing analysis to sharpen the conceptual and empirical focus of the discourse of derision as an object of study. We theorize four components of this discourse-tone, assessments of quality, teacher voice, and criticism of teachers-and analyze them in a representative sample (n = 602) of broadcast television evening news stories from 1990 to 2015. Our findings reveal that the discourse of derision is a common but not overwhelming feature of television news, occurring primarily through negativity in tone and assessments of quality.--4.What Matters Most for Recruiting Teachers to Rural Hard-to-Staff Districts: A Mixed Methods Analysis of Employment-Related Conditions. HENRY TRAN, DOUGLAS A. SMITH Towa State University This study reports on findings from a convergent parallel mixed methods analysis examining the perspectives of college students concerning their teaching considerations at a rural district with severe teacher-staffing problems. Based on a framework of multiple attribute utility theory, a utility analysis was used to compare the relative importance of working characteristics for a sample of college students at a regional southeastern university. A heterogeneity analysis was then conducted to explore subgroup findings. Lastly, qualitative data were collected from survey and interviews and integrated with the quantitative results to identify points of convergence and divergence. Across the different modes of analyses, administrative support, strong connection with students, and self-confidence were identified as most salient for respondents' consideration of teaching employment at the hard-to-staff district. Results from our study suggest that these areas warrant prioritized attention in policy discussions.