History education in comprehensive schools: using school-level data to interpret national patterns

BackgroundThis paper examines socioeconomic inequalities in mental health at school entry and explores changes in these inequalities over the first 3 years of school.MethodsThe study utilises routinely collected mental health data from education records and demographic data at ages 4 and 7 years, along with administrative school-level data. The study was set in preschool establishments and schools in Glasgow City, Scotland. Data were available on 4011 children (59.4%)at age 4 years, and 3166 of these children were followed at age 7 years (46.9% of the population). The main outcome measure was the teacher-rated Goodman’s Strengths and Difficulties Questionnaire (4–16 version) at age 7 years, which measures social, emotional and behavioural difficulties.ResultsChildren living in the most deprived area had higher levels of mental health difficulties at age 4 years, compared with their most affluent counterparts (7.3%vs4.1% with abnormal range scores). There was a more than threefold widening of this disparity over time, so that by the age of 7 years, children from the most deprived area quintile had rates of difficulties 3.5 times higher than their more affluent peers. Children’s demographic backgrounds strongly predicted their age 7 scores, although schools appeared to make a significant contribution to mental health trajectories.ConclusionsAdditional support to help children from disadvantaged backgrounds at preschool and in early primary school may help narrow inequalities. Children from disadvantaged backgrounds started school with a higher prevalence of mental health difficulties, compared with their more advantaged peers, and this disparity widened markedly over the first 3 years of school.

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Penguatan Konsep Kombinatorika Siswa SMAN 1 Muara Batu Kabupaten Aceh Utara dalam Menghadapi KSN-K Bidang Matematika 2021

Jurnal Pengabdian UNDIKMA ◽

10.33394/jpu.v2i2.4207 ◽

2021 ◽

Vol 2 (2) ◽

pp. 174

Author(s):

Herizal Herizal

Keyword(s):

Data Analysis ◽

Community Service ◽

Direct Observation ◽

Learning Process ◽

School Level ◽

Level Data ◽

National Science ◽

Service Activity ◽

The Subject

This community service activity aimed to strengthen students’ understanding of the combinatorics concepts in facing the regency-level of National Science Competition (KSN) in field of mathematics in 2021. The activity was carried out in March-April 2021 for six meetings in the form of training/coaching. The training used both discovery and drilling methods. The location of the activity was at SMAN 1 Muara Batu, North Aceh Regency with four students as the subject who have been selected at the school level and selected to participate in the KSN at the regency level. Data analysis was carried out qualitatively by direct observation to observe the improvement of the students’ comprehension during the learning process. The result obtained was an improvement of the students’ understanding of combinatorics topic. It can be seen in solving problems, the students are able to determine what concepts will be used and able to solve several KSN questions on combinatorics topic.

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Spatial analysis of child labour in India

Journal of Children s Services ◽

10.1108/jcs-06-2019-0032 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Lokender Prashad ◽

Mili Dutta ◽

Bishnu Mohan Dash

Keyword(s):

Spatial Analysis ◽

Census Data ◽

Hot Spot ◽

Labour Force ◽

Child Labour ◽

District Level ◽

School Level ◽

Population Census ◽

Content Type ◽

Level Data

Purpose This study on spatial analysis of child labour in India is a macro level analysis on child labour using the census data, 2011 of Government of India. The population census which is conducted once in 10 years only provides district level data on work-force distribution. The study has spatial analysis of child labour in the age group of 5–14 years in India. To assess the magnitude of the children in the labour force, district level data of Census 2011 has been used in the study. The study has made an attempt to identify the districts where there is high level of children in the labour force. This paper aims to estimate the magnitude and trends of children’s workforce participation using the census data as it is the only data base, which is available at the district level since 1961 onwards. The study has made an attempt to identify the clustering of child labour across districts in India and how child labour is clustered by different background characteristics. Design/methodology/approach The study has used ArcGIS software package, GeoDa software and local indicator of spatial association test. Findings The findings of study reveal that the proportion of rural, total fertility rate (TFR) and poverty headcount ratio is positively associated, whereas female literacy and the pupil-teacher ratio are negatively associated with child labour. It suggests that in the hot-spot areas and areas where there is a high prevalence of child labour, there is need to increase the teacher's number at the school level to improve the teacher-pupil ratio and also suggested to promote the female education, promote family planning practices to reduce TFR in those areas for reducing the incidences of child labour. Research limitations/implications The study also recommends that the incidences of child labour can be controlled by a comprehensive holistic action plan with the active participation of social workers. Practical implications The promulgation of effective legislation, active involvement of judiciary and police, political will, effective poverty alleviation and income generation programmes, sensitisation of parents, corporates and media can play effective role in mitigating the incidences of child labour in India. To achieve the sustainable development goals (SDGs) adopted by world leaders in 2015 to eradicate child labour in all its forms by 2025. Social implications The study aims to achieve the SDGs adopted by world leaders in 2015 to eradicate child labour in all its forms by 2025. Originality/value The study is purely original and there are no such studies in Indian context by using the latest software.

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A Multilevel Investigation into Contextual Reliability in the Designation of Cognitive Health Conditions among U.S. Children

Society and Mental Health ◽

10.1177/2156869319847243 ◽

2019 ◽

Vol 10 (2) ◽

pp. 180-197

Author(s):

Dara Shifrer ◽

Rachel Fish

Keyword(s):

Learning Disabilities ◽

School Level ◽

Event History ◽

Health Conditions ◽

Urban School District ◽

English Learner ◽

Cognitive Health ◽

Magnet Program ◽

Level Data ◽

History Approach

Unreliable diagnoses (e.g., based on inconsistent criteria, subjective) may be inaccurate and even inequitable. This study uses an event history approach with yearly child- and school-level data from 378,919 children in a large urban school district in the southwestern United States between 2006–2007 and 2011–2012 to investigate contextual reliability in the designation of cognitive health conditions (e.g., autism, learning disabilities). This study’s findings suggest the likelihood of designation is higher in schools with more resources (higher teacher-to-student ratio, student population with more resources at home, charter school or magnet program), controlling on student-level differences. Cross-level interactions suggest children’s likelihood of designation also may be higher if they are distinctive relative to other students in their school, sometimes even in terms of nonclinical qualities (race, English Learner status).

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School variation in offending: A macro-level strain approach

European Journal of Criminology ◽

10.1177/1477370818819729 ◽

2018 ◽

Vol 17 (6) ◽

pp. 701-722

Author(s):

Julia Sandahl

Keyword(s):

School Level ◽

Macro Level ◽

Special Focus ◽

Confounding Effect ◽

Individual Level ◽

Violent Offending ◽

Level Data ◽

Multi Level ◽

The Relationship ◽

The City

This study employs Macro-level Strain Theory (MST) as a framework to provide a better understanding of the way in which the structural and social context of Stockholm schools covaries with self-reported violent and general offending. The findings contribute to the literature in this area by directing a special focus at the interplay between the theory’s macro-level components and some individual-level mechanisms that may be assumed to condition the effect of strain on offending. Using multi-level data on 4789 students nested in 82 schools (violent offending) and 4643 students nested in 83 schools (general offending) in the City of Stockholm, the study notes significant contextual effects of anger, meaninglessness and life dissatisfaction on offending. School-level deprivation appears to have a confounding effect on the relationship between school-contextual negative affect and offending. Further, school-contextual anger influences some individuals more than others. Implications of these findings are discussed.

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Sanitation and Education

American Economic Journal Applied Economics ◽

10.1257/app.20150083 ◽

2017 ◽

Vol 9 (2) ◽

pp. 23-59 ◽

Cited By ~ 22

Author(s):

Anjali Adukia

Keyword(s):

Educational Attainment ◽

Test Scores ◽

Gender Disparities ◽

School Level ◽

Substantial Variation ◽

Indian School ◽

Level Data ◽

Sanitation Infrastructure ◽

School Sanitation ◽

Academic Test

I explore whether the absence of school sanitation infrastructure impedes educational attainment, particularly among pubescent-age girls, using a national Indian school latrine construction initiative and administrative school-level data. School latrine construction substantially increases enrollment of pubescent-age girls, though predominately when providing sex-specific latrines. Privacy and safety appear to matter sufficiently for pubescent-age girls that only sex-specific latrines reduce gender disparities. Any latrine substantially benefits younger girls and boys, who may be particularly vulnerable to sickness from uncontained waste. Academic test scores did not increase following latrine construction, however. Estimated increases in enrollment are similar across the substantial variation in Indian district characteristics. (JEL H75, H76, I21, I25, J16, O15, O53)

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A healthy trend: less food used in fundraising and as rewards and incentives in Minnesota middle and high schools

Public Health Nutrition ◽

10.1017/s1368980012003114 ◽

2012 ◽

Vol 16 (4) ◽

pp. 683-686

Author(s):

Martha Y Kubik ◽

Kian Farbakhsh ◽

Leslie A Lytle

Keyword(s):

High Schools ◽

School Level ◽

School Staff ◽

Related Factors ◽

Cross Sectional ◽

Convenience Sample ◽

Legislative Action ◽

Level Data ◽

The Usa ◽

Cross Sectional Design

AbstractObjectiveTo assess change in the 4-year prevalence (2006–2009) of the use of food in school fundraising and as rewards and incentives for students, following implementation of federal legislation in the USA in 2006.DesignSerial cross-sectional design using trend analysis to assess school-level data collected over four consecutive years from 2006/2007 to 2009/2010.SettingMinneapolis/St. Paul, MN.SubjectsConvenience sample of middle and high schools participating in two longitudinal, aetiological studies that examined youth, their environment and obesity-related factors.ResultsA significant and sustained decrease was demonstrated in the use of low-nutrient, energy-dense foods in school fundraising activities and the use of food and food coupons as rewards and incentives by teachers and school staff.ConclusionsResults support the utility of policy and legislative action as a tool for creating healthy, sustainable environmental change.

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When is 100% not 100%? The Use of Safe Harbor to Make Adequate Yearly Progress

Education Finance and Policy ◽

10.1162/edfp_a_00091 ◽

2013 ◽

Vol 8 (2) ◽

pp. 251-270 ◽

Cited By ~ 4

Author(s):

Morgan S. Polikoff ◽

Stephani L. Wrabel

Keyword(s):

Adequate Yearly Progress ◽

Policy Design ◽

School Level ◽

Safe Harbor ◽

Policy Makers ◽

Accountability Systems ◽

Long Run ◽

Level Data ◽

Accountability Policy ◽

California Schools

Debate over the design of state and federal accountability systems is an important ongoing issue for policy makers. As we move toward next-generation accountability through No Child Left Behind's (NCLB) waivers and reauthorization drafts, it is important to understand the implementation and effects of key elements of prior accountability systems. In this policy brief, we investigate an under-researched feature of NCLB accountability—the use of safe harbor to meet proficiency rate objectives. We use school-level data on California schools between 2005 and 2011 to investigate the prevalence of safe harbor over time. We find dramatic increases in recent years, primarily for the objectives for historically disadvantaged groups. Furthermore, we find no evidence that schools using safe harbor meaningfully outperform schools failing Adequate Yearly Progress in the short or long run, casting doubt on the utility of the measure. We conclude with recommendations to policy makers, including state assessment and accountability coordinators, regarding accountability policy design in future laws.

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'I think it's been difficult for the ones that haven't got as many resources in their homes': Teacher concerns about the impact of COVID-19 on pupil learning and wellbeing

10.31234/osf.io/wsyqk ◽

2020 ◽

Author(s):

Lisa E. Kim ◽

Suzanna Dundas ◽

Kathryn Asbury

Keyword(s):

School Level ◽

School Closures ◽

Teachers Perceptions ◽

Whole School ◽

Level Data ◽

Pandemic Planning ◽

Role Of Parents ◽

Pupil Learning ◽

The Impact

School closures due to COVID-19 have been predicted to have a large impact on pupils’ learning and wellbeing. Systematic evidence about teachers’ perceptions of what challenges their pupils have faced, and how they have been addressing these challenges, will be important for post-pandemic planning. We interviewed 24 teachers from English state mainstream primary and secondary schools in June 2020 and asked them to describe the impact of partial school closures on their pupils’ learning and wellbeing, and how they had been addressing challenges as individual teachers and at the whole school level. Data were analysed using reflexive thematic analysis. Six themes were identified: (a) pedagogy and process, (b) communication with pupils and families, (c) life at home, (d) the role of parents, (e) a COVID-19 curriculum, and (f) moving forwards and making plans. Teachers reported difficulties in navigating the new form of education and finding the most effective way to teach and engage with the pupils. Pupils’ lack of routine and their home environment were seen as influencing their learning and wellbeing. Parents’ differing levels of involvement raised concerns about inequality. We discuss the practical implications of how to support pupils’ learning and wellbeing both during and after COVID-19.

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