Who Receives Federal Title I Assistance? Examination of Program Funding by School Poverty Rate in New York State

1997 ◽  
Vol 19 (4) ◽  
pp. 354-359 ◽  
Author(s):  
Paul H. Carmichael
Keyword(s):  
New York ◽  
Public Schools ◽  
School Districts ◽  
Title I ◽  
New York State ◽  
Poverty Rate ◽  
Distributional Pattern ◽  
York State ◽  
Elementary And Secondary Education ◽  
School Poverty

The distributional pattern of federal funding allocated through the Elementary and Secondary Education Act’s Title I program was examined for all public schools in New York State. Although Title I is a major vehicle for serving the needs of poor children and redressing educational inequity, the present findings suggest that poorer school districts may be ill-served by the present law in several ways: (1) The federal Title I program is widely distributed across New York State to 98% of school districts and to nearly 80% of all public schools; (2) regardless of the poverty rate for any given school district (including the most affluent districts), a clear majority of schools receive Title 1 funding; (3) some of the poorest districts may be unable to use Title I to serve many of their educationally disadvantaged children when an individual school’s poverty rate falls below the intradistrict average. Implications for children in poverty are discussed with reference to the most recent reauthorization of Title I (Improving America’s Schools Act of 1994).

Response of School Districts to the New York State Concussion Awareness and Management Act

2014 ◽  
Vol 95 (10) ◽  
pp. e66
Author(s):  
Maria Kajankova ◽  
Jennifer Oswald ◽  
Lauren Terranova ◽  
Anne Felicia Ambrose ◽  
Wayne Gordon
Keyword(s):  
New York ◽  
School Districts ◽  
New York State ◽  
York State

scholarly journals An ecological study of food desert prevalence and 4th grade academic achievement in New York State school districts

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Seth E. Frndak
Keyword(s):  
Academic Achievement ◽  
New York ◽  
School District ◽  
School Districts ◽  
Ecological Study ◽  
New York State ◽  
Food Deserts ◽  
Food Desert ◽  
Achievement Scores ◽  
York State

<p><em>Background</em>. This ecological study examines the relationship between food desert prevalence and academic achievement at the school district level. <br /><em>Design and methods.</em> Sample included 232 suburban and urban school districts in New York State. Multiple open-source databases were merged to obtain: 4th grade science, English and math scores, school district demographic composition (NYS Report Card), regional socioeconomic indicators (American Community Survey), school district quality (US Common Core of Data), and food desert data (USDA Food Desert Atlas). Multiple regression models assessed the percentage of variation in achievement scores explained by food desert variables, after controlling for additional predictors.<br /><em>Results</em>. The proportion of individuals living in food deserts significantly explained 4th grade achievement scores, after accounting for additional predictors. School districts with higher proportions of individuals living in food desert regions demonstrated lower 4th grade achievement across science, English and math. <em><br />Conclusions</em>. Food deserts appear to be related to academic achievement at the school district level among urban and suburban regions. Further research is needed to better understand how food access is associated with academic achievement at the individual level.</p>

Variation in exemptions to school immunization requirements among New York State private and public schools

Vaccine ◽  
2014 ◽  
Vol 32 (52) ◽  
pp. 7070-7076 ◽  
Author(s):  
Yun-Kuang Lai ◽  
Jessica Nadeau ◽  
Louise-Anne McNutt ◽  
Jana Shaw
Keyword(s):  
New York ◽  
Public Schools ◽  
New York State ◽  
York State ◽  
Private And Public

Parents' Perceptions after Inclusion of Their Children with Moderate or Severe Disabilities

1995 ◽  
Vol 20 (2) ◽  
pp. 147-157 ◽  
Author(s):  
Diane Lea Ryndak ◽  
June E. Downing ◽  
Lilly R. Jacqueline ◽  
Andrea P. Morrison
Keyword(s):  
New York ◽  
Qualitative Research ◽  
School Districts ◽  
General Education ◽  
New York State ◽  
Severe Disabilities ◽  
Educational Services ◽  
York State ◽  
Qualitative Research Methodology ◽  
Age Appropriate

This study investigated the perceptions of parents of 13 children with moderate or severe disabilities in relation to their child's education in inclusive general education settings. Parents were all Caucasian and were from seven different school districts in western New York State. Their children ranged in age from 5 to 20 years, with nine having experienced educational services in self-contained settings prior to being included in typical classrooms. Audio-taped interviews of parents lasting from 60 to 90 minutes were transcribed and analyzed following qualitative research methodology. Findings indicated that, regardless of the age of their child, parents of all 13 children reported very positive perceptions. Parents whose children had been educated previously in self-contained classes reported many academic, behavioral, and social outcomes that they felt would not have happened without the transition to age-appropriate general education classes. The findings add to the growing literature on inclusion and support the trend to provide educational services for students with moderate or severe disabilities in general education settings.

Response of School Districts to the New York State Concussion Awareness and Management Act: Review of Policies and Procedures

2017 ◽  
Vol 87 (6) ◽  
pp. 409-415 ◽  
Author(s):  
Maria Kajankova ◽  
Jennifer M. Oswald ◽  
Lauren M. Terranova ◽  
Michael V. Kaplen ◽  
Anne F. Ambrose ◽  
...  
Keyword(s):  
New York ◽  
School Districts ◽  
New York State ◽  
York State ◽  
Policies And Procedures

Abstract 148: Installation and Deployment of Automated External Defibrillators in New York State Schools

Circulation ◽  
2019 ◽  
Vol 140 (Suppl_2) ◽  
Author(s):  
Milla Arabadjian ◽  
Alexandra Stepanovic ◽  
Mark Sherrid
Keyword(s):  
New York ◽  
Public Schools ◽  
Private Schools ◽  
Comprehensive Evaluation ◽  
New York State ◽  
School Nurses ◽  
Policy Implications ◽  
Term Survival ◽  
Automated External Defibrillators ◽  
York State

Introduction: AHA recommends that automated external defibrillators (AEDs) be made available in public areas with high likelihood of a sudden cardiac arrest (SCA). Only 18 US states have regulations requiring AEDs in schools and the legislation varies. There is no comprehensive evaluation of the epidemiology of sudden death in schools. School nurses are often the only healthcare providers within a school. New York State (NYS) enrolls almost 3.5 million students with New York City (NYC) being the largest school system in the US; legislation requires AEDs in all public but not in private schools. Purpose: Our aims were threefold: to gain epidemiologic data on SCAs in NYS schools, to evaluate the availability and utilization of AEDs, and to identify factors affecting deployment of AEDs. Methods: Electronic surveys were sent to school nurse members of the NYS Association of School Nurses and NYC school nurses. We also conducted structured interviews with a representative sample of NYS school nurses. Results: Nurses representing 750 public schools and 116 private schools responded, a response rate of 36.4%. There were 71 SCA events, with majority affecting adults on school grounds 41 (58%). AEDs were deployed in 59 (73%). Short term survival occurred in 50 (69%) with 40 (56%) returning to regular activity. While not required to have AEDs available, most private schools had them 69(60%). There were 21 (30%) SCA events in private schools with 8 (11%) occurring in private schools with no AEDs. Of these, 6 (75%) had a negative outcome. Interviews revealed that staff attitude, fear, and training adequacy were factors influencing AED utilization. Conclusions: AEDs in schools improve survival outcomes. There has been no comprehensive evaluation of SCA events in US schools and no uniformity in AED legislation among states. While focus is on students, NYS data suggests that attention should also encompass adult SCAs in schools. Comparisons of AED utilization and SCA outcomes in states with and without AED legislation will be of interest, and may have health policy implications.

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