Adapting Active Science to PE Curricula: Examining Feasibility and Acceptability in Low-Income, Urban Public Schools

2021 ◽  
pp. 1-8
Author(s):  
Leah Poloskey ◽  
Kevin Finn ◽  
Kyle McInnis ◽  
Francis Kenneally ◽  
Breanne Dowdie ◽  
...  
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Urban Public Schools

scholarly journals Evaluating medical education regulation changes in Brazil: workforce impact

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Alexandre Medeiros Figueiredo ◽  
Danette Waller McKinley ◽  
Adriano Massuda ◽  
George Dantas Azevedo
Keyword(s):  
Medical Education ◽  
Public Schools ◽  
Low Income ◽  
School Enrollment ◽  
Health Coverage ◽  
Continuous Assessment ◽  
Middle Income ◽  
Unified Health System ◽  
Medical Undergraduate ◽  
The Impact

Abstract Background Shortages and inequitable distribution of physicians is an obstacle to move towards Universal Health Coverage, especially in low-income and middle-income countries. In Brazil, expansion of medical school enrollment, curricula changes and recruitment programs were established to increase the number of physicians in underserved areas. This study seeks to analyze the impact of these measures in reduce inequities in access to medical education and physicians’ distribution. Methods This is an observational study that analyzes changes in the number of undergraduate medical places and number of physicians per inhabitants in different areas in Brazil between the years 2010 and 2018. Data regarding the number of undergraduate medical places, number and the practice location of physicians were obtained in public databases. Municipalities with less than 20,000 inhabitants were considered underserved areas. Data regarding access to antenatal visits were analyzed as a proxy for impact in access to healthcare. Results From 2010 to 2018, 19,519 new medical undergraduate places were created which represents an increase of 120.2%. The increase in the number of physicians engaged in the workforce throughout the period was 113,702 physicians, 74,771 of these physicians in the Unified Health System. The greatest increase in the physicians per 1000 inhabitants ratio in the municipalities with the smallest population, the lowest Gross Domestic Product per capita and in those located in the states with the lowest concentration of physicians occurred in the 2013–2015 period. Increase in physician supply improved access to antenatal care. Conclusions There was an expansion in the number of undergraduate medical places and medical workforce in all groups of municipalities assessed in Brazil. Medical undergraduate places expansion in the federal public schools was more efficient to reduce regional inequities in access to medical education than private sector expansion. The recruitment component of More Doctors for Brazil Program demonstrated effectiveness to increase the number of physicians in underserved areas. Our results indicate the importance of public policies to face inequities in access to medical education and physician shortages and the necessity of continuous assessment during the period of implementation, especially in the context of political and economic changes.

scholarly journals Meeting the Challenges of Longitudinal Cluster-Based Trials in Schools: Lessons From the Chicago Trial of Positive Action

2016 ◽  
Vol 40 (4) ◽  
pp. 450-482 ◽  
Author(s):  
Kendra M. Lewis ◽  
David L. DuBois ◽  
Peter Ji ◽  
Joseph Day ◽  
Naida Silverthorn ◽  
...  
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Urban Areas ◽  
Statistical Power ◽  
Student Mobility ◽  
Controlled Trial ◽  
Lessons Learned ◽  
Study Planning ◽  
Positive Action ◽  
Cluster Randomized

We describe challenges in the 6-year longitudinal cluster randomized controlled trial (CRCT) of Positive Action (PA), a social–emotional and character development (SECD) program, conducted in 14 low-income, urban Chicago Public Schools. Challenges pertained to logistics of study planning (school recruitment, retention of schools during the trial, consent rates, assessment of student outcomes, and confidentiality), study design (randomization of a small number of schools), fidelity (implementation of PA and control condition activities), and evaluation (restricted range of outcomes, measurement invariance, statistical power, student mobility, and moderators of program effects). Strategies used to address the challenges within each of these areas are discussed. Incorporation of lessons learned from this study may help to improve future evaluations of longitudinal CRCTs, especially those that involve evaluation of school-based interventions for minority populations and urban areas.

Beyond Posters and Pennants: College-Going Messaging at Three Racially and Economically Diverse Public Schools

2019 ◽  
Vol 121 (11) ◽  
pp. 1-42
Author(s):  
Melissa A. Martinez ◽  
Isaac Torres ◽  
Katherine Lewis
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Low Income ◽  
Students Of Color ◽  
Common Ground ◽  
Ecological Model ◽  
Structured Interviews ◽  
College Going ◽  
Field Notes ◽  
College Going Culture

Context It has been argued that high schools with a majority of students of color and from low-income backgrounds must be purposeful in fostering a college-going culture in order to address the challenges and inequities historically underserved students face in preparing for and accessing a higher education. However, what this looks and sounds like in practice is not always clear, leaving schools seeking common ground on how to create a college-going environment. Purpose Through a symbolic and ecological model of college readiness framework, the messaging associated with the college-going culture at three racially and economically diverse Texas high schools that had consistently high college ready graduate rates was examined. The research questions that guided the study included: What types of college-going culture messages are conveyed at the schools, and how? How might such messaging impact students, school staff and leaders? Research Design This study drew on data from a three-year, multi-site descriptive case study of three public high schools in different regions of Texas that all served approximately 50% or more of students with financial need and 72% to 97% students of color, specifically Latina/o and Black students. Data Collection and Analysis Data was collected during week-long, yearly visits to the three schools and included: school and district documents; individual and group semi-structured interviews with 194 individuals including administrators, teachers, support staff, students, parents, and community members; observations of common areas and classrooms; archival data; and researcher-derived documents including field notes, memos, and photographs of the school grounds and school activities. This paper primarily drew on the pictures taken of the schools (in hallways, classrooms, and shared spaces like cafeterias and libraries), field notes, memos, and interview data that specifically spoke to the visual and verbal messaging associated with the college-going culture. Analysis of data revealed six themes: college is a revered goal with many options; varying degrees of integration; support and resources are at your reach; think college and career; finding funding for college is vital; college is an individual and shared success. Conclusions This study's findings suggest the need to: reconsider what a strong college-going culture entails, re-envision college-going cultures as dynamic, multi-layered, and responsive, reframe postsecondary opportunities so they are more expansive and varied, and re-evaluate inequities in college-going messaging and academic rigor.

Hypermobility and Educational Outcomes: The Case of St. Louis

2016 ◽  
Vol 53 (6) ◽  
pp. 774-805 ◽  
Author(s):  
Molly W. Metzger ◽  
Patrick J. Fowler ◽  
Todd Swanstrom
Keyword(s):  
Urban Education ◽  
Public Schools ◽  
Low Income ◽  
Educational Outcomes ◽  
Urban Neighborhoods ◽  
High Rate ◽  
School Mobility ◽  
Mobility Rate ◽  
School Year

The school mobility rate in St. Louis Public Schools was 40% in 2011-2012, meaning that nearly half of students exited or entered a given school midway through the school year. This alarmingly high rate of churning across schools is accompanied by high neighborhood turnover, particularly within low-income, urban neighborhoods. This constant, disruptive change presents a serious and fundamental challenge for urban education. In this article, we summarize the literature linking mobility to educational outcomes, examine the causes of hypermobility in the case study of St. Louis, describe some of the current approaches to this challenge, and propose additional policy and program solutions.

scholarly journals Using Active Science to Improve Both MVPA and STEM Learning Through PE in Urban Public Schools

2020 ◽  
Vol 5 (11) ◽  
pp. 1-5
Author(s):  
April Bowling ◽  
Leah Poloskey ◽  
Kyle McInnis ◽  
Kevin Finn
Keyword(s):  
Public Schools ◽  
Stem Learning ◽  
Urban Public Schools

Towards Meritocratic Apartheid? Points Systems and Migrant Access to China's Urban Public Schools

2021 ◽  
pp. 1-29
Author(s):  
Yi Wan ◽  
Edward Vickers
Keyword(s):  
Public Schools ◽  
Urban Growth ◽  
Guangdong Province ◽  
Urban Society ◽  
Urban China ◽  
Entire Population ◽  
Urban Districts ◽  
Recent Introduction ◽  
Rural Migrant ◽  
Urban Public Schools

Abstract This paper analyses rural migrant children's access to public schools in urban China, focusing on the implications of the recent introduction of points systems for apportioning school places. This approach, first piloted by Zhongshan city in Guangdong province from 2009, has steadily been extended nationwide. Here, we analyse the reasons for its spread and for divergence in its implementation in various urban districts. Notwithstanding rhetorical claims that points systems promote “fairness” or “equality” in the treatment of migrants, our analysis suggests that they maintain or even exacerbate the stratification of urban society, lending new legitimation to the hierarchical differentiation of entitlements. This is consistent with the aim of the 2014 “New national urbanization plan” to divert urban growth from megacities towards smaller cities. However, we argue that the use of points systems should also be seen in the context of an evolving bureaucratic-ideological project aimed at more rigorously monitoring and assessing China's entire population, invoking the logic of meritocracy for the purpose of control.

Competitive Impacts of Means-Tested Vouchers on Public School Performance: Evidence from Louisiana

2021 ◽  
Vol 16 (1) ◽  
pp. 66-91 ◽  
Author(s):  
Anna J. Egalite ◽  
Jonathan N. Mills
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Low Income ◽  
Private School ◽  
Fixed Effects ◽  
Policy Implications ◽  
First Year ◽  
Competitive Effects ◽  
Scholarship Program ◽  
Sudden Injection

Given the significant growth rate and geographic expansion of private school choice programs over the past two decades, it is important to examine how traditional public schools respond to the sudden injection of competition for students and resources. Although prior studies of this nature have been limited to Florida and Milwaukee, using multiple analytic strategies this paper examines the competitive impacts of the Louisiana Scholarship Program (LSP) to determine its achievement impacts on students in affected public schools. Serving 4,954 students in its first year of statewide expansion, this targeted school voucher program provides public funds for low-income students in low-performing public schools to enroll in participating private schools across the state of Louisiana. Using (1) a school fixed effects approach and (2) a regression discontinuity framework to examine the achievement impacts of the LSP on students in affected public schools, this competitive effects analysis reveals neutral to positive impacts that are small in magnitude. Policy implications are discussed.

scholarly journals Socioeconomic Disparities in Vape Shop Density and Proximity to Public Schools in the Conterminous United States, 2018

2020 ◽  
Vol 21 (1_suppl) ◽  
pp. 9S-17S ◽  
Author(s):  
P. Dilip Venugopal ◽  
Aura Lee Morse ◽  
Cindy Tworek ◽  
Hoshing Wan Chang
Keyword(s):  
United States ◽  
African American ◽  
Public Schools ◽  
School Districts ◽  
Low Income ◽  
Nearest Neighbor ◽  
Health Impacts ◽  
District Administrators ◽  
Statistical Relationships ◽  
Vape Shops

We conducted an environmental justice assessment examining the distribution of specialty vape shops in relation to where minority and low-income youth live and attend school. We collated and examined the density of vape shops in public school districts in 2018 throughout the conterminous United States using geographic information systems. We calculated the proximity of vape shops to public middle and high schools through nearest neighbor analysis in QGIS software. We examined the statistical relationships between the density of vape shops in school districts, and proximity to schools, with the proportion of racial/ethnic minorities and those living in poverty. We found that vape shops are more densely distributed, and are in closer proximity to schools, in school districts with higher proportions of Asian and Black or African American populations. However, vape shops were further away from schools in school districts with higher proportions of the population in poverty. The proximity and higher density of vape shops in relationship to schools in Asian and Black or African American communities may result in disproportionate health impacts due to greater access and exposure to vape products and advertisements. Our results may help school district administrators prioritize and target efforts to curb youth vaping (e.g., health education curricula) in these school districts with high density and closer proximity of vape shops to schools. Policy efforts, such as local ordinances restricting the promotion and sale of vaping products close to schools, could help prevent disproportionate human and environmental health impacts to minorities.

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