Sentences with phrase «populations of school age children»

And outside their regional hubs, many regional parts of Australia have shrinking populations of school age children.

Not exact matches

«The inequitable distribution of the national revenue; the disparity in the scale of salaries (some dispose of emoluments which are an insult to the poverty of the country, while the immense majority receives a miserable pittance); the fact that a bare two per cent of the active population owns seventy per cent of the arable land; the system of recruiting our agricultural laborers, who do not even enjoy legal status; the fact that hundreds of thousands of school - age children lack basic education; the disintegration of the family; the growing immorality everywhere — all this demands bold and definitive change.»

Previous research on the pandemic found that environmental factors, timing of the end school holidays, population sizes and air travel contributed to its spread, but this new research has found that transmission occurred primarily over short distances and that school age children may have catalysed the spread.

According to this new analysis, school - age children accelerated the spread of the pandemic, which was transmitted over short distances, in contrast with widespread reports at the time linking the pandemic to international air travel and population density.

But, «the type of treatment effects reported in this study, even though the investigators referred to increases in levels of «hyperactivity,» were not the disruptive excessive hyperactivity behaviors of ADHD but more likely the type of overactivity exhibited occasionally by the general population of preschool and school age children.»

The total number of school districts in the U.S. dropped from more than 100,000 around the turn of the 20th century to less than 15,000 by the turn of the 21st century, even as the population of school - age children increased during that period.

The forecast is based on actual data of preschool aged children obtained from GP registrations, data on the existing pupil population sourced from school census and information on new housing.

They point, for example, to President Bush's No Child Left Behind law (enacted in 2002), mayoral governance of schools recently instituted in some cities, and the creation of a small number (4,638) of charter schools that serve less than 3 % of the U.S. school - age population.

For example, the U.S. Department of Education recently reported that black children represent 14 % of the general school - aged population but 19 % of the special education population.

Additional district demographic information, including the proportion of the population aged 5 to 17 and the proportion of school - aged children living in poverty, comes from the U.S. Census Small Area Income and Poverty Estimates for most years.

But there is a fundamental flaw in fiscal federalism theory as it applies to education: the ability of taxpaying parents of school - age children to vote with their feet (leave school districts with which they are dissatisfied) is severely constrained for the low - income populations that are most likely to find themselves served by low - performing schools.

Assuming the child is more aware and more sensitivity (which means they will be different from most of the population since the number of gifted kids ranges about 6 percent of school - aged children) then it is paramount that we educate these students about themselves and the differences.

My colleagues, Michael Henderson and Martin West, and I discovered all of this when we, as part of the 2014 Education Next (Ednext) poll, asked members of a representative sample of the U.S. population who had school - age children living with them what kinds of schools those children had attended as well as their opinions on many other education - related matters.

More than 11 million school - age children speak a language other than English at home, and Texas enrolls the second largest population of K - 12 English language learners.

Education for English Language Learners: Promoting School Readiness and Early School Success — report, from the Migration Policy Institute profiles the population of young DLLs, who represent nearly one - third of all U.S. children under age 6, outlines their school readiness and patterns of achievSchool Readiness and Early School Success — report, from the Migration Policy Institute profiles the population of young DLLs, who represent nearly one - third of all U.S. children under age 6, outlines their school readiness and patterns of achievSchool Success — report, from the Migration Policy Institute profiles the population of young DLLs, who represent nearly one - third of all U.S. children under age 6, outlines their school readiness and patterns of achievschool readiness and patterns of achievement.

Between 1984 and 2004, the percentage of the student population speaking English as a second language increased from 5 percent to 60 percent; the percentage of students receiving free or reduced - price lunch soared to 91 percent; and the once - stable neighborhood around the school turned into a community with a 60 percent mobility rate for families with school - age children.

Its especially important to reach out to immigrants, whose children make up 20 percent of the school - age population in the United States and who may not know how to navigate the education system.

Perhaps the population growth of estimated school - aged children — 3,833 — could have been felt in one of the five other districts located within the greater Austin area, including Del Valle, Pflugerville, Round Rock, Leander, Manor or Eanes.

The estimated number of home - schooled children represents 3.4 percent of the U.S. student population between the ages of 5 and 17.

U.S. classrooms are increasingly diverse, with well over two million foreign - born children ages 5 through 17 enrolled in school, roughly 4.1 percent of the total student population.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

As many assistant teaching positions require six months to a year of previous experience working with school - aged children and / or special populations, taking advantage of internship programs in high school or college is recommended.

While they make up just 0.5 % of the school age population for England and Wales, the large rise has prompted calls from councils and education bodies for more statutory monitoring powers of home - schooled children.

An assessment of needs, however, revealed that only 143 LEP children were participating in gifted programs, despite the fact that minority language students represent 16.17 % (96,674) of the school - age population.

Creation science vs. evolution, Genetic engineering, Homelessness, Euthanasia & assisted suicide, Pledge of Allegiance, Endangered Species, Organ Donation, Aging Population, Civil Rights, Racial Profiling, Drunk driving, Human Rights, World population, Children's rights, Alcohol & drinking, Gay Marriage, Disabilities Act, Acid Rain, Gangs, Drunk Driving, Animal Experimentation, War On Drugs, Language Policy, Famine Relief Efforts, Intellectual Property, Creationism, Moral Decisions, Civil rights, Organ & body donation, Nuclear proliferation, Sweatshops, Tobacco, American Education Reform, Cameras in Courtrooms, Sex Education, Missile Defense System, Adoption, City Curfews, Legal System, Civil Liberties, Bilingual Education, Global warming, Violence in schools, Legalization of marijuana, Immigration, Violence, Juvenile Crime, Social Welfare, Peace, Space Exploration, Physician - Assisted Suicide, Consumer Protection, Islamic Fundamentalism, Fathers» / Mothers» Rights In Divorce, Racial profiling, AIDS, Censorship, Environmental protection, Gun control, Affirmative action, Islamic Fundamentalism, Human Cloning, Minimum Wage, Dating Campus Issues, Campaign Finance Reform, Immigration, Garbage And Waste, Iraq, Fat Tax On Food, Federal Deficit, Family Violence, Agriculture Technology, Afghanistan, Smoking, Animal rights, Gender issues, Ethnic Violence, Intellectual Property, Foreign Policy, Dieting, Drug Policy, Social Welfare, War Crimes, Bilingual Education, Surrogate Mothers, Health Care System, Peer Pressure, Human Cloning, Speed Limits, Poverty, Same sex marriage, Homosexuality, Government vs. religion, Famine, Cuba, Amnesty, Endangered Oceans, Gay Rights, Legal System, Learning Disabilities, Islamic Fundamentalism Oceans, Living Wills, Biodiversity, Bio Fuels, Fraud, Garbage And Waste, Africa Aid, Women in the Military, Minorities, Pro Choice Movement, Zero Tolerance, Hate Crime, Antarctica Research, Gay Parents, Medical Ethics, Homeland Security, Terrorism, Binge drinking, Abortion, Welfare, Prayer in schools, Gangs, Death Penalty, Depression, Race Relations, Climate Change Policy, Agricultural Policy, Domestic Violence, Endangered, Endangered Species, Mass media Regulation, Conserving The Environment, Government Deregulation, Food Safety, Addiction, Gay Marriages, Academic Dishonesty, Organized Crime, Women's Rights, Chain Gangs, Anorexia Treatment, Water Pollution, Internet Hate Speech, Airline Safety Rules, Polygamy, Oil Spills, Legal System, Youth Violence, Computer Games.

When asked if perhaps the Western disinterest has more to do with a cultural focus on immersion, narrative, and innovation over repetitive, pavlovian mechanics used to further addict a population of school - aged children already unable to pull themselves away from their 3DS» during a short subway commute the representative responded with: «Destiny»

Excessive media exposure in early childhood poses many developmental and behavioral health risks.1 Exposure to television (TV) and videos before 3 years of age is associated with later problems with language development, 2 — 4 cognition, 5 attention, 6,7 executive functioning, 8 and school achievement.9 These effects may be more pronounced in low - income populations, where high media exposure is more prevalent.2 Proposed mechanisms for these detrimental effects include replacement of enriching activities with caregivers, 10 reduced language - based and play interactions with parents, 11 — 13 and less creative child play14 while the TV is on.

That COAG initiate an audit of populations and projected populations of remote preschool and school - aged children by statistical sub-division to be measured against the relevant education infrastructure and services.

Here, we introduce the 2015 Middle Childhood Survey (MCS), designed as a self - report measure of children's psychosocial experiences in middle childhood (at approximately 11 years of age) administered online during the final year of primary (elementary) school for a population cohort of children being studied longitudinally within the New South Wales Child Development Study5 (NSW - CDS; http://nsw-cds.com.au/).

In both samples, 7 % of school - age children scored in the clinical range on a cognitive test, and 13 % scored in the delayed range on a language test.40 These data corroborate findings from smaller studies that point to developmental and cognitive delays in this population of children.41 However, foster children scored in the same ranges as similarly high - risk children who were not in out - of - home placement (for example, children in poverty).

The authors developed a population - level, self - report measure of school - aged children's well - being and assets — the Middle Years Development Instrument (MDI)-- and examined its reliability and validity.

During the past 3 decades, a broad national consensus has emerged identifying poverty - related disparities in child development and school readiness as a critical public health problem.1, 2 Children growing up in poverty fall behind their middle - class peers in development from the time they say their first words, usually shortly after their first birthday.3 In a 2009 population - based analysis, 4 40 % of low - income eighth graders performed below the basic level for their age group in reading.

Latino children now make up 21 % of the state's child population and 25 % of Rhode Island public school students — but only 20 % of Latino fourth graders are reading at grade - level, and only 13 % of Latino eighth graders have age appropriate math skills.»

The inflow and outflow of children in NSW from birth to school age, including the potential school starter and the school starter populations for 2009 and 2012, and the main study cohort.

By school entry, 43 — 47 % of Aboriginal children have markers of developmental vulnerability.12, 13 In 2009, the first - ever national census of childhood development at school entry showed that Aboriginal children were 2 — 3 times more likely than non-Aboriginal children to be developmentally vulnerable — defined as an Australian Early Development Census (AEDC) score below the 10th centile — on one or more domains.14 The Longitudinal Survey of Australian Children reported similar disparities for cognitive outcomes among Aboriginal children aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental trajechildren have markers of developmental vulnerability.12, 13 In 2009, the first - ever national census of childhood development at school entry showed that Aboriginal children were 2 — 3 times more likely than non-Aboriginal children to be developmentally vulnerable — defined as an Australian Early Development Census (AEDC) score below the 10th centile — on one or more domains.14 The Longitudinal Survey of Australian Children reported similar disparities for cognitive outcomes among Aboriginal children aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental trajechildren were 2 — 3 times more likely than non-Aboriginal children to be developmentally vulnerable — defined as an Australian Early Development Census (AEDC) score below the 10th centile — on one or more domains.14 The Longitudinal Survey of Australian Children reported similar disparities for cognitive outcomes among Aboriginal children aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental trajechildren to be developmentally vulnerable — defined as an Australian Early Development Census (AEDC) score below the 10th centile — on one or more domains.14 The Longitudinal Survey of Australian Children reported similar disparities for cognitive outcomes among Aboriginal children aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental trajeChildren reported similar disparities for cognitive outcomes among Aboriginal children aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental trajechildren aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental trajechildren was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental trajechildren, or characterises vulnerable developmental trajectories.

8 PMT has been applied to a broad array of child problems and populations, but it has been primarily employed in the treatment of preadolescent (i.e., preschool - to school - age) children who exhibit overt conduct - problem behaviours such as temper tantrums, aggression, and excessive noncompliance, and it is in this area that PMT has the greatest empirical support.

Dr. Clark has been recognized for her service to children with disabilities and the preparation of school personnel to work with these and other school - age populations.

To date, governments have no firm estimates of the number of school - aged children across the Northern Territory who have no access to school education, and school staffing is allocated on the basis of school attendance rather than population estimates.

This study, from a sample of ∼ 22 000 children and their mothers and fathers representative of the entire US population, demonstrates that living with fathers with depressive symptoms and other mental health problems is independently associated with increased rates of emotional or behavioral problems among school - aged children and adolescents.

Anxiety disorders are among the most common mental disorders during childhood and adolescence, with a prevalence of 3 — 5 % in school - age children (6 — 12 years) and 10 — 19 % in adolescents (13 — 18 years); 1, 2 and the prevalence of anxiety disorders in this population tends to increase over time.3 Anxiety is the most common psychological symptom reported by children and adolescents; however, presentation varies with age as younger patients often report undifferentiated anxiety symptoms, for example, muscle tension, headache, stomachache or angry outbursts.4 According to the standard diagnostic systems, there are various types of anxiety disorders, for example, generalised anxiety disorder (GAD), social phobias (SOP), social anxiety disorder (SAD), panic disorder (PD), overanxious disorder, separation anxiety, post-traumatic stress disorder (PTSD), obsessive - compulsive disorder (OCD).5 Anxiety disorders in children and adolescents often occur with a number of comorbidities, such as autism spectrum disorders, 6 depressive disorders, 7 conduct disorder, 8 substance abuse9 or suicide - related behaviour.10 Youths with anxiety disorders experience serious impairment in social functioning (eg, poor school achievement; relational problems with family members and peers).11, 12 Childhood and adolescent anxiety disorders can persist despite treatment, 1 and they are associated with later adult psychopathology.13, 14

The Census Bureau reported that seven of the 10 states with the largest numerical growth in school - age population s were located in the Sun Belt, as people of all ages continue to move to the South and West.Overall, 15 states saw the number of school - age children increase.