ethanporcaro/eric-fulltext-meta huggingface dataset:
Using a Clinic-Based Screening Tool for Primary Care Providers to Identify Commercially Sexually Exploited Children
Author: Chang, Kimberly S. G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Screening Tests,Sexual Abuse,Primary Health Care,Health Services,Law Enforcement,Incidence,Clinics,Poverty,Patients,Asian Americans,Pacific Islanders,Medical Evaluation,Records (Forms),Females,Adolescents,Young Adults,Risk,Disclosure,Intervention,Sexuality,Posttraumatic Stress Disorder,Victims of Crime,Child Labor,Identification,Slavery

Introduction: Commercial Sexual Exploitation of Children (CSEC), which encompasses acts of domestic minor sex trafficking, is a hidden problem in the U.S. that affects an estimated 300,000 children. Significant health impacts to victims include violence, substance abuse, mental illness, sexually transmitted diseases, and unintended pregnancy. However, due to the covert nature of sexual exploitation, the lack of understanding among service providers and law enforcement, and complex psychological factors experienced by victims, identifying CSEC is a tremendous challenge. Primary care providers can play a critical role in identifying CSEC victims within clinical settings to help address this silent epidemic. Objective: The goal of this project was to assess the prevalence of CSEC using a clinic-based screening tool within a community health center serving indigent populations, with a large proportion of the patients being of Asian and Pacific Islander descent. Methods: Medical charts were reviewed of young female patients (n=621) between 13-23 years of age and seeking clinical services in Asian Health Services' Teen Clinic from 2008 through 2011, during the implementation of a clinic-based CSEC screening tool used by primary care providers. The CSEC screening tool consists of two questions about sexual exploitation. Results: Of the 621 patients in the study, 57.5% were Asian and Pacific Islander. Clinical providers applied the CSEC screening tool on 28.5% (n=177) of female patients in the study. Of the 177 patients who were screened, 7.3% (n=13) responded positive to questions about commercial sexual exploitation. Discussion: Using a clinic-based screening tool with patients who have identified risk factors helps primary care providers identify CSEC victims and link them to available resources. Under-reporting among victims and under-screening among providers remain major considerations in estimating CSEC prevalence. To address under-screening, it is important to raise awareness among primary care providers around the CSEC epidemic and their potential role for intervention, including screening for a history of sexual exploitation among youth patients.
50 Years after the War on Poverty: Successes Should Inspire the Next Bold Steps for Poor Children
Author: Golden, Olivia
Date: 2016-00-00
Type: Journal Articles
Subjects: Poverty Programs,Federal Programs,Low Income Groups,Children,Sociocultural Patterns,Financial Problems,Labor Market,Tax Credits,Minimum Wage,Access to Education,Early Childhood Education

Safety net programs emerging from the War on Poverty and later antipoverty efforts such as Head Start, Medicaid, the Earned Income Tax Credit (EITC), and the Supplemental Nutrition Assistance Program (SNAP), among others have reduced poverty, and strengthened longer-term outcomes for poor children, leading to better health and greater economic success into adulthood. Unfortunately, despite the strong positive effect of these public programs, the poverty rate is still too high, particularly among America's next generation of children and young adults. Struggling with economic insecurity is now a typical experience for America's next generation, with the overwhelming majority of low-income households with children consisting of at least one working adult. For many families, work is not enough to keep them out of poverty, especially due to decades of shrinking wages, lack of affordable child care, and too few opportunities to move up to a better job with higher wages. Even with modest assistance from public programs, millions of families still struggle with economic insecurity. We need to build on the success of the War on Poverty and target the new problems created by the low-wage labor market.
Avoid Simple Solutions and Quick Fixes: Lessons Learned from a Comprehensive Districtwide Approach to Improving Student Behavior and School Safety
Author: Osher, David M.
Date: 2014-00-00
Type: Journal Articles
Subjects: School Safety,Behavior Problems,School Districts,Social Development,Emotional Development,Suspension,Expulsion,Educational Change,Discipline,Elementary School Students,Program Effectiveness,Student Needs,Academic Achievement,Racial Differences,Intervention,Metropolitan Areas,Student Behavior,Educational Environment,Program Descriptions,Risk,Violence,Bullying,Behavior Change,Attendance,Audits (Verification),Poisoning,Hazardous Materials,Poverty,Discipline Policy

We examine the effects of the Cleveland Metropolitan School District's (CMSD) districtwide efforts to improve school safety, order, and conditions for learning. These approaches include implementing (1) a social and emotional learning program for elementary students (PATHS); (2) a planning model for students exhibiting academic or nonacademic needs (student support teams); and (3) a learner-centered approach to discipline (planning centers). We found that improved conditions for learning as well as student support interventions can foster safer, more productive schools. Suspension and expulsion rates decreased, but racial/ethnic disparities remained. Implementation quality also mediated outcomes. Transforming conditions contributing to exclusionary discipline often requires a sustained effort that should begin with an understanding that a culture of change, unlike &quot;quick fixes&quot; (e.g., metal detectors), requires time to engage stakeholders, cultivate their buy-in, and develop and implement an effective plan. We conclude with six recommendations addressing conditions for learning, student supports, and disciplinary disparities.
Pre-K in Texas: A Critical Component for Academic Success
Author: Sanborn, Robert
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Education,School Readiness,Reading Achievement,Outcomes of Education,Reading Tests,Achievement Tests,Grade 3,Scores,Economically Disadvantaged,Educational Policy,Access to Education,Educational Quality,Enrollment

This study is to examine how participation in Texas public Pre-Kindergarten (Pre-K) is associated with performance on the 3rd Grade State of Texas Assessment of Academic Readiness (STAAR) Reading assessment. The study focused on five major independent school districts (ISDs) in Texas (Austin ISD, Dallas ISD, Fort Worth ISD, Houston ISD, and San Antonio ISD) and 12 additional school districts surrounding these major metropolitan areas. The first purpose of the report is to educate parents, policy makers, and the public about the association between Texas public Pre-K and 3rd grade STAAR Reading outcomes. Across campuses and students, this study examines the relationship between varying levels of public Pre-K participation and STAAR Reading scores by comparing 3rd grade STAAR Reading means among multiple sub-groups of economically disadvantaged students. The second purpose is to offer policy recommendations that will increase access to and improve the quality of the Texas public Pre-K program.
Education Not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline
Author: McIntosh, Kent
Date: 2014-00-00
Type: Journal Articles
Subjects: Role of Education,Racial Differences,Ethnicity,Disproportionate Representation,Discipline,Racial Bias,Intervention,Positive Behavior Supports,Educational Quality,Student Needs,Family Involvement,Social Justice

Extension of retribution- and incapacitation-based criminal justice policies and practices to schools has exacerbated racial and ethnic disproportionality in school discipline, a serious and unsolved threat to equity in education and social opportunity. Common approaches implemented to reduce discipline disproportionality have not been shown to be widely effective. A more comprehensive, theory-driven understanding of the factors associated with disproportionate discipline is needed to enhance equity. In this article, we propose a conceptual model of how racial and ethnic bias affects school discipline, with direct implications for practical interventions. The model includes a multidimensional view of bias, informed by research from the field of social psychology, with multiple points identified for intervention to reduce disproportionality over time. The authors conclude with a proposed multicomponent intervention that builds on a foundation of school-wide positive behavioral interventions and supports (SWPBIS) and includes specific strategies for reducing the effects of explicit and implicit bias on school discipline decision making.
Sugar in School Breakfasts: A School District&apos;s Perspective
Author: Lengyel, Jennifer G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Child Health,Nutrition,Food,Breakfast Programs,School Districts,Dietetics,Food Service,Sex,Federal Legislation,Elementary School Students

A recent series of emails and phone calls from parents concerned about the sugar content of Houston Independent School District's school breakfasts revealed that a new issue had risen to the surface. This prompted us to look closely at the sugar content of our breakfast items. School districts participating in the National School Breakfast Program follow a strict set of nutritional regulations set forth by the USDA under the Healthy Hunger Free Kids Act (HHFKA) of 2010 in response to the childhood obesity epidemic. HHFKA made significant changes to the breakfast meal pattern, but did not set standards for the sugar content. Whether this is an oversight or the authors of the law intentionally did not limit sugar, the result is the same: lower fat, higher carbohydrate school breakfast meals. Herein, we would like to provide the perspective of a school food service organization concerning sugar in breakfast, and present the challenges and efforts made to provide students with healthy, well-balanced school breakfasts.
Implementing a Coordinated Care Model for Sex Trafficked Minors in Smaller Cities
Author: Burke, Mary
Date: 2015-00-00
Type: Journal Articles
Subjects: Sexuality,Sexual Abuse,Child Labor,Slavery,Social Services,Health Services,Child Welfare,Child Abuse,Mental Health,Juvenile Justice,Case Studies,Urban Areas,Health Needs,Placement,Housing,Cooperation,Agency Cooperation,Public Policy,Personal Autonomy,Empowerment,Child Safety,Caseworkers

Background: Addressing the social and clinical service needs of minors who have been sexually exploited remains a challenge across the United States. While larger metropolitan centers have established shelters and service provision specific for trafficked persons, in smaller cities and more rural settings, survivors of trafficking (especially minors) are usually served by multiple, disparate social service and health providers working across different systems. Sexually exploited minors present an even greater challenge due to intersections with child welfare and juvenile justice systems, histories of abuse by family that limit placement options, and limited services that address the complex medical, mental health, and psychosocial needs of these youth. Major health organizations have recommended a coordinated care model that integrates the therapeutic and social service needs of trafficked persons including housing and education; implementation of such service provision requires intensive, multi-sectoral collaboration. Methods: We present two case studies from an anti-trafficking coalition established in a smaller urban area. Findings/Conclusions: Multi-sector collaboration requires the development of policies and protocols for addressing the diverse needs (acute and ongoing) of trafficked minors who are often &quot;dual jurisdiction,&quot; involved in both the juvenile justice and child welfare systems. Principles of care including autonomy, empowerment, protection, and safety may be at odds as systems may approach these youth differently. A clearly identified care coordinator can help navigate across these systems and facilitate communication among service providers while protecting client privacy, confidentiality, and autonomy. Assessing the quality of services provided and accountability among service providers remain significant challenges, especially in resource limited settings.
Head Start since the War on Poverty: Taking on New Challenges to Address Persistent School Readiness Gaps
Author: Joshi, Pamela
Date: 2016-00-00
Type: Journal Articles
Subjects: Poverty,School Readiness,Preschool Education,Disadvantaged Youth,Academic Achievement,Achievement Gap,Program Effectiveness,Racial Differences,Ethnicity,Program Implementation,Kindergarten,Evidence Based Practice,Federal Programs

This article explores Head Start's overall effectiveness in improving school readiness outcomes and its potential to reduce gaps in these outcomes in light of changing program goals, resource and funding capacity, and the demographic changes in the low-income child population it serves. Although not an explicit goal of the Head Start program, we assess whether and how the program can address reducing school readiness gaps between children of different racial and ethnic backgrounds and income groups. Because of changing policy priorities and targeting vulnerable groups of children with diverse needs, meeting Head Start goals within funding constraints can be challenging. Yet, as we will show in this paper, the program has successfully adapted to its changing environment, and despite the evolving nature of its goals and populations served, it has managed to demonstrate a favorable impact on children. Future research on tailored programming, program implementation and impacts on specific groups of children is needed to help Head Start further improve its ability to address persistent school readiness gaps.
IAF: Examples of Institutions Organizing on Behalf of Families
Author: Bennett, Willie
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Organizations,Activism,Advocacy,Labor Force Development,Wages,Religious Organizations

In 1997, Samsung received an $80 million tax abatement to build a plant in Austin, Texas amid the promise of &quot;high paying jobs.&quot; People were excited about the company coming to town and there was great buzz, but then they learned that most of the jobs would pay minimum wage. At a meeting of non-profits gathered to learn more about the Samsung jobs and to help them recruit, the company said that they also needed $1 million to train an advance group of 100 workers for six weeks. In addition to forgoing $80 million in tax revenue that this growing city needed, and creating an uneven playing field with direct competitors in the tech industry, now the city of Austin and Travis county were being asked to come up with an additional million dollars. This angered Fr. John Korcsmar, pastor of Dolores Catholic Church. He had come to the meeting in hopes of hearing how his parishioners could work one job to provide for their families instead of two or three. Angry that most jobs would pay minimum wage and that this was not what was promised, Fr. John Korcsmar stood up and said, &quot;We will fight you on this!&quot;
Critical Consciousness and Critical Service-Learning at the Intersection of the Personal and the Structural
Author: Kinefuchi, Etsuko
Date: 2010-00-00
Type: Journal Articles
Subjects: Service Learning,Intercultural Communication,Student Attitudes,Phenomenology,Power Structure,Consciousness Raising,Immigrants,English (Second Language),Land Settlement,Second Language Learning,Social Justice,Interpersonal Relationship,Undergraduate Students,Second Language Instruction,Language Teachers,Course Descriptions

Critical service-learning is often defined in opposition to a more traditional, &quot;charity&quot; approach that does not necessarily seek fundamental changes. Service-learning courses, however, may not quite follow this dichotomy. In an intercultural communication course, students engaged in service-learning that included some elements of both approaches. In this mixed environment, would students reproduce and perpetuate existing oppressive assumptions and relationships, or would they develop critical consciousness? This paper addresses the question by examining student reflections through a phenomenological approach.
The &quot;Net Worth&quot; of Applied Learning: How Holocaust Survivors Counter Educational Consumerism
Author: Schwartzman, Roy
Date: 2010-00-00
Type: Journal Articles
Subjects: Jews,Death,War,European History,Crime,Victims of Crime,Neoliberalism,Educational Change,Resistance to Change,Experiential Learning,Resilience (Psychology),Empowerment,Citizenship Education,Adjustment (to Environment),Cultural Awareness,Higher Education

Shrinking financial support for higher education has renewed interest in market-based approaches that define education as a consumer transaction. This model fails to acknowledge many character-based dimensions of experiential learning. Testimonies from Holocaust survivors reveal three habits of character not captured by educational models that focus primarily on efficiency: embracing personal agency, readiness to act in the face of uncertainty, and creative adaptability that builds resilience to setbacks.
Deepening Applied Learning: An Enhanced Case Study Approach Using Critical Reflection
Author: Brooks, Evelyn
Date: 2010-00-00
Type: Journal Articles
Subjects: Experiential Learning,Critical Thinking,Reflection,Nursing Education,Nursing Students,Essays,Case Method (Teaching Technique)

Conducted in a nursing curriculum, this study explores the potential role of integrating critical reflection and case studies within professional practice degree programs. Forty-six students read a book-length case study, participated in a professional development event related to the book, questioned the book's author in face-to-face interaction, and used the DEAL (Describe, Examine, Articulate Learning) Model for Critical Reflection (Ash &amp; Clayton, 2009a; Ash &amp; Clayton, 2009b). Feedback using the DEAL Model Critical Thinking Table was given to students after the first critical reflection essay, and students used that feedback to deepen their thinking in the second critical reflection essay. Analysis of the critical thinking scores on the first and second essays confirmed increases in the quality of student reasoning. Reflections also provided evidence of improved understanding of palliative care and student ownership of their own learning. Results suggested the value of enhancing the applied learning pedagogy of case studies through critical reflection.
More than a Drop in the Bucket: The Social and Economic Costs of Dropouts and Grade Retentions Associated with Exclusionary Discipline
Author: Marchbanks, Miner P., III.
Date: 2014-00-00
Type: Journal Articles
Subjects: Dropouts,Grade Repetition,Discipline,Economic Impact,Costs,Disproportionate Representation,Minority Group Students,Middle School Students,High School Students,Risk

Each year many students are subject to exclusionary discipline, in fact, 60% of students in Texas are disciplined at-least once between grades 7 through 12. The purpose of this study is to examine the impact of school discipline contact on students' risk for grade retention and school dropout using a statewide sample of nearly one million 7th grade students tracked through their 12th grade year. Results indicate that school discipline relates to a 24% increase in high school dropout. These additional dropouts are associated with an economic effect of between $750 million and $1.35 billion per year. Results also indicate that school discipline is associated with approximately 6,600 grade retentions per year in the state of Texas. The delayed workforce entry related to grade retention has an effect of over $100 million for the state, including $5.7 million in lost tax revenue. Given the higher discipline rate for minorities, these costs disproportionately affect them. Further, the additional year of instruction costs the state over $76 million dollars.
Perceptions of Effectiveness of School Counselors with Former Graduates in a TRIO College Program
Author: Ohrtman, Marguerite
Date: 2016-00-00
Type: Journal Articles
Subjects: School Counselors,Counseling Effectiveness,At Risk Students,High Schools,Federal Programs,Disadvantaged Youth,Counselor Client Ratio,Two Year College Students,Community Colleges,Counselor Client Relationship

The context and variables that affect at-risk students are constantly changing. It is imperative that school counselors understand the risk factors for students and the cultural and social contexts the individual lives within. Working with at-risk students is even more challenging with the millennial generation. The culture in this generation promotes instant gratification as society has reinforced that all individuals will succeed. At-risk students in this generation can be in disbelief of even being at-risk and may assume that others will solve their problems. Federally funded TRIO programs have shown to a positive impact on at-risk student development. Although there has been sufficient evaluation and review of TRIO programs' impact on disadvantaged college students, there is a lack of research of student evaluation of their high school counselors after they graduate. It is important to consider the high school counselor's impact on postsecondary success. College students involved in TRIO completed surveys rating their high school counselor. School counselor rating scores were correlated with the number of school counselors in that school, r(20) = 0.45, p = 0.043. This study has implications for school counselors and emphasizes the importance of school counselor contact. This research is the first step in the evaluation of high school counselors from students even when they are no longer high school students. Key take away points: (1) At-risk students from schools where school counselors had smaller caseloads rated their counselors more favorably based on the ASCA National Model; (2) Students who worked rated school counselors as more effective suggests that characteristics of students who work has a positive impact on their relationship with school counselor; and (3) This study is a first step in understanding school counselor effectiveness, especially for at-risk youth involved in a TRIO college program.