ethanporcaro/eric-fulltext-meta huggingface dataset:
Engaging Parents in an Urban Public High School: A Case Study of Boston Arts Academy
Author: Ouimette, Monique
Date: 2004-00-00
Type: Reports - Research
Subjects: At Risk Students,Low Income Groups,Minority Groups,Parent Participation,Cultural Differences,Parent School Relationship,Educational Environment,Urban Schools,Student Diversity,School Culture,Teamwork,Career Academies,College Preparation,Art Education,School Personnel,Volunteers,Parent Associations,Homework,Orientation,Public Schools

High parental involvement has been linked to increases in student achievement and engagement in school (Moore, 1992; Swap, 1993; Henderson and Berla, 1994; Fuller and Olsen, 1998). Schools with large populations of low-income students or students of color often have difficulties in engaging a majority of parents due to a variety of social and cultural differences among parents and teachers. While the literature on parent involvement cites many examples of challenges to parent involvement and suggestions to overcome those challenges, few models of extensive parent involvement in urban, public high schools have been described. The Boston Arts Academy is one such example. Parent involvement was studied at this urban public high school through staff and parent interviews, documentation, and observation of family events at the school. Boston Arts Academy engages a vast majority of its parents in school-based activities through multiple events and entry points, a welcoming school environment, and frequent communication among staff and parents. By focusing on building a diverse, inclusive culture and encouraging parents to take part in the school, the academy engages parents with varied prior experiences and dispositions toward parent involvement. Parents express that the school creates an open, welcoming, and informative environment. Findings from this case study suggest several key approaches that other schools may adopt: (1) Developing a coherent school vision that focuses on including families of varying dispositions as part of the team; (2) Supporting staff commitment to knowing students well and regularly communicating with parents; (3) Creating multiple, diverse opportunities for parent involvement, and support for parents to avail themselves of these opportunities; and (4) Allocating staffing resources toward facilitating parent communication and involvement. Two appendices are included: (1) Descriptions of the Pilot School Autonomies; and (2) Multiple Entry Points. (Contains 10 footnotes.)
The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459
Author: National Center for Education Statistics (ED)
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Reading Achievement,National Programs,Educational Assessment,Educational Improvement,Grade 4,Grade 8,Public Schools,Urban Schools,School Districts,Student Characteristics,Scores

The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. Results from the 2009 NAEP Trial Urban District Assessment (TUDA) make it possible to compare the performance of students in urban districts to public school students in the nation and large cities (i.e., cities with populations of 250,000 or more). Changes in students' performance over time can also be seen for those districts that participated in earlier assessments. Representative samples of fourth- and eighth-grade public school students from 18 urban districts participated in the 2009 assessment. Eleven of the districts participated in earlier assessment years, and seven districts participated for the first time in 2009. Between 800 and 2,400 fourth- and eighth-graders were assessed in each district. At grade 4, average reading scores increased since 2007 in 4 of the 11 participating districts, although there were no significant changes in the scores for fourth-graders in the nation or large cities overall. Scores were higher in 2009 than in 2002 for five of the six districts that participated in both years, along with increases for both the nation and large cities over the same period. At grade 8, average reading scores for the nation and large cities were higher in 2009 than in 2007, with 2 of the 11 participating districts (Atlanta and Los Angeles) showing gains. These same two districts of the five that participated in both years scored higher in 2009 than in 2002, although there were no significant changes in the scores for eighth-graders in the nation and large cities in comparison to 2002. Among the 18 urban districts that participated in the 2009 reading assessment, scores for both fourth- and eighth-graders in 5 districts were higher than the scores for public school students attending schools in large cities overall. Scores for 7 districts were lower than the scores for fourth- and eighth-graders in large cities nationally. (Contains 10 figures and 16 tables.) [This report was prepared by Educational Testing Service under contract with the National Center for Education Statistics.]
Childhood Overweight: What the Research Tells Us
Author: Center for Health and Health Care in Schools
Date: 2005-03-00
Type: Reports - Descriptive
Subjects: Obesity,Children,Adolescents,Sociocultural Patterns,Ethnicity,Differences,Context Effect,Child Health,Social Psychology,Eating Habits,Physical Activity Level,Parent School Relationship

The rapid increase in overweight among children and adolescents is generating widespread concern. On average, rates of overweight for boys and girls remain similar. Some groups of children are more affected by overweight than others. This paper discusses the health consequences of childhood obesity. A list of school interventions for obesity prevention is also included.
Childhood Vision: What the Research Tells Us
Author: Center for Health and Health Care in Schools
Date: 2004-06-00
Type: Reports - Descriptive
Subjects: Children,Vision,Vision Tests,Screening Tests,Teacher Role,Identification,Visual Impairments,Socioeconomic Status,Context Effect,Access to Health Care

While a nationwide study of vision problems in children has not been conducted in over 30 years, the most recent NHIS (National Health Interview Survey) study shows vision problems are common in children, with an estimated 13.5 million children ages 0-17 affected. As of 2002, 30 states plus the District of Columbia &quot;required&quot; vision screening in elementary schools or for all school-aged children. Eleven states &quot;recommended&quot; vision screenings. Even with these recommendations and requirement, only a small percentage of preschool and school age children actually receive the recommended or required tests. This paper discusses what schools, parents, and communities can do to help children with vision problems.
Youth Health Coordinating Council Ward 8 Secret Health Clinic Shopper Report
Author: Behrens, Donna
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Community Health Services,Health Needs,Public Health,Child Health,Confidentiality,Young Adults,Health Facilities,Clinics,Social Services,Children,Health Conditions,Adolescents

There are over 70,000 residents in Ward 8, the poorest area of Washington, DC and along with Ward 7, it's most geographically remote. Approximately 36% of the Ward 8 population consists of children and youth, 18 years or younger. Children in the District of Columbia are at greater risk for poorer health and life outcomes than children in other parts of the United States. This is especially true in Ward 8, where poverty, violence, and poor access to health and social services plague its residents. Despite the presence of a variety of community based health facilities in Ward 8, the adolescent health data indicates that something more or different is needed to address teen health needs and access to care. Through the generous support and funding of the Horning Family Foundation, the Center for Health and Health Care in Schools at the George Washington University School of Public Health and Health Services has engaged young people from Ward 8 to be part of a Youth Health Coordinating Council (YHCC). The role of the YHCC has been to discuss and research the health issues that most concern young people in Ward 8 and to identify available community health resources that might respond to these issues. The YHCC has undertaken several activities in the past year. The students identified the unmet health needs of teens in Ward 8: they identified existing community health services and reviewed their web sides, and developed the key criteria that they believe make health services more &quot;teen friendly.&quot; An important activity of YHCC this winter was the development of a &quot;secret health clinic shopper&quot; project to evaluate the accessibility of Ward 8 health centers to area teens. The YHCC members developed a phone call script that began with a request to make an appointment with a doctor for a sports physical after school hours and followed up with questions about hours, services, payment, confidentiality and proximity of the center to mass transit. [Funding for this paper was provided by the Horning Family Fund.]
Helping Immigrant and Refugee Students Succeed: It's Not Just What Happens in the Classroom
Author: Kugler, Eileen Gale
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Immigrants,Refugees,Social Isolation,Second Language Learning,English (Second Language),War,Violence,Behavior Problems,Context Effect,Academic Achievement,School Activities,Mental Health,Family School Relationship,Parent Participation,National Programs

A child who seems disinterested may actually be depressed, living with parents who themselves are disengaged and depressed as they struggle to adjust. A student with violent outbursts, who might just appear undisciplined, can be reliving the emotion of a turbulent event in a war-torn country, experiencing a heightened "flight or fight" response. The Robert Wood Johnson Foundation (RWJF) recognized the need for mental health care for this critical population and launched a new program in March 2007. Under the Caring Across Communities (CAC) Initiative, RWJF awarded grants totaling $4.5 million to 15 projects aimed at reducing emotional and behavioral health problems among students in low-income immigrant and refugee families. The Caring Across Communities project directors share information with national program leaders at the Center for Health and Health Care in School at The George Washington University, as well as with each other at collaborative meetings. A number of successful strategies have emerged for engaging immigrant and refugee families in support of their children's mental health. This paper discusses these strategies.
Children of Immigrants and Refugees: What the Research Tells Us
Author: Center for Health and Health Care in Schools
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Immigrants,Demography,Population Trends,Poverty,Family Environment,Disproportionate Representation,Mental Health,Mental Disorders,Health Services,Limited English Speaking,Barriers,Access to Health Care,Cultural Differences,Cultural Awareness,Mental Health Workers

The foreign-born population of the US numbered 31.1 million in 2000, which amounts to 11.1% of the total population, an increase of 57% over 1990. According to the 2000 Census, 1 of every 5 children in the United States is a child of immigrants--that is, either a child who is an immigrant or who has at least one immigrant parent. Official poverty rates for children in immigrant families are substantially higher than for children in native-born families (21% versus 14%). Nearly half have incomes below 200% of the poverty level, compared with 34% of native children. One young person in 10 suffers from mental illness severe enough to cause some level of impairment in their lives, yet nearly 75% of them do not get the care they need. In the mental health care setting, culture affects how people label and communicate distress, explain the causes of mental health problems, perceive mental health providers, and respond to treatment. This paper offers suggestions on how mental health providers can build cultural competence. (Contains 1 figure.)
Medication Management in Schools: A Systems Approach to Reducing Risk and Strengthening Quality in School Medication Management
Author: Center for Health and Health Care in Schools
Date: 2004-10-00
Type: Reports - Descriptive
Subjects: School Health Services,School Nurses,Drug Therapy,Administration,Risk Management,Child Safety,Error Correction,Systems Approach,Role

This paper and the invitational meeting for which it has been prepared make certain assumptions about the challenge of strengthening the quality of medication management in school. The participants believe that recent research on improving the safety and quality of patient care has relevance for health services in school, particularly the safety of medication management practices. They propose to focus on the systems that make it least likely that errors will occur in the management of medications and most likely that the needs of students will be met. They acknowledge that medications may be administered in schools in conditions not anticipated in nurse practice acts or other professional guidance. Their objective is to identify how risk can be minimized and quality of care assured in the administration of medications or provision of therapeutic interventions in a setting that may not be a health care facility. This paper presents the transcripts of two speeches presented at the meeting. These are: (1) "The New, New Morbidities: An Emerging Role for School Health and Medication Management at School" (Howard Bauchner); and (2) "Opportunities to Strengthen Medication Management at School: Tales from Two Cities" (Judith Frederick and Elizabeth Schainker). Individual papers include footnotes and tables. [Funding for this paper was provided by the Agency for Healthcare Research and Quality in the US Department of Health and Human Services.]
Tips for Mental Health Interpretation
Author: Whitsett, Margaret
Date: 2008-01-00
Type: Reports - Descriptive
Subjects: Mental Health Programs,Mental Health,Health Services,Interpretive Skills,Guidelines,Professional Training,Cultural Awareness,Interpersonal Competence,Sensitivity Training,Role,Definitions,Counselor Client Relationship

This paper offers tips for working with interpreters in mental health settings. These tips include: (1) Using trained interpreters, not bilingual staff or community members; (2) Explaining "interpreting procedures" to the providers and clients; (3) Addressing the stigma associated with mental health that may influence interpreters; (4) Defining the roles of the interpreter and provider clearly; (5) Having the provider discuss their goals for a session with the interpreter before seeing the client; (6) Scheduling time for the provider and interpreter to meet before and after each session to discuss concerns or answer questions; (7) Training providers and interpreters in cultural competency and helping them understand the importance of culturally and linguistically sensitive interventions; (8) Debriefing interpreters so they can process the traumatic stories heard when interpreting the clients' experiences; (9) Building a provider-interpreter team; and (10) Using assessment tools to measure the accuracy of the interpreter.
The Role of School Health Professionals in Preventing Childhood Overweight
Author: Robinson, Virginia
Date: 2006-04-00
Type: Reports - Evaluative
Subjects: School Health Services,School Nurses,Health Personnel,Role,Child Health,Body Composition,Prevention,Obesity,Public Health

For more than a decade, researchers, and increasingly the public, have focused on childhood overweight as a personal and public health problem. As the number of children who are overweight has continued to grow, consensus has emerged that schools, as the places where children spend much of their time, have a critical role to play in reversing this trend. But while some promising programs, policies, and practices have been identified, there has been little attention to what front-line, building-based health professionals, specifically school nurses and the staffs of school-based health centers, can contribute to school-based interventions. This paper discusses what school health professionals and other stakeholders can do to prevent childhood obesity. InFocus: Body Mass Index for Children is appended.
Psychotropic Drugs and Children: A 2007 Update
Author: Center for Health and Health Care in Schools
Date: 2007-12-00
Type: Reports - Descriptive
Subjects: Behavior Problems,Drug Therapy,Student Behavior,Symptoms (Individual Disorders),School Health Services,School Policy,School Role,Mental Disorders,Attention Deficit Hyperactivity Disorder,Stimulants,Depression (Psychology),Suicide,At Risk Persons

The safe and effective use of medications for the treatment of certain medical conditions and illnesses has enabled many children to attend school and achieve academic success. In medical practice, widespread acceptance of drug therapy for behavioral disorders has facilitated diagnosis and treatment of these conditions in ambulatory care. Recent changes in the use of psychotropic medications by children and adolescents, and concerns about adverse consequences, have prompted the US Food and Drug Administration (FDA) to revise their guidance for prescribers and patients. The need for up-to-date drug information, and for monitoring of students on medication, prompted the Center to update this fact sheet for those who may be called upon to administer medications to students during the school day.
Tax-Credit Scholarships in Maryland: Forecasting the Fiscal Impact
Author: Gottlob, Brian
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Private Schools,Tax Credits,Income,Program Effectiveness,School Districts,State Government,Scholarships,School Business Relationship,School Choice,Transfer Students,Expenditures,Enrollment Trends,Expenditure per Student,Student Characteristics,Participation,Tuition,Supply and Demand,Economic Impact,Poverty,Family Income,Educational Finance,Financial Support,At Risk Students,Budgets,State Aid

This study seeks to inform the debate over a proposal in Maryland to give tax credits to businesses for contributions to organizations that provide scholarships to K-12 private schools or which contribute to innovative educational programs in the public schools. The study constructs a model to determine the fiscal impact of a tax-credit scholarship program on the state and on local school districts. The author and his colleagues estimate the impact that the scholarship portion of the tax-credit program will have on the distribution of students between public and private schools in Maryland by estimating the likely transfer of students from public to private schools depending on the average dollar value of scholarships. They use these estimates to determine the impact that tax-credit scholarships will have on state education aid to school districts and to calculate the &quot;break-even&quot; rate of transfer, or the number of public school students who would have to transfer to private schools in response to the scholarship program, in order to make the tax-credit scholarship program (both the scholarship and innovative education program for public schools portions) fiscally neutral from the perspective of Maryland state government. They compare the revenue and expenditure impacts of the scholarship and contributions for innovative educational programs on school districts to determine the net impact of the  tax-credit program on school district finances and the resources available to educate each child in Maryland's public schools.    In addition to expanding educational opportunities to Maryland families of limited means (improving the equity of its education system) and providing funding for innovative educational programs in the public schools, the Building Opportunities for all Students and Teachers (BOAST) tax-credit program will generate fiscal benefits for local school districts, increasing the available resources for students who remain in public schools. Because much of their revenue does not vary with enrollment, school districts will retain much of the funding associated with students who use scholarships to transfer from public to private schools. The overall impact on public schools would be to increase the financial resources available per student. Depending on a few key program variables and design elements, the BOAST proposal can also result in large fiscal savings to the state budget. (Contains 12 tables, 13 figures, and 18 notes.
Assessing the Impact of Education and Marriage on Labor Market Exit Decisions of Women. Working Paper 2010-2
Author: Hotchkiss, Julie L.
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Labor Force,Females,Decision Making,Labor Market,Labor Force Nonparticipants,Employment Patterns,Marriage,Birth,Role of Education,Context Effect,Labor Supply,One Parent Family

During the late 1990s, the convergence of women's labor force participation rates to men's rates came to a halt. This paper explores the degree to which the role of education and marriage in women's labor supply decisions also changed over this time period. Specifically, this paper investigates women's decisions to exit the labor market upon the birth of a child. The results indicate that changing exit behavior among married, educated women at this period in their lives was not likely the driving force behind the aggregate changes seen in labor force participation. Rather, changes in exit rates among single women, particularly those less educated, are much more consistent with the changing pattern of aggregate female labor force participation. Complete Estimation Results is appended. (Contains 6 footnotes, 5 figures and 1 table.)
Strategies for Success in Financial Education. PDP 2009-3
Author: Newberger, Robin G.
Date: 2009-10-01
Type: Reports - Descriptive
Subjects: Federal Government,Banking,Administrative Organization,Economics Education,Consumer Education,Money Management,Educational Needs,Audiences,Conferences (Gatherings)

The Federal Reserve Bank of Chicago will host a conference, Financial Literacy, Financial Education, and the Federal Reserve: Strategies for Success, on September 11, 2009. This article reviews some of the financial education activities throughout the Federal Reserve System. The topics these initiatives cover include financial skill building, economic education, bank account ownership, financial planning, wealth accumulation, consumer protection, and foreclosures--issues that affect many people at different stages of their lives. While the topics discussed and the methods to reach the targeted audiences may differ across locations, the 12 Federal Reserve Banks and the Federal Reserve Board bring common strengths to bear on many of these initiatives. One of the strengths of the regional Feds with respect to financial literacy is their ability to rigorously analyze the educational needs in their districts. (Contains 1 footnote.) [This report was reproduced from Chicago Fed Letter number 267a.]