scholarly journals Identifying Meaningful Indicators of Parent Engagement in Early Learning for Low-Income, Urban Families

2020 ◽  
pp. 004208592096861
Author(s):  
Amie F. Bettencourt ◽  
Deborah Gross ◽  
Kelly Bower ◽  
Lucine Francis ◽  
Kathryn Taylor ◽  
...  
Keyword(s):  
Academic Success ◽  
School Districts ◽  
Low Income ◽  
Parent Engagement ◽  
Panel Discussion ◽  
Urban Families ◽  
Early Learning ◽  
Urban School Districts ◽  
School Based ◽  
Home Based

The purpose of this study was to identify indicators of parent engagement in early learning that would be relevant for children’s academic success; equitable for all families regardless of social, educational, or economic backgrounds; and actionable for urban school districts seeking to promote parent engagement with limited resources. Using a Delphi technique, a panel of parents, school staff, and researchers rated 106 parent engagement indicators extracted from stakeholder interviews. After multiple Delphi rounds and panel discussion, 30 indicators were retained. Retained indicators focused on home-based activities and home-school relationships/communication; no school-based activities met criteria for relevance, feasibility, and actionability.

scholarly journals Evaluation of a PSE School-Based Fruit and Vegetable Intervention (P04-166-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Caterina Morgera ◽  
Kate Balestracci ◽  
Joanna Raymond ◽  
Sarah Amin ◽  
Geoffrey Greene
Keyword(s):  
Low Income ◽  
Vegetable Intake ◽  
Fruit And Vegetable ◽  
Standard Instruction ◽  
Funding Sources ◽  
School Based ◽  
Home Based ◽  
Quasi Experimental ◽  
Wellness Policies ◽  
Post Assessment

Abstract Objectives To determine the effect of a policy, systems, and environmental (PSE) intervention, Students Take Charge! (STC) among 4th and 5th grade students from low-income communities on 1) fruit and vegetable (FV) intake, and 2) FV variety, PSE and FV knowledge, and self-efficacy (SE) to ask for FV at school and home. Methods A quasi-experimental design was used involving six schools over two years. Schools were purposely selected; two schools each year either received STC or standard instruction. The study sample includes students (n = 326 intervention; n = 351 comparison) providing pre and post data (baseline and post-assessment at week 18). SNAP-Ed educators provided the 8-lesson STC curriculum across 18 weeks; comparison students received standard instruction. STC is a school-based PSE intervention focusing on empowering students to make FV based changes at school and at home. STC taught students about wellness policies, persuasive messages, and making requests; it cumulated with a vote to add a student submitted FV-based recipe to the school lunch menu. In addition, STC provided information about the importance of FV intake and variety. Students completed the STC survey at both time points assessing FV intake, variety, knowledge and SE. Analyses compared intervention and comparison students from baseline to post-assessment using ANCOVA (1) and MANOVA (2). Results From baseline to post-assessment, there were significant differences (P < 0.01) between intervention and comparison students; intervention students decreased fruit intake and variety, increased PSE knowledge and SE in school.There were no differences in vegetable intake, variety or FV knowledge between intervention and comparison students. There was a trend (P = .09) towards increased student SE to ask parents for FV in the home in the intervention students compared to the comparison students. Conclusions STC was associated with an increase in PSE knowledge and student SE to ask for FV in school. STC may require additional strategies, including home-based strategies, to increase FV knowledge, intake, and variety behavior changes. Funding Sources USDA SNAP-Ed.

scholarly journals Antecedents and consequences of residential choice and school transfer.

2005 ◽  
Vol 13 ◽  
pp. 29
Author(s):  
Toni Falbo ◽  
Robert W. Glover ◽  
W. Lee Holcombe ◽  
S. Lynne Stokes
Keyword(s):  
School Districts ◽  
Low Income ◽  
Urban School Districts ◽  
Residential Choice ◽  
School Year ◽  
School Transfer ◽  
The Family ◽  
Antecedents And Consequences ◽  
K 12 ◽  
Decision Making Model

This article examines the antecedents and consequences of residential choice and school transfers within one of the eight largest urban school districts in Texas. This study is based on survey data from a representative sample of parents of K-12 students enrolled in this district. In addition to demographic characteristics of the family, the parent decision-making model of Schneider, Teske, & Marschall (2000) was examined to determine if aspects of this model were useful in understanding the school choices made at the beginning of the school year and the parents' motivation to move to another school at the end. The results provide some support for the view that residential choice is related to enhanced achievement and satisfaction; while, within-district transfers were used more by better educated White parents who did not qualify as low income. Parents' motivation to move their children to another school was greater when they perceived the school as less receptive to their involvement and their children as less successful in school.

Collaborative Improvement and Innovation Networks Improving the Quality of Pediatric Physical and Mental Health Care

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Sullivan E ◽  
◽  
Cushing K ◽  
Fields P ◽  
Robinson P ◽  
...  
Keyword(s):  
Mental Health ◽  
Academic Success ◽  
Low Income ◽  
Quality Care ◽  
The United States ◽  
Innovation Networks ◽  
Physical And Mental Health ◽  
Mental Health Systems ◽  
School Based

Youth throughout the United States face physical and mental health concerns that threaten their wellbeing and academic success. This is especially true among low-income communities and communities of color. School-Based Health Centers (SBHCs) and Comprehensive School Mental Health Systems (CSMHSs) are evidence-based delivery models that provide essential health services to students and their communities, recognized for targeting barriers like transportation, cost, and time. This paper describes a national initiative to increase the number of SBHCs and CSMHSs, improve the quality of care delivered, and strengthen the sustainability of school-based health and mental health through Collaborative Improvement and Innovation Networks (CoIINs). In spring 2020, when schools nationwide closed abruptly due to the COVID-19 pandemic, this initiative provided participants an essential professional network and space to share challenges, innovations, and best practices to sustain high quality care delivered to students. Participants shared that their involvement encouraged staff and state agencies to work more closely together and provided protected time to focus solely on student health. The CoIIN was especially helpful as sites transitioned from in-person to telehealth care due to school closures. Participation helped sites engage in peer-to-peer sharing, comparison, benchmarking, and a continuous piloting of new strategies. This case report describes the CoIIN with a particular focus on implementation during COVID-19. This will benefit school-based health and mental health practitioners and stakeholders interested in employing a similar model of quality improvement and support.

Virtual and Physical Interactions in School-Based Spaces: Latinx Parent Engagement in a High-Tech Urban Elementary School

2019 ◽  
pp. 004208591989403
Author(s):  
Alexandra E. Pavlakis ◽  
Jillian M. Conry ◽  
Karla del Rosal
Keyword(s):  
Elementary School ◽  
Low Income ◽  
Parent Engagement ◽  
Parental Engagement ◽  
High Tech ◽  
Classroom Engagement ◽  
School Based ◽  
Urban Elementary School ◽  
Physical Interactions ◽  
Children's Schooling

Schools are increasingly using technology to connect with families. Yet, we still know little about how technology shapes parent engagement—particularly for low-income Latinx families. Garnering insights from the Ecologies of Parental Engagement framework and wide-ranging qualitative data, we explore Latinx engagement at an urban, high-tech elementary school. Findings suggest that technology and language independently and concurrently shaped engagement. Within school-based spaces (e.g., cafeteria, classroom), engagement also manifested differently depending on parents’ resources and the particular space’s rules and norms. In each space, parents overcame barriers to interact and invest—virtually or physically—in their children’s schooling. Implications are discussed.

scholarly journals What is Parent Engagement in Early Learning? Depends Who You Ask

2019 ◽  
Vol 29 (3) ◽  
pp. 747-760
Author(s):  
Deborah Gross ◽  
Amie F. Bettencourt ◽  
Kathryn Taylor ◽  
Lucine Francis ◽  
Kelly Bower ◽  
...  
Keyword(s):  
Low Income ◽  
Parent Engagement ◽  
Urban School ◽  
Early Learning ◽  
Poor Quality ◽  
District Leaders ◽  
School Partnerships ◽  
Qualitative Descriptive ◽  
Low Income Families

Abstract Objectives Parent engagement in early learning has historically been defined quite broadly and it is unclear whether those designing, implementing, evaluating, or participating in parent engagement initiatives conceptualize parent engagement in the same way. Lack of consensus could contribute to poor quality of parent-school partnerships and reliance on parent engagement measures and strategies that lack meaning and utility. We explored and compared definitions and characteristics of parent engagement in early learning across multiple stakeholders in one urban school district serving predominantly low-income, African American, and Latinx families. Methods Using a qualitative descriptive design, we individually interviewed 63 parents (n = 23), teachers (n = 8), early childhood staff (n = 8), district leaders (n = 7), and community leaders (n = 8) to understand how each defined parent engagement in early learning and the characteristics they believed were indicative of an engaged parent. Results Nine different definitions were described; the majority centering on parents’ responsibilities for ensuring engagement. We found wide differences within and across stakeholder groups in how parent engagement is defined and operationalized. Conclusions There was little consensus in how parent engagement was conceptualized, suggesting there may be different working models for how stakeholders believe parent engagement supports early learning. Three potential parent engagement models are discussed in relation to the qualitative findings. This is the first study to directly compare different stakeholders’ perspectives about parent engagement in early learning in an urban school system serving a large number of low income families and families of color.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

scholarly journals Mitigating Childhood Food Insecurity during COVID-19: A Qualitative Study of how School Districts in California’s San Joaquin Valley Responded to Growing Needs

2021 ◽  
pp. 1-26
Author(s):  
Ashley H. Jowell ◽  
Janine S. Bruce ◽  
Gabriela V. Escobar ◽  
Valeria M. Ordonez ◽  
Christina A. Hecht ◽  
...  
Keyword(s):  
School District ◽  
School Districts ◽  
Food Insecurity ◽  
Focus Groups ◽  
Low Income ◽  
Distribution Systems ◽  
Community Organizations ◽  
San Joaquin Valley ◽  
School Meal ◽  
Fresh Foods

Abstract Objectives: To explore best practices and challenges in providing school meals during COVID-19 in a low-income, predominantly Latino, urban-rural region. Design: Semi structured interviews with school district stakeholders and focus groups with parents were conducted to explore school meal provision during COVID-19 from June to August 2020. Data was coded and themes were identified to guide analysis. Community organizations were involved in all aspects of study design, recruitment, data collection, and analysis. Setting: Six school districts in California’s San Joaquin Valley. Participants: School district stakeholders (n=11) included food service directors, school superintendents, and community partners (e.g., funders, food co-operative). Focus groups (n=6) were comprised of parents (n=29) of children participating in school meal programs. Results: COVID-19-related challenges for districts included developing safe meal distribution systems, boosting low participation, covering COVID-19-related costs, and staying informed of policy changes. Barriers for families included transportation difficulties, safety concerns, and a lack of fresh foods. Innovative strategies to address obstacles included pandemic-EBT, bus-stop delivery, community pick-up locations, batched meals, and leveraging partner resources. Conclusions: A focus on fresher, more appealing meals and greater communication between school officials and parents could boost participation. Districts that leveraged external partnerships were better equipped to provide meals during pandemic conditions. In addition, policies increasing access to fresh foods and capitalizing on USDA waivers could boost school meal participation. Finally, partnering with community organizations and acting upon parent feedback could improve school meal systems, and in combination with pandemic-EBT, address childhood food insecurity.

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