The CDC champions school health programs as key in curbing student health risks, offering guidelines and tools. Monitoring through the School Health Profiles (Profiles) system aids in assessing implementation. An analysis using 2010 Profiles data ranked California 20th among 49 states for a healthy school environment and 17th for health education. California excelled in intramural sports and tobacco policies but lacked in nurse availability, nutrition, and tobacco prevention education. While most low-ranking states were in the West and Midwest, California stood out positively. This allows the state to highlight strengths for emulation while pinpointing areas for improvement, such as the scarcity of full-time nurses (21.8% compared to the 43.9% median). Policymakers in California should target these critical areas outlined in the study to enhance student health.
The United States witnesses frequent school changes among children due to various reasons, contributing to stress and educational disruption, especially among marginalized groups. Scholars suggest schools should foster better relationships with families to minimize unnecessary mobility, yet these strategies often lack rigorous testing. Researchers evaluated the Families and Schools Together (FAST) intervention's impact on reducing mobility by enhancing parent-school relations in low-income Hispanic elementary schools. Overall, the intervention didn't significantly lower mobility rates, with 35-45% of students changing schools. However, for Black families in the intervention, mobility dropped notably, aligning with other groups. The study underscores that school mobility hinges on diverse reasons; while socioeconomic factors might limit interventions' effectiveness, dissatisfaction or social isolation could be mitigated by fostering stronger school-family ties.
Educational challenges persist for foster care youth, with limited solutions documented. In urban Seattle, a program supporting middle schoolers in foster care significantly enhanced reading skills over a school year through tutoring, mentoring, and advocacy. While replicating the entire program might not be feasible, integrating key aspects into existing systems holds promise. Establishing liaisons between education and child welfare systems, promoting mutual professional awareness, ensuring seamless communication for individualized care, and offering tailored support via community resources and volunteer tutoring are vital steps. Equally crucial is preparing these youths for adulthood, encompassing college planning, vocational training, and life skills. Collaboration among social workers, educators, and caregivers emerges as crucial for fostering academic success and overall well-being for foster care youth. Aligning efforts and resources can create a supportive environment conducive to their educational achievements, addressing their vulnerabilities effectively.
A 2007 study in Los Angeles explored the educational experiences of homeless youth, revealing that while they face low academic achievement and high dropout rates, there was limited research on their understanding and engagement with the educational process. The study, based on interviews with 120 homeless youth and 45 policymakers and educators, found that homeless youth are diverse, requiring educational supports tailored to their varied needs. The McKinney-Vento Homeless Assistance Act offers federal protections, but there are issues with enforcement, such as transportation barriers and registration requirements. The study recommends enforcing federal law, developing educational alternatives like transitional schools, providing long-term mentors for homeless youth, and establishing sustained relationships between shelters and educational organizations. These recommendations aim to address the challenges faced by homeless youth in accessing and succeeding in education, emphasizing the need for targeted support and collaboration between schools, shelters, and community organizations.
California has the lowest elementary school counselor-per-student ratio in the U.S., with most schools lacking counselors. A recent study found that states adopting aggressive counseling policies experienced positive changes in student learning and behavior. Mandates for a minimum counselor–student ratio or subsidizing counselor employment reduced teacher-reported instructional issues and lowered problems like fights, cutting class, stealing, or drug use. Greater counselor availability correlated with improved student learning and mental health. The findings suggest substantial benefits from additional elementary school counselors, making them potentially cost-effective interventions. Even in tight fiscal times, mandating a minimum level of mental health services in schools could be wise, leading to better student and teacher welfare. Future research could explore the most effective form of mental health services in schools, considering counselors, social workers, or psychologists in school-based health centers.
Senioritis. Senior slump. The Year of the Zombies. Forget preparing for the rigors of college. The final year of high school is for sleeping in, flipping burgers, hanging out with pals, surfing, partying, fighting with your girlfriend, making up with...
For nearly three decades, PACE has facilitated discussions on California's education policies by integrating academic research into key policy challenges. Traditionally, this involved publishing policy briefs, organizing seminars, and producing the annual 'Conditions of Education in California' report, offering comprehensive data and analysis on the state's education system. The launch of "Conditions of Education in California" as a blog marks a shift to engage a wider audience and enable ongoing updates. This platform, authored by PACE-affiliated researchers across California, aims to share new data, compelling research findings, and insights on current legislation and policies. The objective remains fostering informed discussions on education policy challenges in California, now extending the conversation to policymakers, educators, and citizens. This inclusive dialogue is crucial to drive the necessary policy understanding and momentum for improving the state's education system.
"Getting Down to Facts" is a new research initiative commissioned by Governor Schwarzenegger's Committee on Education Excellence, state Democratic leaders, and Superintendent Jack O'Connell. Led by Susanna Loeb, a Stanford Graduate School of Education Professor and PACE codirector, this project seeks to explore California's school finance and governance systems. Its objective is to provide comprehensive insights essential for assessing the effectiveness of potential reforms. The initiative addresses three key questions: the current state of school finance and governance, optimizing existing resources for improved student outcomes, and evaluating the need for additional resources to meet educational goals. The studies from this project are expected to be available by January 2007.
Among the less noticed fallout from Hurricanes Katrina, Rita, and Wilma is the need for tens of thousands of K–12 schoolchildren to suddenly change schools. Some of the new schools are near the children's home schools; others are far away...
Previous research has demonstrated that attending center care is associated with cognitive benefits for young children. However, little is known about the ideal age for children to enter such care or the "right" amount of time, both weekly and yearly...
A growing body of literature suggests that high school curriculum, especially during the senior year, is greatly lacking in academic intensity. A recent report from the National Commission on the High School Senior Year indicates that students find the last...
California has spent billions of dollars to reduce class sizes in elementary grades, but studies have yet to reveal evidence the effort is improving student achievement. The state commissioned a consortium of research groups to spend four years monitoring the...
High school seniors have slacked off for as long as anyone can remember. "Senior slump" isn't news, but education Professor Michael W. Kirst's explanation and proposed solutions for it are. It's where he lays the blame for students who goof...
Authored by Stanford education professor Michael W. Kirst, this 24-page report is the latest in the "Perspectives in Public Policy: Connecting High Education and the Public School" series, published by The Institute for Educational Leadership (IEL) and The National Center...
Student mobility is the practice of students changing schools other than when they are promoted from one school level to the other, such as when students are promoted from elementary school to middle school or middle school to high school...
High school seniors often want to cruise to the finish line of spring graduation rather than push to the end. Learn what some schools are doing to offer college-level courses, senior research projects, internships, and independent study to keep them...
