Ensuring equitable access to great teachers: State policy priorities

2019 ◽  
Vol 100 (8) ◽  
pp. 20-26
Author(s):  
Elizabeth Ross
Keyword(s):  
Teacher Quality ◽  
Low Income ◽  
Students Of Color ◽  
State Policy ◽  
National Council ◽  
Promising Practices ◽  
Equitable Access ◽  
Excellent Teachers ◽  
Low Income Families ◽  
Every Student Succeeds Act

Research reliably demonstrates that teachers are the most important in-school factor affecting students’ learning and lives. Yet on myriad measures of teacher quality, students from low-income families and students of color are less likely to have equitable access to excellent teachers. States set forth their plans to address any existing disparities in vulnerable students’ access to great teachers under the Every Student Succeeds Act (ESSA). However, after analyzing the specific provisions related to teacher equity in all 50 states and the District of Columbia’s ESSA plans, the National Council on Teacher Quality found significant opportunities for improvement, as well as limited promising practices.

HEALTH CARE FOR JUVENILE DELINQUENTS

PEDIATRICS ◽  
1973 ◽  
Vol 52 (3) ◽  
pp. 434-435
Author(s):  
Victor Eisner ◽  
Robert I. Sholtz
Keyword(s):  
Health Care ◽  
Juvenile Delinquency ◽  
Young People ◽  
Low Income ◽  
Juvenile Delinquents ◽  
Juvenile Court ◽  
National Council ◽  
Health Supervision ◽  
Low Income Families ◽  
Detention Facilities

Pediatricians have long interested themselves in the health of juvenile delinquents. The Academy first appointed a Committee on Juvenile Delinquency in 1955. Although this Committee has changed its title to the Committee on Youth and has expanded its role to include other problems and concerns of young people, it still concerns itself with the health supervision of youth in detention facilities. It has now developed, with the endorsement of the National Council of Juvenile Court Judges, written standards for health care provided in juvenile court institutions.1 Juvenile delinquents come largely from low income families, and often from families with serious social problems.

scholarly journals Are School Districts Allocating Resources Equitably? The Every Student Succeeds Act, Teacher Experience Gaps, and Equitable Resource Allocation

2017 ◽  
Vol 33 (4) ◽  
pp. 615-649 ◽  
Author(s):  
David S. Knight
Keyword(s):  
Resource Allocation ◽  
School Districts ◽  
Low Income ◽  
Students Of Color ◽  
Teacher Experience ◽  
High Poverty ◽  
Federal Education Policy ◽  
Local Funding ◽  
State And Local ◽  
Every Student Succeeds Act

Ongoing federal efforts support equalizing access to experienced educators for low-income students and students of color, thereby narrowing the “teacher experience gap.” I show that while high-poverty and high-minority schools have larger class sizes and receive less funding nationally, school districts allocate resource equitably, on average, across schools. However, the least experienced teachers are still concentrated in high-poverty and high-minority schools, both across and within districts. I then show that additional state and local funding is associated with more equitable district resource allocation. The study offers recommendations for state and federal education policy related to the Every Student Succeeds Act.

scholarly journals Teacher Mobility, School Segregation, and Pay-Based Policies to Level the Playing Field

2011 ◽  
Vol 6 (3) ◽  
pp. 399-438 ◽  
Author(s):  
Charles T. Clotfelter ◽  
Helen F. Ladd ◽  
Jacob L. Vigdor
Keyword(s):  
North Carolina ◽  
Minority Students ◽  
Teacher Quality ◽  
Low Income ◽  
Teaching Profession ◽  
Teacher Mobility ◽  
School Segregation ◽  
Playing Field ◽  
Retaining Teachers ◽  
Low Income Families

Research has consistently shown that teacher quality is distributed very unevenly among schools, to the clear disadvantage of minority students and those from low-income families. Using North Carolina data on the length of time individual teachers remain in their schools, we examine the potential for using salary differentials to overcome this pattern. We conclude that salary differentials are a far less effective tool for retaining teachers with strong preservice qualifications than for retaining other teachers in schools with high proportions of minority students. Consequently large salary differences would be needed to level the playing field when schools are segregated. This conclusion reflects our finding that teachers with stronger qualifications are both more responsive to the racial and socioeconomic mix of a school's students and less responsive to salary than are their less-qualified counterparts when making decisions about remaining in their current school, moving to another school or district, or leaving the teaching profession.

scholarly journals Ultra-Processed Foods Consumption and Lipid Profile in Brazilian Children

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 842-842
Author(s):  
Daniel Hoffman ◽  
Paula dos Leffa ◽  
Caroline Sangalli ◽  
Julia Valmórbida ◽  
Fernanda Rauber ◽  
...  
Keyword(s):  
Lipid Profile ◽  
Total Cholesterol ◽  
Low Income ◽  
Technological Development ◽  
Hdl Cholesterol ◽  
National Council ◽  
Processed Foods ◽  
Innovative Strategies ◽  
Funding Sources ◽  
Low Income Families

Abstract Objectives The consumption of ultra-processed foods (UPF) plays a role in the development of chronic diseases, but there is a limited number of studies targeting the association of its intake and risk of diseases in childhood. Our objective was to determine longitudinal trends of UPF intake and their impact on blood lipids in young children. Methods A longitudinal cohort study of children at 3 and 6 years of age from low-income families in southern Brazil was conducted. Dietary data were collected through two 24-h recalls and UPF consumption was assessed by NOVA, a classification of foods based on the degree and purpose of industrial food processing. At 6 years of age, blood tests were performed to measure total cholesterol, LDL-cholesterol, HDL-cholesterol, and triglycerides. Multivariable linear regression analyses were used to assess differences across tertiles of UPF consumption at age 3 years on lipid profile at age 6 years. Results Complete data were available for 308 children; of which, 52.0% were male. Regarding nutritional status, 18.0% of children at age 3 years and 18.4% at age 6 years were overweight. UPF represented a mean of 43% and 47% of the total energy intake at 3 and 6 years of age, respectively. The overall dietary contribution of UPF increased by 10% across three years of assessment. Higher UPF intake at age 3 years was associated with increased levels of total cholesterol (tertile 3 vs. tertile 1; β 8.51 mg/dL [95% CI 1.65 to 15.37]) and triglycerides (tertile 3 vs. tertile 1; β 9.69 mg/dL [(95% CI 0.97 to 18.42]) later at age 6 years. Conclusions An increase in UPF consumption was associated with poor lipid profile at age 6 years. The results of our study emphasize the need for innovative strategies to reduce the consumption of ultra-processed foods, especially in early ages, to ensure lifelong health. Funding Sources Brazilian Ministry of Health, Research Support Foundation of the State of Rio Grande do Sul (FAPERGS), Brazilian National Council for Scientific and Technological Development (CNPq) and Coordination for the Improvement of Higher Education Personnel (CAPES).

Leading Boldly

2021 ◽  
pp. 200-214
Author(s):  
Andre Devour Spencer ◽  
Teresa A. Lance
Keyword(s):  
Low Income ◽  
White Students ◽  
Students Of Color ◽  
Teaching And Learning ◽  
Quality Teaching ◽  
Deficit Thinking ◽  
Academic Expectations ◽  
Implicit Biases ◽  
Low Income Families ◽  
Quality Learning

By no means does this chapter aim to exclude the impediments on students who arrive to school from low socio-economic families. As there are White students from low-income families who outperform against the norm when compared to students of color from affluent households, the notion that income level, not racial inequities, is the leading variable to educational disparities is overwhelmingly false. Ultimately, children need educators and leaders who are willing to recognize how their beliefs and perceptions impede quality teaching and learning for every child. Implicit biases and often racist beliefs prevent all students from gaining access to quality learning experiences. These biases and beliefs expose students of color to low academic expectations from their teachers. Therefore, the authors will briefly discuss White fragility and deficit thinking as barriers required to shift the educational landscape for students who need it most.

What If We Leave It Up to Chance? Admissions Lotteries and Equitable Access at Selective Colleges

2021 ◽  
pp. 0013189X2110554
Author(s):  
Dominique J. Baker ◽  
Michael N. Bastedo
Keyword(s):  
Standardized Tests ◽  
Low Income ◽  
Students Of Color ◽  
Equitable Access ◽  
Low Income Students ◽  
Social Scientists ◽  
Elite College ◽  
Selective Colleges ◽  
Random Draw ◽  
Equitable Outcomes

Many prominent social scientists have advocated for random-draw lotteries as a solution to the “problem” of elite college admissions. They argue that lotteries will be fair, equitable, eliminate corruption, reduce student anxiety, restore democratic ideals, and end debates over race-conscious admissions. In response, we simulate potential lottery effects on student enrollment by race, gender, and income, using robust simulation methods and multiple minimum thresholds for grades and standardized tests. In the overwhelming majority of lottery simulations, the proportions of low-income students and students of color drop precipitously. With a GPA minimum, we find the proportion of men could drop as low as one third. Admissions lotteries with minimum bars for GPA and/or standardized tests do not appear to produce more equitable outcomes.

Demonstrating Nutrient Cost Gradients: A Brooklyn Case Study

2014 ◽  
Vol 84 (5-6) ◽  
pp. 244-251 ◽  
Author(s):  
Robert J. Karp ◽  
Gary Wong ◽  
Marguerite Orsi
Keyword(s):  
Low Income ◽  
Energy Content ◽  
Food Selection ◽  
The United States ◽  
United States Department ◽  
Micronutrient Deficiencies ◽  
Caloric Density ◽  
Low Income Families ◽  
The Cost ◽  
The Impact

Abstract. Introduction: Foods dense in micronutrients are generally more expensive than those with higher energy content. These cost-differentials may put low-income families at risk of diminished micronutrient intake. Objectives: We sought to determine differences in the cost for iron, folate, and choline in foods available for purchase in a low-income community when assessed for energy content and serving size. Methods: Sixty-nine foods listed in the menu plans provided by the United States Department of Agriculture (USDA) for low-income families were considered, in 10 domains. The cost and micronutrient content for-energy and per-serving of these foods were determined for the three micronutrients. Exact Kruskal-Wallis tests were used for comparisons of energy costs; Spearman rho tests for comparisons of micronutrient content. Ninety families were interviewed in a pediatric clinic to assess the impact of food cost on food selection. Results: Significant differences between domains were shown for energy density with both cost-for-energy (p < 0.001) and cost-per-serving (p < 0.05) comparisons. All three micronutrient contents were significantly correlated with cost-for-energy (p < 0.01). Both iron and choline contents were significantly correlated with cost-per-serving (p < 0.05). Of the 90 families, 38 (42 %) worried about food costs; 40 (44 %) had chosen foods of high caloric density in response to that fear, and 29 of 40 families experiencing both worry and making such food selection. Conclusion: Adjustments to USDA meal plans using cost-for-energy analysis showed differentials for both energy and micronutrients. These differentials were reduced using cost-per-serving analysis, but were not eliminated. A substantial proportion of low-income families are vulnerable to micronutrient deficiencies.

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