BackgroundArm care programs consisting of upper extremity strengthening and stretching have been recommended for injury prevention for pitchers of all ages. There has been no investigation into high school baseball coaches' usage and perceptions of arm care programs to mitigate physical impairments associated with injuries in baseball players.

This study examines various factors influencing teacher attrition. Relying on nationally representative, district-teacher matched data, we attempt to identify key determinants of teacher attrition by employing multilevel mixed-effects linear models, which control for commonalities among teachers within the same school district. We find that a stronger teacher voice, a more supportive work environment, fewer school problems, and greater teacher morale significantly reduce teacher attrition. We also show that teacher base salary and returns to experience are negatively associated with teacher attrition. Among all these factors, teacher voice shows one of the largest impacts on teacher attrition, and its effects are much greater for novice teachers than for experienced teachers.

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The question of whether teaching is a profession, with all the status and responsibilities that entails, is not as settled as some believe. Emma García and Elaine Weiss look at the requirements and characteristics of a profession and examine data from teachers and find that teaching, as currently experienced by teachers, does not measure up to the traits of a profession, though it would merit the status,. Although teaching has credentialing requirements, many teachers lack the credentials associated with effectiveness. In addition, teachers do not receive the professional support needed to grow professionally, and they lack the societal respect and influence other professions enjoy. Teachers also receive lower pay than their peers, and many experience emotionally and physically damaging work environments.

Rural poverty rises to higher levels than poverty in urban and suburban areas, and rural communities and their schools face greater isolation, which means that families must travel farther than their urban and suburban counterparts to access available services and learning opportunities. Elaine Weiss describes two rural communities, one in Arkansas and another in Kentucky, that provide models for how rural communities might create ways for students and families to access resources that otherwise would be out of reach. Grant funding allowed one district to open up additional spots in a local preschool, while a partner organization in another community converted school buses into preschool classrooms, so they could take learning directly to distant families. These districts also used technology to improve their STEM offerings, provide access to e-books that students could download on school-provided tablets at school and read at home without internet access, and put students in touch with medical care, mentors, and learning opportunities beyond their local community.