vania-janet/multiturn-rag-retrieval-data huggingface dataset:
California’s Child Welfare System: Addressing Disproportionalities and Disparities
As shown in Figure 14, in most years, the largest percentage of these reports are made by teachers and other school personnel (around 20 percent) with the second largest percentage coming from law enforcement and other legal professionals (also around 20 percent in recent years). The COVID‑19 pandemic period saw the number of reports from teachers/school personnel drop sharply, likely in large part due to school closures which resulted in less in‑person contact between teachers and children. 

Substantiation Rates Vary Significantly by Reporter Type. Allegations from certain reporter types, relative to other reporter types, are much more likely to be substantiated and result in entries to care. In particular, as shown in Figure 15 , reports from law enforcement are the most likely to be substantiated (around 30 percent substantiation rate in recent years), while reports from teachers and other school personnel are around five to six times less likely to be substantiated (around 5 percent in recent years). Reports from child welfare and medical professionals also are substantiated at relatively high rates (around 20 percent in recent years). Part of this difference across reporter types likely is related to the circumstances under which the mandated reporter has contact with the child. For example, medical professionals may be more likely to report allegations of physical abuse based on observing certain types of fractures or patterns of bruising, which may be more straightforward for child welfare social workers to substantiate compared to some other types of allegations, such as general neglect. 

In Total, Small Percentage of Allegations Are Substantiated and Result in Foster Placement. Ultimately, a large share of families who are the subject of a maltreatment allegation are not found to have mistreated their children. As shown in Figure 16, while there are around half a million California children who are the subjects of allegations in any given year, only around 15 percent of allegations are substantiated, and around 6 percent result in foster care entry, with the remainder of allegations determined to be unfounded, evaluated out, or inconclusive.
2001 Budget Analysis Office of Criminal Justice Planning (8100)
There are currently 19 forensic laboratories operated by local law enforcement agencies in California. These labs serve approximately 77 percent
of the state's population. Chapter 931, Statutes of 1997 (AB 920, Davis) required the Bureau of State Audits (BSA) to examine the condition of these
laboratories, and determine what resources were necessary for them to obtain accreditation from the American Society of Crime Laboratory Directors
Laboratory Accreditation Board (ASCLD/LAB). The BSA report concluded that the 14 crime labs which did not meet the ASCLD/LAB standards would
require $221 million in construction money to meet the accreditation standards for square footage. In response to this finding, the Legislature placed a
$220 million bond act on the March 2000 primary election ballot, which was defeated by the voters. With bond funds unavailable, the 2000-01 Budget Act
included $96 million in OCJP's local assistance budget to build a new crime lab to serve the Los Angeles Police and County Sheriff Departments.
Budget Proposal. The Governor's budget proposes $30 million from the General Fund for OCJP grants to local governments to improve their forensic
laboratories. All local labs, except for the two Los Angeles labs, would be eligible for the funds. Funds would be available in undesignated amounts for any of
the following purposes: (1) construction and renovation, (2) purchase of new equipment, and (3) replacement or upgrade of existing equipment.
Criteria for Awarding Grants Are Not Sufficiently Developed. The budget proposal describes the distribution scheme for these grants as "a competitive basis
based on demonstrated need." In response to our request for additional information, OCJP indicated a portion of the funds would be distributed to all 17 of the
eligible labs, each of which would receive some unspecified amount. The remainder would be distributed based upon demonstrated need, crime rate, and
population served. Rather than emphasizing competitive based grants, the proposal appears to be based on a formula award process with a minimum guarantee.
In either case OCJP has not provided sufficient information on the specific allocation method and criteria that will be used to award these grant funds for our
office to recommend approval.
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We work under the direct responsibility of the minister and implement laws, regulations and heritage policy jointly made by the ministry and the RCE. We also generate and disseminate knowledge and provide practical advice on national monuments, landscape and environment, archaeology, and movable heritage."
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"The Consulate General in New York carries out the International Cultural Policy of the Netherlands, under the joint direction of the Netherlands Ministry of Foreign Affairs and the Netherlands Ministry of Education, Culture and Science. To implement this policy strategically and effectively in the U.S., the Consulate General adheres to a 2021-2024 multiyear strategic plan. For the coming years, the goals are to strengthen the position of the Dutch cultural sector in the U.S. through visibility, exchange and sustainable cooperation, and to support the bilateral relationship between the Netherlands and the U.S. through Dutch cultural activities in the U.S."
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"We were founded in 1895 as a hereditary organization to perpetuate the memory of our ancestors and to preserve and promote the legacy of the seventeenth-century Dutch settlers of New Netherland. Our mission focuses on collecting and preserving genealogical and historical documents relevant to the Dutch in Colonial America and to support excellence in historical research related to New Netherland."
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These data will be used to see if there is any difference in reproductive potential between areas.Monitoring for anticoagulant rodenticides.New York is partnering with other Northeastern states to investigate the impacts of anticoagulant rodenticides (ARs) on fisher populations. Partners at SUNY ESF are analyzing liver samples and reproductive tracts of trapper-submitted carcasses to get an idea of baseline AR levels and investigate whether these toxins may negatively impact productivity. A preliminary analysis found ARs present in nearly 80% of New York samples.Bobcats in Central and Western New York

 

Observations by hunters, trappers, hikers, farmers, trail camera users, and others who spend time outdoors clearly indicate that bobcat populations are increasing and have expanded beyond their historic core range in the Taconic, Catskill, and Adirondack mountains. Bobcat population trends in New York reflect general trends across the United States, as many other states have reported increasing bobcat populations.With bobcat populations growing throughout the state, a limited harvest season was opened in portions of Central and Western New York starting in 2013. Between 2013 and 2015, all hunters and trappers wanting to pursue bobcats in the Harvest Expansion Area (HEA) had to apply for a special permit and complete a hunting and/or trapping activity log. In addition, DEC collected teeth from all harvested bobcats during this time period.The age structure of a population is believed to reflect the intensity of harvest, with younger animals (< 2 years old) dominating heavily exploited populations. To evaluate the impacts of the bobcat season in the HEA, DEC staff in partnership with Cornell University estimated survivorship and population growth rate of this population over the first several years of harvest. Using the harvest age structure, we estimated that the bobcat population in the HEA was stable or slightly growing. DEC will continue to monitor harvest data and conduct research to monitor the bobcat population in Central and Western New York and evaluate the potential for additional harvest opportunities.American Marten in New YorkThe American marten, also commonly referred to as the pine marten, are of management concern given their limited range and trapping vulnerability in New York. After population recovery through the middle part of the 20th century, a limited trapping season was opened in 1978 in the High Peaks region of the Adirondacks.
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2001 Budget Analysis: Department of Food and Agriculture (8570)
Disease/Glassy-Winged Sharpshooter program. 
The Governor's budget includes $19.6 million ($8.9 million from the General Fund, $4.9 million from federal funds, and an anticipated $5.8 million contribution from the wine and grape
industry). This program is part of the department's Plant and Pest Prevention program and also needs to be considered in the context of the Comprehensive Statewide Strategic plan due to the
Legislature March 1, 2001.
Background 
In August 1999, an outbreak of Pierce's Disease (PD), a bacteria that infects several plant species and can be particularly devastating to grape vines, was confirmed in the Temecula area in
southern Riverside County. It was determined that the cause for the spread of the disease was due to a nonnative insect—the Glassy-Winged Sharpshooter (GWSS). In response to the
potential harm this disease poses to the wine grape industry, the Legislature has to date appropriated $16 million to combat the spread of the disease. In addition, the federal government and
the wine industry have committed $22 million and $750,000, respectively, that will be spent over at least three years. Thus, to date a total of about $39 million has been committed to this
program.
These funds are to be spent in two general areas: (1) efforts to limit the spread of the disease by controlling the GWSS and (2) research on both the disease and methods to control the
sharpshooter.
State-Level Responsibilities 
The DFA has developed a response to the threat from PD and the GWSS by coordinating the efforts of various organizations including the U.S. Department of Agriculture (USDA), the
University of California (UC), county agricultural departments, and a variety of industry representatives. With additional input from the Science Advisory Panel, the PD Advisory Task Force,
and its own technical staff, the department has developed the content of the program and its goals and objectives. Although the development of program information, expertise, and structure
originates on the state level, most of the implementation of the program is carried out at the county level.
2001 Budget Analysis: Longer Middle School Year
The research literature suggests that, while time is certainly a critical factor, by itself it has little direct impact on student performance. Simply adding time to
the school year or day would not likely produce large scale gains in student achievement.
Rather, what research studies repeatedly find is that in education, quality is the key to making time matter. Of particular importance is providing curriculum and
instruction geared to the needs and abilities of students, engaging them so they will return day after day, continuing to build on what they have learned. In other
words, educators must—to the greatest extent possible—make every hour count. What matters most are those catalytic moments when students are absorbed in
instructional activities that are adequately challenging, yet allow them to experience success . . . Only when time is used more effectively will adding more of it
begin to result in improved learning outcomes for all students.
Instructional Time Alone Not the Answer 
Instructional Time in Different Countries. The Governor's budget summary cites as one rationale for extending the school year the hope of replicating the
academic success that other countries with longer school years have experienced. The budget summary specifically cites Japan, Korea, and Taiwan as countries
providing 20 to 40 more school days and demonstrating high student achievement. The fact that these countries have nominally longer school calendars,
however, does not necessarily explain the high achievement relative to California or the United States, since many important aspects of these educational
systems and national cultures also differ strikingly. In fact, a closer inspection of how time is used in different countries is revealing.
Perhaps surprisingly, the instructional time that students in the United States receive is greater than other developed countries. Figure 1
shows
that middle school students in the United States receive 980 hours of instruction annually, which exceeds the average for countries in the
Organisation for
Economic Cooperation and Development. Since instructional time for California middle schools falls within the approximate range of other American states,
California middle school students annually receive more hours of instruction than students in either Japan or Korea. This is because Japanese and Korean
students spend more of their day on noninstructional activity—such as at-school study periods—than California students. Moreover, Japanese and Korean
2001 Budget Analysis: Longer Middle School Year
The figure indicates, for instance, that American students spend significantly less than half the time
on core subjects as in Japan, France, and Germany. California time requirements for instruction in the core academic subjects may be slightly higher than the
national average, but are still significantly below the requirement in Japan, France, and Germany. While the data available from the international studies shown
in Figures 1 and 2 are for different grade levels, the data generally suggest that students in the United States spend as much or more time in classes, but receive
significantly less instruction in the core academic subjects.

Figure 2

Required Instructional Time in
 Core Academic Subjects

(High Schools)

Country

Average Hours Annually

United States

365

Japan

793

France

820

Germany

882

International Math and Science Study Suggests Instructional Quality May Be Lower in U.S. As part of the Third International Mathematics and Science
Study, mathematics experts reviewed video tapes of classes from a representative sample of mathematics instruction and ranked the quality of instruction high,
medium, or low. They found that 89 percent of the U.S. classroom instruction reviewed was of low quality. By comparison, 34 percent of the reviewed
instruction was graded as low quality for German classrooms, and 11 percent for Japanese classrooms. The study also found that new teachers in the U.S
received less on-the-job training, less mentoring, and less preparation time than teachers in Germany or Japan.
Using Existing Time Better 
The West-Ed report suggests that better time management and increasing the portion of the academic day dedicated to core academic subjects are ways to
maximize student time dedicated to academic learning without requiring significant additional expenditures, as discussed below. 

Better Time Management. The report suggests administrators can manage time better by eliminating disruptions to class time by reducing the use of
announcements, simplifying roll taking, and reducing discipline problems. In addition, studies show that teachers need to improve their classroom
management skills to make the most of the available time.
Focusing on the Academic Core. Current law sets high school graduation requirements of three courses in English, two courses in math, two courses in
California’s Child Welfare System: Addressing Disproportionalities and Disparities
For example, as shown in Figure 7, one factor associated with higher risk for maltreatment is economic stress. Black, Native American, and Hispanic/Latino communities in California are more likely to experience poverty, as shown in Figure 12, and deep poverty. Increased exposure to poverty is in part due to policies and practices that disproportionately impacted these communities over time. For example, discriminatory housing and lending practices significantly reduced Black families’ ability to accumulate wealth. Black Californians today are less likely than other racial/ethnic groups to own homes, with less than 40 percent of Black Californians living in homes that they own, relative to nearly 65 percent of white and Asian Californians. Absent the wealth accumulated through home ownership, families may be more likely to experience economic instability and stress. 

As shown in Figure 7, another factor associated with higher risk for maltreatment is low education. Research finds that income and racial segregation across schools is associated with lower levels of educational proficiency and attainment for Black, Native American, and Hispanic/Latino students. Notably, these racial/ethnic groups continue to experience less desirable educational outcomes when accounting for income. For example, as illustrated by Figure 13, across both higher‑income and lower‑income families in California, Black, Native American, and Hispanic/Latino students are significantly less likely than white and Asian students to meet or exceed 8th grade math proficiency levels.

Native American Children Were Systematically Removed From Families. Studies estimate that 25 percent to 35 percent of all tribal children were removed from their parents and communities under federal policies that existed through the 1970s. Specifically, these policies aimed to displace and assimilate tribal communities by placing children in white, English‑speaking settings. Due in part to these policies, Native American families disproportionately continue to experience risk factors for child maltreatment such as isolation from family and community. While the federal and state governments have taken steps to address these discriminatory policies, they continue to impact Native American communities in California. The box below describes these federal and state steps to protect and strengthen Native American children’s connections to their tribes.

Child Welfare Policy Toward Native American Tribes