This article reports on a design-based implementation research (DBIR) project that addresses the question: How can classrooms be supported at scale to achieve the threedimensional learning goals of the Next Generation Science Standards? Inherent in this question are three key design challenges: (i) three-dimensional learning-the multidimensional changes in curriculum, assessment, and instruction required for three-dimensional learning; (ii) scale-the necessity of change at multiple scales in educational systems; and (iii) diversity-achieving rigor in our expectations with responsiveness to the enduring diversity of our students, classrooms, and schools. We discuss findings from the Carbon TIME project, which focuses on teaching carbon cycling and energy transformations at multiple scales. Findings focus on design and knowledge building in three interconnected contexts. (i) Assessment-understanding and assessing students' three-dimensional learning. Learning progression frameworks provide insight into students' reasoning and the basis for efficient and reliable classroom and large-scale assessments that have used automated scoring of constructed responses for over 80,000 tests. (ii) Classrooms-classroom discourse and learning communities. Six Carbon TIME units are based on an instructional model that scaffolds students' engagement with phenomena as questioners, investigators, and explainers. The units support substantial learning and reduce the achievement gap between high-pretest and lowpretest students, but with substantial differences among

This cross-sectional study uses spatial analysis to evaluate social determinants of health and COVID-19-related mortality rates among Black, Hispanic, and White populations living in rural, suburban, and urban communities.

Key Points Question Does the association of community vulnerability to disasters and pandemics with access to medications for opioid use disorder vary across urban and rural communities? Findings In this cross-sectional study of 32 604 zip codes tabulation area across the continental United States, communities with greater social vulnerability did not have greater geographic access to medications, and the mismatch was greatest in suburban communities. Rural communities had poor geographic access regardless of vulnerability. Meaning These findings suggest that disaster preparedness planning should include anticipation of access to medications for opioid use disorder and better match the location of services to communities with greater vulnerability to prevent inequities in opioid overdose deaths.

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Distributed spatial infrastructures leveraging cloud computing technologies can tackle issues of disparate data sources and address the need for data‐driven knowledge discovery and more sophisticated spatial analysis central to the COVID‐19 pandemic. We implement a new, open source spatial middleware component (libgeoda) and system design to scale development quickly to effectively meet the need for surveilling county‐level metrics in a rapidly changing pandemic landscape. We incorporate, wrangle, and analyze multiple data streams from volunteered and crowdsourced environments to leverage multiple data perspectives. We integrate explorative spatial data analysis (ESDA) and statistical hotspot standards to detect infectious disease clusters in real time, building on decades of research in GIScience and spatial statistics. We scale the computational infrastructure to provide equitable access to data and insights across the entire USA, demanding a basic but high‐quality standard of ESDA techniques. Finally, we engage a research coalition and incorporate principles of user‐centered design to ground the direction and design of Atlas application development.