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Abstract. Background: Natural disasters are increasing in frequency and severity and impacted populations develop mental health conditions at higher rates than those not impacted. Aims: In this study, we investigate the association between exposure to a major natural disaster and suicide in the US. Method: Using county-level data on disaster declarations, mortality files, and population data, suicide rates were estimated for three 12-month periods before and after the disaster. Pooled rates were estimated predisaster and compared with postdisaster suicide rates using Poisson-generated Z tests and 95% confidence intervals. Results: A total of 281 major disasters were included. The suicide rate increased for each type of disaster and across all disasters in the first 2 years of follow-up. The largest overall increases in suicide rates were seen 2 years postdisaster. Limitations: Limitations include the ecologic study design, county-level exposure, and low power. Conclusion: Increases in county-level suicide rates after disasters were not statistically significant, although there was evidence that increases were delayed until 2 years postdisaster. Additional studies are needed to improve understanding of nonfatal suicide attempts after disasters and the role elevated social support plays in suicide prevention postdisaster. Future studies should consider pre-existing mental health, secondary stressors, and proximity to hazards.

One of the most important economic trends of the past 30 years has been the escalating levels of within-country income inequality. Much of the developed world is currently experiencing large increases in income inequality. Indeed, income inequality in the United States now exceeds the previous highs of the 1930s. Recent research has found that increases in income inequality can produce a wide variety of societal ills. This article examines the effects of economic inequality on educational outcomes. Drawing on data provided by the World Bank and the Organisation for Economic Cooperation and Development (OECD) from 2000 through 2015, we find that a country's level of economic inequality has large, negative effects on its student academic achievement. The effect sizes are largest in math. We examine a variety of potential solutions to lessen within-country economic inequality.

Public concern stemming from the wide disparities in academic achievement based on student poverty status extends back at least to the issuing of the Coleman Report in 1966. The Coleman Report found large and persistent achievement gaps between economic and racial subgroups, yet, perhaps surprisingly, did not find large gaps in funding. The achievement gaps identified in the Coleman Report persist today. Since the NCES began tracking poverty gaps with the National Assessment of Education Progress (NAEP) in the 1990s, the disparities in achievement based on poverty have been large and statistically significant. In response, many states began enacting school funding mechanisms to direct additional resources to high‐poverty schools. Currently, 41 states have employed funding enhancements for poor students (EdBuild, 2018). Are these mechanisms effective at reducing the disparity in achievement for poor versus non‐poor students? Using data from the Urban Institute (2017), we find that states that have directed additional resources towards poor students effectively reduced the disparity between poor and non‐poor students in NAEP fourth‐ and eighth‐grade math and reading exams. Whereas the results are large and statistically significant, the costs associated with fully eliminating the disparity between poor and non‐poor students are very high.