Because poverty predicts risk for school adjustment problems, low achievement, crime, and other problem behaviors, the effects of the full intervention
on children from poor families were investigated using logistic and linear regression methods as appropriate, with terms for intervention and free lunch eligibility as main effects and an interaction term for intervention by participation in the free lunch program.
The State Department of Education, in collusion with non-educator administrators such as Steven Adamowski, have handed Achievement First millions in public tax payer dollars to experiment
on children from poor families.
Not exact matches
«
Children from large
families tend to make
poorer showings
on intelligence tests and
on educational measures, even when social class is controlled.»
Some barriers include the negative attitudes of women and their partners and
family members, as well as health care professionals, toward breastfeeding, whereas the main reasons that women do not start or give up breastfeeding are reported to be
poor family and social support, perceived milk insufficiency, breast problems, maternal or infant illness, and return to outside employment.2 Several strategies have been used to promote breastfeeding, such as setting standards for maternity services3, 4 (eg, the joint World Health Organization — United Nations
Children's Fund [WHO - UNICEF] Baby Friendly Initiative), public education through media campaigns, and health professionals and peer - led initiatives to support individual mothers.5 — 9 Support
from the infant's father through active participation in the breastfeeding decision, together with a positive attitude and knowledge about the benefits of breastfeeding, has been shown to have a strong influence
on the initiation and duration of breastfeeding in observational studies, 2,10 but scientific evidence is not available as to whether training fathers to manage the most common lactation difficulties can enhance breastfeeding rates.
They list the pupil premium for
children from poorer families, income tax breaks for those
on low incomes, the scrapping of identity cards, progress
on civil liberties, the referendum
on electoral reform and more.
• Duke researchers Charles Clotfelter, Helen Ladd, and Jacob Vigdor found that being taught by a sub for 10 days per year has a larger effect
on a
child's math scores than if he'd changed schools, and about half the size of the difference between students
from well - to - do and
poor families.
Quality Preschool Benefits
Poor and Affluent Kids, Study Finds NBC News, March 28, 2013 «While most previous studies had focused only
on kids
from underprivileged backgrounds, in the new study Harvard researchers found that regardless of
family income
children who got a year of quality prekindergarten did better in reading and math than kids who spent the year in daycare, with relatives, or in some other kind of preschool, according to the report which was published in
Child Development.»
While public schools in New Orleans educate mainly
children from poor families, «several new schools are attracting
families who could afford private or parochial school, the same type of
families who started leaving the school system 45 years ago,» writes Danielle Dreilinger
on nola.com.
According to Teach for America spokesperson Takirra Winfield, the program has three major components: discussions
on the «history of inequity in the United States»; teaching recruits to view
poor children's
families and neighborhoods as «assets» to academic achievement, not liabilities (a concept borrowed
from African American educational theorists like Lisa Delpit and Gloria Ladson - Billings); and introducing corps members to classroom management tactics.
(HealthDay)-- U.S.
children entering kindergarten do worse
on tests when they're
from poorer families with lower expectations and less focus
on reading, computer use and preschool attendance, new research suggests.
When you are being abused or hearing about
children and parents being abused and harassed for opting out of the unfair and discriminatory Common Core SBAC test or when you are paying more in taxes and watching important school programs and services cut, now that thanks to our elected and appointed officials we are pissing away $ 100,000,000.00 a year forcing
children to take a test that will tell us that students
from rich
families tend to do better and student
from poor families tend to do worse
on standardized tests.
While Coates doesn't touch
on education policy, he essentially makes a strong historical case for why reformers (especially increasingly erstwhile conservatives in the movement) must go back to embracing accountability measures and a strong federal role in education policymaking that, along with other changes in American society, are key to helping
children from poor and minority households (as well as their
families and communities) attain economic and social equality.
Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a
child from a
poor family is two to four times as likely as a
child from an affluent
family to have classmates with low skills and behavior problems — attributes which have a negative effect
on the learning of their fellow students.
American
children from high - income
families do very well
on international tests, but our
children of poverty do much worse, and nearly 75 % of LAUSD students are
poor enough to qualify for free lunches.
Indiana lawmakers originally promoted the state's school voucher program as a way to make good
on America's promise of equal opportunity, offering
children from poor and lower - middle - class
families an escape
from public schools that failed to meet their needs.
Yet far too many
children, especially those
from poor and minority
families, are placed at risk by school practices that are based
on a sorting paradigm in which some students receive high - expectations instruction while the rest are relegated to lower quality education and lower quality futures.
Ofsted's chief inspector had warned that
children from poorer families who live in the countryside or
on the coast in England, do worse at school than those who live in cities.
Life and
family events premigration and postmigration have been found to have a profound effect
on the health and well - being of immigrant
children.1, 2 Risk factors include trauma, separation
from parents, nonvoluntary migration, obstacles in the acculturation process, 3 and
children who immigrate in their mid - or late teens.1, 4 Research also shows that parents who have experienced or witnessed violence have
poorer mental health, 2,5 which is likely to affect parent —
child attachment and negatively impact
child development and mental health.5 Transitioning to a new country may be beneficial for both parents and
children, but it may render new and unexpected constraints in the parent —
child relationship (eg,
children tend to acculturate to the new country faster than their parents), cause disharmony and power conflicts, 6 — 8 and, subsequently, affect the
child's mental health.9
The intervention sought to reduce specific empirically identified risk factors for adolescent health and behavior problems: persistent physically aggressive behavior in the early elementary school grades,9 - 11 academic failure, 12 and
poor family management practices including unclear rules,
poor monitoring of behavior, and inconsistent or harsh discipline.13, 14 Because being raised in poverty increases risk for crime, school failure, and school dropout,15 - 17 effects of the intervention
on children from low - income
families were of particular interest.
From observing the
family in their home, home visitors can build
on their strengths and can also identify risk factors in the
children's growth and development, such as maternal depression,
poor parenting practices, and lack of support.
Albeit based
on older
children than in GUS,
children aged 13 to 14 years who live in
families with five or more problems (such as neither parent in work,
poor housing conditions, parents with mental health problems) are 36 times more likely to be excluded
from school than
children in
families with no problems and six times more likely to have been in care or to have contact with the police (HM Treasury and DFES, 2007).
I am experienced in various evidence - based modalities including Cognitive Behavior Therapy, Solution Focused Therapy and Eye Movement Desensitization and Reprocessing.I am passionate about educating people
on the impact of trauma and helping individuals,
children, couples and
families recover
from severe, debilitating traumatic experiences as well as everyday negative experiences that change the way we think and act; resulting in distress and impairment often in the form of anxiety, depression, anger and irritability, sleep disturbance, relationship problems and
poor health.»
During the prenatal and infant periods,
families have been identified
on the basis of socioeconomic risk (parental education, income, age8, 11) and / or other
family (e.g. maternal depression) or
child (e.g. prematurity and low birth weight12) risks; whereas with preschoolers a greater emphasis has been placed
on the presence of
child disruptive behaviour, delays in language / cognitive impairment and / or more pervasive developmental delays.6 With an increased emphasis
on families from lower socioeconomic strata, who typically face multiple types of adversity (e.g. low parental educational attainment and work skills,
poor housing, low social support, dangerous neighbourhoods), many parenting programs have incorporated components that provide support for parents» self - care (e.g. depression, birth - control planning), marital functioning and / or economic self - sufficiency (e.g. improving educational, occupational and housing resources).8, 13,14 This trend to broaden the scope of «parenting» programs mirrors recent findings
on early predictors of low - income
children's social and emotional skills.