Children's early school attendance and stability as a mechanism through which homelessness is associated with academic achievement

2022 ◽  
Vol 90 ◽  
pp. 19-32
Author(s):  
Lauren E. Stargel ◽  
M. Ann Easterbrooks
Keyword(s):  
Academic Achievement ◽  
School Attendance ◽  
Early School

scholarly journals ‘What about me?’ Stories of the educational experiences of care-experienced children and young people in a Scottish local authority

2021 ◽  
Vol 45 (2) ◽  
pp. 173-190
Author(s):  
Daniela Mercieca ◽  
Duncan P Mercieca ◽  
Leisa Randall
Keyword(s):  
Academic Achievement ◽  
Young People ◽  
Local Authority ◽  
School Attendance ◽  
Educational Experiences ◽  
Influential Factors ◽  
Background Characteristics ◽  
Children And Young People ◽  
Looked After Children ◽  
Home And School

This qualitative study explores the educational experiences of looked after children and young people in one Scottish local authority. The preoccupations of government are academic achievement and school attendance, but these are not the prime concerns of the children, carers and professionals involved. Moreover, they can be both enhanced and restricted by the background characteristics and care situations of the young people and the responses of schools to their needs and behaviour. Five influential factors emerged from interviews and focus groups with professionals, carers and young people: behaviour; school attendance; carers as educators; friendships; and communication between home and school. Each of them is discussed with extended quotations that convey the voices of participants.

scholarly journals The Developmental and Educational Impact of Hearing Impairment in Aboriginal Children Living in Remote Australia – A Data Linkage Study

2020 ◽  
Vol 5 (5) ◽  
Author(s):  
Md Shajedur Rahman Shawon,
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Hearing Impairment ◽  
Early Childhood Development ◽  
School Attendance ◽  
Childhood Development ◽  
Effect Sizes ◽  
Attendance Rates ◽  
Confounding Variables ◽  
Aboriginal Children

IntroductionHigh prevalence of otitis media (OM) and hearing impairment (HI) in Aboriginal children in Australia’s Northern Territory (NT) is well documented. HI may be associated with poorer outcomes in early childhood development, school attendance and academic achievement. However, these associations have not been investigated in this population. Objectives and ApproachRetrospective cohort studies were conducted to investigate the association between HI and three education-related outcomes in Aboriginal children living in remote NT communities. The explanatory variable for all studies was audiometrically determined hearing levels. The outcome measures were Australian Early Development Census (AEDC) results, representing developmental outcomes at around age 5 years; Year 1 school attendance rates; and, National Assessment Program – Literacy and Numeracy (NAPLAN) results for Year 3 for academic achievement. Relevant confounding variables from available linked datasets were controlled for in the statistical analyses. ResultsCompared with normal hearing children, after adjustment for selected confounding factors, children with HI had higher risk for being developmentally vulnerable in two or more of the five AEDC domains (adjusted odds ratio 1.69); lower AEDC domain score sum (-1.60~-2.40); scoring lower in Numeracy (by 15.2 points), Writing (by 13.4-15.6 points) and Spelling (by 5.0 points) domains of NAPLAN; and having lower attendance rates (attending 4.0-5.6 fewer days in Year 1). Severer HI categories generally yielded greater effect sizes. Notably, across the studies, some confounding variables included in the analysis yielded substantially greater effect sizes. Conclusion / ImplicationsOM-related HI has a negative impact on early childhood development, Year 1 school attendance and academic achievement in Year 3 in Aboriginal children living in remote NT communities. To improve the developmental and educational outcomes it is important to detect HI at an early age and provide effective educational support, in addition to clinical and audiometric management.

Change in teachers' ratings of attention problems and subsequent change in academic achievement: a prospective analysis

2009 ◽  
Vol 40 (1) ◽  
pp. 159-166 ◽  
Author(s):  
N. Breslau ◽  
J. Breslau ◽  
E. Peterson ◽  
E. Miller ◽  
V. C. Lucia ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Externalizing Problems ◽  
Ordinary Least Squares ◽  
Attention Problems ◽  
Family Factors ◽  
Multivariable Model ◽  
Initial Sample ◽  
Community Based ◽  
Early School ◽  
Teacher Report Form

BackgroundRecent research has documented a link between attention problems at school entry and later academic achievement. Little is known about the association of change in attention problems during the early school years with subsequent change in academic achievement.MethodA community-based cohort was followed up and assessed for attention problems at ages 6 and 11 (Teacher Report Form; TRF) and for academic achievement in math and reading at ages 11 and 17 (Woodcock–Johnson Psycho-Educational Battery). Complete data were available on 590 children (72% of the initial sample). Ordinary least squares regressions were used to estimate change in academic achievement from age 11 to age 17 in relation to change in TRF-attention problems from age 6 to age 11. Children's IQ and family factors were statistically controlled.ResultsChange in teachers' ratings of attention problems from age 6 to age 11 was negatively associated with change in math and reading from age 11 to age 17, controlling for children's IQ and family factors. Externalizing problems had no significant association with change in math or reading, when added to the multivariable model.ConclusionsIncreases in teacher-rated attention problems from age 6 to age 11 were followed by declines in academic achievement from age 11 to age 17; decreases were followed by gains. The results underscore the need for research on the course of attention problems, the testing of interventions to address children's early attention problems and the evaluation of their effects on subsequent academic achievement.

scholarly journals A's from Zzzz's? The Causal Effect of School Start Time on the Academic Achievement of Adolescents

2011 ◽  
Vol 3 (3) ◽  
pp. 62-81 ◽  
Author(s):  
Scott E Carrell ◽  
Teny Maghakian ◽  
James E West
Keyword(s):  
Academic Achievement ◽  
Causal Effect ◽  
Air Force Academy ◽  
Start Time ◽  
Daily Schedule ◽  
Us Air Force ◽  
Early School ◽  
The Us ◽  
School Day ◽  
School Start Times

Recent sleep research finds that many adolescents are sleep-deprived because of both early school start times and changing sleep patterns during the teen years. This study identifies the causal effect of school start time on academic achievement by using two policy changes in the daily schedule at the US Air Force Academy along with the randomized placement of freshman students to courses and instructors. Results show that starting the school day 50 minutes later has a significant positive effect on student achievement, which is roughly equivalent to raising teacher quality by one standard deviation. (JEL I23, J13)

Are trajectories of self-regulation abilities from ages 2-3 to 6-7 associated with academic achievement in the early school years?

2014 ◽  
Vol 41 (5) ◽  
pp. 744-754 ◽  
Author(s):  
A. C. P. Sawyer ◽  
C. R. Chittleborough ◽  
M. N. Mittinty ◽  
L. R. Miller-Lewis ◽  
M. G. Sawyer ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Self Regulation ◽  
Early School
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