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

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).

scholarly journals Variations in the Health Conditions of 6 Chicago Community Areas: A Case for Local-Level Data

2006 ◽  
Vol 96 (8) ◽  
pp. 1485-1491 ◽  
Author(s):  
Ami M. Shah ◽  
Steven Whitman ◽  
Abigail Silva
Keyword(s):  
Local Level ◽  
Health Conditions ◽  
Level Data

scholarly journals Primary schools and the amplification of social differences in child mental health: a population-based cohort study

2017 ◽  
Vol 72 (1) ◽  
pp. 27-33 ◽  
Author(s):  
Louise Marryat ◽  
Lucy Thompson ◽  
Helen Minnis ◽  
Philip Wilson
Keyword(s):  
Mental Health ◽  
Primary Schools ◽  
Demographic Data ◽  
Population Based ◽  
School Level ◽  
Social Emotional ◽  
Level Data ◽  
Mental Health Difficulties ◽  
Early Primary ◽  
Additional Support

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.

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

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.

Spatial analysis of child labour in India

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.

scholarly journals Relationships Between Instructional Coaches’ Time Use and District- and School-Level Policies and Expectations

2019 ◽  
Vol 56 (5) ◽  
pp. 1718-1768 ◽  
Author(s):  
Britnie Delinger Kane ◽  
Brooks Rosenquist
Keyword(s):  
Time Use ◽  
Instructional Coaching ◽  
School Administrators ◽  
School Level ◽  
Urban School District ◽  
District Leaders ◽  
Whole School Reform ◽  
Instructional Coaches ◽  
District Policy ◽  
Whole School

Whole-school reform models frequently include instructional coaching, yet instructional coaches typically spend relatively little time working with teachers on instruction. Using survey and interview data from district leaders, school administrators, and instructional coaches in one urban school district, this mixed-methods analysis asks how district- and school-level policies and expectations were related to coaches’ time use. Coaches accountable to district leaders spent more time working with teachers on instruction than their school-hired counterparts, who devoted more time to administrative and teaching duties. However, all coaches had limited opportunities to work with teachers in ongoing ways. Also, as district accountability systems became more robust, all coaches engaged in more administrative work. Implications for school and district policy are discussed.

Equity, Equality, and Biculturalism in the Restructuring of New Zealand Schools: A Life-History Approach

1992 ◽  
Vol 62 (3) ◽  
pp. 301-323 ◽  
Author(s):  
Sue Middleton
Keyword(s):  
New Zealand ◽  
Social Equity ◽  
School Level ◽  
Boards Of Trustees ◽  
Local School ◽  
Educational Restructuring ◽  
Recent Developments ◽  
History Approach ◽  
The Impact ◽  
Cultural Inclusiveness

In this article, Sue Middleton draws on interview data from the initial phase of"Monitoring Today's Schools," a research project to monitor the impact of New Zealand's educational restructuring. Unlike restructuring movements in other countries,the New Zealand movement specifically included goals of social equity and cultural inclusiveness, and Middleton focuses on the reactions of parents, teachers,and administrators to the restructuring efforts surrounding these issues. After presenting a brief historical overview of the development of and debate over equity and cultural inclusiveness in New Zealand education, Middleton presents excerpts from interviews with members of three different schools' boards of trustees, which were created as part of the restructuring effort to move more authority to the local school level. She includes their reactions to the impact of social equity and cultural inclusiveness policies on their schools and their children, and concludes by describing recent developments in New Zealand education regarding these issues.

Evaluating English Learner Reclassification Policy Effects Across Districts

2017 ◽  
Vol 54 (1_suppl) ◽  
pp. 255S-278S ◽  
Author(s):  
Joseph R. Cimpian ◽  
Karen D. Thompson ◽  
Martha B. Makowski
Keyword(s):  
Regression Discontinuity ◽  
Developmentally Appropriate ◽  
State Level ◽  
Future Research ◽  
English Learner ◽  
Considerable Variability ◽  
Policy Effects ◽  
Level Data ◽  
Regression Discontinuity Designs ◽  
Robust Evidence

Effectively educating the large English learner population requires policymakers to ensure developmentally appropriate settings and services throughout the time students are learning English, as well as during their transition to fluent English proficient status—a process termed reclassification. Using longitudinal student-level data from two U.S. states ( N = 107,549), the authors implemented recent advances in multi-site regression discontinuity designs to assess the effects of reclassification policies across districts. They found that reclassification decisions are heavily influenced by state criteria; however, there is considerable variability across districts in the extent of state-level influence. The authors also found robust evidence of between-district heterogeneity in the effects of reclassification on subsequent achievement and graduation. They discuss the implications of these findings for reclassification policies and future research on the topic. Looking toward the next century of education research, the authors discuss ways that multi-site regression discontinuity designs can be combined with qualitative research to enable policymakers and practitioners to better understand variation in effects of policies across contexts as well as the mechanisms underlying those effects.

School variation in offending: A macro-level strain approach

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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