The Effects of Gentrification on Neighborhood Public Schools

2013 ◽  
Vol 12 (3) ◽  
pp. 238-259 ◽  
Author(s):  
Micere Keels ◽  
Julia Burdick–Will ◽  
Sara Keene
Keyword(s):  
Public Schools ◽  
First Grade ◽  
The United States ◽  
School Level ◽  
Individual Student ◽  
Student Body ◽  
Relative Growth ◽  
Socioeconomic Changes ◽  
The Individual ◽  
Level Student

Gentrification is generally associated with improvements in neighborhood amenities, but we know little about whether the improvements extend to public schools. Using administrative data (from spring 1993 to spring 2004) from the third largest school district in the United States, we examine the relationships between gentrification and school–level student math and reading achievement, and whether changes in the composition of the student body account for any changes in achievement. After testing several alternative specifications of gentrification, we find that, in Chicago, gentrification has little effect on neighborhood public schools. Neighborhood public schools experience essentially no aggregate academic benefit from the socioeconomic changes occurring around them. Furthermore, they may even experience marginal harm, as the neighborhood skews toward higher income residents. For the individual student, starting first grade in a school located in a gentrifying neighborhood has no association with the relative growth rate of their test scores over their elementary school years.

Population-Level Measures to Predict Obesity Burden in Public Schools: Looking Upstream for Midstream Actions

2016 ◽  
Vol 32 (3) ◽  
pp. 708-717 ◽  
Author(s):  
Wasantha P. Jayawardene ◽  
David K. Lohrmann ◽  
Stephanie Dickinson ◽  
Mohammad R. Torabi
Keyword(s):  
Public Schools ◽  
Postsecondary Education ◽  
Function Analysis ◽  
School Enrollment ◽  
Classification Model ◽  
School Level ◽  
Distribution Analysis ◽  
Obesity Prevalence ◽  
Student Body ◽  
Cross Sectional

Purpose: To estimate school-level obesity burden, as reflected in prevalence of obesity, based on the characteristics of students’ socioeconomic and geographic environments. Design: Secondary analysis of cross-sectional data. Setting: Public schools (N = 504) from 43 of 67 counties in Pennsylvania. Participants: Kindergarten through grade 12 students (N = 255 949). Measures: School-level obesity prevalence for the year 2014 was calculated from state-mandated student body mass index (BMI) measurements. Eighteen aggregate variables, characterizing schools and counties, were retrieved from federal data sources. Analysis: Three classification variables—excess weight (BMI ≥ 85th percentile), obesity (BMI ≥ 95th percentile), and severe obesity (BMI > 35% or 120% of 95th percentile)—each with 3 groups of schools (low-, average-, and high-prevalence) were created for discriminant function analysis, based on state mean and standard deviation of school distribution. Analysis tested each classification model to reveal school- and county-level dimensions on which school groups differed from each other. Results: Discriminant functions for obesity, which contained school enrollment, percentage of students receiving free/reduced-price lunch, percentage of black/Hispanic students, school location (suburban/other), percentage of county adults with postsecondary education, and percentage of county adults with obesity, yielded 67.86% correct classification (highest accuracy), compared to 34.23% schools classified by chance alone. Conclusion: In the absence of mandated student BMI screenings, the model developed in this study can be used to identify schools most likely to have high obesity burden and, thereafter, determine dissemination of enhanced resources for the implementation of proven prevention policies and programs.

Introduction

2003 ◽  
Author(s):  
Jennifer L. Hochschild ◽  
Nathan Scovronick
Keyword(s):  
United States ◽  
Public Schools ◽  
American Dream ◽  
School Funding ◽  
High Stakes Testing ◽  
The United States ◽  
Education Policies ◽  
High Stakes ◽  
Good Citizen ◽  
The Individual

THE AMERICAN DREAM IS A POWERFUL CONCEPT. It encourages each person who lives in the United States to pursue success, and it creates the framework within which everyone can do it. It holds each person responsible for achieving his or her own dreams, while generating shared values and behaviors needed to persuade Americans that they have a real chance to achieve them. It holds out a vision of both individual success and the collective good of all. From the perspective of the individual, the ideology is as compelling as it is simple. “I am an American, so I have the freedom and opportunity to make whatever I want of my life. I can succeed by working hard and using my talents; if I fail, it will be my own fault. Success is honorable, and failure is not. In order to make sure that my children and grandchildren have the same freedom and opportunities that I do, I have a responsibility to be a good citizen— to respect those whose vision of success is different from my own, to help make sure that everyone has an equal chance to succeed, to participate in the democratic process, and to teach my children to be proud of this country.” Not all residents of the United States believe all of those things, of course, and some believe none of them. Nevertheless, this American dream is surprisingly close to what most Americans have believed through most of recent American history. Public schools are where it is all supposed to start—they are the central institutions for bringing both parts of the dream into practice. Americans expect schools not only to help students reach their potential as individuals but also to make them good citizens who will maintain the nation’s values and institutions, help them flourish, and pass them on to the next generation. The American public widely endorses both of these broad goals, values public education, and supports it with an extraordinary level of resources. Despite this consensus Americans disagree intensely about the education policies that will best help us achieve this dual goal. In recent years disputes over educational issues have involved all the branches and levels of government and have affected millions of students. The controversies—over matters like school funding, vouchers, bilingual education, high-stakes testing, desegregation, and creationism—seem, at first glance, to be separate problems.

The Relationship Between Implementation of School-Wide Positive Behavior Support (SWPBS) and Disciplinary Exclusion of Students From Various Ethnic Backgrounds With and Without Disabilities

2010 ◽  
Vol 19 (4) ◽  
pp. 217-232 ◽  
Author(s):  
Claudia G. Vincent ◽  
Tary J. Tobin
Keyword(s):  
Positive Behavior Support ◽  
Small Sample ◽  
Positive Behavior ◽  
School Level ◽  
Individual Student ◽  
Behavior Support ◽  
Whole School ◽  
Small Sample Sizes ◽  
The Individual

This study examined disciplinary exclusion data from 77 schools implementing school-wide positive behavior support (SWPBS). The authors examined (a) patterns of exclusion in schools implementing SWPBS; (b) associations between decreased exclusions and SWPBS implementation at the whole school level, the classroom level, the nonclassroom level, and the individual student level; (c) the extent to which students from varying ethnicities were equitably represented in overall exclusions as well as long-term exclusions; and (d) the extent to which students with a disability from varying ethnicities were equitably represented in long-term exclusions. Whereas SWPBS implementation in the classroom appeared to be associated with decreased exclusions in elementary schools, SWPBS implementation in nonclassroom settings appeared to be associated with decreased exclusions in high schools. Although overall exclusions decreased, White students appeared to benefit most from this decrease, whereas African American students remained overrepresented in exclusions, in particular long-term exclusions. Small sample sizes limited generalizability of outcomes.

scholarly journals Knowledge and Perception of Rabies Among School Children in Rabies Endemic Areas of South Bhutan

2021 ◽  
Author(s):  
Lungten Lungten ◽  
Sangay Rinchen ◽  
Tenzin Tenzin ◽  
Waraphon Phimpraphai ◽  
Michel de Garine-Wichatitsky
Keyword(s):  
Logistic Regression ◽  
School Children ◽  
School Level ◽  
Individual Student ◽  
Multivariable Logistic Regression Analysis ◽  
Knowledge Gaps ◽  
Level Of Knowledge ◽  
Endemic Areas ◽  
Teachers And Parents ◽  
The Individual

Rabies is endemic in southern Bhutan and children were reported to be the most frequent victims. We surveyed the knowledge, attitude, and practices on rabies among school children in three schools located in southern Bhutan. Descriptive statistics and logistic regression were performed to analyze the level of knowledge and variation of perception towards rabies among secondary school children. A total of 701 students (57.9% female, 42.1% male) had participated in the survey of which 98.2% heard about rabies. Most of the students demonstrated a good level of knowledge (59.7%) and a favorable perception towards rabies (57.7%). Multivariable logistic regression analysis revealed the importance of previous rabies awareness campaign increasing the likelihood of positive knowledge about rabies at the individual student and the school level. Similarly, higher grades of students’, employed mothers of the students, and students from villages were associated with more favorable perceptions. Overall, our study in rabies endemic areas of Southern Bhutan showed that most of the students have good knowledge and favorable perception towards rabies. However, we identified several knowledge gaps. Therefore, efforts should be made to address the knowledge gaps through regular awareness programs by actively engaging key stakeholders such as school-teachers and parents.

scholarly journals Teaching Progress: A Critique of the Grand Narrative of Human Rights as Pedagogy for Marginalized Students

2015 ◽  
Vol 103 ◽  
pp. 26-37 ◽  
Author(s):  
Robyn Linde ◽  
Mikaila Mariel Lemonik Arthur
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
The United States ◽  
Urban Environments ◽  
Grand Narrative ◽  
Marginalized Students ◽  
Student Body ◽  
Human Rights Regime ◽  
Large Populations ◽  
The Individual

With the adoption of the Universal Declaration of Human Rights in 1948, education about human rights became an important focus of the new human rights regime and a core method of spreading its values throughout the world. This story of human rights is consistently presented as a progressive teleology that contextualizes the expansion of rights within a larger grand narrative of liberalization, emancipation, and social justice. This paper examines the disjuncture between the grand narrative on international movements for human rights and social justice and the lived experiences of marginalized students in urban environments in the United States. Drawing on our experience as professors who teach human rights, social justice, and social movements courses at an urban, four-year college in Providence, R.I., with a student body which includes large populations of students who are of color, first-generation, economically disadvantaged, and nontraditional in other ways, we explore the relevance and impact of these grand narratives for the lives of our students and their sense of agency. In particular, we advocate for a critical and transformational approach to human rights pedagogy to counter and overcome the pervasive individualization that undergirds the grand narrative of human rights. We argue that a critical (and radical) human rights pedagogy must evaluate the position of the individual in modern life if liberation through human rights law and activism is to be possible.

scholarly journals Social determinants of mortality from COVID-19: A simulation study using NHANES

PLoS Medicine ◽  
2021 ◽  
Vol 18 (1) ◽  
pp. e1003490 ◽  
Author(s):  
Benjamin Seligman ◽  
Maddalena Ferranna ◽  
David E. Bloom
Keyword(s):  
Logistic Regression ◽  
Social Determinants ◽  
Nursing Home Residents ◽  
The United States ◽  
School Level ◽  
High School Level ◽  
Individual Level ◽  
Veteran Status ◽  
Race Ethnicity ◽  
The Individual

Background The COVID-19 epidemic in the United States is widespread, with more than 200,000 deaths reported as of September 23, 2020. While ecological studies show higher burdens of COVID-19 mortality in areas with higher rates of poverty, little is known about social determinants of COVID-19 mortality at the individual level. Methods and findings We estimated the proportions of COVID-19 deaths by age, sex, race/ethnicity, and comorbid conditions using their reported univariate proportions among COVID-19 deaths and correlations among these variables in the general population from the 2017–2018 National Health and Nutrition Examination Survey (NHANES). We used these proportions to randomly sample individuals from NHANES. We analyzed the distributions of COVID-19 deaths by race/ethnicity, income, education level, and veteran status. We analyzed the association of these characteristics with mortality by logistic regression. Summary demographics of deaths include mean age 71.6 years, 45.9% female, and 45.1% non-Hispanic white. We found that disproportionate deaths occurred among individuals with nonwhite race/ethnicity (54.8% of deaths, 95% CI 49.0%–59.6%, p < 0.001), individuals with income below the median (67.5%, 95% CI 63.4%–71.5%, p < 0.001), individuals with less than a high school level of education (25.6%, 95% CI 23.4% –27.9%, p < 0.001), and veterans (19.5%, 95% CI 15.8%–23.4%, p < 0.001). Except for veteran status, these characteristics are significantly associated with COVID-19 mortality in multiple logistic regression. Limitations include the lack of institutionalized people in the sample (e.g., nursing home residents and incarcerated persons), the need to use comorbidity data collected from outside the US, and the assumption of the same correlations among variables for the noninstitutionalized population and COVID-19 decedents. Conclusions Substantial inequalities in COVID-19 mortality are likely, with disproportionate burdens falling on those who are of racial/ethnic minorities, are poor, have less education, and are veterans. Healthcare systems must ensure adequate access to these groups. Public health measures should specifically reach these groups, and data on social determinants should be systematically collected from people with COVID-19.

The Influence of Pay-To-Play Fees on Participation in Interscholastic Sports: A School-Level Analysis of Michigan’s Public Schools

2016 ◽  
Vol 13 (12) ◽  
pp. 1317-1324 ◽  
Author(s):  
Jennifer Zdroik ◽  
Philip Veliz
Keyword(s):  
Public Schools ◽  
The United States ◽  
Ordinary Least Squares ◽  
Policy Implications ◽  
School Level ◽  
Bivariate Analysis ◽  
Future Research ◽  
Least Squares Regression ◽  
Participation Rates ◽  
Interscholastic Sports

Background:School districts in the United States are turning toward new sources of revenue to maintain their interscholastic sports programs. One common revenue generating policy is the implementation of participation fees, also known as pay-to-play. One concern of the growing trend of participation fees is how it impacts student participation opportunities. This study looks at how pay-to-play fees are impacting participation opportunities and participation rates in the state of Michigan.Methods:Through merging 3 school-level data sets, Civil Rights Data Collection, the Common Core of Data, and participation information from MHSAA (Michigan High School Athletic Association), bivariate analysis and ordinary least squares regression were used in our analysis.Results:Our findings indicate that certain types of schools are able to support pay-to-play fees: relatively large schools that are located in suburban, white communities, with relatively low poverty rates. We also found that participation fees are not decreasing the number of sport opportunities for students, participation opportunities are higher in schools with fees; but participation rates are similar between schools with and without participation fees.Conclusions:Participation fee policy implications are discussed and we offer suggestions for future research.

Routine Activities and Sexual Assault: An Analysis of Individual- and School-Level Factors

2007 ◽  
Vol 22 (3) ◽  
pp. 350-366 ◽  
Author(s):  
Amy I. Cass
Keyword(s):  
Sexual Assault ◽  
Hierarchical Linear Model ◽  
The United States ◽  
Routine Activities ◽  
Policy Implications ◽  
Routine Activities Theory ◽  
School Level ◽  
Prevention Measures ◽  
Individual Level ◽  
The Individual

The efficacy of routine activities theory is examined to explain sexual assault on the college campus. Although many research studies have utilized routine activities theory to predict sexual assault using individual-level factors, little is known about the effect of school-level factors on a student’s risk of sexual assault. Based on interviews from 3,036 randomly selected students and surveys from 11 randomly selected colleges in the United States, a hierarchical linear model was created to predict student victimizations by school characteristics. For the individual, results reveal that being female, drug use, and marital status are statistically significant for predicting the probability of a sexual assault. At the institutional level, however, none of the variables are significant in predicting sexual assault among college coeds. Policy implications for prevention measures on college campuses are discussed.

scholarly journals Demand for and Supply of Drugs among School Youth. An Evaluation of the Swedish Dare Program

1998 ◽  
Vol 15 (1) ◽  
pp. 5-20
Author(s):  
Peter Lindström ◽  
Robert Svensson
Keyword(s):  
High School Students ◽  
Illicit Drugs ◽  
Drug Prevention ◽  
School Level ◽  
Individual Student ◽  
Seventh Grade ◽  
School Students ◽  
Perceived Availability ◽  
Students Attitudes ◽  
The Individual

Illicit drug use among high school students is on the rise in Sweden as well as in other countries. This fact has put high demand on the police, who are not only expected to reduce the availability of drugs but also to take part in the effort to affect the students' demand for drugs. The aim of this study was to analyze what impact students' demand for and perceived availability of illicit drugs in the seventh grade have on their attitudes towards and experience with drugs in the eigth grade. Moreover, the purpose was to investigate to what extent a specific police-led school-based drug prevention program, the project DARE (Drug Abuse Resistance Education), affects students' attitudes and experiences regarding drugs. As a part in an ongoing evaluation of the Swedish DARE program (called VÅGA) about 1 800 students in 22 Swedish junior high schools on three occasions anonymously answered questions about their attitudes towards and experiences with drugs. Contextual analysis was used to estimate the significance of various student-level risk-factors (such as family bonding, school involvement, and peer activity) and school aggregated contextual factors. The results show that students' curiosity and perceived availability of illicit drugs at the school-level have statistically significant effects on drug-related attitudes and experiences at the individual-student level. The attitudes towards and experiences with drugs in the eigth grade of students who participated in the DARE program in the seventh grade were not different from those of students who did not participate in the program. A brief discussion of what measures the police should conduct in order to block the availability of drugs and what their role in schools should be are finally presented.

Challenged by Immunization Compliance? Five Steps for Nurses in Urban High Schools With Multilingual Students

2019 ◽  
Vol 35 (2) ◽  
pp. 104-111
Author(s):  
Lynda Boyer-Chu
Keyword(s):  
Communicable Disease ◽  
Disease Outbreaks ◽  
The United States ◽  
School Nurses ◽  
School Level ◽  
Individual Student ◽  
High School Level ◽  
Require Time ◽  
Immunization Registry ◽  
Measles Vaccination

Immunization compliance can require time and resources not readily available to school nurses in urban schools. Furthermore, immunizations can be perceived as lower priority at the high school level. But communicable disease outbreaks, such as the one experienced across the United States with measles, highlight the important role of school nurses in compliance activities. Using a five-step process, a school nurse was able to update one urban high school’s database to more accurately reflect student measles vaccination compliance. An initial immunization database query indicated that 12% of approximately 2,000 enrolled students lacked even one measles-containing vaccine. A search through the state immunization registry and individual student educational folders revealed that 65% of these students actually had at least one measles vaccination. Remedies under consideration by the district in addressing this discrepancy are described. The remaining students (4% of total enrollment) required the additional steps of notification and intensive follow-up with students and their families. Within 2 months, fewer than 1% of students lacked a record of measles vaccination. The five steps presented can be adapted to achieve compliance with all required vaccines.

Sign in / Sign up

Export Citation Format

Share Document