Selecting Effective Teachers for Urban Elementary Charter Schools: Effects of Decentralization on Principals' Decisions

ERIC Educational Resources Information Center

Leaks, Rakeda Antwanece

2013-01-01

In the age of No Child Left Behind and accountability, education stakeholders continue to look for ways to improve student achievement outcomes especially in schools in urban communities. Principal autonomy has been linked to successful results in student achievement. The purpose of this study was to understand how principals' perceptions of their…

Association between growth stunting with dental development and skeletal maturation stage.

PubMed

Flores-Mir, Carlos; Mauricio, Franco Raul; Orellana, Maria Fernanda; Major, Paul William

2005-11-01

The aim of this study was to determine the influence of growth stunting on the maturation stage of the medium phalanx of the third finger (MP3) and the dental development of the left mandibular canine in 280 high school children (140 stunted and 140 normal controls; equally distributed by sex) between 9.5 and 16.5 years of age, from a representative Peruvian school. Periapical radiographs of the MP3 from the left hand were used to determine the skeletal maturity stage, according to an adaptation of the Hägg and Taranger method. Panoramic radiographs were used to determine the dental maturity stage of the lower left canine, according to Demirjian method. Stunting was determined by relating height and age, according to the World Health Organization recommendations. There was no statistically significant difference in the skeletal maturation stage (P = .134) and the dental development stage (P = .497) according to nutritional status, even when considering different age groups (P > .183). A high correlation (r = 0.85) was found between both maturity indicators regardless of the nutritional status (growth stunted, r = 0.855 and normal controls, r = 0.863) or sex (boys, r = 0.809 and girls, r = 0.892). When skeletal level was considered, correlations values were similar between advanced (r = 0.903) and average (r = 0.895) maturers but lower (r = 0.751) for delayed maturers. Growth stunting was not associated with dental development and skeletal maturity stages in Peruvian school children.

Refiguring Schools as Child Welfare Agencies: Rockefeller Boards and the New Program in General Education at the Secondary Level

ERIC Educational Resources Information Center

Richardson, Theresa

2005-01-01

By the beginning of World War I most U.S. American children attended elementary school. However, up to 65% of school age children left their studies to find work after the fifth or sixth grade when they were ten or eleven years old. Four years after the stock market crash of 1929 one quarter of the labor force, or thirteen million workers of all…

Health Barriers to Learning and the Education Opportunity Gap. Progress of Education Reform. Volume 15 Issue 3

ERIC Educational Resources Information Center

Basch, Charles E.; Gracy, Delaney; Johnson, Dennis; Fabian, Anupa

2015-01-01

Education is a critical pathway by which children can rise out of the cycle of poverty. Billions of dollars are invested annually in America's public schools and considerable improvement has been made in academic achievement and educational attainment. However, certain school-aged cohorts--entire communities of youth--have been left behind. An…

Psychological adjustment among left-behind children in rural China: the role of parental migration and parent-child communication.

PubMed

Su, S; Li, X; Lin, D; Xu, X; Zhu, M

2013-03-01

Left-behind children refer to those rural children who are under 18 years of age and are left at home when both or one of their parents migrate to urban area for work. Recent findings showed that left-behind children were disadvantaged by developmental, emotional and social problems. A sample of 1165 rural children and adolescents were recruited to examine the characteristics of left-behind children and explore the differences in psychological adjustment (including satisfaction, loneliness and happiness) by patterns of parental migration (i.e. no parent migrating, one parent migrating or two parents migrating) and the level of parent-child communication in rural China. (1) Compared with children with one parent migrating, children with two parents migrating were separated from their parents at younger ages, for longer periods, and saw their migrant parents less frequently. (2) Children with two parents migrating reported the lowest level of satisfaction among the three groups of rural children. Both groups of children with one or two parents migrating experienced more loneliness compared with children with no parent migrating. There were no significant differences in school satisfaction and happiness among the three groups. (3) The children who reported a higher level of parent-child communication also reported a higher level of life and school satisfaction and happiness, and no differences in loneliness were found by levels of parent-child communication. These results indicate that loneliness was the most common and important experience of left-behind children. Parent-child communication is important for the development of all rural children, including those who were left behind by their migrant parents. © 2012 Blackwell Publishing Ltd.

[Research on child neglect situation and influential factors of left-behind children and living-with-parents children aged 6-17 year-old in rural areas of two provinces, western China].

PubMed

Zhong, Yin; Zhong, Zhaohui; Pan, Jianping; Li, Qunying; Zhong, Yun; Sun, Haoling

2015-10-01

To investigate the situation and the influential factors of child neglect between left-behind children and living-with-parents children aged 6-17 years in the rural areas in western China. Students were randomly selected according to the principle of multi-stage stratified cluster sampling and they were from three cities in Shanxi and four districts in Chongqing. Among the 4,131 children, there were 1,874 students in the 6-11 years group and the left-behind children accounted for 50.21% (941/1,874) in this group. There were 2,257 students in the 12-17 years old group and the left-behind children accounted for 53.35% (1,204/2,257) in this group. The questionnaire named "Evaluation on Neglect for Elementary and Secondary School Students Aged 6-17 Years in Rural Areas in China" was used in the field investigation. The students' neglect frequency was described by neglect rate and the factors affecting students' neglect were analyzed by means of binary logistic regression. In the 6-11 years old group, the neglect rates of left-behind children and living-with-parents children were 63.03% (474/752) and 43.87% (347/791), respectively (χ2=58.86, P<0.001). In the 12-17 years old group, the neglect rates of left-behind children and living-with-parents children were 60.64% (627/1 034) and 53.57% (495/924), respectively (χ2=9.96, P<0.001). For factors influencing left-behind children, compared to the factors about boys, younger mother (≤40 years old), presence of parents' income reduction within the last year and nuclear family, the factors about girls, elder mother (41-49 years), absence of parents' income reduction within the last year and three-generation family or single-parent family were associated with lower neglect risk, and OR values were 0.67, 0.68, 0.70, 0.73, and 0.43 (P<0.05); compared to the factors about Han nationality, only child, with separate room at home, and resident children, the factors about other nationalities, non-only child, no separate room at home, and non-resident children were associated with high neglect risk, and OR values were 1.85, 1.34, 1.46, and 1.32 (P<0.05); compared to the lower father's education background (primary school or uneducated), the higher father's education background (junior middle school, senior middle school, technical secondary school, college and above) was associated with lower neglect risk, and OR values were 0.66, 0.50, and 0.25 (P<0.05); compared to good relationship between children and parents as well as good relationship between parents, fair or poor relationship was associated with high neglect risk, and OR values were 1.57-3.79 (P<0.05). For factors influencing non-left-behind children, compared to the factors about younger mother (≤40 years old), changes of patient's work in the last year, presence of parents' income reduction within the last year and nuclear family, the factors about elder mother (41-49 years), no changes of patients' work in the last year, absence of parents' income reduction within the last year and three-generation family or single-parent family were associated with lower neglect risk, and OR values were 0.69, 0.71, 0.75, 0.82, and 0.56 (P<0.05); compared to the factors about Han nationality, only child and younger father (≤40 years old), other nationalities, the factors about non-only child, and elder father (41-49 years) were associated with high neglect risk, and OR values were 1.45, 1.56, and 1.57 (P<0.05); compared to lower father's education background (primary school or uneducated), higher father's education background (junior middle school, senior middle school, technical secondary school, college and above) was associated with lower neglect risk, and OR values were 0.65 and 0.49 (P<0.05); compared to good relationship between children and parents as well as good relationship between parents, fair or poor relationship was associated with high neglect risk, and OR values were 1.56-7.69 (P<0.05). The situation of child neglect among left-behind children aged 6-17 years in rural areas of the two provinces in western China was serious, their neglect rates were higher than those of living-with-parents children, and there were many risk factors affecting the neglect rates of the two group children.

Why They Sat Still: The Ideas and Values of Long-Serving Teachers in Challenging Inner-City Schools in England

ERIC Educational Resources Information Center

McIntyre, Joanna

2010-01-01

Within the UK there are grave concerns about retention and attrition rates within the teaching profession, particularly in challenging schools. These are compounded by worries about the gap that will be left as long-serving teachers reach retirement age. This article is about the working lives of long-serving teachers in three high-poverty urban…

After School Programs for Low-Income Young Adolescents: Overview and Program Profiles. Working Paper No. 194.

ERIC Educational Resources Information Center

Marx, Fern

This report summarizes research on the problems of young adolescent latchkey children and describes 18 programs designed to address their needs. There is growing consensus that young adolescents (10 to 15 years of age), as well as elementary school children, may be at risk when left on a regular basis in unsupervised settings. Children in sibling-…

Helping Your Child Succeed in School, with Activities for Children Ages 5 through 11.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.

At the heart of the No Child Left Behind Act of 2001 is a promise to raise standards for all children and to help all children meet those standards. This booklet provides information that parents can use to help their child succeed in school. Following an introduction, the second section of the booklet, "The Basics," offers suggestions for parents…

Child development in rural China: children left behind by their migrant parents and children of nonmigrant families.

PubMed

Wen, Ming; Lin, Danhua

2012-01-01

Using recent cross-sectional data of rural children aged from 8 to 18 in Hunan Province of China, this article examines psychological, behavioral, and educational outcomes and the psychosocial contexts of these outcomes among children left behind by one or both of their rural-to-urban migrant parents compared to those living in nonmigrant families. The results showed that left-behind children were disadvantaged in health behavior and school engagement but not in perceived satisfaction. The child's psychosocial environment, captured by family socioeconomic status, socializing processes, peer and school support, and psychological traits, were associated with, to varying extent, child developmental outcomes in rural China. These influences largely remain constant for the sampled children regardless of their parents' migrant status. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

The AppleCorps: An Alternative to Young Teens Home Alone

ERIC Educational Resources Information Center

Copeland, Margaret Leitch; Brunette, Libby; Gimilaro, Susan

2008-01-01

Ten years ago when the first group of children aged out of the Applewood Learning Center's (Londonderry, New Hampshire) school-age child care program, parents asked the program to find a way to serve their young teenage children so that they would not be left home alone for the summer. The teens had friendships based on many years together in the…

Adolescent Suicide Postvention in Schools: Managing Grief of Peer Survivors.

ERIC Educational Resources Information Center

Mauk, Gary W.

During 1988 there were 4,929 deaths by suicide among persons 15 to 24 years of age in the United States, making suicide the third leading cause of death in this age group, following accidents and homicide. Adolescent suicide is a particularly toxic form of death for the peers who are left behind. A "survivor of suicide" is defined as…

Functional neuroanatomy of arithmetic and word reading and its relationship to age

PubMed Central

Evans, Tanya M.; Flowers, D. Lynn; Luetje, Megan M.; Napoliello, Eileen; Eden, Guinevere F.

2016-01-01

Arithmetic and written language are uniquely human skills acquired during early schooling and used daily. While prior studies have independently characterized the neural bases for arithmetic and reading, here we examine both skills in a single study to capture their shared and unique cognitive mechanisms, as well as the role of age/experience in modulating their neural representations. We used functional MRI in 7- to 29-year-olds who performed single-digit subtraction, single-digit addition, and single-word reading. Using a factorial design, we examined the main effects of Task (subtraction, addition, reading) and Age (as a continuous variable), and their interactions. A main effect of Task revealed preferential activation for subtraction in bilateral intraparietal sulci and supramarginal gyri, right insula, inferior frontal gyrus, and cingulate. The right middle temporal gyrus and left superior temporal gyrus were preferentially active for both addition and reading, and left fusiform gyrus was preferentially active for reading. A main effect of Age revealed increased activity in older participants in right angular gyrus, superior temporal sulcus, and putamen, and less activity in left supplementary motor area, suggesting a left frontal to right temporo-parietal shift of activity with increasing age/experience across all tasks. Interactions for Task by Age were found in right hippocampus and left middle frontal gyrus, with older age invoking greater activity for addition and at the same time less activity for subtraction and reading. Together, in a study conducted in the same participants using similar task and acquisition parameters, the results reveal the neural substrates of these educationally relevant cognitive skills in typical participants in the context of age/experience. PMID:27566261

Impact of specific training and competition on myocardial structure and function in different age ranges of male handball players.

PubMed

Agrebi, Brahim; Tkatchuk, Vladimir; Hlila, Nawel; Mouelhi, Emna; Belhani, Ali

2015-01-01

Handball activity involves cardiac changes and demands a mixture of both eccentric and concentric remodeling within the heart. This study seeks to explore heart performance and cardiac remodeling likely to define cardiac parameters which influence specific performance in male handball players across different age ranges. Forty three players, with a regular training and competitive background in handball separated into three groups aged on average 11.78 ± 0.41 for youth players aka "schools", "elite juniors" 15.99 ± 0.81 and "elite adults" 24.46 ± 2.63 years, underwent echocardiography and ECG examinations. Incremental ergocycle and specific field (SFT) tests have also been conducted. With age and regular training and competition, myocardial remodeling in different age ranges exhibit significant differences in dilatation's parameters between "schools" and "juniors" players, such as the end-diastolic diameter (LVEDD) and the end-systolic diameter of the left ventricle (LVESD), the root of aorta (Ao) and left atrial (LA), while significant increase is observed between "juniors" and "adults" players in the interventricular septum (IVS), the posterior wall thicknesses (PWT) and LV mass index. ECG changes are also noted but NS differences were observed in studied parameters. For incremental maximal test, players demonstrate a significant increase in duration and total work between "schools" and "juniors" and, in total work only, between "juniors" and "seniors". The SFT shows improvement in performance which ranged between 26.17 ± 1.83 sec to 31.23 ± 2.34 sec respectively from "seniors" to "schools". The cross-sectional approach used to compare groups with prior hypothesis that there would be differences in exercise performance and cardiac parameters depending on duration of prior handball practice, leads to point out the early cardiac remodeling within the heart as adaptive change. Prevalence of cardiac chamber dilation with less hypertrophy remodeling was found from "schools" to "juniors" while a prevalence of cardiac hypertrophy with less pronounced chamber dilation remodeling was noted later.

75 FR 15389 - No Child Left Behind School Facilities and Construction Negotiated Rulemaking Committee Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-29

... DEPARTMENT OF THE INTERIOR Bureau of Indian Affairs 25 CFR CHAPTER VI No Child Left Behind School..., the Bureau of Indian Affairs is announcing that the No Child Left Behind School Facilities and... school facilities as required under the No Child Left Behind Act of 2001. DATES: The Committee's second...

Predicting early signs of dyslexia at a preliterate age by combining behavioral assessment with structural MRI.

PubMed

Kraft, Indra; Schreiber, Jan; Cafiero, Riccardo; Metere, Riccardo; Schaadt, Gesa; Brauer, Jens; Neef, Nicole E; Müller, Bent; Kirsten, Holger; Wilcke, Arndt; Boltze, Johannes; Friederici, Angela D; Skeide, Michael A

2016-12-01

Recent studies suggest that neurobiological anomalies are already detectable in pre-school children with a family history of developmental dyslexia (DD). However, there is a lack of longitudinal studies showing a direct link between those differences at a preliterate age and the subsequent literacy difficulties seen in school. It is also not clear whether the prediction of DD in pre-school children can be significantly improved when considering neurobiological predictors, compared to models based on behavioral literacy precursors only. We recruited 53 pre-reading children either with (N=25) or without a family risk of DD (N=28). Quantitative T1 MNI data and literacy precursor abilities were assessed at kindergarten age. A subsample of 35 children was tested for literacy skills either one or two years later, that is, either in first or second grade. The group comparison of quantitative T1 measures revealed significantly higher T1 intensities in the left anterior arcuate fascicle (AF), suggesting reduced myelin concentration in preliterate children at risk of DD. A logistic regression showed that DD can be predicted significantly better (p=.024) when neuroanatomical differences between groups are used as predictors (80%) compared to a model based on behavioral predictors only (63%). The Wald statistic confirmed that the T1 intensity of the left AF is a statistically significant predictor of DD (p<.05). Our longitudinal results provide evidence for the hypothesis that neuroanatomical anomalies in children with a family risk of DD are related to subsequent problems in acquiring literacy. Particularly, solid white matter organization in the left anterior arcuate fascicle seems to play a pivotal role. Copyright © 2016 Elsevier Inc. All rights reserved.

The epidemiological characteristics of depressive symptoms in the left-behind children and adolescents of Chongqing in China.

PubMed

Wang, Lifei; Feng, Zhengzhi; Yang, Guoyu; Yang, Yaling; Dai, Qin; Hu, Chaobing; Liu, Keyu; Guang, Yu; Zhang, Rui; Xia, Fan; Zhao, Mengxue

2015-05-15

To assess the prevalence rate of depressive symptoms in left-behind participants aged 7-17 years and to explore the associated socio-demographic and communication factors. Participants were 4857 left-behind children and adolescents in Chongqing. They were screened for depressive symptoms using a 27-item Children׳s Depression Inventory (CDI) and social-demographic variables were evaluated with a structured scale. Uncorrected Pearson chi-square test and logistic regression were applied to analyzing the data. The total prevalence rate of depressive symptoms was 24.8%. Significant difference was found in the prevalence rate of depressive symptoms among groups of different income, grade, age, left-behind subtypes, and different frequency, ways and topics of parent-child communication. We found that the risk factors for depression were absence of parents, low frequency of parent-child communication, and communication by letter or about sensitive topics. The grade group 2-3 and age group 16-17 were at a higher risk of depression than all other grade and age subgroups. The protective factors for depression were high-income, high frequency of parent-child communication, communication by telephone or about such topic as learning experience, school life, and feelings. Self-report bias and cross-sectional nature of the sampling are major limitations of this study. The prevalence rate of depressive symptoms among left-behind children and adolescents in Chongqing is much higher than previously reported prevalence in other regions of China. The risk and protective factors for depression among left-behind children and adolescents are worthy of public attention. Copyright © 2015. Published by Elsevier B.V.

43 CFR 32.4 - Program operation requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... for the management of each Corps camp and project, final selection of enrollees, determination of... refer all candidates who self-certify that they meet eligibility requirements to Grantees for selection of those to be enrolled. Self-certification by applicants ages 16 through 18 who have left school...

Comparative ultrasound measurement of normal thyroid gland dimensions in school aged children in our local environment.

PubMed

Marchie, T T; Oyobere, O; Eze, K C

2012-01-01

The objective of this study was to determine the measurement of normal range of ultrasound (US) thyroid gland dimensions in school-aged children (6-16 years) in our environment and compared with what is obtained elsewhere. A prospective ultrasound measurement study done in University of Benin Teaching Hospital Benin, Nigeria. A prospective ultrasound (US) study of thyroid dimensions of 500 school-aged children in our environment consisting of 227 boys and 273 girls was done from 1 December 2006 to July 2007. The subjects were examined by the authors and subjects with palpable abnormal thyroid gland were excluded from the study. The thyroid dimensions (length, height, and diameter) were taken for each lobe by means of ultrasound (US). In addition volume of each thyroid lobe was calculated and the summation of volume of the lobes was taken as thyroid gland volume of each subject. Also height and weight of patients were documented from which the subject's body surface was calculated. Incidental thyroid gland lesion in US was excluded from the study. Using the Statistical program of social science (SPSS) and INSTAT (Graph Pad Inc. USA) the data were analyzed. Informed consent was obtained from all the subjects and the study was done in line with the ethical guidelines of the centers. The US thyroid gland volume in school-aged children in Benin City from this study ranges between 1.17 cm 3 and 7.19 cm 3 , mean volume range of 1.76-4.95 cm 3 , median volume range of 1.73-4.73 cm 3 , and range of standard deviation from 0.39 cm 3 to 1.49 cm 3 . The average mean thyroid volume is 2.32 cm 3 with the following average dimensions; anteroposterior right lobe =1.06 cm, mediolateral right lobe = 1.01 cm and craniocaudal right lobe = 2.34 cm, and anteroposterior left lobe = 1.01 cm, mediolateral left lobe = 1.04 cm and craniocaudal left lobe = 2.41 cm for both boys and girls respectively. These data are significantly lower than data obtained by European based World Health Organization/International Council for the Control of Iodine Deficiency Disorders (WHO/ICCIDD) 1997. However there is significant similarity with data obtained in similar environment. Ultrasound thyroid gland dimensions in school-aged children in our environment are reproducible and the data obtained are comparable to those obtained in other environment. The values may be better used in our environment as reference data for screening purposes.

Difference in Functional Performance on the Upper-Quarter Y-Balance Test Between High School Baseball Players and Wrestlers.

PubMed

Myers, Heather; Poletti, Mary; Butler, Robert J

2017-05-01

The Upper Quarter Y-Balance Test (YBT-UQ) is a unique movement test where individuals perform at the limits of their stability, requiring the coordination of balance, proprioception, range of motion, and stabilization. It is not yet clear if performance on the YBT-UQ differs between sports with dissimilar emphasis on upper-extremity performance. To compare performance on the YBT-UQ between wrestlers, whose sport requires some degree of closed-chain activity, and baseball players, whose sport is primarily open kinetic chain in nature. Cross-sectional. High school preparticipation physical assessment. 24 healthy high school male wrestlers (mean age 16.12 ± 1.24 y) and 24 healthy high school male baseball players (mean age 15.79 ± 1.25 y). All subjects performed the YBT-UQ, which requires reaching in 3 directions while maintaining a push-up position. The variables of interest include the maximum reach in each direction, as well as the composite score. In addition, asymmetries between limbs for each reach direction were compared. Wrestlers performed significantly better than baseball players in the medial direction, inferolateral direction, and in composite scores. In the medial direction, wrestlers exhibited greater scores (P < .01) on both left and right limbs, 10.5 ± 10.2%LL and 9.95 ± 10.2%LL, respectively. Significant differences (P < .01) were also observed in the inferolateral direction, with a difference of 11.3 ± 12.0%LL on the left and 8.7 ± 11.0%LL on the right. Composite scores were higher (P < .01) for the wrestlers, with a difference of 7.0% on the left and 7.1% on the right. This study suggests that wrestlers perform better on the YBT-UQ than baseball players. The findings may suggest sport-specific normative data for the YBT-UQ in high school athletes.

Left Behind: Children of Soldiers

ERIC Educational Resources Information Center

Jerles, Joe F.

2011-01-01

Recent international conflicts have increased the dangers of American military personnel. These soldiers are part of the growing contingent of military families with children. Because these children are more aware of the dangers, the stress and worry affects them in a variety of ways, especially in school-age children. This article investigates…

Age at first intercourse in an Australian national sample of technical college students.

PubMed

Grunseit, A C; Richters, J

2000-02-01

This study aims to broaden the current body of knowledge regarding the sexual behaviour of young Australians by examining the age and correlates of age of first intercourse in a national sample of Technical and Further Education apprentices. In 1995, students at randomly selected technical colleges in Australia were surveyed on HIV-related issues. Questionnaires were administered to a stratified cluster sample of automotive, hairdressing and commercial cookery apprentices. Respondents were asked the age at which they first had heterosexual vaginal or anal intercourse. Of 4,055 respondents aged 15-24 years, 3,848 answered the question; 3,195 (83%) had had intercourse. Males and females did not differ significantly. Median age at first intercourse was 16 (range 12-23). In multivariate analysis, older age at first intercourse was associated with: greater age at interview; higher school education; church attendance; and State of residence. The model, however, accounted for only 14% of the variance in age at first intercourse. In this sample, those apprentices who completed secondary school became sexually active later on average than those who left before the end of Year 10. For sex education to occur before sexual initiation, it needs to be offered in primary schools and the first year of high school (aged 11-13 years). Further, as technical college students are likely to initiate sex earlier than their age mates still at school, colleges may be in a position to take responsibility for the continuing sexual education of this group, especially for those students entering college at 15 or 16 years of age.

75 FR 36117 - No Child Left Behind School Facilities and Construction Negotiated Rulemaking Committee-Notice of...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-24

... visit; Brief update on school facilities FY11 budget; Review any language drafted by Committee members... DEPARTMENT OF THE INTERIOR Bureau of Indian Affairs No Child Left Behind School Facilities and... of Indian Affairs is announcing that the No Child Left Behind School Facilities and Construction...

76 FR 2617 - No Child Left Behind School Facilities and Construction Negotiated Rulemaking Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-14

... DEPARTMENT OF THE INTERIOR Bureau of Indian Affairs 25 CFR Chapter I No Child Left Behind School... Indian Affairs is announcing that the No Child Left Behind School Facilities and Construction Negotiated... Affairs and Collaborative Action, Office of the Assistant Secretary--Indian Affairs, 1001 Indian School...

A Comparative Study of Behavior Problems among Left-Behind Children, Migrant Children and Local Children.

PubMed

Hu, Hongwei; Gao, Jiamin; Jiang, Haochen; Jiang, Haixia; Guo, Shaoyun; Chen, Kun; Jin, Kaili; Qi, Yingying

2018-04-01

This study aims to estimate the prevalence of behavioral problems among left-behind children, migrant children and local children in China, and to compare the risks of behavioral problems among the three types of children. Data on 4479 children aged 6-16 used in this study were from a survey conducted in China in 2017. The school-age version of the Children Behavior Checklist was used to measure children's behavioral problems. Descriptive analysis, correlation analysis, and logistic regressions were conducted. The prevalence of behavioral problems was 18.80% and 13.59% for left-behind children and migrant children, respectively, both of which were higher than that of local children. Logistic regression analysis showed that after adjustments for individual and environmental variables, the likelihood of total, internalizing and externalizing behavior problems for left-behind children and migrant children were higher than those for local children; left-behind children had a higher likelihood of internalizing problems than externalizing problems, while migrant children had a higher prevalence of externalizing problems. Left-behind children had a higher prevalence of each specific syndrome than migrant and local children. Both individual and environmental factors were associated with child behavioral problems, and family migration may contribute to the increased risks. Left-behind and migrant children were more vulnerable than local children to behavioral problems.

A Comparative Study of Behavior Problems among Left-Behind Children, Migrant Children and Local Children

PubMed Central

Hu, Hongwei; Gao, Jiamin; Jiang, Haochen; Jiang, Haixia; Guo, Shaoyun; Chen, Kun; Jin, Kaili; Qi, Yingying

2018-01-01

This study aims to estimate the prevalence of behavioral problems among left-behind children, migrant children and local children in China, and to compare the risks of behavioral problems among the three types of children. Data on 4479 children aged 6–16 used in this study were from a survey conducted in China in 2017. The school-age version of the Children Behavior Checklist was used to measure children’s behavioral problems. Descriptive analysis, correlation analysis, and logistic regressions were conducted. The prevalence of behavioral problems was 18.80% and 13.59% for left-behind children and migrant children, respectively, both of which were higher than that of local children. Logistic regression analysis showed that after adjustments for individual and environmental variables, the likelihood of total, internalizing and externalizing behavior problems for left-behind children and migrant children were higher than those for local children; left-behind children had a higher likelihood of internalizing problems than externalizing problems, while migrant children had a higher prevalence of externalizing problems. Left-behind children had a higher prevalence of each specific syndrome than migrant and local children. Both individual and environmental factors were associated with child behavioral problems, and family migration may contribute to the increased risks. Left-behind and migrant children were more vulnerable than local children to behavioral problems. PMID:29614783

Como ayudar a su hijo a tener exito en la escuela, con actividades para ninos entre las edades de 5 a 11 anos (Helping Your Child Succeed in School, with Activities for Children Ages 5 through 11).

ERIC Educational Resources Information Center

Paulu, Nancy

At the heart of the No Child Left Behind Act of 2001 is a promise to raise standards for all children and to help all children meet those standards. This Spanish-language booklet provides information that parents can use to help their child succeed in school. Following an introduction, the second section of the booklet, "The Basics," offers…

Enhancing No Child Left Behind-School mental health connections.

PubMed

Daly, Brian P; Burke, Robert; Hare, Isadora; Mills, Carrie; Owens, Celeste; Moore, Elizabeth; Weist, Mark D

2006-11-01

The No Child Left Behind Act of 2001 was signed into law by President George W. Bush in January 2002 and is regarded as the most significant federal education policy initiative in a generation. The primary focus of the No Child Left Behind Act is on promoting educational success for all children; however, the legislation also contains opportunities to advance school-based mental health. Unfortunately, the complexities of the provisions of the No Child Left Behind Act have made it difficult for educators, stakeholders, and mental health professionals to understand the legal and practical interface between No Child Left Behind and the school mental health movement. Therefore, the goals of this article are to (1) raise awareness about the challenges educators and school mental health professionals face as a result of the implementation of No Child Left Behind and (2) provide ideas and recommendations to advance the interface between No Child Left Behind and school mental health, which will support key provisions of the act and the growth of the field.

Challenge and Opportunity: Educating Liberia's War Affected Children in Primary Grades

ERIC Educational Resources Information Center

Weah, Wokie

2004-01-01

Liberia's emergence from 15 years of tremendous upheaval has left it with an unsettled domestic security situation, a disrupted formal economy and a virtually destroyed national infrastructure. Faced with a burgeoning school-age population and the growing demand for education, Liberia's new National Transitional Government--composed of rebel,…

Due Process Hearing Case Study

ERIC Educational Resources Information Center

Bateman, David F.

2009-01-01

Marnie is a resident of an unnamed School District ("the District"). In January 2000 at the age of 13, Marnie was involved in a bicycle accident that severely damaged her central nervous system, leaving her without use of her legs or left hand and cognitively impaired. She had not received special education previously. By September 2001,…

No Child Left Behind? Sociology Ignored!

ERIC Educational Resources Information Center

Karen, David

2005-01-01

Too many American children are segregated into schools without standards, shuffled from grade-to-grade because of their age, regard less of their knowledge. This is discrimination, pure and simple--the soft bigotry of low expectations. And our nation should treat it like other forms of discrimination. We should end it. One size does not fit all…

Rigid Response in an Age of Accountability: The Potential of Leadership and Trust

ERIC Educational Resources Information Center

Daly, Alan J.

2009-01-01

Purpose: The No Child Left Behind Act laudably brings social justice and equity issues to the forefront; however, the act's threat- and sanction-driven methods are not only increasing stress levels but potentially causing a rigid response, especially in the growing population of schools labeled "program improvement" (PI). Specifically,…

Special Education Solutions in the Age of NCLB

ERIC Educational Resources Information Center

Harvey, Cathryn

2004-01-01

The No Child Left Behind Act specifies schools' responsibilities for including special education students in their overall assessment programs. These students must be assessed under a standardized test that is used for all students within a district--a test that is designed to show whether a student is meeting that state's standards for learning.…

Patient satisfaction surveys as a market research tool for general practices.

PubMed

Khayat, K; Salter, B

1994-05-01

Recent policy developments, embracing the notions of consumer choice, quality of care, and increased general practitioner control over practice budgets have resulted in a new competitive environment in primary care. General practitioners must now be more aware of how their patients feel about the services they receive, and patient satisfaction surveys can be an effective tool for general practices. A survey was undertaken to investigate the use of a patient satisfaction survey and whether aspects of patient satisfaction varied according to sociodemographic characteristics such as age, sex, social class, housing tenure and length of time in education. A sample of 2173 adults living in Medway District Health Authority were surveyed by postal questionnaire in September 1991 in order to elicit their views on general practice services. Levels of satisfaction varied with age, with younger people being consistently less satisfied with general practice services than older people. Women, those in social classes 1-3N, home owners and those who left school aged 17 years or older were more critical of primary care services than men, those in social classes 3M-5, tenants and those who left school before the age of 17 years. Surveys and analyses of this kind, if conducted for a single practice, can form the basis of a marketing strategy aimed at optimizing list size, list composition, and service quality. Satisfaction surveys can be readily incorporated into medical audit and financial management.

Etiological aspect of left-handedness in adolescents.

PubMed

Dragović, Milan; Milenković, Sanja; Kocijancić, Dusica; Zlatko, Sram

2013-01-01

Lateralization of brain functions such as language and manual dominance (hand preferences and fine motor control) are most likely under genetic control. However, this does not preclude the effect of various environmental factors on functional brain lateralization. A strong association of non-right-handedness (left- and mixed-handedness) with various neurodevelopmental conditions (e.g. schizophrenia, autism, Rett syndrome) implies that in some cases, non-right-handedness may be acquired rather than inherited (i.e., pathologically determined). The aim of the study was: (a) re-investigation of several known risk factors for left-handedness (age of mother and/or father, twin pregnancies, and birth order), and (b) examination of hitherto uninvestigated factors (type of birth, Apgar score, maternal smoking during pregnancy). Putative, causative environmental agents for this shift in manual distributions are explored in a sample of 1031 high school students (404 males and 627 females) from Belgrade. Both pre-existing (age of parents, twin pregnancy, and birth order) and new (Apgar score, maternal smoking, type of birth) putative agents are examined. We found that maternal smoking and low Apgar score (2-6) can significantly increase risk for left-handedness (p=0.046 and p=0.042, respectively).The remaining factors showed no significant association with left-handedness in adolescents. Our study clearly demonstrates that left-handedness may be related to maternal smoking during pregnancy and a low Apgar score on birth.

What's Become of Lifelong Learning?

ERIC Educational Resources Information Center

Dainton, Sheila

2009-01-01

The author's father left school aged 13 at the start of the Great Depression. When he finally found work the wealth of educational opportunity he encountered inspired him with a lifelong love of learning. He signed up for evening classes and loved anything and everything to do with what he proudly called self-improvement. As a novice to retirement…

It Changes How Teachers Teach: How Testing Is Corrupting Our Classrooms and Student Learning

ERIC Educational Resources Information Center

Erskine, Janet L.

2014-01-01

After two decades teaching elementary aged children, Janet Erskine states that she has grown increasingly concerned with the use of high-stakes tests to determine how well students, teachers, and schools are performing. No Child Left Behind (NCLB) mandates took effect in 2002, requiring the results on some standardized assessments be used to…

Teacher Unions and No Child Left Behind Reconstitution: The Calm before the Storm

ERIC Educational Resources Information Center

McNeal, Laura

2012-01-01

This article examines the intersection of teacher unions, school reform and the No Child Left Behind Act. Specifically, this article highlights the legal challenges that school leaders are likely to experience as they attempt to implement No Child Left Behind Act's reconstitution mandates in failing schools, while not infringing on teachers' legal…

76 FR 20287 - No Child Left Behind School Facilities and Construction Negotiated Rulemaking Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-12

... DEPARTMENT OF THE INTERIOR Bureau of Indian Affairs 25 CFR Chapter I No Child Left Behind School... Indian Affairs is announcing that the No Child Left Behind School Facilities and Construction Negotiated Rulemaking Committee will hold its sixth meeting in Albuquerque, New Mexico. The purpose of the meeting is to...

[Influences of life event and coping style on left-behind middle school student mental health in a three-gorge area county].

PubMed

Wu, Rui; Li, Jianqiao; Liu, Qin; Wang, Hong

2014-07-01

To study the effects of life event and coping style on left-behind middle school student mental health. 1405 left-behind middle school students were selected by multi-stage cluster random sampling method and investigated with Middle School Student Mental Health Scale (MSSMHS), Multidimensional Life Events Rating Questionnaire for Middle School Students (MLERQ) and Trait Coping Style Questionnaire (TCSQ). The mental health detection rate of left-behind middle school students was 26.33%. Life event have significant influence on mental health (F = 447.624, P = 0.000). The main effect for negative coping style on mental health was significant (F = 263.669, P = 0.000). Positive coping style have effect on mental health but the main effect was not significant (F = 2.436, P = 0.119). The interaction effect of life event and negative coping style was significant (F = 23.173, P = 0.000). Life event and coping style has a certain effect on left-behind middle school student mental health, but its mechanism is complicated and still uncertain.

76 FR 54162 - No Child Left Behind School Facilities and Construction Negotiated Rulemaking Committee-Notice of...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-31

... DEPARTMENT OF THE INTERIOR Bureau of Indian Affairs 25 CFR Chapter I No Child Left Behind School... Act, the Bureau of Indian Affairs is announcing that the No Child Left Behind School Facilities and... purpose of the meeting is to finalize the language and appearance of a final report to Congress and the...

Student Achievement and Efficiency in Missouri Schools and the No Child Left Behind Act

ERIC Educational Resources Information Center

Primont, Diane F.; Domazlicky, Bruce

2006-01-01

The 2001 No Child Left Behind Act requires that schools make ''annual yearly progress'' in raising student achievement, or face possible sanctions. The No Child Left Behind Act places added emphasis on test scores, such as scores from the Missouri Assessment Program (MAP), to evaluate the performance of schools. In this paper, we investigate…

Integrating Technology, Art, and Writing: Creating Comic Books as an Interdisciplinary Learning Experience

ERIC Educational Resources Information Center

Vega, Edwin S.; Schnackenberg, Heidi L.

2004-01-01

Although commonly considered something that is for "after school" and best left out of the K-12 curriculum, the creation of comic books incorporate several skills from multiple academic curricula. This paper outlines two summer programs, one offered to ages nine through 15 year olds and another offered to 15 through 18 year olds. The…

Spatial Analysis after Perinatal Stroke: Patterns of Neglect and Exploration in Extra-Personal Space

ERIC Educational Resources Information Center

Thareja, Tarika; Ballantyne, Angela O.; Trauner, Doris A.

2012-01-01

This study was conducted to determine whether school-aged children who had experienced a perinatal stroke demonstrate evidence of persistent spatial neglect, and if such neglect was specific to the visual domain or was more generalized. Two studies were carried out. In the first, 38 children with either left hemisphere (LH) or right hemisphere…

The effects of poverty on childhood brain development: the mediating effect of caregiving and stressful life events.

PubMed

Luby, Joan; Belden, Andy; Botteron, Kelly; Marrus, Natasha; Harms, Michael P; Babb, Casey; Nishino, Tomoyuki; Barch, Deanna

2013-12-01

IMPORTANCE The study provides novel data to inform the mechanisms by which poverty negatively impacts childhood brain development. OBJECTIVE To investigate whether the income-to-needs ratio experienced in early childhood impacts brain development at school age and to explore the mediators of this effect. DESIGN, SETTING, AND PARTICIPANTS This study was conducted at an academic research unit at the Washington University School of Medicine in St Louis. Data from a prospective longitudinal study of emotion development in preschool children who participated in neuroimaging at school age were used to investigate the effects of poverty on brain development. Children were assessed annually for 3 to 6 years prior to the time of a magnetic resonance imaging scan, during which they were evaluated on psychosocial, behavioral, and other developmental dimensions. Preschoolers included in the study were 3 to 6 years of age and were recruited from primary care and day care sites in the St Louis metropolitan area; they were annually assessed behaviorally for 5 to 10 years. Healthy preschoolers and those with clinical symptoms of depression participated in neuroimaging at school age/early adolescence. EXPOSURE Household poverty as measured by the income-to-needs ratio. MAIN OUTCOMES AND MEASURES Brain volumes of children's white matter and cortical gray matter, as well as hippocampus and amygdala volumes, obtained using magnetic resonance imaging. Mediators of interest were caregiver support/hostility measured observationally during the preschool period and stressful life events measured prospectively. RESULTS Poverty was associated with smaller white and cortical gray matter and hippocampal and amygdala volumes. The effects of poverty on hippocampal volume were mediated by caregiving support/hostility on the left and right, as well as stressful life events on the left. CONCLUSIONS AND RELEVANCE The finding that exposure to poverty in early childhood materially impacts brain development at school age further underscores the importance of attention to the well-established deleterious effects of poverty on child development. Findings that these effects on the hippocampus are mediated by caregiving and stressful life events suggest that attempts to enhance early caregiving should be a focused public health target for prevention and early intervention. Findings substantiate the behavioral literature on the negative effects of poverty on child development and provide new data confirming that effects extend to brain development. Mechanisms for these effects on the hippocampus are suggested to inform intervention.

Vehicle emissions during children's school commuting: impacts of education policy.

PubMed

Marshall, Julian D; Wilson, Ryan D; Meyer, Katie L; Rajangam, Santhosh K; McDonald, Noreen C; Wilson, Elizabeth J

2010-03-01

We explore how school policies influence the environmental impacts of school commutes. Our research is motivated by increased interest in school choice policies (in part because of the U.S. "No Child Left Behind" Act) and in reducing bus service to address recent budget shortfalls. Our analysis employs two samples of elementary-age children, age 5-12: a travel survey (n = 1246 respondents) and a school enrollment data set (n = 19,655 students). Multinomial logistic regression modeled the determinants of travel mode (automobile, school bus, and walking; n = 803 students meeting selection criteria). Travel distance has the single greatest effect on travel mode, though school choice, trip direction (to- or from-school), and grade play a role. Several policies were investigated quantitatively to predict the impact on school travel, vehicle emissions, and costs. We find that eliminating district-wide school choice (i.e., returning to a system with neighborhood schools only) would have significant impacts on transport modes and emissions, whereas in many cases proposed shifts in school choice and bus-provision policies would have only modest impacts. Policies such as school choice and school siting may conflict with the goal of increasing rates of active (i.e., nonmotorized) school commuting. Policies that curtail bus usage may reduce bus emissions but yield even larger increases in private-vehicle emissions. Our findings underscore the need to critically evaluate transportation-related environmental and health impacts of currently proposed changes in school policy.

Comparing School Lunch and Canteen Foods Consumption of Children in Kayseri, Turkey

PubMed Central

Ongan, Dilek; Inanc, Neriman; Cicek, Betül

2014-01-01

Objective: School Nutrition Programs (SNPs) may have positive effects on children’s food choices through high nutritional quality meals. This cross-sectional & descriptive study was conducted to determine nutritional quality of school lunch and to compare lunch consumption of students who participated in SNP and who did not, at the first governmental school serving school lunch in Kayseri, Turkey. Methods: One hundred and sixteen students aged 9-14 years were divided into two groups after being matched according to gender, age, grade; 58 participants (school lunch group; SL-G) and 58 nonparticipants (school canteen group; SC-G) were recruited. Energy-nutrient content of 5-day school lunch was determined by recipes. Socio-demographic data and lunch consumption on 5 consecutive weekdays with weighed left overs were obtained. Lunch energy-nutrient intakes and anthropometric measurements were compared. Results: School lunch was adequate for vitamins (E & C), fibre, iron, inadequate for energy, carbohydrate, folate, calcium. Contribution of fat (36.6±6.8%) and saturated fat (12.2±3.5%) to energy and sodium content was high (1001 mg) in school lunch. SL-G consumed significantly higher protein, vitamin C, thiamine, vitamin B6, potassium, magnesium, iron, zinc (p<0.001 for each) than SC-G. Energy (p<0.001), carbohydrate (p<0.001), fat (p<0.05), vitamin E (p<0.001) intakes of SC-G were significantly higher than SL-G. Body weights, height, body mass index of groups were similar. Conclusions: Foodservice at school should be revised with collaboration of school management, catering firm, dietetic professionals. Policy should focus on reducing fat, saturated fat, sodium content and meeting energy-nutrient requirements of school aged children. PMID:24948977

Parcellation in Left Lateral Parietal Cortex Is Similar in Adults and Children

PubMed Central

Nelson, Steven M.; Cohen, Alexander L.; Power, Jonathan D.; Coalson, Rebecca S.; Miezin, Francis M.; Vogel, Alecia C.; Dubis, Joseph W.; Church, Jessica A.; Petersen, Steven E.; Schlaggar, Bradley L.

2012-01-01

A key question in developmental neuroscience involves understanding how and when the cerebral cortex is partitioned into distinct functional areas. The present study used functional connectivity MRI mapping and graph theory to identify putative cortical areas and generate a parcellation scheme of left lateral parietal cortex (LLPC) in 7 to 10-year-old children and adults. Results indicated that a majority of putative LLPC areas could be matched across groups (mean distance between matched areas across age: 3.15 mm). Furthermore, the boundaries of children's putative LLPC areas respected the boundaries generated from the adults' parcellation scheme for a majority of children's areas (13/15). Consistent with prior research, matched LLPC areas showed age-related differences in functional connectivity strength with other brain regions. These results suggest that LLPC cortical parcellation and functional connectivity mature along different developmental trajectories, with adult-like boundaries between LLPC areas established in school-age children prior to adult-like functional connectivity. PMID:21810781

Mirror writing in 5- to 6-year-old children: The preferred hand is not the explanation.

PubMed

Fischer, Jean-Paul; Koch, Anne-Marie

2016-01-01

Non-pathological, spontaneous mirror writing, whether complete or partial, has long been associated with writing with the left hand and attributed to the fact that abductive writing, which most people find easier, is from right to left when people write with their left hand. However, recent research suggests another explanation: children who do not know the orientation of the letters and digits may apply an implicit right-writing rule which causes them to invert mainly left-oriented characters (e.g., J, 3). But would left-hand writers apply such a rule? The present study examines the relationship between these two explanations of mirror writing and asks whether they coexist in children who write with their left hand. Is the abductive writing explanation specific to mirror writing by left-hand writers and the implicit right-writing rule specific to right-hand writers? A comparison of 59 children who wrote with their left hand and 59 children who wrote with their right hand (matched for age and school experience) provided clear evidence against the abductive-writing explanation and in favour of the right-writing rule for both groups. Therefore, spontaneous mirror writing in typical 5- to 6-year-olds does not seem to be a function of preferred writing hand.

Vocabulary growth rate from preschool to school-age years is reflected in the connectivity of the arcuate fasciculus in 14-year-old children.

PubMed

Su, Mengmeng; Thiebaut de Schotten, Michel; Zhao, Jingjing; Song, Shuang; Zhou, Wei; Gong, Gaolang; McBride, Catherine; Ramus, Franck; Shu, Hua

2018-02-06

The acquisition of language involves the functional specialization of several cortical regions. Connectivity between these brain regions may also change with the development of language. Various studies have demonstrated that the arcuate fasciculus was essential for language function. Vocabulary learning is one of the most important skills in language acquisition. In the present longitudinal study, we explored the influence of vocabulary development on the anatomical properties of the arcuate fasciculus. Seventy-nine Chinese children participated in this study. Between age 4 and age 10, they were administered the same vocabulary task repeatedly. Following a previous study, children's vocabulary developmental trajectories were clustered into three subgroups (consistently good, catch-up, consistently poor). At age 14, diffusion tensor imaging data were collected. Using ROI-based tractography, the anterior, posterior and direct segments of the bilateral arcuate fasciculus were delineated in each child's native space. Group comparisons showed a significantly reduced fractional anisotropy in the left arcuate fasciculus of children in the consistently poor group, in particular in the posterior and direct segments of the arcuate fasciculus. No group differences were observed in the right hemisphere, nor in the left anterior segment. Further regression analyses showed that the rate of vocabulary development, rather than the initial vocabulary size, was a specific predictor of the left arcuate fasciculus connectivity. © 2018 John Wiley & Sons Ltd.

Anxiety, happiness and self-esteem of western Chinese left-behind children.

PubMed

Dai, Qian; Chu, Rong-Xuan

2016-08-24

China's unprecedented economic boom has led a massive number of children left-behind by their peasant parents who have immigrated to urban areas in search of work. In current study, we explored how being left behind is associated with children's positive emotions and negative psychological traits by examining the differences in levels of happiness, self-esteem and anxiety between left-behind children (LBC) and non-LBC. A total of 448 students (aged 7-16) from three schools in Sichuan Province in China responded to the questionnaire. Fourteen teachers of LBC were invited to one-to-one interviews for in depth responses to LBC's behaviors and psychological well-being. The results revealed that non-LBC showed a higher level of happiness (t=-0.21, df=258, p<0.01) and a lower level of anxiety (t=1.41, df=406, p<0.05) than LBC children. Among LBC, low grade children (primary school grades 3 and 4) reported a lower level of happiness (t=-0.73, df=216, p<0.01) and self-esteem (t=-0.24, df=191, p<0.01) than their older counterparts (primary school grades 5 and 6). The teachers' accounts confirmed the statistical results that LBC suffered from the deprivation of parental care. According to the teachers, as LBC grew older, they developed an understanding of their own circumstances and came to appreciate their parents' decisions. With appropriate and adequate support provided to both LBC and the caretakers around them such as relatives and teachers, it may be possible to reduce the adverse impacts of parental deprivation on LBC. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Influence of No Child Left Behind Status on Teacher Perceptions of School Organizational Cohesiveness

ERIC Educational Resources Information Center

Tydeman, Christina Klassen

2009-01-01

The purpose of the study was to examine teacher perceptions of school process data over time to determine whether No Child Left Behind (NCLB) sanctions and interventions might produce any observable change in teachers' perceptions of the selected school processes. This study examined the relationship between the school's NCLB sanction status and…

Caring for Kids. A Critical Study of Urban School Leavers.

ERIC Educational Resources Information Center

Altenbaugh, Richard J.; And Others

The study reported concentrated on school leavers in Pittsburgh (Pennsylvania) who returned (dropbacks) to Job Corps Programs over an 8-year period. Interviews with 100 dropbacks explored who left school, why they left school, what caused them to come back, and the kinds of interventions that might succeed with other students. Part 1 provides a…

The Effects of No Child Left Behind on School Services and Student Outcomes. Conference Paper

ERIC Educational Resources Information Center

Reback, Randall; Rockoff, Jonah E.; Schwartz, Heather L.

2009-01-01

Under the "No Child Left Behind Act" (NCLB), in theory, schools on the margin for meeting AYP face strong short-term incentives to increase students' pass rates on specific exams, and may change their behavior accordingly. Using a comprehensive, national, school-level data set concerning schools' AYP status, student characteristics, and…

The Effect of No Child Left Behind on Elementary School Principals as Instructional Leaders

ERIC Educational Resources Information Center

McKay, Ronald W.

2011-01-01

This quantitative survey-design research study examined elementary school principals' perceptions regarding the effect of No Child Left Behind (NCLB). A primary focus of the study was to determine how elementary school principals feel about the influence of NCLB on their role as instructional leader. A sample of 133 elementary school principals…

The perceived impact of No Child Left Behind on third- through fifth-grade elementary science classrooms

NASA Astrophysics Data System (ADS)

Kinsler, Angela V.

The purpose of this study was to describe the perceived impact of No Child Left Behind on elementary science classrooms in 3 Northeast Tennessee school districts. Quantitative descriptive methodology was used to document how No Child Left Behind impacts instructional methodology, professional development, administrative support, materials and resources, and assessment in 3rd through 5th grades. Data were collected using a survey developed by the researcher. The survey consisted of a demographic section, 28 statements, and 2 open-ended questions. The 51 participants included elementary-school science teachers in 8 schools in 3 upper East Tennessee school districts. Data analysis was based on the following demographics: differing levels of teaching experience, No Child Left Behind school status, and small and large schools. Findings included: The 3 greatest concerns of the impact of the No Child Left Behind Act were the pressures felt by teachers to increase test scores, the manner in which it impacted at-risk or disadvantaged students, and the lack of inservice, specifically for science. Findings also revealed that low-scoring schools or grades were receiving extra assistance and teachers reported they feel that their school or district fosters and supports change. An analysis of the open-ended questions emphasized the stress teachers reported feeling along with the loss of science instruction time to math and language arts.

School accountability laws and the consumption of psychostimulants.

PubMed

Bokhari, Farasat A S; Schneider, Helen

2011-03-01

Over the past decade, several states introduced varying degrees of accountability systems for schools, which became federal law with the passage of the No Child Left Behind Act of 2001. The intent of these accountability laws was to improve academic performance and to make school quality more observable. Nonetheless, schools have reacted to these pressures in several different ways, some of which were not intended. We make use of the variation across states and over time in specific provisions of these accountability laws and find that accountability pressures effect medical diagnoses and subsequent treatment options of school aged children. Specifically, children in states with more stringent accountability laws are more likely to be diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) and consequently prescribed psychostimulant drugs for controlling the symptoms. However, conditional on diagnosis, accountability laws do not further change the probability of receiving medication therapy. Copyright © 2011 Elsevier B.V. All rights reserved.

Teachers' perceptions of value and effects of outdoor education during an age of accountability

NASA Astrophysics Data System (ADS)

Schmitt, Thomas R.

The purpose of this study was to gain an understanding of teachers' perceptions of the value and effects of a residential Outdoor Education experience during an age of accountability, which was defined as the era which commenced with the passage of the No Child Left Behind Act of 2001. Focus group interviews were conducted with four groups of teachers who participated in a residential Outdoor Education experience with their students during the 2004-2005 school year. The major findings of this study were: (1) Teachers perceive value in the OE experience because of the multi-faceted effects upon their students and classes; (2) Teachers perceived the OE experience positively affected their students' learning through providing hands-on and authentic experiences, development of thinking skills, and enhancing the school's curriculum; (3) Teachers perceived the OE experience positively affected their students' social and emotional development as evidenced by an increase in self esteem, independence, maturity, personal responsibility, and an expanded worldview; (4) Teachers perceived the OE experience positively affected their students' sense of community as evidenced by an increase in team building and cohesiveness, more productive staff-student relationships, the emergence of different "star" students, and greater inclusion of special needs students; (5) Teachers perceived students' appreciation of the environment increased; and (6) Teachers did not perceive any imminent changes to their school's Outdoor Education programming due to the accountability provisions of No Child Left behind (2001). This study's findings suggested implications for school administrators, which were that they should: articulate desired effects to stakeholders; communicate connections to learning standards; and expand the OE experience to foster greater environmental issue focus.

No Child Left Behind: The Mathematics of Guaranteed Failure. NCLB: Failed Schools--Or Failed Law?

ERIC Educational Resources Information Center

Rose, Lowell C.

2004-01-01

The signing of the No Child Left Behind Act on January 8, 2002, moved the federal effort to influence K-12 schooling to a new and higher level--more aggressive, focused, and directive. The act requires that school districts and schools demonstrate adequate yearly progress (AYP) toward a particular goal: universal student achievement of standards…

Perceptions of Alternative School Teachers and Administrators about the Impact of the No Child Left behind Act

ERIC Educational Resources Information Center

Queenan, Carla Glover

2010-01-01

The purpose of this qualitative study was to investigate and examine the perceptions of alternative school teachers and administrators about the impact of No Child Left Behind on their students and school. Through the lens of alternative school practitioners, this study examined the intersection of at-risk students, alternative education programs,…

School Restructuring Options Under No Child Left Behind: "What Works When?" Reopening as a Charter School

ERIC Educational Resources Information Center

Center for Comprehensive School Reform and Improvement, 2005

2005-01-01

Several years after the passage of the No Child Left Behind Act of 2001 (NCLB), there are persistently low-performing schools in every state that face increasingly strong consequences for failing to improve student achievement sufficiently. In particular, schools that fail to make adequate yearly progress (AYP) for five consecutive years must…

Summer School: Perceptions of Summer School Teachers in a Northeast Tennessee School District

ERIC Educational Resources Information Center

Arnold, Kari Alison Witcher

2013-01-01

The requirements of various educational reform movements such as No Child Left Behind and Race to the Top have left public education systems searching for ways to make sure students are reaching their highest potential. Because of the importance of accountability issues to school systems, it is important to examine ways to help students reach…

The Influence of "No Child Left Behind" Legislation on Drug Prevention in U.S. Schools

ERIC Educational Resources Information Center

Cho, Hyunsan; Hallfors, Denise Dion; Iritani, Bonita J.; Hartman, Shane

2009-01-01

This study examines prevention practices and perceptions in U.S. schools since passage of federal No Child Left Behind (NCLB) legislation, using survey data from state education agencies (SEA) and a population-based sample of school districts. Only one third of U.S. public school districts rely on evidence-based prevention curriculum in middle…

State Involvement in School Restructuring Under No Child Left behind in the 2004-2005 School Year. ECS Policy Brief

ERIC Educational Resources Information Center

DiBiase, Rebecca Wolf

2005-01-01

No Child Left Behind (NCLB) was passed with a promise to "change the culture of America's schools." A focus on accountability for results is among its main vehicles for transformation, including the requirement that significant action be taken in schools and districts that continue to underperform academically. Toward that end, NCLB…

The "No Child Left Behind Act of 2001": Benefits to Private School Students and Teachers

ERIC Educational Resources Information Center

US Department of Education, 2007

2007-01-01

The "Elementary and Secondary Education Act" ("ESEA"), as reauthorized by the "No Child Left Behind Act of 2001," provides benefits to private school students, teachers and other education personnel, including those in religiously affiliated schools. These services are considered assistance to students and teachers…

34 CFR 472.5 - What definitions apply?

Code of Federal Regulations, 2010 CFR

2010-07-01

... attendance under State law, and whose receipt of project services is expected to result in new employment... principally for the provision of vocational education to individuals who have completed or left high school... regular students both individuals who have completed high school and individuals who have left high school...

34 CFR 472.5 - What definitions apply?

Code of Federal Regulations, 2011 CFR

2011-07-01

... attendance under State law, and whose receipt of project services is expected to result in new employment... principally for the provision of vocational education to individuals who have completed or left high school... regular students both individuals who have completed high school and individuals who have left high school...

Development of brain synchronisation within school-age--individual analysis of resting (α) coherence in a longitudinal data set.

PubMed

Gmehlin, Dennis; Thomas, Christine; Weisbrod, Matthias; Walther, Stephan; Resch, Franz; Oelkers-Ax, Rieke

2011-10-01

Given evidence that synchronisation of neuronal activity may be a correlate of cognition, we examined EEG coherence as function of age and inter-electrode distance in healthy children and adolescents in order to elucidate basic information for a better understanding of developmental disorders associated with deficits in cognitive functions. Based on a 64-channel eyes closed resting EEG we combined local and global coherence measures in order to reduce volume conduction and reference effects. We used a two point longitudinal design in order to analyze intraindividual change during school-age (n=40; 6-18 years). Coherence was analyzed within individually adjusted frequency bands and around iPF (= individual alpha peak frequency). Both local and global resting coherence was largest in the alpha range and particularly around iPF. Local synchronisation was larger in the left compared with the right hemisphere. Controlling for increases in iPF, synchronisation increased with age, with global changes being most pronounced in the alpha range. Moreover age-related changes suggest an earlier development in girls. Our data provides evidence that both local and global functional integration increases during normal development within school-age. This general pattern - combined with more specific effects of sex and frequency - may help to specify deviations in developmental disorders. Copyright © 2011 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

Social Anxiety and Internet Addiction among Rural Left-behind Children: The Mediating Effect of Loneliness.

PubMed

Ren, Yujia; Yang, Jiao; Liu, Liqiong

2017-12-01

At present, the mental health of rural left-behind children is a major social problem in China. Internet addiction, social anxiety, and loneliness are common psychological and behavioral problems among rural left-behind children, but the relationships among these issues have not been clearly identified. A total of 432 junior year 1 to senior year 3 students were randomly selected from 2 rural middle schools in Hunan Province of China as the research subjects. The Internet Addiction Disorder Diagnostic Scale, Social Anxiety Subscale of the Self-Consciousness Scale (SASS-CS), and University of California Los Angeles Loneliness Scale were employed to measure the degree of Internet addiction, feelings of social fear, social avoidance behavior, and the level of loneliness among the research subjects. The rate of Internet addiction among rural left-behind middle school students was 18.27%, and was correlated with the length of time their parents spent at home as well as whether one or both parents migrated for work. Positive correlations were found among Internet addiction, social anxiety, and loneliness. Loneliness was found to play a mediating role in the relationship between social anxiety and Internet addiction among rural left-behind middle school students. Social anxiety and loneliness both increase the likelihood of Internet addiction in rural left-behind middle school students and social anxiety can affect Internet addiction through loneliness, implying an urgent need to strengthen care for rural left-behind children, reduce their loneliness, and thereby effectively alleviate the problem of Internet addiction among rural left-behind middle school students.

Social Anxiety and Internet Addiction among Rural Left-behind Children: The Mediating Effect of Loneliness

PubMed Central

REN, Yujia; YANG, Jiao; LIU, Liqiong

2017-01-01

Background: At present, the mental health of rural left-behind children is a major social problem in China. Internet addiction, social anxiety, and loneliness are common psychological and behavioral problems among rural left-behind children, but the relationships among these issues have not been clearly identified. Methods: A total of 432 junior year 1 to senior year 3 students were randomly selected from 2 rural middle schools in Hunan Province of China as the research subjects. The Internet Addiction Disorder Diagnostic Scale, Social Anxiety Subscale of the Self-Consciousness Scale (SASS-CS), and University of California Los Angeles Loneliness Scale were employed to measure the degree of Internet addiction, feelings of social fear, social avoidance behavior, and the level of loneliness among the research subjects. Results: The rate of Internet addiction among rural left-behind middle school students was 18.27%, and was correlated with the length of time their parents spent at home as well as whether one or both parents migrated for work. Positive correlations were found among Internet addiction, social anxiety, and loneliness. Loneliness was found to play a mediating role in the relationship between social anxiety and Internet addiction among rural left-behind middle school students. Conclusion: Social anxiety and loneliness both increase the likelihood of Internet addiction in rural left-behind middle school students and social anxiety can affect Internet addiction through loneliness, implying an urgent need to strengthen care for rural left-behind children, reduce their loneliness, and thereby effectively alleviate the problem of Internet addiction among rural left-behind middle school students. PMID:29259941

Professional Learning Communities in Improved Illinois Elementary Schools: The Value of Professional Learning Communities for Leaders of Illinois Elementary Schools Formerly in "No Child Left Behind" Status

ERIC Educational Resources Information Center

Thomas, Steven James

2012-01-01

The "No Child Left Behind" (NCLB) reauthorization of the Elementary and Secondary Education Act of 1965 has created a system, which potentially labeled 82% of US school as "failing" in 2011. Consequences for failing schools go beyond public ostracism to the release of numerous staff and school leaders or the closing of the…

'Stop it, it's bad for you and me': experiences of and views on passive smoking among primary-school children in Liverpool.

PubMed

Woods, Susan E; Springett, Jane; Porcellato, Lorna; Dugdill, Lindsey

2005-12-01

This article looks at how children between the ages of 4 and 8 years report they feel when they are exposed to passive smoking and how they react in these situations. Data were collected annually from a cohort of 250 primary school children, which was tracked from their Reception Classes to Year 3 across six Liverpool schools. Quantitative and qualitative methods were employed--including a survey, the Draw and Write investigative technique and semi-structured interviews. Findings showed that children had some understanding of the health problems that passive smoking posed to both themselves and the smoker. Between the ages of 4 and 7 the majority of children held negative feelings about being exposed to smoke, but at the age of 8 there is a clear decline in negative expressions. Most of the children were prepared verbally to confront a smoker, usually a parent, in order to get them to stop, but rarely took direct action and left the room themselves. Results suggest that children would be receptive to information on the dangers of smoking during the early years of primary school, while the dialogue between children and their parents suggests that the latter have a key role to play in strategies to tackle passive smoking in the home.

Urban School Principals and the "No Child Left Behind" Act

ERIC Educational Resources Information Center

Gardiner, Mary E.; Canfield-Davis, Kathy; Anderson, Keith LeMar

2009-01-01

This exploratory study investigated how six practicing school principals responded to the requirements of the No Child Left Behind law (United States Congress Public Law 107-110, 2002, January, No Child Left Behind Act, http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf ) in light of the multicultural leadership demands presented by an urban…

U.S. Department of Education 2008 No Child Left Behind -- Blue Ribbon Schools Program: Statistical Summary of National Participation

ERIC Educational Resources Information Center

US Department of Education, 2008

2008-01-01

The No Child Left Behind Blue Ribbon Schools Program honors public and private K-12 schools that are either academically superior in their state or that demonstrate dramatic gains in student achievement. This document includes 2008 statistical information for public and private blue ribbon schools for 45 states. In addition to summarized totals,…

Student Perceptions Regarding the Effects of Cyberbullying in a Middle School

ERIC Educational Resources Information Center

Magliano, Stephen J.

2013-01-01

Cyberbullying is a problem among today's adolescents, specifically within the middle school environment. The use of technology to harass and intimidate others could cause adverse psychological, emotional, and social effects, which left school administrators unsure of the proper response to handling student needs as well as left many adults…

Elementary Teacher Candidates' Understanding of the No Child Left Behind Legislation

ERIC Educational Resources Information Center

Reeder, Stacy; Utley, Juliana

2008-01-01

Within the next decade teacher preparation programs will be replete with teacher candidates who have experienced the implementation of the No Child Left Behind legislation in their K-12 schooling experience. However, most current teacher candidates graduated from their K-12 schooling experience before the legislation was implemented in schools.…

Left in the Margins: Asian American Students and the No Child Left Behind Act

ERIC Educational Resources Information Center

Redondo, Brian

2008-01-01

No Child Left Behind (NCLB) is a federal education law that was passed in 2001 with the laudable but challenging goal of closing the achievement gap between minority and white students and improving academic achievement among all students. To that end, NCLB has held states, school districts, and individual schools to impossibly high standards of…

Which Students are Left Behind? The Racial Impacts of the No Child Left Behind Act. Working Paper

ERIC Educational Resources Information Center

Krieg, John M.

2009-01-01

The No Child Left Behind Act imposes sanctions on schools if the fraction of each of five racial groups of students demonstrating proficiency on a high stakes exam falls below a statewide pass rate. This system places pressure on school administrators to redirect educational resources from groups of students most likely to demonstrate proficiency…

Which Students Are Left behind? The Racial Impacts of the No Child Left Behind Act

ERIC Educational Resources Information Center

Krieg, John M.

2011-01-01

The No Child Left Behind Act imposes sanctions on schools if the fraction of any of five racial groups of students demonstrating proficiency on a high stakes exam falls below a statewide pass rate. This system places pressure on school administrators to redirect educational resources from groups of students likely to demonstrate proficiency…

Perspectives on Change: A Continued Struggle for Academic Success and Cultural Relevancy at an American Indian School in the Midst of No Child Left Behind

ERIC Educational Resources Information Center

Patrick, Robert

2008-01-01

Warrior Elementary is a pubic school within the Navajo Nation. District and school reforms fought against school closure or private restructuring due to pressures associated with repeated failure on standardized tests under the 2001 No Child Left Behind (NCLB) Act. Warrior Elementary saw tremendous academic gains on these tests one year after a…

FMRI hypoactivation during verbal learning and memory in former high school football players with multiple concussions.

PubMed

Terry, Douglas P; Adams, T Eric; Ferrara, Michael S; Miller, L Stephen

2015-06-01

Multiple concussions before the age of 18 may be associated with late-life memory deficits. This study examined neural activation associated with verbal encoding and memory retrieval in former athletes ages 40-65 who received at least two concussions (median = 3; range = 2-15) playing high school football and a group of former high school football players with no reported history of concussions matched on age, education, and pre-morbid IQ. Functional magnetic resonance imaging data collected during a modified verbal paired associates paradigm indicated that those with concussive histories had hypoactivation in left hemispheric language regions, including the inferior/middle frontal gyri and angular gyrus compared with controls. However, concussive history was not associated with worse memory functioning on neuropsychological tests or worse behavioral performance during the paradigm, suggesting that multiple early-life concussions may be associated with subtle changes in the verbal encoding system that limits one from accessing higher-order semantic networks, but this difference does not translate into measurable cognitive performance deficits. © The Author 2015. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Teacher Perceptions and Experiences with the Comer Developmental Pathways: A Qualitative Case Study

ERIC Educational Resources Information Center

Stewart, Melanie Sanders

2016-01-01

Academic performance of students in public schools is a growing concern for school districts in the United States. The No Child Left Behind Act (No Child Left Behind [NCLB] 2001) has attempted to increase academic success, improve behavior, and promote positive school culture. Although equity has been achieved in some areas, the achievement gap…

Implementing the No Child Left Behind Act: Challenges for the States

ERIC Educational Resources Information Center

Goertz, Margaret E.

2005-01-01

The No Child Left Behind Act of 2001 (NCLB) requires states to test specified subjects and grades, to establish minimum performance standards for students, schools and school districts, and to provide assistance and impose sanctions on schools and districts that do not meet performance goals as a condition of receiving federal aid. NCLB builds on…

1. GENERAL VIEW OF THE JUNIOR HIGH SCHOOL BUILDING FROM ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

1. GENERAL VIEW OF THE JUNIOR HIGH SCHOOL BUILDING FROM THE SOUTH. THE ORIGINAL STRUCTURE (1914) IS VISIBLE ON THE RIGHT, AND THE 1928 ADDITION ON THE LEFT. THE HEARST FREE LIBRARY IS AT THE FAR LEFT OF THE PHOTO. - Anaconda Historic District, Anaconda Junior High School, Fourth & Main Streets, Anaconda, Deer Lodge County, MT

No Child Left Behind Educational Options: Availability Expands, But Participation Remains Low. Research Brief

ERIC Educational Resources Information Center

Neumann, Michael J.

2009-01-01

As required by the No Child Left Behind Act of 2001 (NCLB), most school districts with low-performing schools offer public school choice and supplemental educational services. However, researchers found that, although the total number of students participating in both options has increased substantially since NCLB began, only a small proportion…

Relationship between Brain Age-Related Reduction in Gray Matter and Educational Attainment

PubMed Central

Rzezak, Patricia; Squarzoni, Paula; Duran, Fabio L.; de Toledo Ferraz Alves, Tania; Tamashiro-Duran, Jaqueline; Bottino, Cassio M.; Ribeiz, Salma; Lotufo, Paulo A.; Menezes, Paulo R.; Scazufca, Marcia; Busatto, Geraldo F.

2015-01-01

Inter-subject variability in age-related brain changes may relate to educational attainment, as suggested by cognitive reserve theories. This voxel-based morphometry study investigated the impact of very low educational level on the relationship between regional gray matter (rGM) volumes and age in healthy elders. Magnetic resonance imaging data were acquired in elders with low educational attainment (less than 4 years) (n = 122) and high educational level (n = 66), pulling together individuals examined using either of three MRI scanners/acquisition protocols. Voxelwise group comparisons showed no rGM differences (p<0.05, family-wise error corrected for multiple comparisons). When within-group voxelwise patterns of linear correlation were compared between high and low education groups, there was one cluster of greater rGM loss with aging in low versus high education elders in the left anterior cingulate cortex (p<0.05, FWE-corrected), as well as a trend in the left dorsomedial prefrontal cortex (p<0.10). These results provide preliminary indication that education might exert subtle protective effects against age-related brain changes in healthy subjects. The anterior cingulate cortex, critical to inhibitory control processes, may be particularly sensitive to such effects, possibly given its involvement in cognitive stimulating activities at school or later throughout life. PMID:26474472

School Leaders as both Colonized and Colonizers: Understanding Professional Identity in an Era of No Child Left Behind

ERIC Educational Resources Information Center

Lewis, Alisha Lauren

2010-01-01

This study positioned the federal No Child Left Behind (NCLB) Act of 2002 as a reified colonizing entity, inscribing its hegemonic authority upon the professional identity and work of school principals within their school communities of practice. Pressure on educators and students intensifies each year as the benchmark for Adequate Yearly Progress…

75 FR 59672 - No Child Left Behind School Facilities and Construction Negotiated Rulemaking Committee-Notice of...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-28

... meeting in Bloomington, Minnesota. The purpose of the meeting is to continue working on reports and recommendations to Congress and the Secretary as required under the No Child Left Behind Act of 2001. DATES: The... Secretary a catalog of the conditions at Bureau-funded schools, and to prepare reports covering: The school...

Suicide in Elementary School-Aged Children and Early Adolescents.

PubMed

Sheftall, Arielle H; Asti, Lindsey; Horowitz, Lisa M; Felts, Adrienne; Fontanella, Cynthia A; Campo, John V; Bridge, Jeffrey A

2016-10-01

Suicide in elementary school-aged children is not well studied, despite a recent increase in the suicide rate among US black children. The objectives of this study were to describe characteristics and precipitating circumstances of suicide in elementary school-aged children relative to early adolescent decedents and identify potential within-group racial differences. We analyzed National Violent Death Reporting System (NVDRS) surveillance data capturing suicide deaths from 2003 to 2012 for 17 US states. Participants included all suicide decedents aged 5 to 14 years (N = 693). Age group comparisons (5-11 years and 12-14 years) were conducted by using the χ 2 test or Fisher's exact test, as appropriate. Compared with early adolescents who died by suicide, children who died by suicide were more commonly male, black, died by hanging/strangulation/suffocation, and died at home. Children who died by suicide more often experienced relationship problems with family members/friends (60.3% vs 46.0%; P = .02) and less often experienced boyfriend/girlfriend problems (0% vs 16.0%; P < .001) or left a suicide note (7.7% vs 30.2%; P < .001). Among suicide decedents with known mental health problems (n = 210), childhood decedents more often experienced attention-deficit disorder with or without hyperactivity (59.3% vs 29.0%; P = .002) and less often experienced depression/dysthymia (33.3% vs 65.6%; P = .001) compared with early adolescent decedents. These findings raise questions about impulsive responding to psychosocial adversity in younger suicide decedents, and they suggest a need for both common and developmentally-specific suicide prevention strategies during the elementary school-aged and early adolescent years. Further research should investigate factors associated with the recent increase in suicide rates among black children. Copyright © 2016 by the American Academy of Pediatrics.

[Dental age in the relation with nutrition model of school children from swimming classes of championship school].

PubMed

Dyras, Marta; Lyszczarz, Justyna; Wójtowicz, Barbara; Jankowska, Katarzyna

2002-01-01

The aim of this work was the comparison of calendar age with dental age in the aspect of basic nutritional ingredients intake with precise taking into consideration microelements, macroelements and vitamins. 79 schoolchildren from swimming classes of championship school in Cracow aged 10-13 were included in the examination. Among this group of pupils 24-hour recall and complex dental examination including the estimation of dental status, the hygienic status of oral cavity were conducted and the presence of dental and occlusion defects were estimated. 24-hour recall including 3 following days contained the number of products in every meal, the number of meals and the time of their consumption. The schoolchildren were divided into 3 groups on the ground of the difference between dental and calendar age. Dentition on time (no more than 5 months difference between dental and calendar age) was stated by 25 pupils--group I. Accelerated dentition of fixed teeth was observed by 36 pupils--group II and delayed dentition by 18 persons--group III. In all groups lower than safe calcium intake (80% of pupils from these groups) and iron intake (55%) was noticed. In the range of left micro- and macroelements the disturbances in nutritional status were mainly stated bypersons with delayed dentition. The shortages in Magnesium intake concerned 67% of school children and in Zinc intake--72%. In the group of schoolchildren with accelerated dentition these shortages were about 40%. In the range of vitamins intake low niacin intake (39% of schoolchildren) and riboflavin intake (25%) were stated. The differences among these groups were observed only in thiamine intake (33% from group II and 19% from group III). In the group III more often low energetic value of daily nutrient intake was stated.

Parental migration patterns and risk of depression and anxiety disorder among rural children aged 10-18 years in China: a cross-sectional study.

PubMed

Shen, Min; Gao, Jing; Liang, Zenzen; Wang, Youjie; Du, Yukai; Stallones, Lorann

2015-12-29

This study aims to explore the prevalence of depression and anxiety in left-behind children, and to identify patterns of parents' migration and relative factors associated with depression and anxiety risk in this population. A cross-sectional survey using a school-based sample was conducted in Puyang, Hebei, North China in December 2012. 2283 students aged 10-18 years. Parental migration status, depression and anxiety disorder. 61.2% of participants were left-behind children. The prevalence rate of depression among left-behind children with both parents migrating (14.2%) was higher than that of children with one parent migrating (11.7%) and no parent migrating (12.6%). The prevalence rate of anxiety disorder for children with no parent migrating (25.1%) was higher than that for children living with one or neither parent (22.2% and 22.0%). The risk factors for depression were low-level social support (OR=3.46, 95% CI 2.00 to 6.01), average academic performance (OR=2.37, 95% CI 1.7 to 3.3) and low academic performance (OR=3.01, 95% CI 1.92 to 4.72), staying up late (OR=1.67, 95% CI 1.17 to 2.39), having difficulty falling asleep (OR=2.04, 95% CI 1.48 to 2.82) and being an only child (OR=1.73, 95% CI 1.04 to 2.89). The factors associated with anxiety disorder were being female (OR=2.09, 95% CI 1.64 to 2.66), being in high school (OR=1.8, 95% CI 1.38 to 2.36), physical abuse (OR=1.5, 95% CI 1.04 to 2.15), having difficulty falling asleep (OR=1.67, 95% CI 1.33 to 2.10) and low-level social support (OR=2.17, 95% CI 1.44 to 3.28) and middle-level social support (OR=1.82, 95% CI 1.3 to 2.56). Parents' migration was not associated with depression and anxiety in rural children aged 10-18 years, but academic performance at school, sleep problems and lack of social support were associated with depression and anxiety. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

An Attempt to Determine the Construct Validity of Measures Hypothesized to Represent an Orientation to Right, Left, or Integrated Hemispheric Brain Function for a Sample of Primary School Children.

ERIC Educational Resources Information Center

Dumbrower, Jule; And Others

1981-01-01

This study attempts to obtain evidence of the construct validity of pupil ability tests hypothesized to represent orientation to right, left, or integrated hemispheric function, and of teacher observation subscales intended to reveal behaviors in school setting that were hypothesized to portray preference for right or left brain function. (Author)

Breast feeding and the weekend effect: an observational study

PubMed Central

Fitzsimons, Emla; Vera-Hernández, Marcos

2016-01-01

Objective To compare the incidence of breast feeding by day of week of birth. Design Retrospective database study using 16 508 records from the 2005 and 2010 Infant Feeding Surveys. Setting England and Wales, UK. Participants Mothers of a sample of births from among all registered births in the periods August–September 2005 and August–October 2010. Main outcome measure Incidence of breast feeding after birth. Results Among babies of mothers who left full-time education aged 16 or under, the incidence of breast feeding was 6.7 percentage points lower (95% CI 1.4 to 12.1 percentage points) for those born on Saturdays than for those born on Mondays–Thursdays. No such differences by day of week of birth were observed among babies of mothers who left school aged 17 or over. Conclusions Breastfeeding policy should take into account differences in breast feeding by day of week of birth, which are apparent among low-educated mothers. Further research is needed to ascertain the reason for this finding. PMID:27401354

Mirror writing in pre-school children: a pilot study.

PubMed

Cubelli, Roberto; Della Sala, Sergio

2009-05-01

Mirror writing refers to the production of individual letters, whole words or sentences in reverse direction. Unintentional mirror writing has been observed in young children learning to write and interpreted as the manifestation of different cognitive impairments. We report on mirror writing instances in a sample of 108 pre-school children. Results showed MW to be age-related but independent from handedness and left-right discrimination abilities. We propose an account of mirror writing as reflecting dissociation between acquired motor programmes for letter shape composition and unspecified spatial direction of hand movements. Before learning to write, the child's directional cognitive system is assumed to be dichotomous, thus inducing the production of randomly oriented asymmetrical letters.

Educators as Optimistic Futurists: A Critical Case Study Investigation into the Takeover of One Middle School in the Southwest United States

ERIC Educational Resources Information Center

Smith, Matthew David

2012-01-01

Advocates of the No Child Left Behind Act of 2001 (NCLB) often champion a neoliberal agenda of privatization, deregulation, the mass firings of teachers and administrators, and takeovers of schools deemed to be "failing." School takeovers are sanctioned under the No Child Left Behind Act's Corrective Action measures, in which schools…

Hearing in Noise Test, HINT-Brazil, in normal-hearing children.

PubMed

Novelli, Carolina Lino; Carvalho, Nádia Giulian de; Colella-Santos, Maria Francisca

The auditory processing is related to certain skills such as speech recognition in noise. The HINT-Brazil test allows the measurement of the Speech/Noise ratio however there are no studies in the national literature that establish parameters for the child population. To analyze the performance of normal-hearing subjects aged 8-10 years old in tasks for speech recognition in noise using HINT test. Sixty schoolchildren were evaluated. They were between 8 and 10 years of age, of both genders, and had no auditory and school complaints, with results ranking within normality for the Basic Audiological Assessment and the Dichotic Digits Test. HINT-Brazil test was applied with headphones, with the Speech/Noise ratio in conditions of frontal noise, noise to the right, and noise to the left being investigated. The software calculated the Composite Noise, which corresponds to the weighted mean of the tested conditions. There was no statistically significant difference between the ears, nor between the genders. There was a statistically significant difference for age ranges of 8 and 10 years, in situations with noise, and for Composite Noise. The age group of 10 years showed better performance than the age group of 8; the age group of 9 years did not show statistically significant difference regarding the other age ranges. We suggest the values of mean and standard deviation of the Speech/Noise ratio, considering the age ranges of: 8 years - Frontal Noise: -2.09 (±1.09); Right Noise: -7.64 (±1.72); Left Noise: -7.53 (±2.80); Composite Noise: -4.86 (±1.31); 9 years - Frontal Noise: -2.82 (±0.74); Right Noise: -8.49 (±2.24); Left Noise: -8.41 (±1.75); Composite Noise: -5.63 (±1.02); 10 years - Frontal Noise: -3.01 (±0.95); Right Noise: -9.47 (±1.43); Left Noise: -9.16 (±1.65); Composite Noise: -6.16 (±0.91). HINT-Brazil test is a simple and fast test, and is not difficult to performed with normal-hearing children. The results confirm that it is an efficient test to be used with the age range evaluated. Copyright © 2017 Associação Brasileira de Otorrinolaringologia e Cirurgia Cérvico-Facial. Published by Elsevier Editora Ltda. All rights reserved.

School characteristics and adolescent smoking. Results from the MRC/Derbyshire Smoking Study 1974-8 and from a follow up in 1981.

PubMed Central

Murray, M; Kiryluk, S; Swan, A V

1984-01-01

In the MRC/Derbyshire Smoking Study a cohort of about 6000 adolescents was surveyed annually from 1974 when they entered secondary school aged 11-12 years until 1978 when they reached 15-16 years. In 1981 after the adolescents had left school they were again surveyed by post. Each year from 1974 to 1978 and again in 1981 they answered a questionnaire on their smoking behaviour and other issues. Information on the schools attended by these adolescents was obtained from their teachers and headteachers. This paper examines the relation between the school environment and the adolescents' smoking behaviour both before and after leaving school. The prevalence of smoking was higher among those boys who attended schools that were single sex, non-denominational, or had a parent-teacher association, no health education, no female teachers, or whose headteacher smoked cigarettes. Among girls the prevalence of smoking was higher if they attended a school that had optional school uniform and no health or antismoking education. The importance of these findings for the development of effective preventive measures is discussed. PMID:6747518

Lessons from implementing mass drug administration for soil transmitted helminths among pre-school aged children during school based deworming program at the Kenyan coast.

PubMed

Musuva, Rosemary M; Matey, Elizabeth; Masaku, Janet; Odhiambo, Gladys; Mwende, Faith; Thuita, Isaac; Kihara, Jimmy; Njomo, Doris

2017-06-14

The 2012 London declaration which committed to "sustaining, expanding and extending drug access programmes to ensure the necessary supply of drugs and other interventions to help control soil-transmitted helminths (STH) by 2020" has seen many countries in Africa roll out mass drug administration (MDA) especially among school age children. In Kenya, however, during the National school-based deworming exercise, pre-school aged children (PSAC) have to access treatment at primary schools as the pre-school teachers are not trained to carry out deworming. With studies being conducted on the effectiveness of MDAs, the experiences of key education stakeholders which could improve the programme by giving best practices, and challenges experienced have not been documented. This was a cross-sectional qualitative study using Focus group discussions (FGDs) and Key informant interviews (KIIs). It was conducted in 4 sub-counties with high STH prevalence at the Kenyan coast (Matuga, Malindi, Lunga Lunga and Msambweni) to understand best practices for implementing MDA among PSAC.FGDs categorized by gender were conducted among local community members, whereas KIIs involved pre-school teachers, primary school teachers, community health extension workers (CHEWs) and opinion leaders. Participants were purposefully selected with the saturation model determining the number of interviews and focus groups. Voice data collected was transcribed verbatim then coded and analyzed using ATLAS.Ti version 6. Majority of the primary school teachers and CHEWs reported that they were satisfied with the method of mobilization used and the training tools. This was however not echoed by the pre-school teachers, parents and chiefs who complained of being left out of the process. Best practices mentioned included timely drug delivery, support from pre-school teachers, and management of side effects. Overcrowding during the drug administration day, complexity of the forms (for instance the 'S form') and long distance between schools were mentioned as challenges. There is need to utilize better sensitization methods to include the local administration as well as the parents for better uptake of the drugs. Extending deworming training to pre-school teachers will enhance the national deworming programme.

No Child Left Behind and Its Effect on Recruiting and Retaining Special Education Teachers in Rural South Carolina School Districts

ERIC Educational Resources Information Center

Martin, Deborah S.

2010-01-01

The study examined the No Child Left Behind Act as it relates to the recruiting and retention of special education teachers in rural school districts. The focus of the research was to examine those factors that have influenced teachers to leave the profession or to seek employment in more urban school districts. Data for the study were collected…

Child Allergic Symptoms and Well-Being at School: Findings from ALSPAC, a UK Cohort Study

PubMed Central

Teyhan, Alison; Galobardes, Bruna; Henderson, John

2015-01-01

Background Eczema and asthma are common conditions in childhood that can influence children’s mental health. Despite this, little is known about how these conditions affect the well-being of children in school. This study examines whether symptoms of eczema or asthma are associated with poorer social and mental well-being in school as reported by children and their teachers at age 8 years. Methods Participants were from the Avon Longitudinal Study of Parents and Children. Measures of child well-being in school were child-reported (n = 6626) and teacher reported (n = 4366): children reported on their enjoyment of school and relationships with peers via a self-complete questionnaire; teachers reported child mental well-being using the Strengths and Difficulties Questionnaire [binary outcomes were high ‘internalizing’ (anxious/depressive) and ‘externalizing’ (oppositional/hyperactive) problems (high was >90th percentile)]. Child rash and wheeze status were maternally reported and symptoms categorised as: ‘none’; ‘early onset transient’ (infancy/preschool only); ‘persistent’ (infancy/preschool and at school age); and ‘late onset’ (school age only). Results Children with persistent (OR 1.29, 95% CI 1.02 to 1.63) and late onset (OR 1.48, 95% CI 1.02 to 2.14) rash were more likely to report being bullied, and children with persistent wheeze to feel left out (OR 1.42, 95% CI 1.10 to 1.84). Late onset rash was associated with high teacher-reported internalising behaviours (OR 1.61, 95% CI 1.02 to 2.54), and persistent rash with high externalising behaviours (OR 1.37, 95% CI 1.02 to 1.84). Child sleep and maternal mental health explained some of the associations with teacher-reported mental well-being. Conclusion Symptoms of eczema or asthma can adversely affect a child’s social and mental well-being at primary school. This suggests interventions, such as additional support or education of peers, should begin at early stages in schooling. PMID:26266935

Child Allergic Symptoms and Well-Being at School: Findings from ALSPAC, a UK Cohort Study.

PubMed

Teyhan, Alison; Galobardes, Bruna; Henderson, John

2015-01-01

Eczema and asthma are common conditions in childhood that can influence children's mental health. Despite this, little is known about how these conditions affect the well-being of children in school. This study examines whether symptoms of eczema or asthma are associated with poorer social and mental well-being in school as reported by children and their teachers at age 8 years. Participants were from the Avon Longitudinal Study of Parents and Children. Measures of child well-being in school were child-reported (n = 6626) and teacher reported (n = 4366): children reported on their enjoyment of school and relationships with peers via a self-complete questionnaire; teachers reported child mental well-being using the Strengths and Difficulties Questionnaire [binary outcomes were high 'internalizing' (anxious/depressive) and 'externalizing' (oppositional/hyperactive) problems (high was >90th percentile)]. Child rash and wheeze status were maternally reported and symptoms categorised as: 'none'; 'early onset transient' (infancy/preschool only); 'persistent' (infancy/preschool and at school age); and 'late onset' (school age only). Children with persistent (OR 1.29, 95% CI 1.02 to 1.63) and late onset (OR 1.48, 95% CI 1.02 to 2.14) rash were more likely to report being bullied, and children with persistent wheeze to feel left out (OR 1.42, 95% CI 1.10 to 1.84). Late onset rash was associated with high teacher-reported internalising behaviours (OR 1.61, 95% CI 1.02 to 2.54), and persistent rash with high externalising behaviours (OR 1.37, 95% CI 1.02 to 1.84). Child sleep and maternal mental health explained some of the associations with teacher-reported mental well-being. Symptoms of eczema or asthma can adversely affect a child's social and mental well-being at primary school. This suggests interventions, such as additional support or education of peers, should begin at early stages in schooling.

Age- and sex-associated changes in cerebral glucose metabolism in normal healthy subjects: statistical parametric mapping analysis of F-18 fluorodeoxyglucose brain positron emission tomography.

PubMed

Kim, In-Ju; Kim, Seong-Jang; Kim, Yong-Ki

2009-12-01

The age- and sex-associated changes of brain development are unclear and controversial. Several previous studies showed conflicting results of a specific pattern of cerebral glucose metabolism or no differences of cerebral glucose metabolism in association with normal aging process and sex. To investigate the effects of age and sex on changes in cerebral glucose metabolism in healthy subjects using fluorine-18 fluorodeoxyglucose (F-18 FDG) brain positron emission tomography (PET) and statistical parametric mapping (SPM) analysis. Seventy-eight healthy subjects (32 males, mean age 46.6+/-18.2 years; 46 females, mean age 40.6+/-19.8 years) underwent F-18 FDG brain PET. Using SPM, age- and sex-associated changes in cerebral glucose metabolism were investigated. In males, a negative correlation existed in several gray matter areas, including the right temporopolar (Brodmann area [BA] 38), right orbitofrontal (BA 47), left orbitofrontal gyrus (BA 10), left dorsolateral frontal gyrus (BA 8), and left insula (BA 13) areas. A positive relationship existed in the left claustrum and left thalamus. In females, negative changes existed in the left caudate body, left temporopolar area (BA 38), right orbitofrontal gyri (BA 47 and BA 10), and right dorsolateral prefrontal cortex (BA 46). A positive association was demonstrated in the left subthalamic nucleus and the left superior frontal gyrus. In white matter, an age-associated decrease in FDG uptake in males was shown in the left insula, and increased FDG uptake was found in the left corpus callosum. The female group had an age-associated negative correlation of FDG uptake only in the right corpus callosum. Using SPM, we found not only similar areas of brain, but also sex-specific cerebral areas of age-associated changes of FDG uptake.

Do the hands talk on mind's behalf? Differences in language ability between left- and right-handed children.

PubMed

Natsopoulos, D; Kiosseoglou, G; Xeromeritou, A; Alevriadou, A

1998-09-01

Two hundred seventy children of school age, 135 of whom were left-handed and an equivalent number of whom were right-handed, have been examined in the present study using a test battery of nine language ability measures: Vocabulary, Similarities, Comprehension (WISC-R), Deductive Reasoning, Inductive Reasoning, Sentence Completion, Comprehension of Sentential Semantics, Comprehension of Syntax, and Text Processing. The data analysis has indicated that: (1) One-factor solution applies both to the right- and left-handed population according to Standard Error Scree Method (Zoski & Jurs, 1996) with regard to language ability measures. (2) Handedness discriminates between right-handers (superior) and left-handers (inferior) in language ability. (3) There have been subgroups of left-handed children who differ in language ability distribution compared with right-handed children according to Hierarchical Cluster Analysis. (4) Extreme versus mild bias to hand preference and hand skill do not differentiate performance subgroups neither within the left-handed nor within the right-handed main group. (5) Sex and familial sinistrality do not affect performance. The results are discussed in relation to (a) "human balanced polymorphism" theory advocated by Annett (mainly Annett, 1985, 1993a; Annett & Manning, 1989), (b) potential pathology (mainly Bishop, 1984, 1990a; Coren & Halpern, 1991; Satz, Orsini, Saslow & Henry, 1985) and "developmental instability" (Yeo, Gangestad & Daniel, 1993), and delay of left-hemisphere maturation in left-handed individuals (Geschwind & Galaburda, 1985a,b, 1987), by pointing out the strength and weaknesses of these theoretical approaches in accounting for the present data. Copyright 1998 Academic Press.

Dichotic Listening and School Performance in Dyslexia

ERIC Educational Resources Information Center

Helland, Turid; Asbjornsen, Arve E.; Hushovd, Aud Ellen; Hugdahl, Kenneth

2008-01-01

This study focused on the relationship between school performance and performance on a dichotic listening (DL) task in dyslexic children. Dyslexia is associated with impaired phonological processing, related to functions in the left temporal lobe. DL is a frequently used task to assess functions of the left temporal lobe. Due to the predominance…

Exploring Motivational System Theory within the Context of Adult Education

ERIC Educational Resources Information Center

Hutto, Debra Jean

2013-01-01

Adult Basic Education (ABE) and the General Equivalency Diploma (GED) programs serve those students who, for whatever reason, have left the educational system without attaining a regular high school diploma. Because of the manner in which they may have left the school system, many have negative emotions and personal agency beliefs hindering their…

No Child Left Behind: Gifted Children and School Counselors

ERIC Educational Resources Information Center

Gentry, Marcia

2006-01-01

A gifted-education researcher discusses the potential effects of No Child Left Behind on gifted children and adolescents as well as implications for those who counsel such children in public schools. With the primary purpose of stimulating thought, discussion, and action, she addresses the marginalization of gifted and other at-risk children in…

76 FR 33180 - Tribal Consultation on No Child Left Behind School Facilities and Construction Negotiated...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-08

... to obtain oral and written comments concerning a draft report to provide Congress and the Secretary... equitable distribution of funds to address those needs. The reports are to be submitted to Congress and to... Child Left Behind School Facilities and Construction Negotiated Rulemaking Committee--Draft Report...

The Future of No Child Left Behind

ERIC Educational Resources Information Center

Ravitch, Diane; Chubb, John E.

2009-01-01

More than seven years ago, President George W. Bush signed No Child Left Behind (NCLB) into law. Sweeping calls for testing, intervening in persistently low-performing schools, and policing teacher quality made it the most ambitious legislation on K-12 schooling in American history. The law, due for congressional reauthorization in 2007, still…

School District Responsibilities in Addressing Parental Involvement in No Child Left Behind

ERIC Educational Resources Information Center

Finch, Kim S.

2010-01-01

No Child Left Behind, Section 1118, Title I is devoted solely to parental involvement. Section 1118 requires school districts receiving Title I funds to develop and implement a written plan for parent involvement. Parental involvement is examined through teachers' responses concerning their engagement of parents in student achievement. Results…

A Study of Principal Leadership: No Child Left Behind and Exiting Program Improvement

ERIC Educational Resources Information Center

Haughton, Aaron E.

2012-01-01

In 2002, the No Child Left Behind (NCLB) legislation greatly enhanced the school accountability movement in the US and resulted in pervasive influence, mandating student achievement outcomes in low-income school communities. Of particular challenge has been the NCLB requirement to advance student achievement each year according to designated…

Emotion and resilience: a multilevel investigation of hemispheric electroencephalogram asymmetry and emotion regulation in maltreated and nonmaltreated children.

PubMed

Curtis, W John; Cicchetti, Dante

2007-01-01

The current study was a multilevel investigation of resilience, emotion regulation, and hemispheric electroencephalogram (EEG) asymmetry in a sample of maltreated and nonmaltreated school age children. It was predicted that the positive emotionality and increased emotion regulatory ability associated with resilient functioning would be associated with relatively greater left frontal EEG activity. The study also investigated differences in pathways to resilience between maltreated and nonmaltreated children. The findings indicated that EEG asymmetry across central cortical regions distinguished between resilient and nonresilient children, with greater left hemisphere activity characterizing those who were resilient. In addition, nonmaltreated children showed greater left hemisphere EEG activity across parietal cortical regions. There was also a significant interaction between resilience, maltreatment status, and gender for asymmetry at anterior frontal electrodes, where nonmaltreated resilient females had greater relative left frontal activity compared to more right frontal activity exhibited by resilient maltreated females. An observational measure of emotion regulation significantly contributed to the prediction of resilience in the maltreated and nonmaltreated children, but EEG asymmetry in central cortical regions independently predicted resilience only in the maltreated group. The findings are discussed in terms of their meaning for the development of resilient functioning.

Does the Left-Behind Experience Affect the Exam Behavior, Drop-Out Behavior, and Intention to Colleges of Secondary Vocational Students? Based on Longitudinal Data from Zhejiang and Shaanxi Provinces

ERIC Educational Resources Information Center

Haimei, Sui; Yingquan, Song

2017-01-01

This article is based on tracking data of 7,411 first-year high school students from 106 secondary vocational schools in Zhejiang and Shaanxi Provinces from 2011 and 2012 and analyzes the impact of the experience of being left-behind on the exam behavior, dropout behavior, and willingness for promotion of secondary vocational school students. The…

Left-handed Children in Singapore.

ERIC Educational Resources Information Center

Gan, Linda

1998-01-01

Used teacher questionnaires to examine incidence of left-handedness in nearly 2,800 Singaporean children, racial differences in this left-handed population, and educational provisions in preschool and primary school. Findings indicated that 7.5% of preschoolers and 6.3% of primary children were left-handed, with a higher proportion being Chinese…

Not Quite "Deja Vu All over Again": "No Child Left Behind" Meets Effective Schools Research

ERIC Educational Resources Information Center

O'Brien, Thomas V.; Roberson, Thelma J.

2012-01-01

This article examines the connections between No Child Left Behind (NCLB) and the Effective Schools Research Movement. Using historical methodology, the authors argue that although both were premised on building capacity, over time the reform that became NCLB evolved to focus on accountability. This shift disconnected the reform from its research…

No Child Left Behind and Administrative Costs: A Resource Dependence Study of Local School Districts

ERIC Educational Resources Information Center

Neely, Stephen R.

2015-01-01

This study considers the impact of federal funding on the administrative expenditures of local school districts since the passage of the No-Child-Left-Behind (NCLB) Act of 2001. Under NCLB, federal education funds were made contingent upon a variety of accountability and reporting standards, creating new administrative costs and challenges for…

Adequate (Or Adipose?) Yearly Progress: Assessing the Effect of "No Child Left Behind" on Children's Obesity

ERIC Educational Resources Information Center

Anderson, Patricia M.; Butcher, Kristin F.; Schanzenbach, Diane Whitmore

2017-01-01

This paper investigates how accountability pressures under No Child Left Behind (NCLB) may have affected students' rate of overweight. Schools facing pressure to improve academic outcomes may reallocate their efforts in ways that have unintended consequences for children's health. To examine the impact of school accountability, we create a unique…

No Child Left Behind: Issues of Assessing Students with the Most Significant Cognitive Disabilities

ERIC Educational Resources Information Center

Perner, Darlene E.

2007-01-01

Neither school reform nor the focus on developing accountability systems that measure and evaluate the success of schooling are new or innovative educational practices. Even before the No Child Left Behind (NCLB) Act of 2001, many states had changed or were changing their accountability and assessment systems. Similarly, individual school…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act. Executive Summary

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

No Child Left Behind: A Postmortem for Illinois

ERIC Educational Resources Information Center

Harman, Wm. Gregory; Boden, Camille; Karpenski, Jeremy; Muchowicz, Nicole

2016-01-01

In this study, the outcomes of No Child Left Behind (NCLB), as implemented in Illinois, are evaluated in terms of high school standards testing results between 2003-2013. NCLB was a policy dedicated to closing the gap in schooling outcomes nationally in the space of a decade. There have been few systematic examinations of its macro-level results…

Consolidated State Performance Report: Part II for State Formula Grant Programs under the Elementary and Secondary Education Act as Amended by the No Child Left Behind Act of 2001, for reporting on School Year 2002-2003.

ERIC Educational Resources Information Center

Indiana Department of Education, 2004

2004-01-01

Achievement data from the 2002-2003 school year for public schools with poverty rates of 40% or greater in the state of Indiana are presented as required for State formula grant programs authorized by the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB). Tables present the number of schools…

What difference does a year of schooling make?: Maturation of brain response and connectivity between 2nd and 3rd grades during arithmetic problem solving

PubMed Central

Rosenberg-Lee, Miriam; Barth, Maria; Menon, Vinod

2011-01-01

Early elementary schooling in 2nd and 3rd grades (ages 7-9) is an important period for the acquisition and mastery of basic mathematical skills. Yet, we know very little about neurodevelopmental changes that might occur over a year of schooling. Here we examine behavioral and neurodevelopmental changes underlying arithmetic problem solving in a well-matched group of 2nd (n = 45) and 3rd (n = 45) grade children. Although 2nd and 3rd graders did not differ on IQ or grade- and age-normed measures of math, reading and working memory, 3rd graders had higher raw math scores (effect sizes = 1.46-1.49) and were more accurate than 2nd graders in an fMRI task involving verification of simple and complex two-operand addition problems (effect size = 0.43). In both 2nd and 3rd graders, arithmetic complexity was associated with increased responses in right inferior frontal sulcus and anterior insula, regions implicated in domain-general cognitive control, and in left intraparietal sulcus (IPS) and superior parietal lobule (SPL) regions important for numerical and arithmetic processing. Compared to 2nd graders, 3rd graders showed greater activity in dorsal stream parietal areas right SPL, IPS and angular gyrus (AG) as well as ventral visual stream areas bilateral lingual gyrus (LG), right lateral occipital cortex (LOC) and right parahippocampal gyrus (PHG). Significant differences were also observed in the prefrontal cortex (PFC), with 3rd graders showing greater activation in left dorsal lateral PFC (dlPFC) and greater deactivation in the ventral medial PFC (vmPFC). Third graders also showed greater functional connectivity between the left dlPFC and multiple posterior brain areas, with larger differences in dorsal stream parietal areas SPL and AG, compared to ventral stream visual areas LG, LOC and PHG. No such between-grade differences were observed in functional connectivity between the vmPFC and posterior brain regions. These results suggest that even the narrow one-year interval spanning grades 2 and 3 is characterized by significant arithmetic task-related changes in brain response and connectivity, and argue that pooling data across wide age ranges and grades can miss important neurodevelopmental changes. Our findings have important implications for understanding brain mechanisms mediating early maturation of mathematical skills and, more generally, for educational neuroscience. PMID:21620984

Perceptions of School Leadership Preparation

ERIC Educational Resources Information Center

Dunn, Alicia R. Adams

2010-01-01

Ineffective school leadership has increasingly become the focus of educators and school leadership preparation programs with the emphasis on schools making adequate yearly progress as defined by the No Child Left behind legislation. Because ineffective school leadership has become synonymous with ineffective schools, this study addressed the…

Neurobiologic Correlates of Attention and Memory Deficits Following Critical Illness in Early Life.

PubMed

Schiller, Raisa M; IJsselstijn, Hanneke; Madderom, Marlous J; Rietman, André B; Smits, Marion; van Heijst, Arno F J; Tibboel, Dick; White, Tonya; Muetzel, Ryan L

2017-10-01

Survivors of critical illness in early life are at risk of long-term-memory and attention impairments. However, their neurobiologic substrates remain largely unknown. A prospective follow-up study. Erasmus MC-Sophia Children's Hospital, Rotterdam, the Netherlands. Thirty-eight school-age (8-12 yr) survivors of neonatal extracorporeal membrane oxygenation and/or congenital diaphragmatic hernia with an intelligence quotient greater than or equal to 80 and a below average score (z score ≤ -1.5) on one or more memory tests. None. Intelligence, attention, memory, executive functioning, and visuospatial processing were assessed and compared with reference data. White matter microstructure and hippocampal volume were assessed using diffusion tensor imaging and structural MRI, respectively. Global fractional anisotropy was positively associated with selective attention (β = 0.53; p = 0.030) and sustained attention (β = 0.48; p = 0.018). Mean diffusivity in the left parahippocampal region of the cingulum was negatively associated with visuospatial memory, both immediate (β = -0.48; p = 0.030) and delayed recall (β = -0.47; p = 0.030). Mean diffusivity in the parahippocampal region of the cingulum was negatively associated with verbal memory delayed recall (left: β = -0.52, p = 0.021; right: β = -0.52, p = 0.021). Hippocampal volume was positively associated with verbal memory delayed recall (left: β = 0.44, p = 0.037; right: β = 0.67, p = 0.012). Extracorporeal membrane oxygenation treatment or extracorporeal membrane oxygenation type did not influence the structure-function relationships. Our findings indicate specific neurobiologic correlates of attention and memory deficits in school-age survivors of neonatal extracorporeal membrane oxygenation and congenital diaphragmatic hernia. A better understanding of the neurobiology following critical illness, both in early and in adult life, may lead to earlier identification of patients at risk for impaired neuropsychological outcome with the use of neurobiologic markers.

Prevalence of habitual refractive errors and anisometropia among Dutch schoolchildren and hospital employees.

PubMed

Hendricks, Theo J W; de Brabander, John; Vankan-Hendricks, Marlou H P; van der Horst, Frans G; Hendrikse, Fred; Knottnerus, J Andre

2009-08-01

Refractive error (RE) is suggested to cause not only visual impairment, but also functional problems such as aspecific health complaints and lower levels of school achievement. During the last few decades the prevalence of myopia has increased worldwide, especially in Asia. We investigated the prevalence of habitual RE and anisometropia in a Dutch population of children and employees. In a cross-sectional study, RE in both eyes of 520 children (aged 11-13 years) and 444 hospital employees (aged 17-60 years) were measured using an autorefractometer. The measurements were performed without using a cycloplegium. Pearson's correlation coefficient (r) was used to analyse correlations between the right and left eyes. Chi-square tests were used to test the differences between subgroups according to gender and age. In schoolchildren 28% of right eyes were myopic (> 0.50 D) and 8% hyperopic (> 0.50 D). Pearson's r between right and left eyes for spherical equivalent power (SEP) was 0.93. The mean cylinder deviation in right eyes was 0.26 D (range 0.00-4.50 D). Anisometropia > 1.00 D was present in 4.6% of children; 22% of children were not optimally (> 0.50 D) corrected. In hospital employees, 30% of right eyes were myopic (> 0.50 D) and 10% hyperopic (> 0.50 D). Pearson's r between right and left eyes for SEP was 0.53. The mean cylinder deviation in right eyes was 0.35 D (range 0.00-5.75 D). Anisometropia > 1.00 D was present in 25% of employees. Anisometropia was more frequently present in employees aged 40-60 years, than in those aged 17-39 years (30% versus 18%; p = 0.02, Cramer's V = 0.15). Refractive errors are common in children aged 11-13 years and in working adults aged 17-60 years. Distributions of sphere and cylinder deviations are similar for Dutch schoolchildren and hospital employees. Surprisingly, anisometropia proved to be more prevalent with age. In children many eyes are not optimally corrected. Increased attention should be paid to uncorrected and miscorrected REs.

Women, Education and the Law: Defining the "High Qualified" Teacher--No Child Left Behind's Requirements

ERIC Educational Resources Information Center

First, Patricia F.

2003-01-01

The No Child Left Behind Act (NCLB) provided that by the end of the 2005-06 school year, all teachers in core content areas, teaching in public schools, must be "highly qualified" in each subject they teach. Under the law, "highly qualified" means that a teacher is fully licensed through a traditional or alternative route and…

Adequate (or Adipose?) Yearly Progress: Assessing the Effect of "No Child Left Behind" on Children's Obesity. NBER Working Paper No. 16873

ERIC Educational Resources Information Center

Anderson, Patricia M.; Butcher, Kristin F.; Schanzenbach, Diane Whitmore

2011-01-01

This paper investigates how accountability pressures under No Child Left Behind (NCLB) may affect children's rate of overweight. Schools facing increased pressures to produce academic outcomes may reallocate their efforts in ways that have unintended consequences for children's health. For example, schools may cut back on recess and physical…

Left out of No Child Left Behind: Teach for America's Outsized Influence on Alternative Certification

ERIC Educational Resources Information Center

Russo, Alexander

2012-01-01

One of the intriguing developments of the past couple years has been the emergence of a new school of reform advocacy groups committed to driving policy change. This is a healthy development, as such policy changes are essential to rethinking and redesigning American schooling for the challenges and opportunities of a new era. For decades,…

The Penetration of Technocratic Logic into the Educational Field: Rationalizing Schooling from the Progressives to the Present

ERIC Educational Resources Information Center

Mehta, Jal

2013-01-01

Context: No Child Left Behind is only the most recent manifestation of a longstanding American impulse to reform schools through accountability systems created from afar. While research has explored the causes and consequences of No Child Left Behind, this study puts the modern accountability movement in longer historical perspective, seeking to…

Home(lessness) in Urbanizing China: Invisible Violence and Left-Behind Children in Martial Arts Schools

ERIC Educational Resources Information Center

Dong, Xuan

2017-01-01

This article examines how martial arts students retell their stories about being left behind and how they have experienced, viewed, and struggled with the invisible violence. Popularly known as the "hometown of Chinese martial arts," Dengfeng is home to 48 registered martial arts schools and more than 70,000 full-time students. Drawing…

Unequal Moving to Being Equal: Impact of "No Child Left Behind" in the Mississippi Delta

ERIC Educational Resources Information Center

Al-Fadhli, Hussain M.; Singh, Madhu

2010-01-01

The impact of the "No Child Left Behind Act" on the Achievement Level Index (ALI) of three elementary schools in the Mississippi Delta was explored. Achievement variation over five years (2003-2007) was examined through the perceptions of 58 teachers with regard to changes in their schools due to the Act. Using analysis of variance,…

Title III of No Child Left Behind: A Status Report from the Great City Schools, Fall 2004

ERIC Educational Resources Information Center

Antunez, Beth; Casserly, Michael

2004-01-01

The federal government has played a role over the years in providing resources to school districts, colleges and universities, and research and technical assistance centers for the purpose of transitioning students to English. The evolving educational standards movement and No Child Left Behind (NCLB) have begun to reshape how the federal…

Right-Brained Kids in Left-Brained Schools

ERIC Educational Resources Information Center

Hunter, Madeline

1976-01-01

Students who learn well through left hemisphere brain input (oral and written) have minimal practice in using the right hemisphere, while those who are more proficient in right hemisphere (visual) input processing are handicapped by having to use primarily their left brains. (MB)

Reasons for African American student attrition from school psychology programs.

PubMed

Proctor, Sherrie L; Truscott, Stephen D

2012-10-01

This phenomenological study used a series of three in-depth interviews with seven African American participants, for a total of 21 interviews, to explore their experiences in the specialist and doctoral level school psychology programs they left prior to obtaining a professional entry-level degree. The study's purpose was to investigate what factors contributed to participants' attrition. Findings indicate that misalignment between participants' career aims and the practice of school psychology (as presented in the programs they left) contributed to attrition. Poor relationships with school psychology faculty and program cohort peers also played a role in participants' decisions to leave school psychology programs. Results offer a unique lens into racial issues in school psychology. Recommendations for faculty and others interested in preventing African Americans' attrition from school psychology graduate education are discussed. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Teaching sex education improves medical students' confidence in dealing with sexual health issues.

PubMed

Faulder, Georgina S; Riley, Simon C; Stone, Nicole; Glasier, Anna

2004-08-01

Medical students at the University of Edinburgh in Scotland can volunteer to participate in an undergraduate options project that gives them the opportunity to provide sex education for secondary school (high school) pupils. Using a questionnaire presenting a set of fictional case histories, we assessed medical students' theoretical confidence at dealing with sexual health consultations. Students who had participated in delivering peer-led sex education felt significantly more confident at discussing sexual health issues with patients of all age groups (p = 0.001) than students who had not participated in the project. All students felt more comfortable seeing patients of the same gender as themselves but more than half felt that their training left them generally ill-equipped to handle sexual health consultations.

Possible Impacts of Nanoparticles on Children of Thai Construction Industry

NASA Astrophysics Data System (ADS)

Musikaphan, W.; Kitisriworaphan, T.

A possible impact of nanoparticles on human health becomes a concerned issue especially among children who probably lack of self protection. For Thai construction workers, their pre-school children are more likely to expose such the fine particles due to they have to spend their lives in construction site. This study points out the health problems related to nanoparticles exposition among pre-school children of Thai construction workers. The finding indicated that children who reside and play in construction site are more likely to expose to chemical particles and left behind toxic materials during pre and post construction process than others. Thus, urgent policy is strongly recommended for this vulnerable group since all children are very important as the main source of the national productivity in the future, especially in the aging society.

Reference values of left heart echocardiographic dimensions and mass in male peri-pubertal athletes.

PubMed

Cavarretta, Elena; Maffessanti, Francesco; Sperandii, Fabio; Guerra, Emanuele; Quaranta, Federico; Nigro, Antonia; Minati, Monia; Rebecchi, Marco; Fossati, Chiara; Calò, Leonardo; Pigozzi, Fabio

2018-01-01

Background Several articles have proposed reference values in healthy paediatric subjects, but none of them has evaluated a large population of healthy trained adolescents. Design The study purpose was to establish normal echocardiographic measurements of left heart (aortic root, left atrium and left ventricular dimensions and mass) in relation to age, weight, height, body mass index, body surface area and training hours in this specific population. Methods We retrospectively evaluated 2151 consecutive, healthy, peri-pubertal athletes (100% male, mean age 12.4 ± 1.4 years, range 8-18) referred to a single centre for pre-participation screening. All participants were young soccer athletes who trained for a mean of 7.2 ± 1.1 h per week. Results Left ventricular internal diameters, wall thickness, left ventricular mass, aortic root and left atrium diameters were significantly correlated to age, body surface area, height and weight ( p < 0.01). Age, height, weight and body surface area were found associated with chamber size, while body mass index and training hours were not. Inclusion of both age and body size parameters in the statistical models resulted in improved overall explained variance for diameters and left ventricular mass. Conclusion Equations, mean values and percentile charts for the different age groups may be useful as reference data in efficiently assessing left ventricular parameters in young athletes.

The Instructional Capacity Building Role of the State Education Agency: Lessons Learned in Kentucky with Implications for No Child Left Behind

ERIC Educational Resources Information Center

Keedy, John L.; McDonald, Deborah H.

2007-01-01

Across the United States the state education agency (SEA) is a "sleeping giant" with untapped potential to build instructional capacity in the nation's 110,000 public schools. The SEA is positioned to build the system-wide synergy requisite to achieve the unprecedented school-level student outcomes mandated by the No Child Left Behind…

Twilight in the Valley of the Sun: Nonprofit Arts and Culture Programs in Arizona's Public Schools Post-No Child Left Behind

ERIC Educational Resources Information Center

Amrein-Beardsley, Audrey

2009-01-01

This study explores the presence and impact of nonprofit arts and culture programs in partnership with Arizona's public schools. Arts and culture offerings are limited by many facets of the educational system, including the No Child Left Behind Act (NCLB), as evidenced by researchers and participants' responses in this study. The author argues…

After-School Tutoring in the Context of No Child Left Behind: Effectiveness of Two Programs in the Pittsburgh Public Schools

ERIC Educational Resources Information Center

Zimmer, Ron; Hamilton, Laura; Christina, Rachel

2010-01-01

The No Child Left Behind (NCLB) legislation has created pressure for districts to improve their students' proficiency levels on state tests. Districts that fail to meet their academic targets for 3 years must use their Title I funds to pay for supplemental education services (SES) that provide tutoring or other academic instruction. Many…

Has No Child Left Behind Changed the Face of Leadership in Public Schools?

ERIC Educational Resources Information Center

Gosnell-Lamb, Judy; O'Reilly, Frances L.; Matt, John J.

2013-01-01

A national study examined the perceptions of educational leaders and classroom leaders as to the changes that have occurred in public P-12 schools since the inception of No Child Left Behind. Administrators and teachers who had remained in the same district for five years, and who had been in the field of education since at least 2002, were asked…

The No Child Left Behind Comparability Provision and Within-District Resource Distribution: An Examination of One Florida School District

ERIC Educational Resources Information Center

Chaprnka, Danielle L.

2012-01-01

The intent of Title I of the No Child Left Behind Act of 2001 is to ensure that all students, regardless of their socioeconomic status, are provided a fair and equitable opportunity to meet challenging academic performance standards. Given such, Title I legislation provides for federal funding to be administered to school districts and schools…

No Child Left Behind and the Research-to-Practice Gap in Dyslexia Intervention: An Exploratory, Retrospective Investigation

ERIC Educational Resources Information Center

Sheftel, Jenna

2013-01-01

In 2001 the No Child Left Behind Act (NCLB) mandated that U.S. public schools provide evidence-based practice for individuals with learning disabilities. However, it is unclear whether U.S. public schools have consistently adhered to this mandate. The purpose of this study was to provide preliminary evidence regarding whether U.S. public schools…

Considering New Paths for Success: An Examination of the Research and Methods on Urban School-University Partnerships Post-No Child Left Behind

ERIC Educational Resources Information Center

Flynn, Joseph E.; Hunt, Rebecca D.; Johnson, Laura Ruth; Wickman, Scott A.

2014-01-01

This article examines urban school-university partnership research after No Child Left Behind. Central to the review is an analysis in the trend of research methods utilized across studies. It was found that many studies are single-case studies or anecdotal. There are few quantitative, sustained qualitative, or mixed-methods studies represented in…

[Diastolic dysfunction in the elderly subjects. Disease or a physiological manifestation of ageing?].

PubMed

Meluzín, J; Podroužková, H; Gregorová, Z; Panovský, R

2013-05-01

The purpose of this summary paper is to discuss the current knowledge of the impact of age on diastolic function of the left ventricle. Data from the literature: Reports published till this time have convincingly demonstrated a significant relationship of age to diastolic function of the left ventricle. Ageing is a physiological process accompanied by structural changes in both myocardium and arterial bed resulting in worsening of parameters characterizing the left ventricular diastolic function. This "physiological" diastolic dysfunction in the elderly subjects can be explained by the deterioration of passive left ventricular filling properties and by worsening of left ventricular relaxation. The detailed analysis of published reports shows problems in distiguishing this "physiological" diastolic dysfunction resulting from physiological tissue ageing from "pathological" diastolic dysfunction reflecting a disease of cardiovascular system. To interprete correctly values of parameters quantifying diastolic function of the left ventricle, one should take into account the age of subjects under the examination. Further studies are necessary to distinguish exactly "physiological" deterioration of diastolic function associated with ageing from really "pathological" diastolic dysfunction in the elderly subjects.

[Relationship between gender, experience of migration and premarital sex among out-of-school youths in rural Hainan, China].

PubMed

Cao, Yuan; Wang, Yu; He, Qi-ya; Wang, Zhao-qian; Feng, Wei-ping; Ji, Jin-hua; Liao, Su-su

2011-11-01

To assess pre-marital sex behavior and its relationship with gender and experience of migration among 16 - 24 years-old out-of-school youths in rural Hainan province, China. 160 eligible youths from each of the 2 townships in County A and 80 from each of the 6 townships in County B were recruited, under equal proportion on gender, age distribution and experience of migration. An interviewer-administered, standardized questionnaire was used. 760 eligible participants (with each gender of 380) were interviewed. There were no significant differences in the proportions of reporting as sexually active (56.8% and 57.9%) or having premarital sex (54.5% and 50.0%) between male and female youths. However, among those sexually active participants, the average age at first sexual intercourse was (18.2 ± 1.9 years or 19.2 ± 1.8 years, P < 0.01), the average age of first-time leaving hometown for work (18.0 ± 2.3 years or 16.5 ± 1.9 years P < 0.01) and the percentage of having first sexual intercourse before 18 years old (59.3% vs. 35.5%, P < 0.01) were different between males and females. 31.2% of the male youths reported that their sexual debut happened before they left their hometown for work and 45.9% of the sex debut appeared within 1 year after they left hometown. However, 78.5% of the sexually active female youths reported their sexual debut happened 1 year after leaving their hometown. Data from the multivariate analysis showed that being away from hometown for more than 3 months and having more friends who presumably had presumably pre-marital sex experiences were more likely to report pre-marital sex behavior. Older men were more likely to report pre-marital sex behavior than the younger ones. Married women were more likely to report pre-marital sex behavior than the unmarried ones. Through multivariate analysis on unmarried men, data showed that those having had experience on migration and at older age were associated with experiencing premarital sex. Gender difference was identified on the pattern of migration and its relationship with premarital sex among out-of-school rural youths in Hainan province. When prevention program is developed for rural youth, these differences should be taken into account.

Spatial Working Memory Performance and fMRI Activation Interactions in Abstinent Adolescent Marijuana Users

PubMed Central

Padula, Claudia B.; Schweinsburg, Alecia D.; Tapert, Susan F.

2008-01-01

Previous studies have suggested neural disruption and reorganization in adult marijuana users. However, it remains unclear whether these effects persist in adolescents after 28 days of abstinence and, if they do, what Performance × Brain Response interactions occur. Adolescent marijuana users (n = 17) and controls (n = 17) aged 16–18 years were recruited from local schools. Functional magnetic resonance imaging data were collected after 28 days’ monitored abstinence as participants performed a spatial working memory task. Marijuana users show Performance × Brain Response interactions in the bilateral temporal lobes, left anterior cingulate, left parahippocampal gyrus, and right thalamus (clusters ≥ 1358 μl; p <.05), although groups do not differ on behavioral measures of task performance. Marijuana users show differences in brain response to a spatial working memory task despite adequate performance, suggesting a different approach to the task via altered neural pathways. PMID:18072830

Students Left Behind: Measuring 10th to 12th Grade Student Persistence Rates in Texas High Schools

PubMed Central

Domina, Thurston; Ghosh-Dastidar, Bonnie; Tienda, Marta

2012-01-01

The No Child Left Behind Act requires states to publish high school graduation rates for public schools and the U.S. Department of Education is currently considering a mandate to standardize high school graduation rate reporting. However, no consensus exists among researchers or policy-makers about how to measure high school graduation rates. In this paper, we use longitudinal data tracking a cohort of students at 82 Texas public high schools to assess the accuracy and precision of three widely-used high school graduation rate measures: Texas’s official graduation rates, and two competing estimates based on publicly available enrollment data from the Common Core of Data. Our analyses show that these widely-used approaches yield inaccurate and highly imprecise estimates of high school graduation and persistence rates. We propose several guidelines for using existing graduation and persistence rate data and argue that a national effort to track students as they progress through high school is essential to reconcile conflicting estimates. PMID:23077375

Students Left Behind: Measuring 10(th) to 12(th) Grade Student Persistence Rates in Texas High Schools.

PubMed

Domina, Thurston; Ghosh-Dastidar, Bonnie; Tienda, Marta

2010-06-01

The No Child Left Behind Act requires states to publish high school graduation rates for public schools and the U.S. Department of Education is currently considering a mandate to standardize high school graduation rate reporting. However, no consensus exists among researchers or policy-makers about how to measure high school graduation rates. In this paper, we use longitudinal data tracking a cohort of students at 82 Texas public high schools to assess the accuracy and precision of three widely-used high school graduation rate measures: Texas's official graduation rates, and two competing estimates based on publicly available enrollment data from the Common Core of Data. Our analyses show that these widely-used approaches yield inaccurate and highly imprecise estimates of high school graduation and persistence rates. We propose several guidelines for using existing graduation and persistence rate data and argue that a national effort to track students as they progress through high school is essential to reconcile conflicting estimates.

The Changing Roles of School Counselors in an Era of School Accountability

ERIC Educational Resources Information Center

Miller, Barbara Jean

2010-01-01

The primary purpose of this study was to explore how the No Child Left Behind Act has impacted the traditional responsibilities of high school counselors. Furthermore, if there have been changes in school counselor roles, how are school counselors managing the impact? The study findings also investigated school counselor professional development…

Scale Development for School and University Administrators

ERIC Educational Resources Information Center

Schulte, Laura E.

2007-01-01

As a result of the "No Child Left Behind Act," there is increased emphasis on assessment in P-12 schools today. School administrators are responsible for assessing student achievement, teacher and staff effectiveness, school climate, and graduates' perceptions of school programs. At the university level, organizations, such as the National Council…

Grading School Report Cards

ERIC Educational Resources Information Center

Jacobson, Rebecca; Saultz, Andrew; Snyder, Jeffrey W.

2013-01-01

Recognizing the need for information in public education, Congress mandated in the No Child Left Behind Act (NCLB) that all states create and disseminate annual school performance report cards. A decade after NCLB passed, school report cards are widely available for nearly every school in the country. As the amount of school performance data…

Evaluation of cardiac function in a group of small for gestational age school-age children treated with growth hormone.

PubMed

Aurensanz Clemente, Esther; Ayerza Casas, Ariadna; Samper Villagrasa, Pilar; Ruiz Frontera, Pablo; Bueno Lozano, Gloria

2017-02-09

Small for gestational age (SGA) patients have an increased risk of developing a cardiovascular pathology, as well as a metabolic syndrome. Our objective is to evaluate the cardiac morphology and function of SGA children treated with growth hormone (GH), identifying changes that could potentially have long-term consequences. We selected 23 SGA school-age patients and 23 healthy children. We measured their weight, height, blood pressure and heart rate. Using transthoracic echocardiography, we evaluated cardiac chamber size, ascending and abdominal aortic diameter as well as the systolic and diastolic function of both ventricles. SGA children have a higher systolic and diastolic blood pressure (P<.05) without significant changes in their heart rate. They also have a thicker interventricular septum (SGA Z-score 1.57 vs. 0.89; P=.026) and a worse right ventricular systolic function, with a lower TAPSE (SGA Z-score -0.98 vs. 0.95; P=.000), as well as a lower blood flow rate in the pulmonary artery (SGA 0.85m/s vs. 0.97m/s; P=.045). No significant difference was observed in the patients' left ventricular function. SGA patients' ascending aortic diameter was greater (SGA Z-score -1.09 vs. -1.93; P=.026), whereas the systolic abdominal aortic diameter was smaller (SGA Z-score-0.89 vs. -0.19; P=.015). We found functional and morphological cardiac changes in SGA school-age patients treated with GH. It is important to follow-up this patient group in order to determine if these changes contribute to an increased cardiac morbidity in adulthood. Copyright © 2016 Elsevier España, S.L.U. All rights reserved.

Structural Adaptation

ERIC Educational Resources Information Center

Crowley, Julianne; Titmus, Morgan

2016-01-01

This article explores an alternative conception held by high school and first-year university biology students regarding the structure of the left and right ventricles of the heart and the significance of the left ventricular wall being thicker than the right. The left ventricular wall of the heart is thicker than the right ventricular wall due to…

Accelerating the Pedagogy of Poverty in Urban Schools: Unanticipated Consequences of the No Child Left Behind (NCLB) Act

ERIC Educational Resources Information Center

Waxman, Hersh C.; Padron, Yolanda N.; Lee, Yuan-Hsuan

2010-01-01

The No Child Left Behind Act (NCLB) of 2002 calls for several changes in the K-12 education system in the United States. It focuses on evidence-based educational practices for schools in the United States. This study was part of a large-scale, 8-year research project that examined the quality of classroom instruction from three elementary schools…

Transforming Teachers, Departments and Schools: Brain-Based Program Breaks Boundaries and Overcomes Limitations

ERIC Educational Resources Information Center

Robinson, Matt

2018-01-01

As English Language Arts and Math continue to be touted as top priorities, and as the assessment of related skills takes up more and more time in many schools, teachers are left with less time to share ideas with each other or with their students. In the realm of higher education, where more is being left to adjuncts and part-time staff,…

KSC-04PD-0726

NASA Technical Reports Server (NTRS)

2004-01-01

KENNEDY SPACE CENTER, FLA. -- At Oscar Patterson Elementary Magnet School in Panama City, Fla., Center Director Jim Kennedy (far left) stands with (left to right) Bay County school board members Johnny Brock and Thelma Rohan, astronaut Sam Durrance and Panama City Commissioner Johnathon Wilson. Kennedy and Durrance and other NASA officials were at the school to share Americas new vision for space exploration with the next generation of explorers. Kennedy is talking with students about our destiny as explorers, NASAs stepping stone approach to exploring Earth, the Moon, Mars and beyond, how space impacts our lives, and how people and machines rely on each other in space.

Breast feeding and the weekend effect: an observational study.

PubMed

Fitzsimons, Emla; Vera-Hernández, Marcos

2016-07-08

To compare the incidence of breast feeding by day of week of birth. Retrospective database study using 16 508 records from the 2005 and 2010 Infant Feeding Surveys. England and Wales, UK. Mothers of a sample of births from among all registered births in the periods August-September 2005 and August-October 2010. Incidence of breast feeding after birth. Among babies of mothers who left full-time education aged 16 or under, the incidence of breast feeding was 6.7 percentage points lower (95% CI 1.4 to 12.1 percentage points) for those born on Saturdays than for those born on Mondays-Thursdays. No such differences by day of week of birth were observed among babies of mothers who left school aged 17 or over. Breastfeeding policy should take into account differences in breast feeding by day of week of birth, which are apparent among low-educated mothers. Further research is needed to ascertain the reason for this finding. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

34 CFR 472.5 - What definitions apply?

Code of Federal Regulations, 2012 CFR

2012-07-01

... vocational school means— (1) A specialized high school used exclusively or principally for the provision of...; (2) The department of a high school exclusively or principally used for providing vocational... principally for the provision of vocational education to individuals who have completed or left high school...

Laterality Influences Schooling Position in Rainbowfish, Melanotaenia spp

PubMed Central

Bibost, Anne-Laurence; Brown, Culum

2013-01-01

Cerebral lateralization is a widespread trait among animals, is often manifested as side biases in behaviour (laterality) and has been suggested to provide fitness benefits. Here we examined the influence of laterality on the organisation of fish schools using rainbowfish (Melanotaenia spp) as model species. The pattern and strength of laterality for each individual was determined by examining eye preferences whilst examining their reflection in a mirror. Schools of four fish of known laterality were then created and the preferred position for each fish within the school was repeatedly observed in a flume. Fish which showed right eye preferences in the mirror test preferentially adopted a position on the left side of the school. Conversely, fish that showed left eye preferences in the mirror test or where non-lateralised preferentially adopted a position slightly to the right side of the school. However, this general pattern varied depending on the species and sex of the school. Our results strongly implicate individual laterality in the geometry of school formation. PMID:24260506

Laterality influences schooling position in rainbowfish, Melanotaenia spp.

PubMed

Bibost, Anne-Laurence; Brown, Culum

2013-01-01

Cerebral lateralization is a widespread trait among animals, is often manifested as side biases in behaviour (laterality) and has been suggested to provide fitness benefits. Here we examined the influence of laterality on the organisation of fish schools using rainbowfish (Melanotaenia spp) as model species. The pattern and strength of laterality for each individual was determined by examining eye preferences whilst examining their reflection in a mirror. Schools of four fish of known laterality were then created and the preferred position for each fish within the school was repeatedly observed in a flume. Fish which showed right eye preferences in the mirror test preferentially adopted a position on the left side of the school. Conversely, fish that showed left eye preferences in the mirror test or where non-lateralised preferentially adopted a position slightly to the right side of the school. However, this general pattern varied depending on the species and sex of the school. Our results strongly implicate individual laterality in the geometry of school formation.

The Effects of an After-School Tutoring Program on the Pennsylvania System of School Assessment

ERIC Educational Resources Information Center

Carbone, Peter M.

2010-01-01

Due to the challenges of the No Child Left Behind Act of 2001, many schools and school districts are implementing after-school tutoring programs to provide students additional instruction to score proficient or better in reading and mathematics. This doctoral study analyzed the effects of the ABC Middle School Educational Assistance Program…

School-to-School Variation in Disciplined Inquiry

ERIC Educational Resources Information Center

Kelly, Sean; Majerus, Richard

2011-01-01

In recent years No Child Left Behind has provided new labels to supposedly high- and low-performing schools and has identified large numbers of schools as low performing. Are school-to-school differences in the quality of instruction offered as great as the public is led to believe? Using the disciplined inquiry typology of Newman, Marks, and…

Developmental Changes in the Effect of Active Left and Right Head Rotation on Random Number Generation.

PubMed

Sosson, Charlotte; Georges, Carrie; Guillaume, Mathieu; Schuller, Anne-Marie; Schiltz, Christine

2018-01-01

Numbers are thought to be spatially organized along a left-to-right horizontal axis with small/large numbers on its left/right respectively. Behavioral evidence for this mental number line (MNL) comes from studies showing that the reallocation of spatial attention by active left/right head rotation facilitated the generation of small/large numbers respectively. While spatial biases in random number generation (RNG) during active movement are well established in adults, comparable evidence in children is lacking and it remains unclear whether and how children's access to the MNL is affected by active head rotation. To get a better understanding of the development of embodied number processing, we investigated the effect of active head rotation on the mean of generated numbers as well as the mean difference between each number and its immediately preceding response (the first order difference; FOD) not only in adults ( n = 24), but also in 7- to 11-year-old elementary school children ( n = 70). Since the sign and absolute value of FODs carry distinct information regarding spatial attention shifts along the MNL, namely their direction (left/right) and size (narrow/wide) respectively, we additionally assessed the influence of rotation on the total of negative and positive FODs regardless of their numerical values as well as on their absolute values. In line with previous studies, adults produced on average smaller numbers and generated smaller mean FODs during left than right rotation. More concretely, they produced more negative/positive FODs during left/right rotation respectively and the size of negative FODs was larger (in terms of absolute value) during left than right rotation. Importantly, as opposed to adults, no significant differences in RNG between left and right head rotations were observed in children. Potential explanations for such age-related changes in the effect of active head rotation on RNG are discussed. Altogether, the present study confirms that numerical processing is spatially grounded in adults and suggests that its embodied aspect undergoes significant developmental changes.

High School Assistant Principals' Perception of Factors Influencing High School Assistant Principal Attrition in a Georgia School District

ERIC Educational Resources Information Center

Buff, Shannon Jonell

2017-01-01

Retention of quality high school assistant principals is a problem in a suburban Georgia school district, where 35% of administrators left their schools in a 3-year period. Researchers indicated that high turnover rates in school leadership influence student achievement and school climate. The purpose of this qualitative case study was to explore…

Ibn al-Nafis, the pulmonary circulation, and the Islamic Golden Age

PubMed Central

West, John B.

2008-01-01

Ibn al-Nafis (1213–1288) was an Arab physician who made several important contributions to the early knowledge of the pulmonary circulation. He was the first person to challenge the long-held contention of the Galen School that blood could pass through the cardiac interventricular septum, and in keeping with this he believed that all the blood that reached the left ventricle passed through the lung. He also stated that there must be small communications or pores (manafidh in Arabic) between the pulmonary artery and vein, a prediction that preceded by 400 years the discovery of the pulmonary capillaries by Marcello Malpighi. Ibn al-Nafis and another eminent physiologist of the period, Avicenna (ca. 980–1037), belong to the long period between the enormously influential school of Galen in the 2nd century, and the European scientific Renaissance in the 16th century. This is an epoch often given little attention by physiologists but is known to some historians as the Islamic Golden Age. Its importance is briefly discussed here. PMID:18845773

School Choice and Academic Performance: Some Evidence from Developing Countries

ERIC Educational Resources Information Center

Tooley, James; Bao, Yong; Dixon, Pauline; Merrifield, John

2011-01-01

There is widespread concern about differences in the quality of state-run and private schooling. The concerns are especially severe in the numerous developing countries where much of the population has left state-provided schooling for private schooling, including many private schools not recognized by the government. The fees charged by the…

Sharing Information to Promote a Culture of Safety

ERIC Educational Resources Information Center

Goodrum, Sarah; Woodward, William; Thompson, Andrew J.

2017-01-01

Much of the research on school shootings emphasizes the need for peers, not school officials, to share information about students of concern. This qualitative case study examined the information school officials had prior to a school shooting, which left two students dead. The data came from school officials' deposition testimony and school…

Giving Parents Options: Strategies for Informing Parents and Implementing Public School Choice and Supplemental Educational Services Under "No Child Left Behind"

ERIC Educational Resources Information Center

US Department of Education, 2007

2007-01-01

Since the passage of the "No Child Left Behind Act of 2001" (NCLB), the evidence that it is working has continued to grow. Because of this law, teachers and parents are getting the information and help they need to help every child reach his or her best in school--and as a result, student achievement is rising across America. While…

Education and health knowledge: evidence from UK compulsory schooling reform.

PubMed

Johnston, David W; Lordan, Grace; Shields, Michael A; Suziedelyte, Agne

2015-02-01

We investigate if there is a causal link between education and health knowledge using data from the 1984/85 and 1991/92 waves of the UK Health and Lifestyle Survey (HALS). Uniquely, the survey asks respondents what they think are the main causes of ten common health conditions, and we compare these answers to those given by medical professionals to form an index of health knowledge. For causal identification we use increases in the UK minimum school leaving age in 1947 (from 14 to 15) and 1972 (from 15 to 16) to provide exogenous variation in education. These reforms predominantly induced adolescents who would have left school to stay for one additionally mandated year. OLS estimates suggest that education significantly increases health knowledge, with a one-year increase in schooling increasing the health knowledge index by 15% of a standard deviation. In contrast, estimates from instrumental-variable models show that increased schooling due to the education reforms did not significantly affect health knowledge. This main result is robust to numerous specification tests and alternative formulations of the health knowledge index. Further research is required to determine whether there is also no causal link between higher levels of education - such as post-school qualifications - and health knowledge. Copyright © 2014 Elsevier Ltd. All rights reserved.

The Differential Role of Verbal and Spatial Working Memory in the Neural Basis of Arithmetic

PubMed Central

Demir, Özlem Ece; Prado, Jérôme; Booth, James R.

2014-01-01

We examine the relations of verbal and spatial WM ability to the neural bases of arithmetic in school-age children. We independently localize brain regions subserving verbal versus spatial representations. For multiplication, higher verbal WM ability is associated with greater recruitment of the left temporal cortex, identified by the verbal localizer. For multiplication and subtraction, higher spatial WM ability is associated with greater recruitment of right parietal cortex, identified by the spatial localizer. Depending on their WM ability, children engage different neural systems that manipulate different representations to solve arithmetic problems. PMID:25144257

Medications at School: Disposing of Pharmaceutical Waste

ERIC Educational Resources Information Center

Taras, Howard; Haste, Nina M.; Berry, Angela T.; Tran, Jennifer; Singh, Renu F.

2014-01-01

Background: This project quantified and categorized medications left unclaimed by students at the end of the school year. It determined the feasibility of a model medication disposal program and assessed school nurses' perceptions of environmentally responsible medication disposal. Methods: At a large urban school district all unclaimed…

Home Schooling Goes Mainstream

ERIC Educational Resources Information Center

Gaither, Milton

2009-01-01

This article reports that while home schooling may have particular appeal to celebrities, over the last decade families of all kinds have embraced the practice for widely varying reasons: no longer is home schooling exclusive to Christian fundamentalism and the countercultural Left. Along with growing acceptance of home schooling nationally has…

State Variation in Increased ADHD Prevalence: Links to NCLB School Accountability and State Medication Laws.

PubMed

Fulton, Brent D; Scheffler, Richard M; Hinshaw, Stephen P

2015-10-01

The study's objective was to investigate whether attention-deficit hyperactivity disorder (ADHD) diagnoses from 2003 to 2011 were associated with either public school consequential accountability reforms initiated by the No Child Left Behind (NCLB) Act, particularly for low-income children, or with state psychotropic medication laws that prohibit public schools from recommending or requiring medication use. Logistic regression difference-in-differences models were estimated with repeated U.S. and state-representative cross-sections of responses to the 2003, 2007, and 2011 National Survey of Children's Health. Each wave included approximately 35,000 public school children between ages six and 13. From 2003 to 2007, the change in adjusted diagnostic prevalence was 2.8 percentage points higher for children ages six to 13 in households with incomes ≤185% of the federal poverty level residing in states first exposed to consequential accountability through NCLB (from 8.5% to 13.2%), compared with demographically similar children residing in other states (from 10.2% to 12.1%). From 2003 to 2011, the change in adjusted diagnostic prevalence was 2.2 percentage points lower for children ages six to 13 residing in states with a psychotropic medication law (from 8.1% to 7.8%), compared with children residing in other states (from 8.1% to 10.1%). NCLB-initiated consequential accountability reforms were associated with more ADHD diagnoses among low-income children, consistent with increased academic pressures from NCLB for this subgroup. In contrast, psychotropic medication laws were associated with fewer ADHD diagnoses, because they may indirectly reduce diagnoses via restrictions on recommending or requiring medication use. Future research should investigate whether children most affected by these policies are receiving appropriate diagnoses.

When Private Schools Take Public Dollars: What's the Place of Accountability in School Voucher Programs?

ERIC Educational Resources Information Center

Finn, Chester E., Jr.; Hentges, Christina M.; Petrilli, Michael J.; Winkler, Amber M.

2009-01-01

Of all the arguments that critics of school voucher programs advance, the one that may resonate loudest with the public concerns school accountability. Opponents say it's not fair to hold public schools accountable for their results (under No Child Left Behind and similar systems) and then let private schools receive taxpayer dollars--however…

Relations between Accountability and School Improvement Strategies in New York City's Children First Networks

ERIC Educational Resources Information Center

McMahon, Kelly A.

2017-01-01

Federal school accountability policies like No Child Left Behind were based on a logic that measuring school performance and making the results public through tools like school report cards would incentivize educators to create strategies for improving school quality. Yet, most schools needed more than incentives to be able to design improvement…

The Impact of Being Labeled as a Persistently Lowest Achieving School: Regression Discontinuity Evidence on Consequential School Labeling

ERIC Educational Resources Information Center

Saw, Guan; Schneider, Barbara; Frank, Kenneth; Chen, I-Chien; Keesler, Venessa; Martineau, Joseph

2017-01-01

Since the No Child Left Behind Act was enacted, grading and labeling of schools as low performing have been increasingly used as means to incentivize failing schools to raise student achievement. Using statewide high school data from Michigan, our regression discontinuity analyses show that the bottom 5% of schools identified as persistently…

An Alternate Path: The Experience of High-Potential Individuals Who Left School

ERIC Educational Resources Information Center

Ritchotte, Jennifer A.; Graefe, Amy K.

2017-01-01

Dropping out of school represents the culmination of a process that begins long before a student enters high school. It is estimated that a quarter of students with high potential leave school without a high school diploma; however, research on how high-potential students uniquely experience dropping out of school is in its beginning stages. This…

Exit and Entry: Why Parents in Utah Left Public Schools and Chose Private Schools

ERIC Educational Resources Information Center

Bukhari, Patras; Randall, E. Vance

2009-01-01

This study explored the factors that influenced parental decisions to exit a public school and enroll their children in a private school. It also explored why parents chose the specific private school their child attends and the level of satisfaction they have with their private school choice. The key reasons for leaving public education were: (a)…

Central auditory processing and migraine: a controlled study.

PubMed

Agessi, Larissa Mendonça; Villa, Thaís Rodrigues; Dias, Karin Ziliotto; Carvalho, Deusvenir de Souza; Pereira, Liliane Desgualdo

2014-11-08

This study aimed to verify and compare central auditory processing (CAP) performance in migraine with and without aura patients and healthy controls. Forty-one volunteers of both genders, aged between 18 and 40 years, diagnosed with migraine with and without aura by the criteria of "The International Classification of Headache Disorders" (ICDH-3 beta) and a control group of the same age range and with no headache history, were included. Gaps-in-noise (GIN), Duration Pattern test (DPT) and Dichotic Digits Test (DDT) tests were used to assess central auditory processing performance. The volunteers were divided into 3 groups: Migraine with aura (11), migraine without aura (15), and control group (15), matched by age and schooling. Subjects with aura and without aura performed significantly worse in GIN test for right ear (p = .006), for left ear (p = .005) and for DPT test (p < .001) when compared with controls without headache, however no significant differences were found in the DDT test for the right ear (p = .362) and for the left ear (p = .190). Subjects with migraine performed worsened in auditory gap detection, in the discrimination of short and long duration. They also presented impairment in the physiological mechanism of temporal processing, especially in temporal resolution and temporal ordering when compared with controls. Migraine could be related to an impaired central auditory processing. Research Ethics Committee (CEP 0480.10) - UNIFESP.

Every Second Counts: School Week and Achievement

ERIC Educational Resources Information Center

Domier, Paddy Sertich

2009-01-01

With decreasing enrollment, decreasing funding for public school education, changes in family and societal needs, and the mandates of the No Child Left Behind Act, policymakers and school leaders are wrestling with reforms to the school calendar and instructional time spent in the classroom, with the goal of increasing student achievement.…

Effect of a Laptop Initiative on Middle School Mathematics Achievement

ERIC Educational Resources Information Center

Lambert, Edna Earl White

2014-01-01

In the wake of No Child Left Behind, schools continue to be evaluated according to standardized test results. Researchers suggest that technology can assist students with development and school achievement. While laptop initiative (LI) technology was being implemented by South Carolina districts in the middle schools classrooms, educational…

Seeking: Special Education Director

ERIC Educational Resources Information Center

Collins, Jeanne

2007-01-01

The author recently left her position as special services director in an urban school district in Vermont, a state that embraces inclusion for students with disabilities, to accept the position of superintendent of schools in the same district. The new job requires overseeing the educational mission of six elementary schools, two middle schools, a…

"P" Soup: Creating Healthy School Environments through Culture Audits

ERIC Educational Resources Information Center

Sailes, JaDora; Cleveland, Roger; Tyler, Tiffany

2014-01-01

Recognizing the role of cultural audits in identifying a school's organizational and cultural characteristics, this article offers insight about developing school improvement plans. The multiple cultures that shape the "null curriculum" of a school, in which certain concepts and skills are left out of students' scope of…

Differences between right- and left-sided colon cancer in patient characteristics, cancer morphology and histology.

PubMed

Nawa, Toru; Kato, Jun; Kawamoto, Hirofumi; Okada, Hiroyuki; Yamamoto, Hiroshi; Kohno, Hiroyuki; Endo, Hisayuki; Shiratori, Yasushi

2008-03-01

Recently, the clinical and biological differences between right- and left-sided colon cancers have been widely debated. However, close analyses of these clinical differences, based on large-scale studies, have been scarcely reported. A total of 3552 consecutive Japanese colorectal cancer cases were examined and the clinical differences between right- and left-sided colon cancer cases were investigated. The proportion of right-sided colon cancer was relatively high in patients aged less than 40 years (33%) and more than 80 years (43%). The proportion of right-sided colon cancer in patients aged 40-59 years was relatively low (male 22% and female 29%). In male patients the proportion increased in the 70-79 years age group (30%), while in female patients the proportion increased in the 60-69 years age group (39%). Right-sided colon cancer was more likely to be detected at an advanced stage (T1 stage; left 22%, right 15%) (P < 0.01) with severe symptoms. Polypoid-type early cancer was dominant in the left colon (left 59%; right 40%) (P < 0.01), while the proportion of flat-type early cancer in the right colon was significantly higher than that in the left colon (left 25%; right 44%) (P < 0.01). Specific age distribution of right-sided colon cancer was observed and the difference between male and female patients was highlighted. Other clinical features also differed between right- and left-sided colon cancer, suggesting that different mechanisms may be at work during right and left colon carcinogenesis.

Sleep in the modern family: protective family routines for child and adolescent sleep

PubMed Central

Buxton, Orfeu M.; Chang, Anne-Marie; Spilsbury, James C.; Bos, Taylor; Emsellem, Helene; Knutson, Kristen L.

2015-01-01

Study objectives The overall objective of the 2014 National Sleep Foundation Sleep in America Poll “Sleep in the Modern Family” was to obtain a current picture of sleep in families with at least 1 school-aged child. Design Cross-sectional poll. Setting Internet-based interview. Participants Nationally representative Internet panel of US households with a child 6–17 years. Measurements and results Primary measures included parental perception of the importance of sleep, parental and child sleep quality, child sleep duration and habits, technology in bedroom, and family rules. Parents/guardians (n= 1103; mean age, 42; 54% female) completed the survey. Although the majority of parents endorsed the importance of sleep, 90% of children obtain less sleep than recommended. Significant predictors of age-adjusted sufficient sleep duration (estimated conservatively as ≥9 hours for ages 6–11 years and ≥8 hours for ages 12–17 years) included parent education, regular enforcement of rules about caffeine, and whether children left technology on in their bedroom overnight. Significant predictors of excellent sleep quality included whether a bedtime was always enforced and whether children left technology on overnight. Conclusions Children generally have better age-appropriate sleep in the presence of household rules and regular sleep-wake routines. Sufficient sleep quantity and adequate sleep quality were protected by well-established rules of sleep hygiene (limited caffeine and regular bedtime). In contrast, sleep deficiency was more likely to be present when parents and children had electronic devices on in the bedroom after bedtime. Public health intervention goals for sleep health might focus on reducing the encroachment of technology and media into time for sleep and supporting well-known sleep hygiene principles. PMID:26779564

Getting the complete picture: combining parental and child data to identify the barriers to social inclusion for children living in low socio-economic areas.

PubMed

Davies, B; Davis, E; Cook, K; Waters, E

2008-03-01

Childhood mental health problems are prevalent in Australian children (14-20%). Social exclusion is a risk factor for mental health problems, whereas being socially included can have protective effects. This study aims to identify the barriers to social inclusion for children aged 9-12 years living in low socio-economic status (SES) areas, using both child-report and parent-report interviews. Australian-born English-speaking parents and children aged 9-12 years were sampled from a low SES area to participate in semi-structured interviews. Parents and children were asked questions around three prominent themes of social exclusion; exclusion from school, social activities and social networks. Many children experienced social exclusion at school, from social activities or within social networks. Overall, nine key barriers to social inclusion were identified through parent and child interviews, such as inability to attend school camps and participate in school activities, bullying and being left out, time and transport constraints, financial constraints and safety and traffic concerns. Parents and children often identified different barriers. There are several barriers to social inclusion for children living in low SES communities, many of which can be used to facilitate mental health promotion programmes. Given that parents and children may report different barriers, it is important to seek both perspectives. This study strengthens the evidence base for the investments and action required to bring about the conditions for social inclusion for children living in low SES communities.

(Re) Searching for a School: How Choice Drives Parents to Become More Informed

ERIC Educational Resources Information Center

Lovenheim, Michael F.; Walsh, Patrick

2018-01-01

Policies that expand school choice aim to empower parents by giving them the opportunity to choose the school that best fits their child. Publicly funded school choice has increased considerably in recent years, helped by a variety of initiatives, including public charter schools, transfer options for students under the No Child Left Behind Act…

School Boards: the Overlooked Shapers of School Culture and Organizational Efficiency

ERIC Educational Resources Information Center

Graham, Edward S.

2010-01-01

As a result of increased federal control, the push for national curricula, and explicit school accountability standards, the ability of local school boards to lead public education has been questioned and left unanswered by the lack of applicable school board research. Hence, the purpose of this study was to consider the relationship between…

Good to Great: Do Award Winning Schools Meet Successful School Criteria?

ERIC Educational Resources Information Center

Searcey, Chad J.; Snodgrass, Jason T.; Copple, William Bryan, II

2010-01-01

Since the inception of the No Child Left Behind Act, school accountability has increased dramatically. The federal government has taken a much more active role in public education than it did prior to NCLB becoming law. Schools across the United States are working diligently to meet increased accountability standards. As schools and districts meet…

The Effect of Regular Participation in an After-School Program on Student Achievement, Attendance, and Behavior

ERIC Educational Resources Information Center

Pastchal-Temple, Andrea Sheree

2012-01-01

Many school districts are using research-based strategies to increase student achievement. The "No Child Left Behind Act" of 2001 was created and implemented to assist all students becoming proficient in reading and mathematics by 2014. One strategy many school districts implemented includes an after-school program. One school district…

The Effect of Siblings' Education on School-Entry in the Ethiopian Highlands

ERIC Educational Resources Information Center

Lindskog, Annika

2013-01-01

The effects of sisters' and brothers' education on the annual school entry probability of boys and girls in rural Amhara are estimated, using within-household variation. There are negative effects of younger siblings' school attendance on girls' school entry, and positive effects of older brothers' literacy only when they have left school. This is…

The Relationships between a Freshman Transition Academy, Student WESTEST Scores, and Student Dropout Rates

ERIC Educational Resources Information Center

Jones, Roy G.

2013-01-01

High school administrators in the United States find students dropping out of school problematic. The federal government created the No Child Left Behind (NCLB) mandate to provide a system of accountability to public schools and school systems, while stressing the importance of teaching research-based lessons. According to the mandate, schools and…

Title I Public School Transfer May Potentially Harm Schools' Performance Ratings

ERIC Educational Resources Information Center

Freeman Willis, Viola Lorie

2009-01-01

The Title I public school transfer option has sparked many debates among educators. Although there are numerous studies that reveal mobility can hurt student performance, the federal No Child Left Behind (NCLB) law urges parents to move their children out of low performing Title I schools. Some school officials may not realize the implications the…

Playing-related musculoskeletal problems in children learning instrumental music: the association between problem location and gender, age, and music exposure factors.

PubMed

Ranelli, Sonia; Straker, Leon; Smith, Anne

2011-09-01

Playing-related musculoskeletal problems (PRMP) are common in adult musicians, and risk factors include gender, music exposure, and particularly instrument type. Emerging evidence suggests PRMP are common in children and adolescents and that risk factors may be similar. The aim of this study was to determine the prevalence of PRMP, both symptoms and disorders, and PRMP location in children and adolescents as well as the associations with gender, age, and music exposure factors such as type and number of instruments and playing time. This study surveyed 731 children (460 females), aged 7 to 17 years, studying instrumental music in government schools in Perth, Australia. Lifetime and monthly symptoms, monthly disorders (inability to play an instrument as usual), and PRMP location were examined. Chi-squared analyses were used to evaluate associations between gender, age, music exposure, and PRMP outcomes. Logistic regression evaluated the independent association of these potential risk factors with PRMP prevalence and location. RESULTS) Sixty-seven percent of students reported PRMP symptoms at some point, 56% reported them within the last month, and 30% reported an inability to play as usual within the last month. After adjustment for gender and age, the type of instrument played (upper and lower strings, woodwind, and brass) was significantly associated with all PRMP (p<0.005) and playing three instruments was protective against monthly symptoms (OR 0.43, p=0.05). The right (24%) and left (23%) hand/elbow and neck (16%) were the most commonly reported PRMP locations, with females affected significantly more than males Prevalence of PRMP increased with age for neck (p<0.001), mid-back (p=0.007), low back (p<0.001), right hand/elbow (p=0.008), and mouth (p=0.011). PRMP prevalence for the left hand/elbow and right and left shoulders demonstrated high rates across all childhood ages. Odds ratios for the risk of PRMP in different locations varied by instrument played. The high prevalence and location of PRMP are important issues for child and adolescent instrumentalists. Gender, age, and music exposure are associated with PRMP risk and need to be addressed to ensure musicians' personal well-being and musical longevity.

Amidst the Test: The Lived Experience of Teaching "under" No Child Left Behind

ERIC Educational Resources Information Center

Woodward, Barbara Agard

2011-01-01

In this hermeneutic phenomenological inquiry I explore the lived experience of public school teachers teaching amidst the federal law entitled No Child Left Behind. My research question wonders, "What is the lived experience of teaching under the No Child Left Behind Act of 2001 (NCLB)?" My exploration relies heavily upon the work of Ted…

Using No Child Left Behind Waivers to Improve English Language Learner Education

ERIC Educational Resources Information Center

Chang, Theodora

2012-01-01

The No Child Left Behind law fundamentally changed the expectations and data that schools should have for their English language learner students. The landmark 1974 Lau v. Nichols Supreme Court case concluded that students who speak English as a second language have a right to a "meaningful education." But No Child Left Behind--a…

Does the timing of parental migration matter for child growth? A life course study on left-behind children in rural China.

PubMed

Zhang, Nan; Bécares, Laia; Chandola, Tarani

2015-09-25

China's unprecedented internal migration has left 61 million rural children living apart from parents. This study investigates how being left behind is associated with children's growth, by examining children's height and weight trajectories by age, testing the accumulation and critical period life course hypotheses. Data were drawn from five waves of the China Health and Nutrition Survey (CHNS). Multiple cohorts of children under 6 years old from 1997-2009 were examined (N = 2,555). Growth curve models investigated whether height and weight trajectories differ for children who were left behind at different stages of the life course: in early childhood (from ages 0-5 but not afterwards), in later childhood (from ages 6 to 17 only), and in both early and later childhood (from ages 0-5 and from ages 6-17), compared to their peers from intact households. Boys who were left behind at different life stages of childhood differed in height and weight growth compared with boys from intact families. No significant associations were found for girls. As young boys turned into adolescents, those left behind in early childhood tended to have slower height growth and weight gain than their peers from intact households. There was a 2.8 cm difference in the predicted heights of boys who were left behind in early childhood compared to boys from intact households, by the age of 14. Similarly, the difference in weight between the two groups of boys was 5.3 kg by the age of 14. Being left behind during early childhood, as compared to not being left behind, could lead to slower growth rates of height and weight for boys. The life course approach adopted in this study suggests that early childhood is a critical period of children's growth in later life, especially for boys who are left behind. The gender paradox in China, where sons are preferred, but being left behind appears to affect boys more than girls, needs further exploration.

Anterior temporal lobes and hippocampal formations: normative volumetric measurements from MR images in young adults.

PubMed

Jack, C R; Twomey, C K; Zinsmeister, A R; Sharbrough, F W; Petersen, R C; Cascino, G D

1989-08-01

Volumes of the right and left anterior temporal lobes and hippocampal formations were measured from magnetic resonance images in 52 healthy volunteers, aged 20-40 years. Subjects were selected by age, sex, and handedness to evaluate possible effect of these variables. Data were normalized for variation in total intracranial volume between individuals. Right-left asymmetry in the volumes of the anterior temporal lobes and hippocampal formations was a normal finding. The anterior temporal lobe of the non-dominant (right) hemisphere was larger than the left by a small (mean right-left difference, 2.3 cm3) but statistically significant amount (P less than .005) in right-handed subjects. No significant effect of age or sex was seen in normalized right or left anterior temporal lobe volume. The right hippocampal formation was larger than the left for all subjects by a small (mean right-left difference, 0.3 cm3) but statistically significant amount (P less than .001). No effect of age, sex, or handedness was seen in normalized hippocampal formation volumes.

"From Snail Mode to Rocket Ship Mode": Adolescents and Young Adults' Experiences of Returning to Work and School After Hematopoietic Cell Transplantation.

PubMed

Brauer, Eden R; Pieters, Huibrie C; Ganz, Patricia A; Landier, Wendy; Pavlish, Carol; Heilemann, MarySue V

2017-12-01

Resuming normal activities, such as work and school, is an important dimension of psychosocial recovery in cancer survivorship. Minimal data exist regarding adolescents or young adults' experiences of returning to school or work after cancer. The purpose of this study was to explore the processes of resuming work and school among adolescents and young adults after hematopoietic cell transplantation (HCT). In-depth interviews were conducted with 18 adolescents and young adults, who were 15-29 years when they underwent HCT and 6-60 months post-transplant at study enrollment. Interview transcripts were systematically analyzed using Grounded Theory methodology. Participants described the context in which they attempted to return to work or school, specific challenges they faced, and strategies they developed in these environments. Feeling left behind from their peers and their pre-diagnosis selves, participants described "rushing" back to school and work impulsively, taking on too much too quickly while facing overwhelming physical and cognitive demands. Factors motivating this sense of urgency as well as barriers to successful and sustainable reentry in these settings are also addressed. Findings are discussed in the context of important opportunities for clinical management, age-appropriate interventions, and implications for future research. A better understanding of psychosocial late effects, specifically related to school and work trajectories after cancer, is critical to survivorship care for adolescent and young adult cancer survivors.

KSC-04pd0726

NASA Image and Video Library

2004-04-05

KENNEDY SPACE CENTER, FLA. -- At Oscar Patterson Elementary Magnet School in Panama City, Fla., Center Director Jim Kennedy (far left) stands with (left to right) Bay County school board members Johnny Brock and Thelma Rohan, astronaut Sam Durrance and Panama City Commissioner Johnathon Wilson. Kennedy and Durrance and other NASA officials were at the school to share America’s new vision for space exploration with the next generation of explorers. Kennedy is talking with students about our destiny as explorers, NASA’s stepping stone approach to exploring Earth, the Moon, Mars and beyond, how space impacts our lives, and how people and machines rely on each other in space.

M-Mode Echocardiographic Changes in Growing Beagles

PubMed Central

Diez-Prieto, Inmaculada; García-Rodríguez, M Belén; Ríos-Granja, M Angeles; Cano-Rábano, María J; Peña-Penabad, Marina; Pérez-García, Carlos C

2010-01-01

Heart growth in 6 female beagle dogs was measured by using M-mode echocardiography at 4, 7, 10, 13, 17, and 21 mo of age. The same 6 dogs were evaluated throughout the study to establish when cardiac development ends in this breed. The following parameters were measured during systole and diastole: left ventricle posterior wall thickness, interventricular septal thickness, left ventricular internal dimension, left atrial dimension during ventricular systole, aortic root dimension at end diastole, E-point to septal separation, left ventricular preejection period, ejection time of the left ventricular outflow, and time between the cessation and onset of the mitral inflow intervals. The percentage of the left ventricle posterior wall thickening, fractional shortening, ejection fraction, left ventricular end systolic and end-diastolic volumes, ratio of the left atrial dimension to aortic root dimension, and the Tei index of myocardial performance were calculated. The heart rate was measured by cardiac auscultation. The influence of ageing on each echocardiographic parameter and relationships with body weight and surface were studied. Results show that cardiac development in female beagles can be considered finished by the age of 1 y, perhaps as soon as 7 mo. The cardiac indexes studied were unaffected by the age and corporal dimensions, confirming the usefulness of these parameters for evaluating cardiac functionality alterations independent of a dog's age and body weight or surface area. PMID:20122313

A radiographic study estimating age of mandibular third molars by periodontal ligament visibility.

PubMed

Chaudhary, M A; Liversidge, H M

2017-12-01

Visibility of the periodontal ligament of mandibular third molars (M3) has been suggested as a method to estimate age. To assess the accuracy of this method and compare the visibility of the periodontal ligament in the left M3 with the right M3. The sample was archived panoramic dental radiographs of 163 individuals (75 males, 88 females, age 16-53 years) with mature M3's. Reliability was assessed using Kappa. Accuracy was assessed by subtracting chronological age from estimated age for males and females. Stages were cross-tabulated against age stages younger than and at least 18 and 21 years of age. Stages were compared in the left M3 and right M3. Analysis showed excellent intra-observer reliability. Mean difference between estimated and chronological ages was 7.21 years (SD 5.16) for left M3 and 7.69 (SD 6.08) for right M3 in males and 6.87 (SD 5.83) for left M3 and 8.61 (SD 6.58) for right M3 in females. Minimum ages of stages 0 to 2 were younger than previously reported, despite a small sample of individuals younger than 18. The left and right M3 stage differed in 46% of the 85 individuals with readings from both side and estimated age differed from -10.5 to 12.2 years between left and right. Accuracy of this method was between 6 and 8 years with an error of 5 to 6 years. The number of individuals with mature M3 apices younger than 18 years was small. The stage of visibility of the periodontal ligament differed between left and right in almost half of our sample with both teeth present. Our findings question the use of this method to estimate age or to discriminate between age younger and at least 18 years.

Normal reference ranges for left ventricular dimensions in preterm infants.

PubMed

Abushaban, Lulu; Vel, Mariappa Thinakar; Rathinasamy, Jebaraj; Sharma, Prem N

2014-09-01

To establish normal reference ranges for the left ventricular dimensions in preterm infants and their correlation with gestational age, body weight and chronological age. In a prospective study, 268 preterm babies, who fulfilled the criteria for inclusion, were examined in Kuwait during the years (2008-2010). Echocardiograms were performed to measure the left ventricular dimensions on 0-6 day(s) of life and at weekly intervals until they reached 36 weeks. The gestational age was grouped into three: 24-27, 28-31 and 32-35 weeks, and body weight into five: ⩽999, 1,000-1,499, 1,500-1,999, 2,000-2,499 and ≥2,500 grams. The overall group differences were compared for each period of life: 0-6 days, 1-2, 3-4 and ≥5 weeks. The mean gestational age was 29.8 (± 2.38 SD) weeks, ranging between 24 and 35, and the mean body weight 1,479 (± 413 SD) grams, ranging between 588 and 3380. At the first scan (0-6 days of life), all the left ventricular measurements correlated well (P < 0.001) with body weight, and the same was observed with gestational age, except for left ventricular posterior wall thickness at end-systole and end-diastole. A significant gradual increase was noticed in all the dimensions with body weight during each period of life. However, with respect to gestational age, an increase was observed in all the dimensions during first four weeks, but the rate of increase became less after 5 weeks of life. Overall, a progressive and significant increase in all left ventricle measurements was observed during the first nine weeks of life. The left ventricular dimension measurements were found to have significant correlation with both gestational age and body weight. The study also provides reference data, which can be used as normal reference tool for left ventricular dimensions for preterm infants against the gestational age, body weight and chronological age.

BMI, total and abdominal fat distribution, and cardiovascular risk factors in school-age children.

PubMed

Gishti, Olta; Gaillard, Romy; Durmus, Busra; Abrahamse, Marieke; van der Beek, Eline M; Hofman, Albert; Franco, Oscar H; de Jonge, Layla L; Jaddoe, Vincent W V

2015-05-01

More specific total body and abdominal fat mass measures might be stronger associated with cardiovascular risk factors in childhood, than BMI. We examined the independent associations of total and abdominal fat measures with cardiovascular risk factors in school age children. We performed a population-based cohort study among 6,523 children. At the age of 6 y, we measured childhood BMI, and general and abdominal fat mass, using dual-energy X-ray absorptiometry, and ultrasound and cardiovascular risk factors. Conditional on BMI, higher fat mass percentage and abdominal fat mass were associated with higher blood pressure, total- and low-density lipoprotein (LDL)-cholesterol, insulin and c-peptide levels, but with lower left ventricular mass and high-density lipoprotein (HDL)-cholesterol (P values < 0.05). These associations differed between underweight, normal weight, overweight, and obese children. Higher childhood adiposity measures were associated with increased odds of cardiovascular risk factors clustering, with the strongest effect for fat mass percentage (odds ratios: 3.01 (95% confidence interval: 2.67, 3.9). Our results suggest that general and abdominal fat measures are associated with cardiovascular risk factors in childhood, independent from BMI. These measures may provide additional information for identification of children with an adverse cardiovascular profile.

Immersive Virtual Reality to Improve Walking Abilities in Cerebral Palsy: A Pilot Study.

PubMed

Gagliardi, Chiara; Turconi, Anna Carla; Biffi, Emilia; Maghini, Cristina; Marelli, Alessia; Cesareo, Ambra; Diella, Eleonora; Panzeri, Daniele

2018-04-27

Immersive virtual reality (IVR) offers new possibilities to perform treatments in an ecological and interactive environment with multimodal online feedbacks. Sixteen school-aged children (mean age 11 ± 2.4 years) with Bilateral CP-diplegia, attending mainstream schools were recruited for a pilot study in a pre-post treatment experimental design. The intervention was focused on walking competences and endurance and performed by the Gait Real-time Analysis Interactive Lab (GRAIL), an innovative treadmill platform based on IVR. The participants underwent eighteen therapy sessions in 4 weeks. Functional evaluations, instrumental measures including GAIT analysis and parental questionnaire were utilized to assess the treatment effects. Walking pattern (stride length left and right side, respectively p = 0.001 and 0.003; walking speed p = 0.001), endurance (6MWT, p = 0.026), gross motor abilities (GMFM-88, p = 0.041) and most kinematic and kinetic parameters significantly improved after the intervention. The changes were mainly predicted by age and cognitive abilities. The effect could have been due to the possibility of IVR to foster integration of motor/perceptual competences beyond the training of the walking ability, giving a chance of improvement also to older and already treated children.

Left-handedness and language lateralization in children.

PubMed

Szaflarski, Jerzy P; Rajagopal, Akila; Altaye, Mekibib; Byars, Anna W; Jacola, Lisa; Schmithorst, Vincent J; Schapiro, Mark B; Plante, Elena; Holland, Scott K

2012-01-18

This fMRI study investigated the development of language lateralization in left- and righthanded children between 5 and 18 years of age. Twenty-seven left-handed children (17 boys, 10 girls) and 54 age- and gender-matched right-handed children were included. We used functional MRI at 3T and a verb generation task to measure hemispheric language dominance based on either frontal or temporo-parietal regions of interest (ROIs) defined for the entire group and applied on an individual basis. Based on the frontal ROI, in the left-handed group, 23 participants (85%) demonstrated left-hemispheric language lateralization, 3 (11%) demonstrated symmetric activation, and 1 (4%) demonstrated right-hemispheric lateralization. In contrast, 50 (93%) of the right-handed children showed left-hemispheric lateralization and 3 (6%) demonstrated a symmetric activation pattern, while one (2%) demonstrated a right-hemispheric lateralization. The corresponding values for the temporo-parietal ROI for the left-handed children were 18 (67%) left-dominant, 6 (22%) symmetric, 3 (11%) right-dominant and for the right-handed children 49 (91%), 4 (7%), 1 (2%), respectively. Left-hemispheric language lateralization increased with age in both groups but somewhat different lateralization trajectories were observed in girls when compared to boys. The incidence of atypical language lateralization in left-handed children in this study was similar to that reported in adults. We also found similar rates of increase in left-hemispheric language lateralization with age between groups (i.e., independent of handedness) indicating the presence of similar mechanisms for language lateralization in left- and right-handed children. Copyright © 2011 Elsevier B.V. All rights reserved.

Prevalence of refractive errors among school children in gondar town, northwest ethiopia.

PubMed

Yared, Assefa Wolde; Belaynew, Wasie Taye; Destaye, Shiferaw; Ayanaw, Tsegaw; Zelalem, Eshete

2012-10-01

Many children with poor vision due to refractive error remain undiagnosed and perform poorly in school. The situation is worse in the Sub-Saharan Africa, including Ethiopia, and current information is lacking. The objective of this study is to determine the prevalence of refractive error among children enrolled in elementary schools in Gondar town, Ethiopia. This was a cross-sectional study of 1852 students in 8 elementary schools. Subjects were selected by multistage random sampling. The study parameters were visual acuity (VA) evaluation and ocular examination. VA was measured by staff optometrists with the Snellen E-chart while students with subnormal vision were examined using pinhole, retinoscopy evaluation and subjective refraction by ophthalmologists. The study cohort was comprised of 45.8% males and 54.2% females from 8 randomly selected elementary schools with a response rate of 93%. Refractive errors in either eye were present in 174 (9.4%) children. Of these, myopia was diagnosed in 55 (31.6%) children in the right and left eyes followed by hyperopia in 46 (26.4%) and 39 (22.4%) in the right and left eyes respectively. Low myopia was the most common refractive error in 61 (49.2%) and 68 (50%) children for the right and left eyes respectively. Refractive error among children is a common problem in Gondar town and needs to be assessed at every health evaluation of school children for timely treatment.

Review of "Everyone Wins: How Charter Schools Benefit All New York City Public School Students"

ERIC Educational Resources Information Center

McEwan, Patrick J.

2009-01-01

The report examines whether increasing competition from charter schools has a causal effect on the achievement of public school students in New York City, using a three-year longitudinal database of student test scores. As a measure of competition, it considers the percentage of students who left a public school for a charter school in the prior…

Immunisation status and determinants of left-behind children aged 12-72 months in central China.

PubMed

Ni, Z L; Tan, X D; Shao, H Y; Wang, Y

2017-07-01

Many parents move from rural China to urban areas in search of job opportunities, and leave their children behind to be raised by relatives. We aimed to assess the immunisation coverage, including the 1:3:3:3:1 vaccine series (one dose of Bacilli Chalmette-Guérin vaccine; three doses of live attenuated oral poliomyelitis vaccine; three doses of diphtheria, tetanus and pertussis combined; three doses of hepatitis B vaccine; and one dose of measles-containing vaccine), in children aged 12-72 months and identify the determinants of immunisation uptake among left-behind children in Hubei Province, Central China, in 2014. In this cross-sectional study using the World Health Organization's cluster sampling technique, we surveyed 1368 children from 44 villages in 11 districts of Hubei Province. The socio-demographic and vaccination status data were collected by interviewing primary caregivers using a semi-structured questionnaire and reviewing the immunisation cards of the children. Univariate and multivariate analyses were used to identify the determinants of complete vaccination and age-appropriate vaccination. For each dose of the five vaccines, the vaccination coverage in the left-behind and non-left-behind children was >90%; however, the age-appropriate vaccination coverage for each vaccine was lower in left-behind than in non-left-behind children. For the five vaccines, the fully vaccinated rate of left-behind children were lower than those of non-left-behind children (89·1%, 92·7%; P = 0·013) and age-appropriate immunisation rate of left-behind children were lower than those of non-left-behind children (65·7%, 79·9%; P < 0·001). After controlling for potential confounders, we found that the parenting pattern, annual household income and attitude of the primary caregiver towards vaccination significantly influenced the vaccination status of children. Moreover, we noted a relatively high prevalence of delayed vaccination among left-behind children. Hence, we believe that the age-appropriate immunisation coverage rate among left-behind children in rural areas should be further improved by delivering and sustaining primary care services.

Bullying victimization and child sexual abuse among left-behind and non-left-behind children in China.

PubMed

Yan, Li; Zhu, Qianqian; Tu, Xiaowen; Zuo, Xiayun; Yu, Chunyan; Lou, Chaohua; Lian, Qiguo

2018-01-01

Bullying is one of the most important factors associated with child abuse. However, robust tests supporting the assumption that being bullied can contribute to child sexual abuse (CSA) among left-behind children (LBC) remain sparse. This study aims to investigate the association of bullying victimization with CSA among LBC in China. A cross-sectional study was conducted in six middle schools of Sichuan and Anhui province in 2015. The bullying victimization was assessed by seven items from the Revised Olweus Bully/Victim Questionnaire. The experience of CSA was measured by ten items CSA scale with good consistency. A total of 1,030 children met the sampling criteria, including 284 LBC and 746 non-LBC. The prevalence of CSA was 22.89% in LBC and 20.19% in non-LBC ( p  > 0.05). Bullying victimization was related to CSA among both LBC (adjusted Odds Ratio [aOR] = 2.52, 95% CI [1.34-4.73]) and non-LBC (aOR = 2.35, 95% CI [1.58-3.53]). The association between bullying victimization and CSA was much higher among left-behind girls (left-behind girls: aOR = 7.36, 95% CI [2.16-24.99]; non-left-behind girls: aOR = 2.38, 95% CI [1.08-5.27]). Also, LBC of a young age (11-15), children with siblings, living in rural areas and non-traditional family structure who were bullied were more likely to suffer CSA than their non-LBC peers. Bullying victimization is associated with a significant increase in CSA among both LBC and non-LBC. Anti-bullying programs should target vulnerable populations including female LBC and LBC with siblings to reduce the risk of CSA.

Bullying victimization and child sexual abuse among left-behind and non-left-behind children in China

PubMed Central

Yan, Li; Zhu, Qianqian; Tu, Xiaowen; Zuo, Xiayun; Yu, Chunyan; Lou, Chaohua

2018-01-01

Background Bullying is one of the most important factors associated with child abuse. However, robust tests supporting the assumption that being bullied can contribute to child sexual abuse (CSA) among left-behind children (LBC) remain sparse. This study aims to investigate the association of bullying victimization with CSA among LBC in China. Methods A cross-sectional study was conducted in six middle schools of Sichuan and Anhui province in 2015. The bullying victimization was assessed by seven items from the Revised Olweus Bully/Victim Questionnaire. The experience of CSA was measured by ten items CSA scale with good consistency. Results A total of 1,030 children met the sampling criteria, including 284 LBC and 746 non-LBC. The prevalence of CSA was 22.89% in LBC and 20.19% in non-LBC (p > 0.05). Bullying victimization was related to CSA among both LBC (adjusted Odds Ratio [aOR] = 2.52, 95% CI [1.34–4.73]) and non-LBC (aOR = 2.35, 95% CI [1.58–3.53]). The association between bullying victimization and CSA was much higher among left-behind girls (left-behind girls: aOR = 7.36, 95% CI [2.16–24.99]; non-left-behind girls: aOR = 2.38, 95% CI [1.08–5.27]). Also, LBC of a young age (11–15), children with siblings, living in rural areas and non-traditional family structure who were bullied were more likely to suffer CSA than their non-LBC peers. Conclusions Bullying victimization is associated with a significant increase in CSA among both LBC and non-LBC. Anti-bullying programs should target vulnerable populations including female LBC and LBC with siblings to reduce the risk of CSA. PMID:29888125

No Child Left Behind.

ERIC Educational Resources Information Center

Bush, George W.

This blueprint describes President Bush's education plan. Federal block grants are provided to states for schools that establish annual assessments, demand progress, improve poorly-performing schools, create consequences for failure, and protect home and private schools. The "Reading First" initiative gives funds and tools to promote…

Lillie Burney Elementary School

NASA Technical Reports Server (NTRS)

2006-01-01

Mississippi Rep. Percy Watson (left) talks with first-graders Savannah Jones and Levi Meyers, and Astronaut Lee Morin on Sept. 8 during the NASA Explorer School kickoff event at the Lillie Burney Elementary School in Hattiesburg, Miss. NASA Explorer Schools help promote student achievement in mathematics and science through activities using the excitement of NASA research, discoveries and missions.

Study of the Perceptions of Middle School Principals on Teacher Absenteeism within an Urban School District

ERIC Educational Resources Information Center

Seibert, Judy C.

2013-01-01

Nationally, teacher absenteeism has become problematic, in part, as a result of collective bargaining agreements between teachers' unions and school boards. Additionally, teacher absenteeism is increasingly problematic because the No Child Left Behind Act (NCLB) requires schools to meet yearly academic targets in reading and mathematics. The…

Examining the Timing of Educational Changes among Elementary Schools after the Implementation of NCLB

ERIC Educational Resources Information Center

Heck, Ronald H.; Chang, Jana

2017-01-01

Purpose: This article examines the timing of changes of key educational process indicators within three groups of elementary schools after No Child Left Behind (NCLB) implementation--schools that met adequate yearly progress targets consistently, schools that entered restructuring due to prolonged academic failure but failed to exit, and schools…

The Ironies of School Choice: Empowering Parents and Reconceptualizing Public Education

ERIC Educational Resources Information Center

Olson Beal, Heather K.; Hendry, Petra Munro

2012-01-01

School choice policy, especially as embedded in No Child Left Behind, assumes that empowering parents with choice will improve education by holding schools accountable and will reenergize democratic participation in public education. While parents are seen as critical change agents, little research documents how engaging in school choice affects…

Lillie Burney Elementary School

NASA Image and Video Library

2006-09-08

Mississippi Rep. Percy Watson (left) talks with first-graders Savannah Jones and Levi Meyers, and Astronaut Lee Morin on Sept. 8 during the NASA Explorer School kickoff event at the Lillie Burney Elementary School in Hattiesburg, Miss. NASA Explorer Schools help promote student achievement in mathematics and science through activities using the excitement of NASA research, discoveries and missions.

Improving the Implementation and Effectiveness of Out-of-School-Time Tutoring

ERIC Educational Resources Information Center

Heinrich, Carolyn J.; Burch, Patricia; Good, Annalee; Acosta, Rudy; Cheng, Huiping; Dillender, Marcus; Kirshbaum, Christi; Nisar, Hiren; Stewart, Mary

2014-01-01

School districts are spending millions on tutoring outside regular school day hours for economically and academically disadvantaged students in need of extra academic assistance. Under No Child Left Behind (NCLB), parents of children in persistently low-performing schools were allowed to choose their child's tutoring provider, and together with…

Education's Missing Link: How Private School Teachers Approach Evolution

ERIC Educational Resources Information Center

Schulteis, Michael W.

2010-01-01

Over 5 million students and 28,000 schools are consistently marginalized or left out of statistics that describe evolution and science education. Although they are relatively few in number compared with their public school counterparts, the millions of students and hundreds of thousands of teachers in private schools need to be counted in research…

The School Improvement Grant Rollout in America's Great City Schools: School Improvement Grants

ERIC Educational Resources Information Center

Lachlan-Hache, Jonathon; Naik, Manish; Casserly, Michael

2012-01-01

The School Improvement Grant (SIG) program, initially enacted as part of the "No Child Left Behind" amendments to the Elementary and Secondary Education Act, underwent a substantial transformation under the American Recovery and Reinvestment Act of 2009. Under the new program, states identified 2,172 persistently low-achieving schools…

School Shootings in Policy Spotlight

ERIC Educational Resources Information Center

Maxwell, Lesli A.

2006-01-01

The three school shootings that left a principal and six students dead in less than a week have sparked a barrage of pledges from national and state political leaders to tighten campus security. School safety experts urged caution against overreacting to the horrific, but rare, incidents in rural schools in Colorado, Pennsylvania, and Wisconsin.…

A Statewide Collaborative Effort to Create School Leadership that Supports Learning

ERIC Educational Resources Information Center

Waddle, Jerry L.; Murphy, Carole H.

2007-01-01

With the evidence that improved leadership in schools produces increased student learning and with the accountability demands of No Child Left Behind and the Missouri School Improvement Program, it is imperative that school leaders in Missouri be prepared to support student learning at its highest level. Therefore, Missouri has made a substantial…

Out-of-School Immigrant Youth

ERIC Educational Resources Information Center

Hill, Laura E.; Hayes, Joseph M.

2007-01-01

This report examines a little noticed group of Californians: young immigrants not in school and who receive few if any educational services. The authors also observe the federal Migrant Education Program (MEP), charged with helping this group. Using MEP and census data, the authors find that many out-of-school youth work, left school while quite…

"Diverse Providers" in Action: School Restructuring in Hawaii. Education Outlook. No. 8

ERIC Educational Resources Information Center

Hess, Frederick M.; Squire, Juliet P.

2009-01-01

What to do about persistently low-performing schools is a pressing challenge for policymakers and educators across the nation. Schools that fail to make "adequate yearly progress" (AYP) for five consecutive years under No Child Left Behind (NCLB) must be "restructured." The 3,500 schools in the United States currently in…

"Diverse Providers" in Action: School Restructuring in Hawaii. Working Paper 2009-03

ERIC Educational Resources Information Center

Hess, Frederick M.; Squire, Juliet P.

2009-01-01

What to do about persistently low-performing schools is a pressing challenge for policymakers and educators across the nation. Schools that fail to make "adequate yearly progress" (AYP) for five consecutive years under No Child Left Behind (NCLB) must be "restructured". The 3,500 schools in the United States currently in…

Distinct Aging Effects on Functional Networks in Good and Poor Cognitive Performers

PubMed Central

Lee, Annie; Tan, Mingzhen; Qiu, Anqi

2016-01-01

Brain network hubs are susceptible to normal aging processes and disruptions of their functional connectivity are detrimental to decline in cognitive functions in older adults. However, it remains unclear how the functional connectivity of network hubs cope with cognitive heterogeneity in an aging population. This study utilized cognitive and resting-state functional magnetic resonance imaging data, cluster analysis, and graph network analysis to examine age-related alterations in the network hubs’ functional connectivity of good and poor cognitive performers. Our results revealed that poor cognitive performers showed age-dependent disruptions in the functional connectivity of the right insula and posterior cingulate cortex (PCC), while good cognitive performers showed age-related disruptions in the functional connectivity of the left insula and PCC. Additionally, the left PCC had age-related declines in the functional connectivity with the left medial prefrontal cortex (mPFC) and anterior cingulate cortex (ACC). Most interestingly, good cognitive performers showed age-related declines in the functional connectivity of the left insula and PCC with their right homotopic structures. These results may provide insights of neuronal correlates for understanding individual differences in aging. In particular, our study suggests prominent protection roles of the left insula and PCC and bilateral ACC in good performers. PMID:27667972

Lessons Not Taught in Superintendents' School.

ERIC Educational Resources Information Center

Kaufhold, Jack

2003-01-01

Lessons left out of the formal superintendents' education include handling the school board; working with micromanagers; dealing with the once-a-month expert; communicating with parents; and keeping fit. (MLF)

State Test Programs Mushroom as NCLB Mandate Kicks in: Nearly Half of States Are Expanding Their Testing Programs to Additional Grades This School Year to Comply with the Federal No Child Left Behind Act

ERIC Educational Resources Information Center

Olson, Lynn

2005-01-01

Twenty-three states are expanding their testing programs to additional grades this school year to comply with the federal No Child Left Behind Act. In devising the new tests, most states have defied predictions and chosen to go beyond multiple-choice items, by including questions that ask students to construct their own responses. But many state…

State of the Union Address Student Guests

NASA Image and Video Library

2011-01-25

White House Office of Science and Technology Policy Associate Director for Science Carl Wieman, left, talks with West Philadelphia High School student Brandon Ford, left, and Montana Central Catholic High School student Mikayla Nelson at the New Executive Office Building, Tuesday, Jan. 25, 2011 in Washington. The students are all young achievers in science and technology and will be amongst other guests seated in the First Lady’s Box in the U.S. Capitol during the President’s State of the Union Address. Photo Credit: (NASA/Bill Ingalls)

Atypical handedness in mesial temporal lobe epilepsy.

PubMed

Doležalová, Irena; Schachter, Steven; Chrastina, Jan; Hemza, Jan; Hermanová, Markéta; Rektor, Ivan; Pažourková, Marta; Brázdil, Milan

2017-07-01

The main aim of our study was to investigate the handedness of patients with mesial temporal lobe epilepsy (MTLE). We also sought to identify clinical variables that correlated with left-handedness in this population. Handedness (laterality quotient) was assessed in 73 consecutive patients with MTLE associated with unilateral hippocampal sclerosis (HS) using the Edinburgh Handedness Inventory. Associations between right- and left-handedness and clinical variables were investigated. We found that 54 (74.0%) patients were right-handed, and 19 (26%) patients were left-handed. There were 15 (36.6%) left-handed patients with left-sided seizure onset compared to 4 (12.5%) left-handed patients with right-sided seizure onset (p=0.030). Among patients with left-sided MTLE, age at epilepsy onset was significantly correlated with handedness (8years of age [median; min-max 0.5-17] in left-handers versus 15years of age [median; min-max 3-30] in right-handers (p<0.001). Left-sided MTLE is associated with atypical handedness, especially when seizure onset occurs during an active period of brain development, suggesting a bi-hemispheric neuroplastic process for establishing motor dominance in patients with early-onset left-sided MTLE. Copyright © 2017 Elsevier Inc. All rights reserved.

Functional Assessment to Predict Capacity for Work in a Population of School-Leavers with Disabilities

ERIC Educational Resources Information Center

Eagar, Kathy; Green, Janette; Gordon, Robert; Owen, Alan; Masso, Malcolm; Williams, Kathryn

2006-01-01

This study reports on an assessment system for school-leavers with disabilities to identify their capacity for work and the type of transition-to-work programme best suited to each person. Participants were 1,556 high school students in four cohorts who left school between 1999 and 2002. Each school-leaver was assessed by rehabilitation…

The Fair Labor Standards Act in American Schools: A Guide for School Officials

ERIC Educational Resources Information Center

Dishman, Mike L.; Murphy, Daniel Robert

2006-01-01

With the possible exception of No Child Left Behind, no federal law has posed a greater compliance challenge to public school districts in the past ten years than the Fair Labor Standards Act. Unfamiliarity with the Act and its application in the school environment has resulted in millions of dollars in payment of settlements to school district…

The Impact of Physical Activity on Academics in English Classes at the Junior High School Level

ERIC Educational Resources Information Center

Helgeson, John L., Jr.

2013-01-01

The pressure educators, schools, and school districts face with meeting Adequate Yearly Progress on state assessments as a result of the No Child Left Behind Act has made some schools and school district reduce class offerings and time for subjects not considered core subjects. In addition, the rising obesity rates in students have prompted…

A Study of African American Male Students' Academic Achievement and School Attitude in an Urban Elementary School

ERIC Educational Resources Information Center

Mohamed, Roslyn J. F. Billy

2013-01-01

With the signing of the No Child Left Behind Act in 2001, much emphasis has been placed on the accountability of schools and school districts to ensure higher academic achievement of all students. The achievement gap remains among African American male students in urban school districts. This purposed quantitative study explored the relationship…

The Improving Literacy through School Libraries Program of "No Child Left Behind": Tips for Writing a Winning Grant Proposal. ERIC Digest.

ERIC Educational Resources Information Center

Mardis, Marcia A.

This ERIC Digest is intended to help eligible school library personnel write an effective proposal for the "Improving Literacy Through School Libraries" (LSL) grant program, which provides funding for high-need K-12 school library programs to improve reading achievement by providing students with increased access to school library…

The Impact of Bullying on School Performance in Six Selected Schools in South Carolina

ERIC Educational Resources Information Center

Cooper, Stephanie A.

2011-01-01

The nation's K-12 schools are faced with numerous critical challenges, such as elevating academic achievement, and meeting No Child Left Behind state standards (Kowalski et al., 2008). But bullying in schools is becoming one of the most challenging issues that school personnel are encountering. In a Stanford University, study it was revealed that…

Father's Migration and Leaving the Parental Home in Rural Mozambique

PubMed Central

Chae, Sophia; Hayford, Sarah R.; Agadjanian, Victor

2016-01-01

Migration is an increasingly common demographic phenomenon and has important implications for the well-being of family members left behind. Although extensive research has examined the impact of parental labor migration on school-age children, less is known about its effect on adolescents. In this study, the authors used longitudinal survey data collected in rural Mozambique (N = 515) to assess the association between father's migration and adolescent children's leaving the parental home, an important component of the transition to adulthood. The results showed that father's migration delays home-leaving for adolescent girls and that these effects are not mediated by school enrollment. The results for boys were inconclusive. The authors also found that remittances and longer durations of paternal migration were negatively associated with the transition out of the home. On the basis of the findings, they argue that father's migration delays girls’ marriage. PMID:27499554

“Markings” of a Class

PubMed Central

Mather, James M.; Anderson, Donald O.; Cox, Albert R.; Williams, Donald H.

1965-01-01

In 1954 the first class in medicine graduated from the University of British Columbia. This class of 57 men and three women left a statistical trail behind them which began before they entered medical school, and which now has extended 10 years into their professional postgraduate careers. This first class was made up largely of British Columbians of older age than subsequent classes. The overall achievement and aptitude of the class was high, as measured by premedical grades, intelligence tests and Medical College Admission Test scores. Interest tests at the time of admission indicated that the members of the class had major interest levels in the fields of science and social service or humanitarianism. The subsequent medical school performance of the class was exceptional. Of the class, 63.4% interned in teaching hospitals. By 1964 only 53.4% of the graduates were engaged in general practice. Most of the graduates are now practising in British Columbia. PMID:14278023

Increasing Left and Right Brain Communication to Improve Learning for Tenth Grade Students in a Public School

ERIC Educational Resources Information Center

Richardson, Jennifer J.

2011-01-01

The purpose of this exploratory correlation research study was to determine if students who engaged in exercises designed to increase left and right brain hemisphere connections would score higher on identical tests than those who did not perform the exercises. Because the 2001 No Child Left Behind Act requires students to reach benchmarks of…

Two cases of the double inferior venae cavae.

PubMed

Yano, R; Hayakawa, D; Emura, S; Chen, H; Ozawa, Y; Taguchi, H; Shoumura, S

2000-10-01

Two cases of the double inferior venae cavae (IVC) were found during the student dissection practice in 1997 in Gifu University School of Medicine. On the first case (70-year-old male), the calibers of the right and left IVC were 15 mm and 13 mm, respectively. An anastomosis (4-mm caliber) ran obliquely from the left internal iliac vein to the right IVC. On the second case (86-year-old male), the calibers of the right and left IVC were 15 mm and 10 mm, respectively. We found no anastomosis between the right and left IVC. Each IVC was observed behind the ureter. Both cases belong to Type BC of the classification of McClure and Butler (1925), that is based on the combinations of the right and left IVC, and on their location to the ureters. Both cases also belong to Type II-b-2 of the classification of Takemoto et al. (1978), that is based on the calibers of the right and left IVC and on the running course of the interiliac vein. These are the first and second cases among 808 cadavers in Gifu University School of Medicine and the 93rd and 94th cases in Japan since 1901.

Left-handedness and neurotic disturbances in adult urban population.

PubMed

Milenković, Sanja; Brkić, Milica; Belojević, Goran

2013-01-01

Controversial results on the relationship between the left-handedness and neurotic disturbances have been obtained in so far investigations. The aim of this study was to investigate the link between the left-handedness and neurotic disturbances in an adult urban population. A cross-sectional study was performed on 1,202 adult residents of the Stari Grad municipality in Belgrade, out of which 401 were males (33.4%) and 801 were females (66.6%). A questionnaire was used as an investigation instrument, with questions concerning age, gender, writing hand and neurotic disturbances: tension, agressiveness, anger, nervousness, weepiness and seclusion. Left-handedness was found in 60 subjects (5%) and it was statistically more frequent in males (7.7%) compared to females (3.6%) (p = 0.003). A decreasing trend of proportion of left-handed males was found in relation to aging. In the age group 18 to 39 years, agressiveness, as a specific neurotic disturbance, was significantly more frequent in left-handed males in comparison to right-handers (p = 0.035). In the age group 40 to 59 years, neurotic disturbances were more common among left-handed males compared to right-handers (p = 0.030).There were no significant diferences in the proportion of neurotic disturbances between the left-handed and the right-handed females. From a public health point of view, left-handed men may be regarded as a relatively vulnerable population category concerning mental health.

Prevalence of stuttering in primary school children in Cairo-Egypt.

PubMed

Abou Ella, Mahmoud; Saleh, Marwa; Habil, Ihab; El Sawy, Mohammed; El Assal, Lamia

2015-01-01

To determine the prevalence of stuttering among primary school children in Cairo. A cross-sectional design was employed. Using a multi-stage random sample from 10 schools in Cairo, a total of 8765 primary school students were enrolled in the study. The teacher referring method was initially used to detect stuttering students, which was then confirmed by a Speech Language Pathologist (SLP) using Diagnostic and Statistical Manual for Mental Disorders-Fourth Edition (DSM-IV) criteria. Personal data were collected for all students and separate questionnaires were administered to the parents of each stuttering child, inquiring about consanguinity, family history, presence of other disorders and family attitudes towards the child. Prevalence of stuttering among primary school children in Cairo was 1.03%. The prevalence of stuttering showed a declining trend in the older age group. Stuttering was 7-fold more prevalent among left-handed students. Males had a higher prevalence of stuttering, but didn't reach statistical significance. Anxiety was expressed in 25% of the families of affected children. Positive family history was found in 28% of cases, mainly among first-degree relatives. The current study showed a prevalence of stuttering comparable to other areas of the world with some evidence of hereditary background, although lower than that reported by other studies.

Left behind and left out: The impact of the school environment on young people with continence problems.

PubMed

Whale, Katie; Cramer, Helen; Joinson, Carol

2018-05-01

To explore the impact of the secondary school environment on young people with continence problems. In-depth qualitative semi-structured interviews. We interviewed 20 young people aged 11-19 years (11 female and nine male) with continence problems (daytime wetting, bedwetting, and/or soiling). Interviews were conducted by Skype (n = 11) and telephone (n = 9). Transcripts were analysed using inductive thematic analysis. We generated five main themes: (1) Boundaries of disclosure: friends and teachers; (2) Social consequences of avoidance and deceit; (3) Strict and oblivious gatekeepers; (4) Intimate actions in public spaces; and (5) Interrupted learning. Disclosure of continence problems at school to both friends and teachers was rare, due to the perceived stigma and fears of bullying and social isolation. The lack of disclosure to teachers and other school staff, such as pastoral care staff, creates challenges in how best to support these young people. Young people with continence problems require unrestricted access to private and adequate toilet facilities during the school day. There is a need for inclusive toilet access policies and improved toilet standards in schools. Addressing the challenges faced by young people with continence problems at school could help to remove the barriers to successful self-management of their symptoms. It is particularly concerning that young people with continence problems are at higher risk of academic underachievement. Increased support at school is needed to enable young people with continence problems to achieve their academic potential. Statement of Contribution What is already known on this subject? Continence problems are among the most common paediatric health problems Self-management of continence problems requires a structured schedule of fluid intake and bladder emptying Inadequate toilet facilities and restricted access make it difficult for young people to manage their incontinence What does this study add? Improvement is needed in teacher understanding of the needs of young people with continence problems Young people are reluctant to disclose continence problems due to perceived stigma and fear of social isolation Young people with continence problems may be at increased risk of academic underachievement. © 2017 The Authors. British Journal of Health Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

School Improvement Planning and Student Achievement: A Case Study for Best Practices in School and District Leadership

ERIC Educational Resources Information Center

Napoleone, Antonio

2012-01-01

Across the nation, 48% of schools have failed to meet No Child Left Behind's testing targets (Center of Education Policy, 2011). In 2011, more schools had not made Adequate Yearly Progress (AYP) than in any previous year, according to stateby-state data for the 2011 school year. Out of a total of 980 schools 461, or 47%, did not make AYP in…

43 CFR 26.5 - Administrative requirements.

Code of Federal Regulations, 2012 CFR

2012-10-01

..., disadvantaged, non-public school youth, and youth having left school before graduation; (2) That selections will be made on a random basis, without consideration of race, creed, religion, or national origin. Each...

43 CFR 26.5 - Administrative requirements.

Code of Federal Regulations, 2013 CFR

2013-10-01

..., disadvantaged, non-public school youth, and youth having left school before graduation; (2) That selections will be made on a random basis, without consideration of race, creed, religion, or national origin. Each...

43 CFR 26.5 - Administrative requirements.

Code of Federal Regulations, 2014 CFR

2014-10-01

..., disadvantaged, non-public school youth, and youth having left school before graduation; (2) That selections will be made on a random basis, without consideration of race, creed, religion, or national origin. Each...

[School meals: planning, production, distribution, and adequacy].

PubMed

Issa, Raquel Carvalho; Moraes, Letícia Freitas; Francisco, Raquel Rocha Jabour; dos Santos, Luana Caroline; dos Anjos, Adriana Fernandez Versiani; Pereira, Simone Cardoso Lisboa

2014-02-01

To evaluate the planning, production, distribution, and nutritional adequacy of meals served at city schools. This descriptive cross-sectional study was conducted between March 2011 and April 2012 and included a representative sample (n = 42 schools) of extended shift city schools from Belo Horizonte, Minas Gerais, Brazil. Five meals from each school were randomly selected and analyzed by direct weighing. Production indicators and nutritional adequacy were evaluated in contrast to the recommendations of the city food security bureau and the Brazilian National Program of School Meals (PNAE). Seventy-nine percent of the analyzed meals did not meet the recommendations of the city food security bureau. The rate of waste (food left on plates) was acceptable at 4,90%, but the rates of cooked and not served food (7,06%) and counter leftovers (5,30%) were high. Both the city planned meals and the meals served in the schools were nutritionally inadequate in terms of the PNAE, particularly for children aged 11-15 years. There was a relationship between consumption by school staff and the amount of food that was cooked (r = 0.353; P < 0.001) and the rate of cooked and not served food (r = 0.138; P = 0.045). Waste was positively correlated with the rate of counter leftovers (r = 0.145; P = 0.035), and inversely correlated with fiber intake (r = -0.143; P = 0.038). The results indicate the importance of monitoring the planning, production, and distribution of school meals and of food and nutrition education in order to improve the quality of food and to reduce waste in schools.

Altered Function of Ventrolateral Prefrontal Cortex in Adolescents with Peer Verbal Abuse History

PubMed Central

Lee, Sang Won; Choi, Jeewook; Lee, Jong-Sun; Yoo, Jae Hyun; Kim, Ko Woon; Kim, Dongchan; Park, HyunWook

2017-01-01

Objective Previous studies showing the association of exposure to peer (PeVA) and parental verbal abuse in childhood with structural alterations in the young adult brain suggest functional changes in adolescence. In this functional MRI study, we investigated the effects of exposure to PeVA, during elementary and middle school periods, on brain response to emotional words, in high school students. Methods An emotional Stroop task consisting of swear, negative, positive, and neutral words was performed during functional MRI scan for 23 subjects who were divided into low- and high exposure groups to PeVA. Results High-PeVA group had a higher depression score, greater left ventrolateral prefrontal cortex (VLPFC) activity, and higher left VLPFC-left hippocampus connectivity in swear word conditions. The VLPFC activity and left VLPFC-left hippocampus connectivity was negatively related to the severity of anxiety and depressive symptoms, respectively. Conclusion These preliminary findings support the hypothesis that exposure to PeVA, during childhood, is an aversive stimulus associated with meaningful functional change in emotional regulation network, showing hypersensitivity to swear words, at middle adolescence. PMID:28845171

Altered Function of Ventrolateral Prefrontal Cortex in Adolescents with Peer Verbal Abuse History.

PubMed

Lee, Sang Won; Choi, Jeewook; Lee, Jong-Sun; Yoo, Jae Hyun; Kim, Ko Woon; Kim, Dongchan; Park, HyunWook; Jeong, Bumseok

2017-07-01

Previous studies showing the association of exposure to peer (PeVA) and parental verbal abuse in childhood with structural alterations in the young adult brain suggest functional changes in adolescence. In this functional MRI study, we investigated the effects of exposure to PeVA, during elementary and middle school periods, on brain response to emotional words, in high school students. An emotional Stroop task consisting of swear, negative, positive, and neutral words was performed during functional MRI scan for 23 subjects who were divided into low- and high exposure groups to PeVA. High-PeVA group had a higher depression score, greater left ventrolateral prefrontal cortex (VLPFC) activity, and higher left VLPFC-left hippocampus connectivity in swear word conditions. The VLPFC activity and left VLPFC-left hippocampus connectivity was negatively related to the severity of anxiety and depressive symptoms, respectively. These preliminary findings support the hypothesis that exposure to PeVA, during childhood, is an aversive stimulus associated with meaningful functional change in emotional regulation network, showing hypersensitivity to swear words, at middle adolescence.

Tremor in School-Aged Children: A Cross-Sectional Study of Tremor in 819 Boys and Girls in Burgos, Spain

PubMed Central

Louis, Elan D.; Cubo, Esther; Trejo-Gabriel-Galán, José M.; Villaverde, Vanesa Ausín; Benito, Vanesa Delgado; Velasco, Sara Sáez; Vicente, Jesús Macarrón; Guevara, José Cordero; Benito-León, Julián

2011-01-01

Background Mild hand tremor occurs in most normal adults. There are no surveys of the prevalence or clinical correlates of such tremor among children. Methods A cross-sectional study of tics, tremor and other neurological disorders was conducted in Spanish children; thus, 819 schoolchildren in Burgos, Spain, drew Archimedes spirals with each hand. Tremor in spirals was rated (0–2) by a blinded neurologist and an overall tremor rating (0–4) was assigned. Results The mean age was 10.9 ± 3.1 years. A tremor rating of 1 (mild tremor) was present in either hand in 424 (51.7%) children, and in both hands in 88 (10.7%) children. Higher tremor ratings were very uncommon. The overall tremor rating was higher in boys than girls (1.31 ± 0.41 vs. 1.22 ± 0.34, p = 0.002) and correlated weakly yet significantly with age (ρ = 0.09, p = 0.01). Within subjects, the left hand spiral rating was greater than the right (p < 0.001). Conclusions In this cross-sectional study of 819 Spanish schoolchildren, mild tremor was commonly observed. As in adults, males had more tremor than females, tremor scores increased with age, and tremor scores were higher in the left than right arm, demonstrating that these clinical correlations seem to be more broadly generalizable to children. The functional significance of tremor in children, particularly as it relates to handwriting proficiency, deserves additional scrutiny. Copyright © 2011 S. Karger AG, Basel PMID:21894047

School-Wide Positive Behavior Support: Effects on Pennsylvania High School Achievement, Discipline, and Climate

ERIC Educational Resources Information Center

Fox, Jon David

2013-01-01

Teachers and administrators are faced with managing the behaviors of students while preparing for the high stakes testing associated with the No Child Left Behind Act. One program that has demonstrated positive results at the elementary and middle school level is the school-wide positive behavior support model (SWPBS). Limited research is…

One School's Approach to No Child Left Behind

ERIC Educational Resources Information Center

Shibley, Ivan A.

2005-01-01

The NO VACANCY sign has been hanging out at the Columbia-Montour Area Vocational-Technical School (CMAVTS) for the past several years. A variety of reasons may have contributed to the building being at full capacity. A new administrative director, Steve Walk, was hired in 1999 to change the image of the school. Since his arrival, High Schools That…

The Impact of Formative Assessment on Students in a High Achieving Middle School

ERIC Educational Resources Information Center

Toungette, William Thomas

2012-01-01

With the passage of the No Child Left Behind mandate, school systems clamored to ensure that all students showed academic growth. For schools with a high-achieving population, this could be a daunting task. This analysis examined the impact formative assessment had on student achievement in a high-achieving, middle school by measuring three…

Informing or Shaping Public Opinion? The Influence of School Accountability Data Format on Public Perceptions of School Quality

ERIC Educational Resources Information Center

Jacobsen, Rebecca; Snyder, Jeffrey W.; Saultz, Andrew

2014-01-01

The 2001 No Child Left Behind Act requires local education agencies to publicly disseminate school performance data. In response, districts and state departments of education have created "school report cards" that vary widely. While data dissemination policies can improve institutional legitimacy and ensure ongoing support, we suggest…

Training for Tragedy: Critical Challenges for School Psychologists

ERIC Educational Resources Information Center

DeNisco, Alison

2013-01-01

School psychologists are often the first professionals to reach students with mental illness, and part of their role is to help identify threats that can lead to events such as the massacre at Sandy Hook Elementary School in Newtown, Conn., which left 20 children and six adults dead, including school psychologist Mary Sherlach, who was one of the…

A Toy Clinic Shop: Innovation Management in a Shin-Tai Elementary School

ERIC Educational Resources Information Center

Hong, Jon-Chao; Hwang, Ming-Yueh; Liang, Hwey-Wen; Chang, Hsin-Wu

2008-01-01

In Taiwan there is a declining birth rate and a dramatic increase in the elderly population. There is also the trend of using school space that would otherwise be left unused. The experimental project "Toy Clinic Shop in Elementary School" offers an innovative management model for elementary schools to address these developments. The…

Who Governs Now? Takeovers, Portfolios, and School District Governance. Working Paper #52

ERIC Educational Resources Information Center

Mason, Mary L.; Reckhow, Sarah

2016-01-01

State takeovers were an infrequently applied strategy to address the problems of financially and academically troubled schools for many decades. Although 23 states had the right to take over individual schools and No Child Left Behind (NCLB) required states to address persistently low-achieving schools, only five states had exercised their power…

Who's Left Behind? Immigrant Children in High and Low LEP Schools

ERIC Educational Resources Information Center

Cosentino de Cohen, Clemencia; Deterding, Nicole; Clewell, Beatriz Chu

2005-01-01

Using data collected in the 1999-2000 Schools and Staffing Survey (SASS), this report studies the characteristics of schools serving immigrant children at the time of NCLB's passage. As SASS lacks a measure of immigration status among school children, this analysis uses English language proficiency level (or LEP status) as a proxy for immigrant…

Accountability and Pennsylvania High Schools: Using a Value-Added Model to Identify, Quantify, and Track School Improvement

ERIC Educational Resources Information Center

Davies, Todd Matthew

2012-01-01

This dissertation investigates the prevailing No Child Left Behind (NCLB) mandate as an effective platform to improve schools. The data compiled for use in this study represented 426 high schools in Pennsylvania and were retrieved from publicly accessible, state-sponsored sources. The statistical methodologies from the Pennsylvania Value-Added…

Addressing Elementary School Teachers' Professional Stressors: Practical Suggestions for Schools and Administrators

ERIC Educational Resources Information Center

Stauffer, Sarah D.; Mason, Erin C. M.

2013-01-01

Purpose: Given the preponderance of education reform since the No Child Left Behind Act (U.S. Department of Education, 2001), reform efforts have shaped the nature of the work and culture in schools. The emphasis on standardized testing to determine schools' status and student performance, among other factors, has generated stress, particularly…

Intersections between School Reform, the Arts, and Special Education: The Children Left Behind

ERIC Educational Resources Information Center

Hourigan, Ryan M.

2014-01-01

Arts education and special education within public schools have faced similar challenges in the wake of school reform. Services and programming have been reduced, leaving a larger gap in resources and accessibility. Because of loopholes in policy, new reform initiatives such as vouchers and charter schools will continue to marginalize students…

Early Implementation of Public Single-Sex Schools: Perceptions and Characteristics

ERIC Educational Resources Information Center

Riordan, Cornelius; Faddis, Bonnie J.; Beam, Margaret; Seager, Andrew; Tanney, Adam; DiBiase, Rebecca; Ruffin, Monya; Valentine, Jeffrey

2008-01-01

Although for most of the nation's history, coeducation has been the norm in public elementary and secondary school, recent years have marked an increasing interest in public single-sex education. The No Child Left Behind Act of 2001 (NCLB) authorized school districts to use local or innovative program funds to offer single-sex schools and…

"We Felt They Took the Heart out of the Community": Examining a Community-Based Response to Urban School Closure

ERIC Educational Resources Information Center

Green, Terrance L.

2017-01-01

Massive school closures are occurring in urban school districts across the United States. Research suggests that school closures are the outcome of racialized neoliberal policies and decades of disinvestment that have left many urban districts with fiscal deficits and declining student enrollments. However, some urban communities have successfully…

Bolden at Aviation High School

NASA Image and Video Library

2013-01-16

Chris Lu (third from left), a student at Aviation High School, asks a question at a lunch and learn session with NASA Administrator Charles Bolden, Tuesday, Jan. 15, 2013 in Des Moines, WA. Aviation High School is a college preparatory aviation- and aerospace-themed school and a premier school of choice for science, technology, engineering and math (STEM) in the Pacific Northwest. Photo Credit: (NASA/Carla Cioffi)

Exploring the Impact of Career Mentoring on High School Dropout: A Qualitative Phenomenological Investigation

ERIC Educational Resources Information Center

Raffington Ameir, Caroline

2012-01-01

According to Department of Education reports on public high school dropout rates for 2009, a national average of 44.3% of dropouts left their secondary school education in the 11th and 12th grades. The majority of school dropouts attributed the reason for dropping out of school to boredom. High social and economic costs associated with dropping…

A Case Study of Two Chicago Suburban High Schools: Practices to Avoid a School Shooting

ERIC Educational Resources Information Center

Connelly, Kevin G.

2017-01-01

Throughout 2015, there have been 52 school shootings within the United States that have left 30 individuals dead and another 53 injured (Reuters-USA, 2015). Since Friday, December 14, 2012, the date of the Sandy Hook Elementary School shooting, in which 26 people lost their lives, there has been on average one school shooting per week. It is…

Sixty Years after "Brown v. Board of Education": Legal and Policy Fictions in School Desegregation, the Individuals with Disabilities Education Act, and No Child Left Behind

ERIC Educational Resources Information Center

Walker, Brenda L. Townsend

2014-01-01

The "Brown v. Board of Education" (1954) Supreme Court decision ruled that segregated schools were unequal and unconstitutional. Since Brown's ruling, scholars have questioned whether African American children have benefitted from school desegregation and subsequent school reform initiatives. In spite of several post-Brown school reform…

An Analysis of the Academic Achievement of Urban and Rural Low-Socioeconomic Status Tennessee Public Schools

ERIC Educational Resources Information Center

Crow, Johnny

2010-01-01

Comparing a small, rural school with sometimes less than 100 students to a massive inner-city school with greater than 2,500 students is crude and untenable. There are simply too many variables. Nonetheless, the No Child Left Behind Act treats these two very different schools the same. When urban and rural schools cannot meet AYP or highly…

Withholding response in the face of a smile: age-related differences in prefrontal sensitivity to Nogo cues following happy and angry faces.

PubMed

Todd, Rebecca M; Lee, Wayne; Evans, Jennifer W; Lewis, Marc D; Taylor, Margot J

2012-07-01

The modulation of control processes by stimulus salience, as well as associated neural activation, changes over development. We investigated age-related differences in the influence of facial emotion on brain activation when an action had to be withheld, focusing on a developmental period characterized by rapid social-emotional and cognitive change. Groups of kindergarten and young school-aged children and a group of young adults performed a modified Go/Nogo task. Response cues were preceded by happy or angry faces. After controlling for task performance, left orbitofrontal regions discriminated trials with happy vs. angry faces in children but not in adults when a response was withheld, and this effect decreased parametrically with age group. Age-related changes in prefrontal responsiveness to facial expression were not observed when an action was required, nor did this region show age-related activation changes with the demand to withhold a response in general. Such results reveal age-related differences in prefrontal activation that are specific to stimulus valence and depend on the action required. Copyright © 2012 Elsevier Ltd. All rights reserved.

Scapegoating Public Schools

ERIC Educational Resources Information Center

Shaker, Paul S.; Heilman, Elizabeth E.

2008-01-01

In their popular explanation of No Child Left Behind, journalists and other public voices claim that unruly and inefficient public schools are being brought under the control of effective central authorities by scientific, test-driven accountability. Other popular themes of reform in media include mayoral control of schools, non-educators as…

Rehabilitative potentialities and successes of aphasia therapy in children and young people after cerebrotraumatic lesions (author's transl).

PubMed

Emich, I F

1980-08-01

Novel verbal and nonverbal therapeutic techniques are described by means of examples. The aphasic clients range from preschool and school children to young people up to the age of 18. Identification and evaluation of main interest areas enabled individualised combinations of therapeutic measure as well as novel play and/or work situations to be developed, which also involved technical devices: animal voice imitation, play telephone, normal telephone, typewriter, electronic pocket calculator, magic screen, keyed instruments (toy piano, etc.). Rhythmically stressed and "sports" speech training (revolving disc, indoor bicycle, "jouk" sport), hydrotherapy, horseback riding, swimming. Age-adapted conversation, storytelling, motivation through joy and success ("circulus hortativus"), music therapy. Even in cases of extremely delayed treatment, advances may be achieved. Special hints: shorthand therapy, pseudo-phenomena, cotherapy, conversion of right-handed to left.

Reduced corticomotor excitability and motor skills development in children born preterm

PubMed Central

Pitcher, Julia B; Schneider, Luke A; Burns, Nicholas R; Drysdale, John L; Higgins, Ryan D; Ridding, Michael C; Nettelbeck, Theodore J; Haslam, Ross R; Robinson, Jeffrey S

2012-01-01

The mechanisms underlying the altered neurodevelopment commonly experienced by children born preterm, but without brain lesions, remain unknown. While individuals born the earliest are at most risk, late preterm children also experience significant motor, cognitive and behavioural dysfunction from school age, and reduced income and educational attainment in adulthood. We used transcranial magnetic stimulation and functional assessments to examine corticomotor development in 151 children without cerebral palsy, aged 10–13 years and born after gestations of 25–41 completed weeks. We hypothesized that motor cortex and corticospinal development are altered in preterm children, which underpins at least some of their motor dysfunction. We report for the first time that every week of reduced gestation is associated with a reduction in corticomotor excitability that remains evident in late childhood. This reduced excitability was associated with poorer motor skill development, particularly manual dexterity. However, child adiposity, sex and socio-economic factors regarding the child's home environment soon after birth were also powerful influences on development of motor skills. Preterm birth was also associated with reduced left hemisphere lateralization, but without increasing the likelihood of being left handed per se. These corticomotor findings have implications for normal motor development, but also raise questions regarding possible longer term consequences of preterm birth on motor function. PMID:22966161

Developmental differences in the neural correlates of relational encoding and recall in children: An event-related fMRI study

PubMed Central

Güler, O. Evren; Thomas, Kathleen M.

2012-01-01

Despite vast knowledge on the behavioral processes mediating the development of episodic memory, little is known about the neural mechanisms underlying these changes. We used event-related fMRI to examine the neural correlates of both encoding and recall processes during an episodic memory task in two different groups of school age children (8–9 & 12–13 years). The memory task was composed of an encoding phase in which children were presented with a series of unrelated pictorial pairs, and a retrieval phase during which one of these items acted as a cue to prompt recall of the paired item. Age-related differences in activations were observed for both encoding and recall. Younger children recruited additional regions in the right dorsolateral prefrontal and right temporal cortex compared to older children during successful encoding of the pairs. During successful recall, older children recruited additional regions in the left ventrolateral prefrontal and left inferior parietal cortex compared to younger children. The results suggest that the prefrontal cortex contributes to not only the formation of memories but also access to them, and this contribution changes with development. The protracted development of the prefrontal cortex has implications for our understanding of the development of episodic memory. PMID:22884992

Rural Left-behind Children's Academic Psychology in Western China and the School Management Countermeasures

ERIC Educational Resources Information Center

Yao, Jihai; Mao, Yaqing

2008-01-01

Left-behind children refer to those left behind by parents working away from home and taken care of by only one of the parents or relatives because one or both of the parents go out to work in the city. By using questionnaires, this study involves 8,627 rural pupils chosen from 10 provinces to examine academic psychological characteristics,…

Was Kindergarten Left Behind? Examining US Kindergarten as the New First Grade in the Wake of "No Child Left Behind"

ERIC Educational Resources Information Center

Repko-Erwin, Melia E.

2017-01-01

Since the passage of "No Child Left Behind" (NCLB) in 2001, public schools in the United States have witnessed an influx of reforms intended to elevate students' academic standing in a global economy. The unprecedented federal involvement in education resulting from the passage of NCLB has propelled a nationwide movement to standardize…

Listening to Teachers: Classroom Realities and No Child Left Behind

ERIC Educational Resources Information Center

Sunderman, Gail L.; Tracey, Christopher A.; Kim, Jimmy; Orfield, Gary

2004-01-01

This document reports on the findings from the "No Child Left Behind: The Teacher's Voice" survey, which grew out of the national study on the No Child Left Behind Act of 2001 (NCLB). Since there is much in NCLB that is aimed at teachers, the authors wanted to know what teachers think about the law and how they, and their schools, are…

Cortical Reorganization of Language Functioning Following Perinatal Left MCA Stroke

ERIC Educational Resources Information Center

Tillema, Jan-Mendelt; Byars, Anna W.; Jacola, Lisa M.; Schapiro, Mark B.; Schmithorst, Vince J.; Szaflarski, Jerzy P.; Holland, Scott K.

2008-01-01

Objective: Functional MRI was used to determine differences in patterns of cortical activation between children who suffered perinatal left middle cerebral artery (MCA) stroke and healthy children performing a silent verb generation task. Methods: Ten children with prior perinatal left MCA stroke (age 6-16 years) and ten healthy age matched…

Prevalence of Refractive Errors Among School Children in Gondar Town, Northwest Ethiopia

PubMed Central

Yared, Assefa Wolde; Belaynew, Wasie Taye; Destaye, Shiferaw; Ayanaw, Tsegaw; Zelalem, Eshete

2012-01-01

Purpose: Many children with poor vision due to refractive error remain undiagnosed and perform poorly in school. The situation is worse in the Sub-Saharan Africa, including Ethiopia, and current information is lacking. The objective of this study is to determine the prevalence of refractive error among children enrolled in elementary schools in Gondar town, Ethiopia. Materials and Methods: This was a cross-sectional study of 1852 students in 8 elementary schools. Subjects were selected by multistage random sampling. The study parameters were visual acuity (VA) evaluation and ocular examination. VA was measured by staff optometrists with the Snellen E-chart while students with subnormal vision were examined using pinhole, retinoscopy evaluation and subjective refraction by ophthalmologists. Results: The study cohort was comprised of 45.8% males and 54.2% females from 8 randomly selected elementary schools with a response rate of 93%. Refractive errors in either eye were present in 174 (9.4%) children. Of these, myopia was diagnosed in 55 (31.6%) children in the right and left eyes followed by hyperopia in 46 (26.4%) and 39 (22.4%) in the right and left eyes respectively. Low myopia was the most common refractive error in 61 (49.2%) and 68 (50%) children for the right and left eyes respectively. Conclusions: Refractive error among children is a common problem in Gondar town and needs to be assessed at every health evaluation of school children for timely treatment. PMID:23248538

Sex, Age, and Cognitive Correlates of Asymmetries in Thickness of the Cortical Mantle Across the Life Span

PubMed Central

Plessen, Kerstin J.; Hugdahl, Kenneth; Bansal, Ravi; Hao, Xuejun

2014-01-01

We assessed the correlations of age, sex, and cognitive performance with measures of asymmetry in cortical thickness on high-resolution MRIs in 215 healthy human children and adults, 7–59 years of age. A left > right asymmetry in thickness of the cortical mantle was present throughout the entire lateral, dorsal, and mesial surfaces of the frontal lobe, extending into primary sensory, superior parietal, and anterior superior temporal cortices. A right > left asymmetry was present in the lateral, mesial, and dorsal surfaces of the posterior temporal, parietal, and occipital cortices, as well as in the entire inferior surface of the brain. An exaggerated left > right asymmetry was detected in females in anterior brain regions, and an exaggerated right > left asymmetry was detected in males in the orbitofrontal, inferior parietal, and inferior occipital cortices. Weaker moderating effects of sex were scattered along the mesial surface of the brain. Age significantly moderated asymmetry measures in the inferior sensorimotor, inferior parietal, posterior temporal, and inferior occipital cortices. The age × asymmetry interaction derived from a steeper decline in cortical thickness with age in the right hemisphere than in the left on the lateral surface, whereas it derived from a steeper decline with age in the left hemisphere than in the right on the mesial surface. Finally, measures of performance on working memory and vocabulary tasks improved with increasing magnitudes of normal asymmetries in regions thought to support these cognitive capacities. PMID:24790200

Sex, age, and cognitive correlates of asymmetries in thickness of the cortical mantle across the life span.

PubMed

Plessen, Kerstin J; Hugdahl, Kenneth; Bansal, Ravi; Hao, Xuejun; Peterson, Bradley S

2014-04-30

We assessed the correlations of age, sex, and cognitive performance with measures of asymmetry in cortical thickness on high-resolution MRIs in 215 healthy human children and adults, 7-59 years of age. A left > right asymmetry in thickness of the cortical mantle was present throughout the entire lateral, dorsal, and mesial surfaces of the frontal lobe, extending into primary sensory, superior parietal, and anterior superior temporal cortices. A right > left asymmetry was present in the lateral, mesial, and dorsal surfaces of the posterior temporal, parietal, and occipital cortices, as well as in the entire inferior surface of the brain. An exaggerated left > right asymmetry was detected in females in anterior brain regions, and an exaggerated right > left asymmetry was detected in males in the orbitofrontal, inferior parietal, and inferior occipital cortices. Weaker moderating effects of sex were scattered along the mesial surface of the brain. Age significantly moderated asymmetry measures in the inferior sensorimotor, inferior parietal, posterior temporal, and inferior occipital cortices. The age × asymmetry interaction derived from a steeper decline in cortical thickness with age in the right hemisphere than in the left on the lateral surface, whereas it derived from a steeper decline with age in the left hemisphere than in the right on the mesial surface. Finally, measures of performance on working memory and vocabulary tasks improved with increasing magnitudes of normal asymmetries in regions thought to support these cognitive capacities.

STS-127 Crew Visit to Anne Beers Elementary

NASA Image and Video Library

2009-09-23

Students, including Marcus Pratt, left, and Ajani Young, second from left, pay close attention as the crew from STS-127 makes their presentation during a visit to Anne Beers Elementary school, Thursday, Sept. 24, 2009, in Washington. Photo Credit: (NASA/Paul E. Alers)

LEFT-RIGHT DIFFERENCES ON TIMED MOTOR EXAMINATION IN CHILDREN

PubMed Central

Roeder, Megan B.; Mahone, E. Mark; Larson, J. Gidley; Mostofsky, S. H.; Cutting, Laurie E.; Goldberg, Melissa C.; Denckla, Martha B.

2008-01-01

Age-related change in the difference between left- and right-side speed on motor examination may be an important indicator of maturation. Cortical maturation and myelination of the corpus callosum are considered to be related to increased bilateral skill and speed on timed motor tasks. We compared left minus right foot, hand, and finger speed differences using the Revised Physical and Neurological Assessment for Subtle Signs (PANESS; Denckla, 1985); examining 130 typically developing right-handed children (65 boys, 65 girls) ages 7−14. Timed tasks included right and left sets of 20 toe taps, 10 toe-heel alternation sequences, 20 hand pats, 10 hand pronate-supinate sets, 20 finger taps, and 5 sequences of each finger-to-thumb apposition. For each individual, six difference scores between left- and right-sided speeded performances of timed motor tasks were analyzed. Left-right differences decreased significantly with age on toe tapping, heel-toe alternations, hand pronation-supination, finger repetition, and finger sequencing. There were significant gender effects for heel-toe sequences (boys showing a greater left-right difference than girls), and a significant interaction between age and gender for hand pronation-supination, such that the magnitude of the left-right difference was similar for younger, compared with older girls, while the difference was significantly larger for younger, compared to older boys. Speed of performing right and left timed motor tasks equalizes with development; for some tasks, the equalization occurs earlier in girls than in boys. PMID:17852124

Developmental Changes in the Effect of Active Left and Right Head Rotation on Random Number Generation

PubMed Central

Sosson, Charlotte; Georges, Carrie; Guillaume, Mathieu; Schuller, Anne-Marie; Schiltz, Christine

2018-01-01

Numbers are thought to be spatially organized along a left-to-right horizontal axis with small/large numbers on its left/right respectively. Behavioral evidence for this mental number line (MNL) comes from studies showing that the reallocation of spatial attention by active left/right head rotation facilitated the generation of small/large numbers respectively. While spatial biases in random number generation (RNG) during active movement are well established in adults, comparable evidence in children is lacking and it remains unclear whether and how children’s access to the MNL is affected by active head rotation. To get a better understanding of the development of embodied number processing, we investigated the effect of active head rotation on the mean of generated numbers as well as the mean difference between each number and its immediately preceding response (the first order difference; FOD) not only in adults (n = 24), but also in 7- to 11-year-old elementary school children (n = 70). Since the sign and absolute value of FODs carry distinct information regarding spatial attention shifts along the MNL, namely their direction (left/right) and size (narrow/wide) respectively, we additionally assessed the influence of rotation on the total of negative and positive FODs regardless of their numerical values as well as on their absolute values. In line with previous studies, adults produced on average smaller numbers and generated smaller mean FODs during left than right rotation. More concretely, they produced more negative/positive FODs during left/right rotation respectively and the size of negative FODs was larger (in terms of absolute value) during left than right rotation. Importantly, as opposed to adults, no significant differences in RNG between left and right head rotations were observed in children. Potential explanations for such age-related changes in the effect of active head rotation on RNG are discussed. Altogether, the present study confirms that numerical processing is spatially grounded in adults and suggests that its embodied aspect undergoes significant developmental changes. PMID:29541048

The Experiences of Teachers Working in Program Improvement Schools

ERIC Educational Resources Information Center

Rosine, Dale

2010-01-01

Implementation of the curriculum-centered, standards-based federally mandated reform, No Child Left Behind, has placed pressure on teachers, particularly those working in schools comprised of highly diverse and impoverished students, to have their students attain predetermined levels on high stakes, standardized tests. When schools have not met…

How to Fix Our Schools

ERIC Educational Resources Information Center

Rothstein, Richard

2011-01-01

Joel Klein, chancellor of the New York City public school system, and Michelle Rhee, who resigned October 13 as Washington, DC, chancellor, published a "manifesto" in the "Washington Post" claiming that the difficulty of removing incompetent teachers "has left school districts impotent and, worse, has robbed millions of children of a real future."…

Early School Leavers in the Community. Working Paper.

ERIC Educational Resources Information Center

McIntyre, John; Melville, Bernice

The experiences of early school leavers in a New South Wales Central Coast community during the year after they left school were examined to identify ways of easing their transition into the community and the work force. Data were collected through interviews with community service providers, representatives of educational agencies, refuge…

The Effects of NCLB on School Resources and Practices

ERIC Educational Resources Information Center

Dee, Thomas S.; Jacob, Brian; Schwartz, Nathaniel L.

2013-01-01

A number of studies have examined the impact of school accountability policies, including No Child Left Behind (NCLB), on student achievement. However, there is relatively little evidence on how school accountability reforms and NCLB, in particular, have influenced education policies and practices. This study examines the effects of NCLB on…

On School Choice and Test-Based Accountability

ERIC Educational Resources Information Center

Betebenner, Damian W.; Howe, Kenneth R.; Foster, Samara S.

2005-01-01

Among the two most prominent school reform measures currently being implemented in The United States are school choice and test-based accountability. Until recently, the two policy initiatives remained relatively distinct from one another. With the passage of the No Child Left Behind Act of 2001 (NCLB), a mutualism between choice and…

It Pays to Improve School Quality

ERIC Educational Resources Information Center

Hanushek, Eric A.; Ruhose, Jens; Woessmann, Ludger

2016-01-01

Congress passed the Every Student Succeeds Act, supplanting No Child Left Behind and placing responsibility for public school improvement squarely upon each of the 50 states. With the federal government's role in school accountability sharply diminished, it now falls to state and local governments to take decisive action. Even though most…

Responding to Accountability Requirements while Promoting Program Improvement

ERIC Educational Resources Information Center

Guillen-Woods, Blanca Flor; Kaiser, Monica A.; Harrington, Maura J.

2008-01-01

The impact of No Child Left Behind (NCLB) is usually understood in relation to schools and districts, but the legislation has also affected community-based organizations that operate school-linked programs. This case study of an after-school program in California demonstrates how educational accountability systems that emphasize students' academic…

Factors Inhibiting Hispanic Parents' School Involvement

ERIC Educational Resources Information Center

Smith, Jay; Stern, Kenneth; Shatrova, Zhanna

2008-01-01

Factors inhibiting Hispanic parental involvement in non-metropolitan area schools were studied. With the mandates of No Child Left Behind intensifying the need to improve the academic achievement of all at-risk groups of students in American schools, and with the relatively new phenomenon of large numbers of Hispanics settling in non-metropolitan…

Knock at Any School.

ERIC Educational Resources Information Center

Parish, Ralph; And Others

1989-01-01

In poor, urban schools, so much time is spent controlling and disciplining children to obey authority (or to learn the hidden curriculum), that scant time is left for "real" teaching and learning. This article shows how school culture (conditions, norms, relationships, and structures) can be changed to educate all children adequately. Includes 10…

School Districts Can Stretch the School Dollar

ERIC Educational Resources Information Center

Petrilli, Michael J.

2012-01-01

Many districts continue to face budget challenges of historic proportions. Decisions made in the coming months will carry significant repercussions for years to come. The path of least resistance is to slash budgets in ways that erode schooling. In this scenario, important reforms are left behind, overall services are diminished, innovations are…

The Leadership Behaviors of Effective Elementary School Principals

ERIC Educational Resources Information Center

Hawthorne, Mary Jane Golding

2009-01-01

The mandates of the federal law "No Child Left Behind," enacted in 2002, have placed tremendous pressure on school principals in this current era of unprecedented accountability. Because of the increasing number of targeted schools, the rigid standards of federal legislation, and the punitive consequences imposed by accountability…

School Lunch: A Crisis Overcome.

ERIC Educational Resources Information Center

Reid, Joyce E.

1988-01-01

An Arizona high school district chose to stop the National School Lunch Program in order to eliminate the unpopular components of the required meal pattern. Menu selections were narrowed down to the most requested items; nutritious food was offered at low prices; and fewer students left the campus at lunchtime. (MLF)

Where Is Leadership Heading?

ERIC Educational Resources Information Center

Lytle, James H.

2012-01-01

A consensus is emerging about how school leaders affect school performance, and how important principals are to improved student learning. Yet the national reform policies--No Child Left Behind and Race to the Top (RTT)--incorporate assumptions about school and district leadership that are very much at odds with this research. NCLB and RTT call…

Turf Wars: School Administrators and Military Recruiting

ERIC Educational Resources Information Center

Lagotte, Brian W.

2014-01-01

Although a decade has passed since passage, few have noticed that section 9528 in No Child Left Behind (NCLB) mandates schools to assist military recruiting. This article focuses on administrators' responsibility to inform parents of their privacy rights and the struggle to manage recruiting in schools. I highlight two conclusions with policy…

Single-Sex Programs: Resolving the Research Conundrum

ERIC Educational Resources Information Center

Salomone, Rosemary C.

2006-01-01

In March, 2004, the federal Department of Education issued proposed Title IX regulations that promise to provide public school districts and charter school organizers considerable flexibility in establishing single-sex classes and schools. At the same time, however, as part of the No Child Left Behind Act, the Department has called for…

Accountability Incentives: Do Schools Practice Educational Triage?

ERIC Educational Resources Information Center

Springer, Matthew G.

2008-01-01

Increasingly frequent journalistic accounts report that schools are responding to No Child Left Behind (NCLB) by engaging in what has come to be known as "educational triage." Although these accounts rely almost entirely on anecdotal evidence, the prospect is of real concern. The NCLB accountability system divides schools into those in…

Data Dashboards: Accounting for What Matters

ERIC Educational Resources Information Center

Rothman, Robert

2015-01-01

In 2002, the Monroe County, Georgia, school system was, according to its then-superintendent Scott Cowart, "underperforming." Test scores were low, and several schools faced interventions under the new No Child Left Behind Act (NCLB). One decade later, the 4,000-student school district in central Georgia is one of the highest-performing…

[Fever, generalized pain, and multiple pulmonary nodules in a school-aged boy].

PubMed

Deng, Xiao-Lu; Wang, Xia; Zhang, Ci-Liu; Tang, Xing; Yin, Fei

2016-09-01

A 9-year-old boy was admitted to Xiangya Hospital due to pain after trauma in the left lower limb for 5 days and fever with generalized pain for 2 days. The results of X-ray of the left lower limb were normal. Pulmonary computed tomography (CT) showed multiple pulmonary nodules in both lungs. Adrenal CT showed marked enlargement of the left adrenal gland. The patient also experienced generalized herpes and intermittent delirium and had a blood pressure up to 155/93 mm Hg. He was transferred to our hospital with a suspected diagnosis of pheochromocytoma. On admission, the patient had a blood pressure of 86/44 mm Hg, sporadic maculopapule and herpes, touch-evoked pain, exposure of superficial veins, white pus coating on the right side of the tongue, and tension in the abdominal muscle. No skin damage was observed in the left lower limb, and the patient was forced to be in the extending position and experienced significant swelling below the knees. Laboratory examination showed a reduction in platelet count, hypoproteinemia, a significant increase in creatase, a C-reactive protein level of 348 mg/L, and a procalcitonin level of >100 ng/mL. Thoracoabdominal and pelvic CT showed multiple patchy and nodular lesions in both lungs, which had an undetermined nature, as well as an enlarged spleen. The tests of puncture fluid from the left knee joint and the periosteum of the left tibia, blood culture, and bone marrow culture all showed methicillin-resistant Staphylococcus aureus. The patient was given anti-shock treatment, anti-infective therapy with vancomycin, debridement and continuous irrigation/drainage of osteomyelitis lesions in the left tibia, but the patient still experienced recurrent shivering and severe fever and increased subcutaneous and pulmonary nodules. Linezolid was added on day 8 after admission, and the patient's body temperature returned to normal on day 24 after admission. Subcutaneous and pulmonary nodules were gradually reduced and disappeared. The patient was treated for 2 months and then evaluated as cured.

Central auditory processing and migraine: a controlled study

PubMed Central

2014-01-01

Background This study aimed to verify and compare central auditory processing (CAP) performance in migraine with and without aura patients and healthy controls. Methods Forty-one volunteers of both genders, aged between 18 and 40 years, diagnosed with migraine with and without aura by the criteria of “The International Classification of Headache Disorders” (ICDH-3 beta) and a control group of the same age range and with no headache history, were included. Gaps-in-noise (GIN), Duration Pattern test (DPT) and Dichotic Digits Test (DDT) tests were used to assess central auditory processing performance. Results The volunteers were divided into 3 groups: Migraine with aura (11), migraine without aura (15), and control group (15), matched by age and schooling. Subjects with aura and without aura performed significantly worse in GIN test for right ear (p = .006), for left ear (p = .005) and for DPT test (p < .001) when compared with controls without headache, however no significant differences were found in the DDT test for the right ear (p = .362) and for the left ear (p = .190). Conclusions Subjects with migraine performed worsened in auditory gap detection, in the discrimination of short and long duration. They also presented impairment in the physiological mechanism of temporal processing, especially in temporal resolution and temporal ordering when compared with controls. Migraine could be related to an impaired central auditory processing. Clinical trial registration Research Ethics Committee (CEP 0480.10) – UNIFESP PMID:25380661

Aspects of alienation and symptom load among adolescents.

PubMed

Rayce, Signe L B; Holstein, Bjørn E; Kreiner, Svend

2009-01-01

The purpose was to examine the association between aspects of alienation and symptom load among adolescents. Furthermore an integrated purpose was to construct and validate an index of alienation. Cross-sectional data from 5205 school children aged 11-15 years from a random sample of schools in Denmark were used. Data stems from the Danish contribution to the cross-national study Health and Behaviour in School-aged Children (HBSC). Alienation was measured with a new index fulfilling four criteria: (i) theoretical foundation, (ii) inter-correlation between items, (iii) correlation between each of the index's items and the outcomes and (iv) no differential item functioning. The final index included three indicators of alienation: helplessness, feeling left out of things and lack of confidentiality with parents. Symptom load was measured by HBSC Symptom Checklist and divided into physical and psychological symptoms respectively. High symptom load was defined as experiencing at least one symptom on a daily basis. The odds-ratio (OR) for high symptom load increased with the degree of alienation. For students with all three indicators of alienation, the OR for high physical symptom load was 2.49 (1.05-5.87). The OR for high psychological symptom load for the corresponding degree of alienation was 6.50 (3.11-13.56). The index of alienation fulfilled psychometric criteria for scalability. Furthermore the analyses showed a graded and significant association between alienation and high symptom load. This suggests alienation to be taken into account in future health interventions among adolescents. In school settings this may be done using principles of empowerment.

Diurnal changes in postural control in normal children: Computerized static and dynamic assessments.

PubMed

Bourelle, Sophie; Taiar, Redha; Berge, Benoit; Gautheron, Vincent; Cottalorda, Jerome

2014-01-01

Mild traumatic brain injury (mTBI) causes postural control deficits and accordingly comparison of aberrant postural control against normal postural control may help diagnose mTBI. However, in the current literature, little is known regarding the normal pattern of postural control in young children. This study was therefore conducted as an effort to fill this knowledge gap. Eight normal school-aged children participated. Posture assessment was conducted before (7-8 a.m. in the morning) and after (4-7 p.m. in the afternoon) school on regular school days using the Balance Master® evaluation system composed of 3 static tests and 2 dynamic balance tests. A significant difference in the weight-bearing squats was detected between morning hours and afternoon hours (P < 0.05). By end of afternoon, the body weight was borne mainly on the left side with the knee fully extended and at various degrees of knee flexion. A significantly better directional control of the lateral rhythmic weight shifts was observed at the end of the afternoon than at morning hours (P < 0.05). In summary, most of our findings are inconsistent with results from previous studies in adults, suggesting age-related differences in posture control in humans. On a regular school day, the capacity of postural control and laterality or medio-lateral balance in children varies between morning and afternoon hours. We suggest that posturographic assessment in children, either in normal (e.g., physical education and sports training) or in abnormal conditions (e.g., mTBI-associated balance disorders), be better performed late in the afternoon.

Target-distractor similarity has a larger impact on visual search in school-age children than spacing.

PubMed

Huurneman, Bianca; Boonstra, F Nienke

2015-01-22

In typically developing children, crowding decreases with increasing age. The influence of target-distractor similarity with respect to orientation and element spacing on visual search performance was investigated in 29 school-age children with normal vision (4- to 6-year-olds [N = 16], 7- to 8-year-olds [N = 13]). Children were instructed to search for a target E among distractor Es (feature search: all flanking Es pointing right; conjunction search: flankers in three orientations). Orientation of the target was manipulated in four directions: right (target absent), left (inversed), up, and down (vertical). Spacing was varied in four steps: 0.04°, 0.5°, 1°, and 2°. During feature search, high target-distractor similarity had a stronger impact on performance than spacing: Orientation affected accuracy until spacing was 1°, and spacing only influenced accuracy for identifying inversed targets. Spatial analyses showed that orientation affected oculomotor strategy: Children made more fixations in the "inversed" target area (4.6) than the vertical target areas (1.8 and 1.9). Furthermore, age groups differed in fixation duration: 4- to 6-year-old children showed longer fixation durations than 7- to 8-year-olds at the two largest element spacings (p = 0.039 and p = 0.027). Conjunction search performance was unaffected by spacing. Four conclusions can be drawn from this study: (a) Target-distractor similarity governs visual search performance in school-age children, (b) children make more fixations in target areas when target-distractor similarity is high, (c) 4- to 6-year-olds show longer fixation durations than 7- to 8-year-olds at 1° and 2° element spacing, and (d) spacing affects feature but not conjunction search-a finding that might indicate top-down control ameliorates crowding in children. © 2015 ARVO.

Age-related, interindividual, and right/left differences in anterior-posterior foot pressure ratio in preschool children

PubMed Central

2013-01-01

Background This study aimed to examine age-related, interindividual, and right/left differences in anterior-posterior foot pressure ratio in 764 preschool children (364 boys and 400 girls) aged 3.5-6.5 years. Methods Subjects maintained an upright standing posture for 10 seconds on the Footview Clinic, an instrument designed to calculate the anterior-posterior foot pressure ratio. The ratio of anterior foot pressure in each subject’s right and left feet was selected as a variable, and the mean of a 10 s measurement was used for analysis. Results The ratio of anterior foot pressure was significantly larger in the right foot than in the left foot. With regard to age, the ratio of anterior foot pressure was significantly larger in children aged over 4.5 years than in children aged 3.5 years. It was also larger in children aged 6 and 6.5 years than in children aged 4 years. Interindividual differences in variables were large, and coefficients of variance were highest in children aged 3.5 years and lowest in children aged 6.5 years. Conclusions In conclusion, anterior foot pressure increases with age in preschool children. Interindividual differences in anterior foot pressure are large and tend to decrease with age. Furthermore, the anterior foot pressure is slightly higher in the right foot than in the left foot. These results will be useful for various studies, such as examining relationships between the anterior-posterior foot pressure ratio and factors, such as untouched toes, physical fitness, and level of exercise. PMID:23601375

Preparing for Beslan: Anti-Terrorism Recommendations for an American School

DTIC Science & Technology

2008-06-13

prepare for a terrorist attack. How could one American school be affected by anti-terrorism measures? Upgrades in materials , equipment, and personnel...be able to access restricted material ; therefore, only open source material was used. Significance This research provides school officials an...these materials were left to help the terrorists since most schools would have cleaned the area up prior to the first school day. To Tomaeva, this is

Turning the School Around: The Transformation of a Secondary School from Underperforming to Highly Achieving

ERIC Educational Resources Information Center

Branch, Cynthia Monroe

2013-01-01

The No Child Left Behind Act of 2001 put a focus on each child in a school being proficient. Since 1957 when Sputnik was launched, the United States has been attempting to improve its schools. The existing literature has a gap as to how to turn around an underperforming school in a fairly short period of time. A qualitative case study methodology…

Using Fuzzy Logic to Identify Schools Which May Be Misclassified by the No Child Left Behind Adequate Yearly Progress Policy

ERIC Educational Resources Information Center

Yates, Donald W.

2009-01-01

This investigation developed, tested, and prototyped a Fuzzy Inference System (FIS) that would assist decision makers in identifying schools that may have been misclassified by existing Adequate Yearly Progress (AYP) methods. This prototype was then used to evaluate Louisiana elementary schools using published school data for Academic Year 2004. …

A Quantitative Comparison of Pennsylvania High School Student Achievement by Middle States Association's Accreditation Status

ERIC Educational Resources Information Center

Johnson, Christopher A.

2012-01-01

As public school accountability for student achievement has continued to increase, prior to and as a result of the No Child Left Behind Act of 2001, schools have sought ways of bringing new instructional services to their students to raise their levels of achievement. Some Pennsylvania public high schools have attempted to improve student…

The Turnaround Challenge: Why America's Best Opportunity to Dramatically Improve Student Achievement Lies in Our Worst-Performing Schools

ERIC Educational Resources Information Center

Calkins, Andrew; Guenther, William; Belfiore, Grace; Lash, Dave

2007-01-01

The goal of this study was to produce recommendations for states and school districts seeking a flexible, systematic approach to swift and significant transformation in schools (particularly high schools) deemed chronically under-performing under No Child Left Behind or state accountability systems. This research leads the authors to believe that…

Achievement Trends of Schools and Students in Arizona's Title I School Improvement Program. REL Technical Brief. REL 2011-No. 017

ERIC Educational Resources Information Center

Crane, Eric W.; Barrat, Vanessa X.; Huang, Min

2011-01-01

This technical brief responds to an Arizona Department of Education request to study academic performance in schools receiving funding through the federal Title I compensatory education program, the section of the No Child Left Behind Act of 2001 governing resources for schools and districts serving disadvantaged populations. The brief describes…

2004 Public Opinion Survey on Education in Indiana

ERIC Educational Resources Information Center

Plucker, Jonathan A.; Spradlin, Terry E.; Zapf, Jason S.

2005-01-01

The 2004 Public Opinion Survey on Education in Indiana examined public perceptions on the following issues: (1) Overall Evaluation of Public Schools in Indiana; (2) School Funding; (3) Core 40 and the P-16 Plan; (4) ISTEP+; (5) School Choice and Charter; (6) Schools; (7) Teacher Quality; (8) No Child Left Behind Act and P.L. 221; and (9) The…

Evaluation of the Comprehensive School Reform Program Implementation and Outcomes. Third-Year Report

ERIC Educational Resources Information Center

Orland, Martin; Connolly, Brooke; Fong, Tony; Sosenko, Lauren Davis; Tushnet, Naida C.; Yin, Robert K.; Burt, Janeula M.; Warner, Emily

2008-01-01

The Comprehensive School Reform (CSR) Program was established as a demonstration program in 1998 and authorized as a full program in 2002 as part of the No Child Left Behind Act (NCLB). It is one approach to help low-performing K-12 public schools meet state performance standards. CSR emphasizes two major concepts: mandating that school reform…

The Effects of Comprehensive School Reform Models in Reading for Urban Middle School Students with Disabilities

ERIC Educational Resources Information Center

Shippen, Margaret E.; Houchins, David E.; Calhoon, Mary Beth; Furlow, Carolyn F.; Sartor, Donya L.

2006-01-01

The No Child Left Behind Act (NCLB) has mandated sweeping accountability in public education. Low-performing urban schools find themselves in the crossfire of political and educational divergence. Comprehensive school reform (CSR) models predate NCLB, but the impact of their implementation has been even more pronounced since the passage of NCLB.…

Accountability: A M.E.A.S.U.R.E of the Impact School Counselors Have on Student Achievement.

ERIC Educational Resources Information Center

Dahir, Carol A.; Stone, Carolyn B.

2003-01-01

Presents information on M.E.A.S.U.R.E., a process that assists school counselors in delivering a data-driven school counseling program. Highlights challenges faced by school counselors in an accountability-driven environment and provisions of the No Child Left Behind Act. (Contains 10 references and 6 tables.) (GCP)

The Influence of Grade-Span Configuration on Student Performance in K-8 Schools and Middle Schools in New Jersey

ERIC Educational Resources Information Center

Keegan, Edward W.

2010-01-01

Recent literature casts unfavorable light upon the middle school as the most appropriate grade configuration in which to effectively educate young adolescents. The current criticism of middle schools may be fueled, in part, by "A Nation at Risk," the "No Child Left Behind Act," and a growing subsequent emphasis on…

The Effect of School Based Intervention Processes on Secondary School Graduation Rates

ERIC Educational Resources Information Center

Yocom, Ben H.

2012-01-01

The focus of this research is in the area of academic interventions and their effect on graduation rates in secondary schools in Missouri. In light of the regulations within the No Child Left Behind Act of 2001 and its accountability requirements for schools, this study is important and timely in order to provide valuable examples of effective…

Parent Involvement Activities in School Improvement Plans in the Northwest Region. Summary. Issues & Answers. REL 2008-No. 064

ERIC Educational Resources Information Center

Speth, Timothy; Saifer, Steffen; Forehand, Gregory

2008-01-01

This document presents a summary of the larger report, "Parent Involvement Activities in School Improvement Plans in the Northwest Region." Although the No Child Left Behind Act of 2001 (NCLB) spells out parent involvement requirements for schools in need of improvement, the majority of the Northwest Region school improvement plans…

Poverty and Potential: Out-of-School Factors and School Success

ERIC Educational Resources Information Center

Berliner, David C.

2009-01-01

The U.S. has set as a national goal the narrowing of the achievement gap between lower income and middle-class students, and that between racial and ethnic groups. This is a key purpose of the No Child Left Behind act, which relies primarily on assessment to promote changes within schools to accomplish that goal. However, out-of-school factors…

Key Issues in Empirically Identifying Chronically Low-Performing and Turnaround Schools

ERIC Educational Resources Information Center

Hansen, Michael

2012-01-01

One of the US Department of Education's key priorities is turning around the nation's persistently low-achieving schools, yet exactly how to identify low-performing schools is a task left to state policy makers, and a myriad of definitions have been utilized. In addition, exactly how to recognize when a school begins to turn around is not well…

Evaluating Public School Teachers in Western Pennsylvania: How and Why Has It Changed since NCLB?

ERIC Educational Resources Information Center

Scherrer, Robert J.

2009-01-01

The purpose of this study is to determine whether or not Western Pennsylvania public school districts have changed their teacher evaluation forms since the inception of the No Child Left Behind Act of 2001. Thirty-eight superintendents from the Tri-State Area School Study Council and the Forum for Western Pennsylvania School Superintendents…

A Framework for Developing a Comprehensive Plan for Improving Student Health and School Safety

ERIC Educational Resources Information Center

Urban Education Collaborative, 2010

2010-01-01

Though elementary and secondary schools remain among the safest places for children, school safety concerns continue to garner considerable attention from school and community stakeholders, as well as policymakers. As affirmed in the No Child Left Behind Act of 2001 (NCLB), it is clear that all children need a safe environment in which to learn…

Are Boys Left Behind? The Evolution of the Gender Achievement Gap in Beijing's Middle Schools

ERIC Educational Resources Information Center

Lai, Fang

2010-01-01

Using one cohort of 7235 middle school students in Beijing, China, we examined the evolution of the gender achievement gap in middle school. Our study found a more significant female dominance than in U.S. studies: even though boys gradually caught up during middle school, especially in Math and Science, and the gender achievement gap decreased…

Dips in Enrollment Posing Challenges for Urban Districts

ERIC Educational Resources Information Center

Gehring, John

2005-01-01

Across the U.S., urban school districts are losing students and shuttering schools. In Detroit, some 35,000 students have left the city schools in less than a decade, and the city will close 34 schools and reassign more than 10,000 students in 2006. However, the trend is not limited to Rust Belt cities like Detroit, although their problems tend to…

Capacities Facilitating School Change Involving Project-Based Learning at the Middle School Level

ERIC Educational Resources Information Center

Browder, Lee Shane

2014-01-01

With schools continuing to fall short of No Child Left Behind standards and with future challenges just around the corner, educators must identify and make positive changes in schools. Researchers must work to recognize and exhibit how student achievement is fostered and inform educators of options on how to move in a positive direction according…

School Turnaround: Cristo Rey Boston High School Case Study

ERIC Educational Resources Information Center

Thielman, Jeff

2012-01-01

The mandates of the federal No Child Left Behind Law, including the threat of closing a school for underperformance, have led to multiple public school turnaround attempts. Because turnaround is a relatively new area of focus in education, there is limited research on what does and does not work, and even the definition of turnaround is a work in…

Lateral comparisons using Fishman's skeletal maturation assessment.

PubMed

Safer, Abraham N; Homel, Peter; Chung, David D

2015-05-01

To assess lateral differences between ossification events and stages of bone development in the hands and wrists utilizing Fishman's skeletal maturation indicators (SMIs). The skeletal ages of 125 subjects, aged 8 to 20 years, were determined with left and right hand-wrist radiographs using Fishman's SMI assessment. Each subject was also given the Edinburgh Handedness Questionnaire to assess handedness. The skeletal ages of both hand-wrist radiographs were analyzed against each other, handedness, chronologic age, and gender. There were no significant differences overall in right and left SMI scores (P  =  .70); 79% of all patients showed no difference in right and left SMI scores, regardless of handedness, gender, or age. However, when patients were categorized based on clinical levels of SMI score for the right hand-wrist, there was a significant difference (P  =  .01) between the SMI 1-3 group and the SMI 11 group. Subjects in the SMI 1-3 group were more likely to show a left > right SMI score, while subjects in the SMI 11 group were likely to show a right > left SMI score. Although no significant overall lateral differences in SMI scores were noted, it may be advisable to obtain a left hand-wrist radiograph and/or additional diagnostic information to estimate completion of growth in young surgical patients.

Language recovery after left hemispherotomy for Rasmussen encephalitis.

PubMed

Bulteau, Christine; Grosmaitre, Catherine; Save-Pédebos, Jessica; Leunen, Dorothée; Delalande, Olivier; Dorfmüller, Georg; Dulac, Olivier; Jambaqué, Isabelle

2015-12-01

Hemispherotomy (H) is the gold standard treatment to cure epilepsy in Rasmussen encephalitis (RE). Linguistic prognosis after surgery remains the main issue when the dominant hemisphere is involved. The topic of the present research is to specify the long-term linguistic profile of the right hemisphere after left dominant H for RE. We followed 6 children 8.4 to 14.6 years of age who underwent left H for RE. Preoperatively, four children experienced aphasia, but for two, worsening occurred after surgery. Age at H ranged from 4.1 to 8.4 years. The mean duration of epilepsy was 1.2 years and 5.6 years for follow-up. Neuropsychological evaluation included longitudinal follow-up of intellectual efficiency measurement and a long-term outcome of language using various components of receptive and expressive oral speech with computerized tasks. Preoperatively, verbal comprehension index (VCI) was dramatically decreased in 4/6 patients, and performance reasoning index (PRI) was low in 5/6 participants, demonstrating a global impact of RE itself. Postoperatively, all children recovered sufficiently to attend a regular VCI (above 70) in a mean of 5 years after H, and 5/6 recovered normal or adapted school. There was a dissociation in favor of VCI, while PRI decreased in 5/6 patients. We found a specific linguistic profile for these children recovering language in the right hemisphere: normal verbal comprehension, and weakness of grammatical judgment, word repetition, statement production, semantic verbal fluency and metaphonological abilities. Language recovery scores were statistically correlated with those of Working Memory Index. This study emphasizes for the first time the ability of the right hemisphere to functionally reorganize language over a long period of time following left H for RE. Syntactic abilities and phonology remain low and support the hypothesis of an early left hemispheric specialization. Nevertheless, lexico-semantic processes recover in the right hemisphere that could reflect a pre-existing potential of both hemispheres. Our results support a decision to proceed to H in classical left RE disease until the late childhood even if there is no complete aphasia before surgery. These data should be taken in account in the overall postoperative follow-up and rehabilitation strategy. Copyright © 2015 Elsevier Inc. All rights reserved.

A Mixed Method Approach to Understanding Teacher Empowerment in Georgia Schools after Implementation of the No Child Left Behind Legislation

ERIC Educational Resources Information Center

Coble, Barbara S.

2010-01-01

The purpose of this study was to examine teachers' current and retrospective perceptions of empowerment within the context of the No Child Left Behind Legislation. Much of the empowerment research to date was conducted prior to the No Child Left Behind (NCLB) Act which was signed into law in January, 2002. The legislation mandates that K-12 public…

Age- and Gender-Specific Normative Information from Children Assessed with a Dichotic Words Test.

PubMed

Moncrieff, Deborah

2015-01-01

The most widely used assessment in the clinical auditory processing disorder (APD) battery is the dichotic listening test. New tests with normative information are helpful for assessment and cross-check of results for reliable diagnosis. The Dichotic Words Test was developed for use in the clinical test battery for diagnosis of APD. The test stimuli were common single syllable words matched for average root-mean-square amplitude and each pair was temporally aligned at both onset and offset. The study was conducted to collect performance results from typically developing children to create normative information for the test. The study follows a cross-sectional design. Typically developing children (n = 416) between the ages of 5 and 12 yr were recruited from schools in the community. There were 217 males and 199 females in the study sample. Only children who passed a hearing screening were eligible to participate. Scores for each ear were recorded during administration of the first free recall version of the test. Ear advantages based on results recorded for left and right ears were used to measure prevalence of right, left, and no ear advantages. Results for each listener's dominant and non-dominant ears and the absolute difference between them were put into the data analysis. Results were analyzed for normality and because no results were normally distributed, all further analyses were done with nonparametric statistical tests. Normative data for dominant and non-dominant ear scores and ear advantages were determined at the 95% confidence interval through bootstrapping methods with 1,000 samples. Children were divided into four age groups based on results in their dominant ears. Females generally performed better than males and the prevalence of a right-ear advantage was ∼60% across all children tested. Normative lower-bound cut-off scores were established for males and females within each age group for dominant and non-dominant ear scores. Normative upper-bound cut-off scores were established for males and females within each age group for ear advantage scores. Normative information specific to age group and gender will be useful in clinical assessment for APD. Prevalence of left-ear advantage results in the sample may have been partly due to uncontrolled influences of voice-onset time in arranging the dichotic pairs. American Academy of Audiology.

Pilot Study: The Role of the Hemispheric Lateralization in Mental Disorders by Use of the Limb (Eye, Hand, Foot) Dominance.

PubMed

Goodarzi, Naser; Dabbaghi, Parviz; Valipour, Habib; Vafadari, Behnam

2015-04-01

Based on the previous studies, we know that the hemispheric lateralization defects, increase the probability of psychological disorders. We also know that dominant limb is controlled by dominant hemisphere and limb preference is used as an indicator for hemisphere dominance. In this study we attempted to explore the hemispheric dominance by the use of three limbs (hand, foot and eye). We performed this survey on two samples, psychiatric patients compared with normal population. For this purpose, knowing that the organ dominance is stabilized in adolescence, and age has no effect on the people above 15, we used 48 high school girls and 65 boys as the final samples of normal population. The patient group included 57 male and 26 female who were chronic psychiatric patients. The result shows that left-eye dominance is more in patients than the normal group (P=0.000) but the handedness and footedness differences are not significance. In psychotic, bipolar and depressive disorders, eye dominance had significant difference (P=0.018). But this is not true about hand and foot dominance. Our findings proved that generally in psychiatric patients, left-eye dominance is more common, left-eye dominance is also more in psychotic and depressive disorders. It is less common in bipolar disorders.

Psychosexual development, maternalism, nonpromiscuity, and body image in 15 females with precocious puberty.

PubMed

Money, J; Walker, P A

1971-03-01

Fifteen females with a history of idiopathic sexual precocity were selected without known sampling bias. They had been followed for as long as 18 years. They showed various behavioral characteristics as a group, but were also individually unique. If the IQ permitted, they benefited socially from school acceleration. Left to their own devices, the majority preferred friends nearer to them in physique age rather than chronologic age. Play interests, though influenced by the age of playmates, showed no features unique to the precocious onset of hormonal puberty. About half of the girls had occasional moody or depressed spells and wanted to be left alone. Maternalistic interests were strongly represented; only one girl was a tomboy. Masturbation and sexual play in childhood were rarely confirmed, and in no instances were totally contrary to family or community mores. No consistent progression of erotic dream content was discerned. Dreams of having a baby were rare, but antedated intercourse dreams, which were also rarely reported and did not include sensations of climax. Whereas the youngest age of having a serious boyfriend was 8 years, and the youngest age of intercourse, 11, the majority of girls did not report romantic and sexual involvements before the middle teenage years or later. In the three instances of marriage, the youngest was at age 21. Motherhood has so far been achieved by only one patient. She delivered her first child at age 11. The visible appearance of early sexual development and early advanced statural growth created a problem in childhood human relationships for most of the girls, regardless of what they said, and regardless of their skill or ineptitude in handling it. They all benefited even from minimal counseling, as did their parents. Early appearance of physical sexual development does not automatically lead to premature engagement in erotic activity or promiscuous sexual behavior. Such activity and behavior require appropriate experience and facilitating knowledge of erotic opportunities.

Masked hypertension and cardiac remodeling in middle-aged endurance athletes.

PubMed

Trachsel, Lukas D; Carlen, Frederik; Brugger, Nicolas; Seiler, Christian; Wilhelm, Matthias

2015-06-01

Extensive endurance training and arterial hypertension are established risk factors for atrial fibrillation. We aimed to assess the proportion of masked hypertension in endurance athletes and the impact on cardiac remodeling, mechanics, and supraventricular tachycardias (SVT). Male participants of a 10-mile race were recruited and included if office blood pressure was normal (<140/90 mmHg). Athletes were stratified into a masked hypertension and normotension group by ambulatory blood pressure. Primary endpoint was diastolic function, expressed as peak early diastolic mitral annulus velocity (E'). Left ventricular global strain, left ventricular mass/volume ratio, left atrial volume index, signal-averaged P-wave duration (SAPWD), and SVT during 24-h Holter monitoring were recorded. From 108 runners recruited, 87 were included in the final analysis. Thirty-three (38%) had masked hypertension. The mean age was 42 ± 8 years. Groups did not differ with respect to age, body composition, cumulative training hours, and 10-mile race time. Athletes with masked hypertension had a lower E' and a higher left ventricular mass/volume ratio. Left ventricular global strain, left atrial volume index, SAPWD, and SVT showed no significant differences between the groups. In multiple linear regression analysis, masked hypertension was independently associated with E' (beta = -0.270, P = 0.004) and left ventricular mass/volume ratio (beta = 0.206, P = 0.049). Cumulative training hours was the only independent predictor for left atrial volume index (beta = 0.474, P < 0.001) and SAPWD (beta = 0.481, P < 0.001). In our study, a relevant proportion of middle-aged athletes had masked hypertension, associated with a lower diastolic function and a higher left ventricular mass/volume ratio, but unrelated to left ventricular systolic function, atrial remodeling, or SVT.

KSC-04PD-1993

NASA Technical Reports Server (NTRS)

2004-01-01

KENNEDY SPACE CENTER, FLA. Julian Earls (left), a school board member of Ronald E. McNair High School in Atlanta, and Sarah Copelin-Wood (far left), chair of the Board of Education, sign a Memorandum of Understanding after a presentation by KSC Deputy Director Dr. Woodrow Whitlow Jr., astronaut Leland Melvin and Dr. Julian Earls, director of NASA Glenn Research Center. McNair is a NASA Explorer School (NES). Whitlow visited the school to share the vision for space exploration with the next generation of explorers. He talked with students about our destiny as explorers, NASAs stepping stone approach to exploring Earth, the Moon, Mars and beyond, how space impacts our lives, and how people and machines rely on each other in space. Dr. Earls discussed the future and the vision for space, plus the NASA careers needed to meet the vision. Melvin talked about the importance of teamwork and what it takes for mission success.

Electronic Communication and Its Influence on Parental Involvement in High School

ERIC Educational Resources Information Center

Watkins, Aaron

2013-01-01

This study investigated the effect of electronic communication has on parent's involvement with their high school child's education. The No Child Left Behind Act of 2001 (NCLB) specifically requires that schools find ways to increase parental involvement; this requirement stemmed from evidence that involvement tends to decline as the students…

Implementing and Supporting Inclusion in an Elementary School: An Action Research Study

ERIC Educational Resources Information Center

Shady, Sandra A.

2011-01-01

Recently, federal legislation has been implemented requiring that public school students meet a specified performance level of academic proficiency by the 2013/2014 school year. This reform movement, known as "No Child Left Behind" (NCLB), was passed by Congress and incorporates many of President Bush's educational reform proposals…

Cognitively Guided Instruction: An Implementation Case Study of a High Performing School District

ERIC Educational Resources Information Center

Dowdy, William D. B.

2011-01-01

No Child Left Behind legislation developed goals for every student to be proficient in each academic subject by 2014. California's students are far from meeting this goal, especially in mathematics. One Southern Californian school district, renamed Green Valley Unified School District for anonymity, began using Cognitively Guided Instruction…

An Analysis of Primary School Dropout Patterns in Honduras

ERIC Educational Resources Information Center

Sekiya, Takeshi; Ashida, Akemi

2017-01-01

This study hypothesized that repeating a grade is one reason why Honduran primary students drop out of school but not the main reason. Using longitudinal data, we analyzed student enrollment patterns up until students left school. The results revealed that many students dropped out suddenly without having previously repeated a grade, although many…

"Ya Me Fui" When English Learners Consider Leaving School

ERIC Educational Resources Information Center

Boone, Jeanmarie Hamilton

2013-01-01

This study examines narratives of English learners who have either dropped out or considered dropping out as a result of their experience in high school. This research seeks to determine at which point students left or considered leaving school, which often goes undetected in traditional quantitative data collection methods. The common themes that…

Historical and Contemporary Developments in Home School Education

ERIC Educational Resources Information Center

Wilhelm, Gretchen M.; Firmin, Michael W.

2009-01-01

Home school education has a rich history. It is embedded in America's most early form of education practice, with character education being a central component. By the 1960s, however, home school education developed mostly into adoption by extreme groups. First, the Left adopted the protocol as a means of implementing their non-traditional…

The Cry for Help Unheard: Dropout Interviews.

ERIC Educational Resources Information Center

Jordan-Davis, Walter E.

One of the concerns expressed by educators nationwide is the alarmingly high numbers of students who withdraw from schools before graduating. In response to this concern, the Austin Independent School District interviewed 95 dropouts in their homes, asking them why they left school and what could have been done that would have enabled them to…

Longitudinal Assessment of Comprehensive School Reform Program Implementation and Outcomes: First-Year Report

ERIC Educational Resources Information Center

Tushnet, Naida C., Flaherty, John, Jr., Smith, And

2004-01-01

The Longitudinal Assessment of Comprehensive School Reform Implementation and Outcomes (LACIO) responds to the No Child Left Behind Act's requirement for an evaluation of the federal Comprehensive School Reform (CSR) program. The legislation stipulates two broad goals for the evaluation: (1) to evaluate the implementation and outcomes achieved by…

A Guided Empowerment Self-Audit as a School Improvement Strategy

ERIC Educational Resources Information Center

Smith, Charity Fleming; Goodwin, Debbie

2014-01-01

No Child left Behind, The ESEA Flexibility Program, and the Race to the Top contest have spurred a multitude of School Improvement programs, businesses, initiatives and more. The current emphasis on standardized testing, data gathering and analysis, and measuring effective schooling has caused many education agencies, state and local, to seek…

Treating Childhood Anxiety in Schools: Service Delivery in a Response to Intervention Paradigm

ERIC Educational Resources Information Center

Sulkowski, Michael L.; Joyce, Diana K.; Storch, Eric A.

2012-01-01

Millions of youth who attend schools in the United States suffer from clinically significant anxiety. Left untreated, these students often experience significant disruptions in their academic, social, and family functioning. Fortunately, promising treatments exist for childhood anxiety that are amenable for delivery in school settings. However,…

Can We Talk? Creating Effective Partnerships between School and Afterschool Programs

ERIC Educational Resources Information Center

Dilles, Lisa Sweet

2010-01-01

Changing demographics and the No Child Left Behind Act have increased the need for instructional support for students. This need entails a change in the relationship between afterschool programs and schools. School districts, nonprofit organizations, and funders now require a focus on education support. The older recreational model of afterschool…

2006 Public Opinion Survey on Education in Indiana

ERIC Educational Resources Information Center

Plucker, Jonathan A.; Spradlin, Terry E.; Zapf, Jason S.; Chien, Rosanne W.

2007-01-01

The 2006 Public Opinion Survey on Education in Indiana gauged the attitudes and perceptions of a representative sample of Hoosiers on such key educational issues as kindergarten and pre-kindergarten programs, No Child Left Behind and P.L. 221, school funding and taxes, teacher quality, school choice and charter schools, and the achievement gap in…

Discipline Incidents Collection. Revised April 2012

ERIC Educational Resources Information Center

Mahoney, Michael

2012-01-01

The Elementary and Secondary Education Act (ESEA) reauthorization requires State Education Agencies to establish a school choice policy for students attending a persistently dangerous school as defined by the state. No Child Left Behind (NCLB) stipulates that a school can be deemed unsafe as a whole entity or for an individual student who is the…

Shoving Our Way into Young People's Lives

ERIC Educational Resources Information Center

McGraw, Amanda

2011-01-01

This paper uses Sizer and Sizer's concept of "shoving" to examine the school experiences of a group of young people who left mainstream school early and some time later enrolled in an alternative educational setting designed to reengage early school leavers in formal learning. "Shoving" is a way to explain why so many young…

Bayou Blues: How Louisiana's Retirement Plan Hurts Teachers and Schools

ERIC Educational Resources Information Center

Aldeman, Chad; Aguirre, Paulina S. Diaz

2017-01-01

Years of irresponsible budgeting practices have left the Teachers' Retirement System of Louisiana (TRSL) almost $12 billion in debt. Without significant reforms, Louisiana's pension problems are likely to get worse, with further negative consequences for workers and schools. This report shows that schools participating in the TRSL already must…

Improving Instructional Leadership Behaviors of School Principals by Means of Implementing Time Management Training Sessions

ERIC Educational Resources Information Center

Su, Yu

2013-01-01

The No Child Left Behind Act of 2001 increases school accountability and requires educators to improve student academic outcomes using evidence-based practice. One factor that contributes to desirable school outcomes is principals' instructional leadership behaviors. Principals who allocate more time to instructional leadership behaviors are more…

Comprehensive School Reform: A Multi-Site Replicated Experiment.

ERIC Educational Resources Information Center

Sterbinsky, Allan; Ross, Steven; Redfield, Doris

For schools to spend Title I funds on comprehensive school reform (CSR) programs under the No Child Left Behind Act, there must be empirical evidence of significant improvement in the academic achievement of CSR students. Unfortunately, there is a dearth of convincing evidence that CSR programs have a positive impact on student achievement. Over a…

The Role of Foundations and Philanthropy in Supporting School Libraries.

ERIC Educational Resources Information Center

DeVita, M. Christine

2002-01-01

Addresses the Wallace-Reader's Digest Funds' experiences working with school libraries and the lessons learned from the Library Power initiative, including: how school libraries can support national education goals, particularly in meeting the challenges outlined in the No Child Left Behind Act of 2001; current threats to library reform; and how…

Public Money for Private Schools? Revisiting an Old Debate

ERIC Educational Resources Information Center

Axelrod, Paul

2005-01-01

Current debates on the extent, if any, to which private or independent schools should be supported by public funding, focus on the appropriate role of the state in the governance and regulation of schooling, with proponents on the ideological right and left reaching very different conclusions. Advocates of public funding for private schools…

Assessing U.S. Public School Quality: The Advantages of Combining Internal "Consumer Ratings" with External NCLB Ratings

ERIC Educational Resources Information Center

Price, Heather E.

2016-01-01

The school quality assessment process under No Child Left Behind (NCLB) is criticized for oversimplifying and overemphasizing standardized test results and unfairly targeting diverse, urban schools. There has been much development in alternative test score evaluations, especially value-added models. These developments have tilted the public…

No Child Left Behind and the Spectacle of Failing Schools: The Mythology of Contemporary School Reform

ERIC Educational Resources Information Center

Granger, David A.

2008-01-01

This article discusses what David Berliner (2005) has called the perverse "spectacle of fear" (208) surrounding issues of teacher quality and accountability in contemporary school reform. Drawing principally on the critical semiotics of Roland Barthes' essay, "The World of Wrestling" (1957), it examines the way that this…

School Violence: Perception and Reality

ERIC Educational Resources Information Center

Joong, Peter; Ridler, Olive

2005-01-01

High-profile cases have made the public aware of the horrific consequences of bullying and school violence and have left educators wondering whether schools are safe places for students and staff alike. According to an Angus Reid poll conducted by telephone in March-April, 1999, among a representative cross-section of 894 Canadian teens between 12…

Elevated left and reduced right orbitomedial prefrontal fractional anisotropy in adults with bipolar disorder revealed by tract-based spatial statistics.

PubMed

Versace, Amelia; Almeida, Jorge R C; Hassel, Stefanie; Walsh, Nicholas D; Novelli, Massimiliano; Klein, Crystal R; Kupfer, David J; Phillips, Mary L

2008-09-01

Diffusion tensor imaging (DTI) studies in adults with bipolar disorder (BD) indicate altered white matter (WM) in the orbitomedial prefrontal cortex (OMPFC), potentially underlying abnormal prefrontal corticolimbic connectivity and mood dysregulation in BD. To use tract-based spatial statistics (TBSS) to examine WM skeleton (ie, the most compact whole-brain WM) in subjects with BD vs healthy control subjects. Cross-sectional, case-control, whole-brain DTI using TBSS. University research institute. Fifty-six individuals, 31 having a DSM-IV diagnosis of BD type I (mean age, 35.9 years [age range, 24-52 years]) and 25 controls (mean age, 29.5 years [age range, 19-52 years]). Fractional anisotropy (FA) longitudinal and radial diffusivities in subjects with BD vs controls (covarying for age) and their relationships with clinical and demographic variables. Subjects with BD vs controls had significantly greater FA (t > 3.0, P 3.0, P

Building No. 92, interior of shop with windows on left ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

Building No. 92, interior of shop with windows on left and welding stalls at center, view facing west - U.S. Naval Base, Pearl Harbor, Marine Railway No. 1 Accessories House & Apprentice Welding School, Additions, Intersection of Avenue B & Sixth Street, Pearl City, Honolulu County, HI

Reprint of "Cortical Reorganization of Language Functioning Following Perinatal Left MCA Stroke" [Brain and Language 105 (2008) 99-111

ERIC Educational Resources Information Center

Tillema, Jan-Mendelt; Byars, Anna W.; Jacola, Lisa M.; Schapiro, Mark B.; Schmithorst, Vince J.; Szaflarski, Jerzy P.; Holland, Scott K.

2008-01-01

Objective: Functional MRI was used to determine differences in patterns of cortical activation between children who suffered perinatal left middle cerebral artery (MCA) stroke and healthy children performing a silent verb generation task. Methods: Ten children with prior perinatal left MCA stroke (age 6-16 years) and ten healthy age matched…

Student Receptivity to New School Meal Offerings: Assessing Fruit and Vegetable Waste among Middle School Students in the Los Angeles Unified School District

PubMed Central

Gase, Lauren N.; McCarthy, William J.; Robles, Brenda; Kuo, Tony

2014-01-01

Objective We sought to characterize student receptivity to new menu offerings in the Los Angeles Unified School District by measuring the levels of fruit and vegetable waste after implementation of changes to the school lunch menu in fall 2011. Methods We measured waste at four randomly selected middle schools in the school district, using two sources: a) food prepared and left over after service (production waste); and b) food that was selected but not eaten by students (plate waste). Results 10.2% of fruit and 28.7% of vegetable items prepared at the four schools were left over after service. Plate waste data, collected from 2,228 students, suggest that many of them did not select fruit (31.5%) or vegetable (39.6%) items. Among students who did, many threw fruit and vegetable items away without eating a single bite. Conclusions Our findings suggest that fruit and vegetable waste was substantial and that additional work may be needed to increase student selection and consumption of fruit and vegetable offerings. Complementary interventions to increase the appeal of fruit and vegetable options may be needed to encourage student receptivity to these healthier items in the school meal program. PMID:24747044

Student receptivity to new school meal offerings: assessing fruit and vegetable waste among middle school students in the Los Angeles Unified School District.

PubMed

Gase, Lauren N; McCarthy, William J; Robles, Brenda; Kuo, Tony

2014-10-01

We sought to characterize student receptivity to new menu offerings in the Los Angeles Unified School District by measuring the levels of fruit and vegetable waste after implementation of changes to the school lunch menu in fall 2011. We measured waste at four randomly selected middle schools in the school district, using two sources: a) food prepared and left over after service (production waste); and b) food that was selected but not eaten by students (plate waste). 10.2% of fruit and 28.7% of vegetable items prepared at the four schools were left over after service. Plate waste data, collected from 2228 students, suggest that many of them did not select fruit (31.5%) or vegetable (39.6%) items. Among students who did, many threw fruit and vegetable items away without eating a single bite. Our findings suggest that fruit and vegetable waste was substantial and that additional work may be needed to increase student selection and consumption of fruit and vegetable offerings. Complementary interventions to increase the appeal of fruit and vegetable options may be needed to encourage student receptivity to these healthier items in the school meal program. Copyright © 2014 Elsevier Inc. All rights reserved.

NASA Explorer School

NASA Image and Video Library

2007-11-08

The NASA Explorer School-East Oktibbeha County School District team recently celebrated the start of its three-year partnership with NASA during a two-part kickoff event Nov. 7 and 8. Pictured from left are, Oktibbeha County School District Superintendent Dr. Walter Conley; NES Team Administrator James Covington; Stennis Space Center Deputy Director Gene Goldman; Sharon Bonner; NES Team Lead Yolanda Magee; Andrea Temple; Carolyn Rice; and special guest astronaut Roger Crouch.

NASA Explorer School

NASA Technical Reports Server (NTRS)

2007-01-01

The NASA Explorer School-East Oktibbeha County School District team recently celebrated the start of its three-year partnership with NASA during a two-part kickoff event Nov. 7 and 8. Pictured from left are, Oktibbeha County School District Superintendent Dr. Walter Conley; NES Team Administrator James Covington; Stennis Space Center Deputy Director Gene Goldman; Sharon Bonner; NES Team Lead Yolanda Magee; Andrea Temple; Carolyn Rice; and special guest astronaut Roger Crouch.

The Impact of School Accountability Laws on Measures of Trust between Indiana Public School Superintendents and Teacher Union Leaders within the Forum of Mandatory Discussion

ERIC Educational Resources Information Center

Downs, Philip G.

2012-01-01

This study examines the impact of the school accountability laws "No Child Left Behind" and Indiana's Public Law 221 on Superintendents' perception of their relationship with the Teachers' Union Leader in their mandatory discussion meetings. Both school accountability laws contain provisions for the Indiana's Department of Education to…

An Analysis of Tardiness, Absenteeism, and Academic Achievement of 9th Grade Students in a Selected School District in Southeastern Georgia

ERIC Educational Resources Information Center

Quarles, Donald

2011-01-01

As schools try to meet state and federal requirements of No Child Left Behind, student academic achievement becomes a crucial part of that standard. However, schools are faced with challenges that may hinder overall student success. Some secondary schools are struggling with student tardiness and absenteeism. Tardies and absenteeism have an impact…

One Day Too Late? Mobile Students in an Era of Accountability. Working Paper 82

ERIC Educational Resources Information Center

Ozek, Umut

2012-01-01

How to incorporate mobile students, who enter schools/classrooms after the start of the school year, into educational performance evaluations remains to be a challenge. As mandated by the No Child Left Behind Act of 2001 (NCLB), all states currently require that a school is accountable only if the student has been enrolled in the school for a full…

Perceptions of Teachers in Their First Year of School Restructuring: Failure to Make Adequate Yearly Progress

ERIC Educational Resources Information Center

Moser, Sharon

2010-01-01

The 2007-2008 school year marked the first year Florida's Title I schools that did not made Adequate Yearly Progress (AYP) for five consecutive years entered into restructuring as mandated by the "No Child Left Behind Act" of 2001. My study examines the perceptions of teacher entering into their first year of school restructuring due to…

School Discipline in the Dark: Crippling Court Confusion Offers Mixed Messages for School Administrators Attempting to Discipline Students for Cyber Misconduct

ERIC Educational Resources Information Center

Summers, Beth A.

2013-01-01

This dissertation examines the demarcation line of school authority between off campus conduct and on campus discipline involving student cyber speech. A lack of clear direction from the Supreme court has left school administrators wading through a quagmire of advice and disparate lower court rulings regarding their authority to punish students…

No Preschooler Left Behind: The Need for High Quality Early Intervention for Children Born into Poverty

ERIC Educational Resources Information Center

Schippers, Vicky

2014-01-01

It is a sad fact that children born into poverty are far less likely to perform well in school and to finish school. Their inadequate schooling then negatively affects their degree of economic success at a large cost to society. The author--a professional tutor for underachieving students at PS 8 and Brooklyn High School for Leadership and…

Association of Left Atrial Enlargement with Cortical Infarction in Subjects with Patent Foramen Ovale.

PubMed

Lee, Mi Ji; Park, Sung-Ji; Yoon, Chang Hyo; Hwang, Ji-Won; Ryoo, Sookyung; Kim, Suk Jae; Kim, Gyeong-Moon; Chung, Chin-Sang; Lee, Kwang Ho; Bang, Oh Young

2016-09-01

Left atrial dysfunction has been reported in patients with patent foramen ovale (PFO). Here we investigated the role of left atrial dysfunction in the development of embolic stroke in patients with PFO. We identified consecutive patients with embolic stroke of undetermined sources except for PFO (PFO+ESUS). Healthy subjects with PFO served as controls (PFO+control). A stratified analysis by 10-year age group and an age- and sex- matching analysis were performed to compare echocardiographic markers between groups. In the PFO+ESUS group, infarct patterns of PFO-related stroke were determined (cortical vs. cortico-subcortical) and analyzed in correlation with left atrial function parameters. A total of 118 patients and 231 controls were included. The left atrial volume indices (LAVIs) of the PFO+ESUS patients were higher than those of the PFO+controls in age groups of 40-49, 50-59, and 60-69 years ( P <0.001, P =0.003, and P =0.027, respectively), and in the age- and sex-matched analysis ( P =0.001). In the PFO+ESUS patients, a higher (>28 mL/m 2 ) LAVI was more associated with the cortical infarct pattern ( P =0.043 for an acute infarction and P =0.024 for a chronic infarction, both adjusted for age and shunt amount). The degree of right-to-left shunting was not associated with infarct patterns, but with the posterior location of acute infarcts ( P =0.028). Left atrial enlargement was associated with embolic stroke in subjects with PFO. Left atrial physiology might contribute to the development of PFO-related stroke and need to be taken into consideration for optimal prevention of PFO-related stroke.

Functional organization of the language network in three- and six-year-old children.

PubMed

Vissiennon, Kodjo; Friederici, Angela D; Brauer, Jens; Wu, Chiao-Yi

2017-04-01

The organization of the language network undergoes continuous changes during development as children learn to understand sentences. In the present study, functional magnetic resonance imaging and behavioral measures were utilized to investigate functional activation and functional connectivity (FC) in three-year-old (3yo) and six-year-old (6yo) children during sentence comprehension. Transitive German sentences varying the word order (subject-initial and object-initial) with case marking were presented auditorily. We selected children who were capable of processing the subject-initial sentences above chance level accuracy from each age group to ensure that we were tapping real comprehension. Both age groups showed a main effect of word order in the left posterior superior temporal gyrus (pSTG), with greater activation for object-initial compared to subject-initial sentences. However, age differences were observed in the FC between left pSTG and the left inferior frontal gyrus (IFG). The 6yo group showed stronger FC between the left pSTG and Brodmann area (BA) 44 of the left IFG compared to the 3yo group. For the 3yo group, in turn, the FC between left pSTG and left BA 45 was stronger than with left BA 44. Our study demonstrates that while task-related activation was comparable, the small behavioral differences between age groups were reflected in the underlying functional organization revealing the ongoing development of the neural language network. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Three Economic Regions of New York State, the Fiscal Adequacy of Their High Schools, and the Financial Practices of Their School District Superintendents, School Board Presidents, and School District Business Officials

ERIC Educational Resources Information Center

Cantor, Martin R.

2010-01-01

This study examined the adequacy of education financing in three regions of New York State by comparing the cost of per-pupil education in high schools that meet the No Child Left Behind standard of 90 percent graduation rate and those high schools with 80 percent or less graduation rate in 18 counties of New York State. Also examined were the…

Ipsilateral printing in children's mirror-writing: a cause of specific learning disabilities?

PubMed

Mather, David S

2012-09-01

Previous research has demonstrated that young children produce mirror-image letter-reversals when printing their names in a leftward direction from the midline or right margin of their writing paper. This ability is postulated to be an epiphenomenon of a symmetric, proximal (arm) stage of motor development that ontogenetically precedes lateralization of fine-motor distal (finger) control-a stage in which each arm can be controlled by either side of the brain. From this view, canonical writing in right hemi-space is contralaterally mediated by the left hemisphere and mirror-writing in left hemi-space is ipsilaterally mediated by the right hemisphere. However, evidence of right hemisphere canonical letter processing in dyslexia suggests that this is not always the case. Concordantly, an early study corrected reversals by having children print these errors canonically in left hemi-space and then rightward across the midline into right hemi-space. To further understand this behaviour, the present study investigated mirror-writing in three schools (Public, Montessori, and Waldorf) each differing in how writing is introduced. It was hypothesised that there would be no school-differences in mirror-writing if printing had been learned before school-entry and that some children would produce reversals in right hemi-space that were canonically written in left-hemi-space (inverse reversals)-the opposite of the normal pattern. The results showed that 39% of the children demonstrated these inverse reversals. It is discussed how this unexpectedly high incidence may be foundational in the development of the phonologically proficient and deficient subtypes of dyslexia, spelling-dysgraphia, and the left-hand inverted writing posture.

Fantasy and the Brain's Right Hemisphere.

ERIC Educational Resources Information Center

Shuman, R. Baird

While the left hemisphere of the brain is responsible for logical and verbal activity, the right brain is the center of much of human feeling and emotion. Its vision is holistic rather than segmented or compartmentalized. Although schools today are geared almost exclusively to training the brain's left hemisphere, fantasy literature can provide…

The Impact of No Child Left Behind on Student Achievement

ERIC Educational Resources Information Center

Dee, Thomas S.; Jacob, Brian

2011-01-01

The No Child Left Behind (NCLB) Act compelled states to design school accountability systems based on annual student assessments. The effect of this federal legislation on the distribution of student achievement is a highly controversial but centrally important question. This study presents evidence on whether NCLB has influenced student…

A Guide to Education and "No Child Left Behind."

ERIC Educational Resources Information Center

US Department of Education, 2004

2004-01-01

Recognizing the universal importance of education, the federal government assumed a larger role in financing public schools with the passage of the Elementary and Secondary Education Act (ESEA) in 1965. Through subsequent reauthorizations, ESEA has continued to assist the states. In 2001, the reauthorization included "No Child Left Behind," which…

Homeschooling in the USA: Past, Present and Future

ERIC Educational Resources Information Center

Gaither, Milton

2009-01-01

This article first examines why the homeschooling movement in the USA emerged in the 1970s, noting the impact of political radicalism both right and left, feminism, suburbanization, and public school bureaucratization and secularization. It then describes how the movement, constituted of left- and right-wing elements, collaborated in the early…

The Paradox of Poverty Narratives: Educators Struggling with Children Left Behind

ERIC Educational Resources Information Center

Gerstl-Pepin, Cynthia I.

2006-01-01

This article utilizes narrative policy analysis to examine social justice narratives embedded within No Child Left Behind with respect to economic inequities. It juxtaposes national educational policy dialogues against the stories of educators working within an elementary school that serves a high-poverty community. The qualitative research…

Patterns of brain activity during a semantic task differentiate normal aging from early Alzheimer's disease.

PubMed

McGeown, William Jonathan; Shanks, Michael Fraser; Forbes-McKay, Katrina Elaine; Venneri, Annalena

2009-09-30

In a study of the effects of normal and pathological aging on semantic-related brain activity, 29 patients with Alzheimer's disease (AD) and 19 controls subjects (10 young and 9 older controls) performed a version of the Pyramids and Palm Trees Test that had been adapted for use during functional magnetic resonance imaging (fMRI). Young and older controls activated the left inferior and middle frontal gyri, precuneus and superior parietal lobule. Right frontal and left temporal cortices were activated only in the young. The AD group activated only the left prefrontal and cingulate cortex. Separate analyses of high- and low-performing AD subgroups showed a similar pattern of activation in the left frontal lobe, although activiation was more widespread in low performers. High performers significantly deactivated anterior midline frontal structures, however, while low performers did not. When the older adult and AD groups were combined, there was a significant positive correlation between left frontal and parietal activation and Mini-Mental State Examination (MMSE) score (covarying for age), suggesting a disease effect. A significant negative correlation between activation in the left temporal cortex and age (covarying for MMSE score) reflected a possible age effect. These differential effects suggest that semantic activation paradigms might aid diagnosis in those cases for whom conventional assessments lack the necessary sensitivity to detect subtle changes.

Chronic auditory hallucinations in schizophrenic patients: MR analysis of the coincidence between functional and morphologic abnormalities.

PubMed

Martí-Bonmatí, Luis; Lull, Juan José; García-Martí, Gracián; Aguilar, Eduardo J; Moratal-Pérez, David; Poyatos, Cecilio; Robles, Montserrat; Sanjuán, Julio

2007-08-01

To prospectively evaluate if functional magnetic resonance (MR) imaging abnormalities associated with auditory emotional stimuli coexist with focal brain reductions in schizophrenic patients with chronic auditory hallucinations. Institutional review board approval was obtained and all participants gave written informed consent. Twenty-one right-handed male patients with schizophrenia and persistent hallucinations (started to hear hallucinations at a mean age of 23 years +/- 10, with 15 years +/- 8 of mean illness duration) and 10 healthy paired participants (same ethnic group [white], age, and education level [secondary school]) were studied. Functional echo-planar T2*-weighted (after both emotional and neutral auditory stimulation) and morphometric three-dimensional gradient-recalled echo T1-weighted MR images were analyzed using Statistical Parametric Mapping (SPM2) software. Brain activation images were extracted by subtracting those with emotional from nonemotional words. Anatomic differences were explored by optimized voxel-based morphometry. The functional and morphometric MR images were overlaid to depict voxels statistically reported by both techniques. A coincidence map was generated by multiplying the emotional subtracted functional MR and volume decrement morphometric maps. Statistical analysis used the general linear model, Student t tests, random effects analyses, and analysis of covariance with a correction for multiple comparisons following the false discovery rate method. Large coinciding brain clusters (P < .005) were found in the left and right middle temporal and superior temporal gyri. Smaller coinciding clusters were found in the left posterior and right anterior cingular gyri, left inferior frontal gyrus, and middle occipital gyrus. The middle and superior temporal and the cingular gyri are closely related to the abnormal neural network involved in the auditory emotional dysfunction seen in schizophrenic patients.

Laparoscopic trans-mesocolic pyeloplasty in children: initial experience from a center in India.

PubMed

Khan, Muneer; Ahangar, Shahnawaz; Nazir, Syed Sajjad; Qadri, Syed Javid Farooq; Salroo, Nazir Ahmad

2011-07-01

The aim of the present study is to report our experience with laparoscopic pyeloplasty via trans-mesocolic approach in children with left pelvi-ureteric junction (PUJ) obstruction. Between May 2007 and May 2008, 12 children aged between five and 16 years, with documented PUJ obstruction on the left side, underwent laparoscopic pyeloplasty via trans-mesocolic approach. The outcome was assessed by post-operative isotope renal scan. The mean age of the study patients was eight years, ranging between five and 16 years. There were five males and seven females in the study. All children underwent Anderson Hynes Pyeloplasty by a single surgeon. All cases were stented with a JJ stent for a period of six weeks post-operatively. The procedures were completed successfully in all patients without need for conversion to open pyeloplasty in any patient. The mean operative time was 95 min, with a range of 80-140 min. The average blood loss was 57 mL. The mean hospital stay was 3.5 days with a range of 2.5 to six days. All children returned back to school within nine days following surgery. The mean follow-up period was 12 months (range, nine to 14 months). Eleven of the patients were completely asymptomatic, while one reported mild flank pain. All children underwent renal scans and renal ultrasound three months after stent removal. Ten had improved function on the scan while in one patient, the function remained the same and, in another, it showed obstructed response to diuretic, although the symptoms had improved. In all the cases, renal ultrasound showed a decrease in the severity of hydronephrosis by at least one degree. These results confirm that laparoscopic pyeloplasty by trans-mesocolic approach in children for left-sided PUJ obstruction is safe and feasible.

Attention and Regional Gray Matter Development in Very Preterm Children at Age 12 Years.

PubMed

Lean, Rachel E; Melzer, Tracy R; Bora, Samudragupta; Watts, Richard; Woodward, Lianne J

2017-08-01

This study examines the selective, sustained, and executive attention abilities of very preterm (VPT) born children in relation to concurrent structural magnetic resonance imaging (MRI) measures of regional gray matter development at age 12 years. A regional cohort of 110 VPT (≤32 weeks gestation) and 113 full term (FT) born children were assessed at corrected age 12 years on the Test of Everyday Attention-Children. They also had a structural MRI scan that was subsequently analyzed using voxel-based morphometry to quantify regional between-group differences in cerebral gray matter development, which were then related to attention measures using multivariate methods. VPT children obtained similar selective (p=.85), but poorer sustained (p=.02) and executive attention (p=.01) scores than FT children. VPT children were also characterized by reduced gray matter in the bilateral parietal, temporal, prefrontal and posterior cingulate cortices, bilateral thalami, and left hippocampus; and increased gray matter in the occipital and anterior cingulate cortices (family-wise error-corrected p<.05). Poorer sustained auditory attention was associated with increased gray matter in the anterior cingulate cortex (p=.04). Poor executive shifting attention was associated with reduced gray matter in the right superior temporal cortex (p=.04) and bilateral thalami (p=.05). Poorer executive divided attention was associated with reduced gray matter in the occipital (p=.001), posterior cingulate (p=.02), and left temporal (p=.01) cortices; and increased gray matter in the anterior cingulate cortex (p=.001). Disturbances in regional gray matter development appear to contribute, at least in part, to the poorer attentional performance of VPT children at school age. (JINS, 2017, 23, 539-550).

KSC-04pd2000

NASA Image and Video Library

2004-09-21

KENNEDY SPACE CENTER, FLA. - KSC Deputy Director Dr. Woodrow Whitlow Jr. (left) talks with staff members of Gainesville Elementary School, a NASA Explorer School in Gainesville, Ga. In the background are Bruce Buckingham (left) , NASA KSC News Chief, and Jim Jennings, deputy associate administrator for Institutions and Asset Management at NASA Headquarters. Jennings shared the new vision for space exploration with this next generation of explorers. Whitlow talked with students about our destiny as explorers, NASA’s stepping stone approach to exploring Earth, the Moon, Mars and beyond, how space impacts our lives, and how people and machines rely on each other in space.

Fractal dimension as an index of brain cortical changes throughout life.

PubMed

Kalmanti, Elina; Maris, Thomas G

2007-01-01

The fractal dimension (FD) of the cerebral cortex was measured in 93 individuals, aged from 3 months to 78 years, with normal brain MRI's in order to compare the convolutions of the cerebral cortex between genders and age groups. Image J, an image processing program, was used to skeletonize cerebral cortex and the box counting method applied. FDs on slices taken from left and right hemispheres were calculated. Our results showed a significant degree of lateralization in the left hemisphere. It appears that basal ganglia development, mainly in the left hemisphere, is heavily dependent upon age until puberty. In addition, both left and right cortex development equally depends on age until puberty, while the corresponding right hemisphere convolutions continue to develop until a later stage. An increased developmental activity appears between the ages of 1 and 15 years, indicating a significant brain remodelling during childhood and adolescence. In infancy, only changes in basal ganglia are observed, while the right hemisphere continues to remodel in adulthood.

Impact of aging on cardiac high-energy phosphate metabolism determined by phosphorus-31 2-dimensional chemical shift imaging (31P 2D CSI).

PubMed

Schocke, Michael F H; Metzler, Bernhard; Wolf, Christian; Steinboeck, Peter; Kremser, Christian; Pachinger, Otmar; Jaschke, Werner; Lukas, Peter

2003-06-01

Previous echocardiographic and experimental animal studies have shown that cardiac function, structure, and metabolism change with age. The aim of this study was to evaluate the impact of age on left ventricular high-energy phosphate metabolism. Using a 1.5 Tesla whole-body MR scanner 31P 2D CSI (8 x 8 phase encoding steps, 320 mm field of view) was performed in 76 healthy male volunteers (41.7 +/- 13 years) without any history of coronary heart disease. Fourier interpolation, corrections for T1 saturation effects, the nucleus Overhauser effect, and the blood contamination were applied to the spectroscopic data. The volunteers were divided into two groups, younger (n = 37) and older (n = 39) than 41.7 years. In all volunteers, laboratory specimen were sampled, and transthoracal echocardiography was carried out. Significant differences in left ventricular phosphocreatine (PCr) to beta-adenosine-triphosphate (beta-ATP) ratios (2.16 vs. 1.83, p < 0.001), fasting serum glucose levels (83.3 vs. 98.7 mg/dl, p < 0.001), E/A (1.51 vs. 1.14 p < 0.001), and ejection fraction (EF, 65.3 vs. 59.9%, p = 0.005) were detected between the two groups of volunteers, younger and older than 41.7 years. Moreover, age correlated moderately to well with left ventricular PCr to beta-ATP ratios (r = -0.44), fasting serum glucose levels (r = 0.4), E/A (r = -0.7), left ventricular myocardial mass (r = -0.41), and EF (r = -0.55). In conclusion, our study shows that left ventricular PCr to beta-ATP ratios decrease moderately with age, as suggested by previous experimental animal studies. Additionally, age correlates negatively with E/A, left ventricular myocardial mass, and EF, as reported by previous echocardiography studies. The present study is the first to show the impact of age on left ventricular PCr to beta-ATP values in humans.

Digit ratio (2D:4D) in primary brain tumor patients: A case-control study.

PubMed

Bunevicius, Adomas; Tamasauskas, Sarunas; Deltuva, Vytenis Pranas; Tamasauskas, Arimantas; Sliauzys, Albertas; Bunevicius, Robertas

2016-12-01

The second-to-fourth digit ratio (2D:4D) reflects prenatal estrogen and testosterone exposure, and is established in utero. Sex steroids are implicated in development and progression of primary brain tumors. To investigate whether there is a link between 2D:4D ratio and primary brain tumors, and age at presentation. Digital images of the right and left palms of 85 primary brain tumor patients (age 56.96±13.68years; 71% women) and 106 (age 54.31±13.68years; 68% women) gender and age matched controls were obtained. The most common brain tumor diagnoses were meningioma (41%), glioblastoma (20%) and pituitary adenoma (16%). Right and left 2D:4D ratios, and right minus left 2D:4D (D r-l ) were compared between patients and controls, and were correlated with age. Right and left 2D:4D ratios were significantly lower in primary brain tumor patients relative to controls (t=-4.28, p<0.001 and t=-3.69, p<0.001, respectively). The D r-l was not different between brain tumor patients and controls (p=0.27). In meningioma and glioma patients, age at presentation correlated negatively with left 2D:4D ratio (rho=-0.42, p=0.01 and rho=-0.36, p=0.02, respectively) and positively with D r-l (rho=0.45, p=0.009 and rho=0.65, p=0.04, respectively). Right and left hand 2D:4D ratios are lower in primary brain tumor patients relative to healthy individuals suggesting greater prenatal testosterone and lower prenatal estrogen exposure in brain tumor patients. Greater age at presentation is associated with greater D r-l and with lower left 2D:4D ratio of meningioma and glioma patients. Due to small sample size our results should be considered preliminary and interpreted with caution. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Individual characteristics and the multiple contexts of adolescent bullying: an ecological perspective.

PubMed

Barboza, Gia Elise; Schiamberg, Lawrence B; Oehmke, James; Korzeniewski, Steven J; Post, Lori A; Heraux, Cedrick G

2009-01-01

This paper uses an ecological perspective to explore the risk factors associated with bullying behaviors among a representative sample of adolescents aged 11-14 (n = 9816; X = 12.88; s = .9814). Data derived from the Health Behavior in School Children: WHO Cross-National Survey were used to model the relationship between bullying and media effects, peer and family support systems, self-efficacy, and school environment. Overall, the results of this study suggest that bullying increases among children who watch television frequently, lack teacher support, have themselves been bullied, attend schools with unfavorable environments, have emotional support from their peers, and have teachers and parents who do not place high expectations on their school performance. In addition, we found an inverse relationship between being Asian or African American, feeling left out of school activities and bullying. Our results lend support to the contention that bullying arises out of deficits in social climate, but that social support systems mediate bullying behavior irrespective of the student's racial/ethnic characteristics, parental income levels or media influences. Because the number of friends and the ability to talk to these friends increases the likelihood of bullying, we suggest that bullying is not simply an individual response to a particular environment but is a peer-group behavior. We conclude that limiting television viewing hours, improving student's abilities to access family support systems and improving school atmospheres are potentially useful interventions to limit bullying behavior.

The Presence of the Correlates of Effective Schools at the District Level: A Case Study

ERIC Educational Resources Information Center

Thompson, DeNelle

2013-01-01

Although the No Child Left Behind Act (NCLB) requires all American public schools to meet Adequate Yearly Progress (AYP), many fail to meet this standard each year. Effective Schools Research has revealed several correlates, such as a clear mission, a safe climate, strong instructional leadership, monitoring of student progress, strong…

The Influence of School Climate on Students' Experiences of Peer Sexual Harassment in High Schools

ERIC Educational Resources Information Center

Tully, Carol A.

2010-01-01

Early studies on the prevalence of peer sexual harassment in schools have left little doubt that it is a serious problem, often with negative consequences. Research indicates that sexual harassment is a subjective and gendered phenomenon, and peer sexual harassment is further complicated by the developmental changes associated with adolescence.…

A Glimpse into Urban Middle Schools on Probation for "Persistently Dangerous" Status: Identifying Malleable Predictors of Fighting

ERIC Educational Resources Information Center

Jones, Vanya C.; Bradshaw, Catherine P.; Haynie, Denise L.; Simons-Morton, Bruce G.; Gielen, Andrea C.; Cheng, Tina L.

2009-01-01

The No Child Left Behind Act requires state boards of education to identify schools that are unsafe. Schools that are identified by measures such as suspension and expulsion rates are subsequently labeled "persistently dangerous." To our knowledge there is no published research that attempts to characterize fighting behavior among youths…

No Child Left Behind and High School Astronomy

ERIC Educational Resources Information Center

Krumenaker, Larry

2009-01-01

Astronomy was a required subject in the first American secondary level schools, the academies of the 18th century. When these were supplanted a century later by public high schools, astronomy still was often required, subsumed into courses of Natural Philosophy. Reasons given at that time to support astronomy as a part of general education include…

School Performance, Accountability and Waiver Reforms: Evidence from Louisiana. CEPA Working Paper No. 17-06

ERIC Educational Resources Information Center

Dee, Thomas; Dizon-Ross, Elise

2017-01-01

States that received federal waivers to the No Child Left Behind (NCLB) Act were required to implement reforms in designated "Focus Schools" that contribute to achievement gaps. In this study, we examine the performance effects of such "differentiated accountability" reforms in the state of Louisiana. The Focus School reforms…

Free to Be...You and Me: Gender, Identity, and Education in Urban Schools

ERIC Educational Resources Information Center

Brown, Cory Terrell

2012-01-01

The Title IX legislation of 1972 was established to promote gender equity among public entities (primarily schools) that utilize federal funding to support and sustain their operation. However, the United States (U.S.) Government developed new regulations for Title IX due to No Child Left Behind (NCLB). This change allowed public school districts…

Full-Service Community Schools: Cause and Outcome of Public Engagement

ERIC Educational Resources Information Center

Tagle, Richard

2005-01-01

As the federal No Child Left Behind law places increased pressure on schools to improve the academic performance of all children--notably those who have been historically underserved--many educators are realizing that they cannot do the work alone. Now more than ever, the public schools need parents and other community leaders to work with them,…

The Parent Perspective: Disabilities and Jewish Day Schools

ERIC Educational Resources Information Center

Uhrman, Abigail L.

2017-01-01

The following study describes the experiences of parents with a child with a disability in Jewish day schools. The findings suggest marked differences in the experiences of parents whose child was able to remain in the day school and those who left as a result of their child's disability. In the latter group, the themes of loneliness and…

Colorado School Finance Partnership: Report and Recommendations. Financing Colorado's Future: Assessing Our School Finance System

ERIC Educational Resources Information Center

Colorado Children's Campaign, 2012

2012-01-01

Over the last decade, Colorado has emerged as a national leader in crafting innovative solutions for challenges facing its public school system. From implementing the Colorado Student Assessment Program (CSAP) and No Child Left Behind (NCLB) reforms to more recent legislation including standards and assessments for a preschool-through-college…

How Does a Failing School Stop Failing?

ERIC Educational Resources Information Center

Warren-Gross, Laura

2009-01-01

The author's school had just been labeled a failing school by No Child Left Behind when its new principal arrived in the fall of 2007. In this demoralizing climate, teachers can get frustrated and choose to give up, or they can rise to the challenge, create a plan for improvement, and plunge into uncharted waters. This article discusses how the…

The Impact of Stress on Elementary School Principals and Their Effective Coping Mechanisms

ERIC Educational Resources Information Center

Krzemienski, Joyce

2012-01-01

In today's era of high stakes testing and accountability, school principals are confronted with many difficult challenges in addition to those traditionally experienced by principals given the advent of No Child Left Behind (NCLB) and the many mandates each school principal must report on annually. With mandated curriculum standards and widespread…

The Struggle of African American Students in the Public Schools

ERIC Educational Resources Information Center

Mubenga, Pascal

2006-01-01

The long road of slavery from generation to generation has left a legacy in the mind of African American students that has impacted their achievements in schools. In this project, the struggle of African American students in the public school education will be analyzed from the historical standpoint of view and its impact on their achievements.…

Breaking Down Blaine Amendments' Indefensible Barrier to Education Choice

ERIC Educational Resources Information Center

Burke, Lindsey M.; Stepman, Jarrett

2014-01-01

Though school choice has proven to be popular, barriers remain in some states as a result of so-called Blaine Amendments and similar policies to prevent education funding from following students to religious schools as a part of school choice options. If left to stand, these ignoble 19th century amendments will remain major impediments to the…

Tinkering and Turnarounds: Understanding the Contemporary Campaign to Improve Low-Performing Schools

ERIC Educational Resources Information Center

Duke, Daniel L.

2012-01-01

An unprecedented amount of attention in recent years has been focused on turning around low-performing schools. Drawing on insights from Tyack and Cuban's (1995) "Tinkering Toward Utopia," the article analyzes the forces behind the school turnaround phenomenon and how they have evolved since passage of the No Child Left Behind Act. The…

Networked Social Enterprises: A New Model of Community Schooling for Disadvantaged Neighborhoods Facing Challenging Times

ERIC Educational Resources Information Center

Kerr, Kirstin; Dyson, Alan

2016-01-01

Community schools have long been accepted as an institutional mechanism for intervening in the relationship between poverty, poor educational outcomes, and limited life chances. At a time when public services are being retracted, and disadvantaged places are being increasingly left to struggle, community schools are poised to become more important…

The Impact of Music Education on Academic Achievement in Reading and Math

ERIC Educational Resources Information Center

Deere, Kelli Beth

2010-01-01

Increased scrutiny on the place of music education in school systems has caused some school systems to eliminate their music program entirely. School systems are being forced to place more emphasis on increased testing and accountability with the No Child Left Behind Act of 2001. This study examined the impact music education has on academic…

Putting the Schools in Charge: An Entrepreneur's Vision for a More Responsive Education System

ERIC Educational Resources Information Center

Katzman, John

2012-01-01

It's no surprise that, 28 years after the publication of "A Nation at Risk," school-reform efforts have generated so little effect. The nation's schools have proven, over the past century, adept at resisting change. Recent attempts to inject accountability and innovation have brought an important opportunity. No Child Left Behind helped…

Meeting the Needs of Single-Parent Children: School and Parent Views Differ.

ERIC Educational Resources Information Center

Wanat, Carolyn L.

1992-01-01

A Wisconsin study of single-parent children in the seventh and eighth grades revealed four general areas of need: stability and structure, acceptance, adult attention, and parental involvement. Parents felt that the parenting role should be left to them and that schools should limit out-of-school projects and educate their children by providing…

The Current Status of School Counseling Outcome Research. Research Monograph, Number 2

ERIC Educational Resources Information Center

McGannon, Wendy; Carey, John; Dimmitt, Carey

2005-01-01

This paper will review some of the issues in school counseling outcome research and how these issues relate to the No Child Left Behind (NCLB) Legislation. Some basic information related to the NCLB mandates will be reviewed in terms of how they impact the school counseling profession and counselor accountability. Types of research will be…

Cash Freeze for E-Rate Hits Schools

ERIC Educational Resources Information Center

Borja, Rhea R.

2004-01-01

A freeze on $3.28 billion in requests for aid under the federal E-rate program has left hundreds of school districts scrambling to pay for their technology needs--and, in some cases, crippled classroom instruction. The E-rate program, which has disbursed more than $8 billion since its inception in 1997, helps link public and private schools as…

High School Principal Transformational Leadership Behaviors and Teacher Extra Effort during Educational Reform: The Mediating Role of Teacher Agency Beliefs

ERIC Educational Resources Information Center

Boberg, John Eric

2013-01-01

Transformational leadership has been shown to affect organizational commitment, capacity development, and performance. However, these relationships have received very little attention in schools, especially high schools in the United States that are experiencing educational reform initiatives under No Child Left Behind. Using a sample of 1403 high…

Effectiveness of a Computer-Based Afterschool Intervention to Increase Reading Comprehension

ERIC Educational Resources Information Center

Yancsurak, Lonnie S.

2013-01-01

The No Child Left Behind legislation of 2001 requires all public school students to be proficient in math and English by 2014. The research problem that this study addressed is that the majority of schools are not on track to demonstrate this proficiency, potentially creating a nation of schools designated as "failing." This problem has…

Aztec Middle College: High School Alternatives in Community Colleges

ERIC Educational Resources Information Center

Olsen, Lynette

2010-01-01

The traditional high school model derived from the factory deficit model of the early 1900s has left many students, mainly minorities and/or low socioeconomic students, disenfranchised. This is evident in the poor school performance and high dropout rates of such students. Whereas the factory deficit model was created to promote only a few high…

The Impact of Leadership Practices on the Academic Achievement of Elementary Students in Satisfactory Schools and Unsatisfactory Schools in Georgia

ERIC Educational Resources Information Center

Hill, Antonio

2011-01-01

Our nation's k-12 schools are faced with numerous critical challenges: elevating academic achievement, recruitment and retention of high-caliber teachers, improving teacher quality, and meeting the mandates of the "No Child Left Behind" ("NCLB") legislation and state standards (Simpson, Lacava, & Graner, 2004; &…

Using Internet Polls to Understand Student Perspectives for School Improvement: An Exploration of Adolescents' Views on Tutoring

ERIC Educational Resources Information Center

Hisrich, Katy Elizabeth

2010-01-01

Meeting state and federal standards is a consistent challenge for schools and their students. Although states were mandated under the No Child Left Behind Act to provide Supplemental Educational Services, such as tutoring, to underperforming schools, the current education policy under the Obama administration does not specifically address the…

Is It Wrong for Us to Want Good Things? The Origins of Gompers Charter Middle School

ERIC Educational Resources Information Center

Mehan, Hugh B.; Chang, Gordon C.

2011-01-01

This paper documents the initial process by which a San Diego middle school, located in a low-income and predominantly Hispanic neighborhood and repeatedly failing to meet No Child Left Behind provisions, restructured into an academically rigorous, detracked charter school. The discussion of the political experience and working relationships…

NCLB's Ultimate Restructuring Alternatives: Do They Improve the Quality of Education?

ERIC Educational Resources Information Center

Mathis, William J.

2009-01-01

Across the nation, the final stage of school restructuring is being reached by an inexorably increasing number of schools. Under the No Child Left Behind law, if a school does not make its adequate yearly progress targets after four previous years of being "in need of improvement," it must implement a fundamental restructuring plan. The…

Missing the Boat--Impact of Just Missing Identification as a High-Performing School

ERIC Educational Resources Information Center

Weiner, Jennie; Donaldson, Morgaen; Dougherty, Shaun M.

2017-01-01

This study capitalizes on the performance identification system under the No Child Left Behind waivers to estimate the school-level impact of just missing formal state recognition as a high-performing school. Using a fuzzy regression-discontinuity design and data from the early years of waiver implementation in Rhode Island, we find that, when…

Where Have All the Dollars Gone?: No Child Left Behind Lawsuit Fizzles

ERIC Educational Resources Information Center

Bumsted, Brad

2005-01-01

On December 11, 2003, the Reading, Pennsylvania, School District, on behalf of "their students and their schools," filed a "Petition for Review" with the Commonwealth Court of Pennsylvania. In filing this petition, Reading became the first school district in the nation to sue a state education department over the No Child Left…

The Advantages of Single-Sex Education

ERIC Educational Resources Information Center

Hughes, Teresa A.

2006-01-01

Traditionally, single-sex education has been provided in the form of private schooling. Title IX regulations have loosened as a result of the No Child Left Behind Legislation; therefore, public school districts now have the legal right to create single-sex classes or single-sex schools if they deem it to be in the best interest of their students.…

Deciphering the Diagnostic Codes: A Guide for School Counselors. Practical Skills for Counselors.

ERIC Educational Resources Information Center

Jones, W. Paul

Although school counselors have more contact with children and adolescents than most other human service professionals, they are frequently left out of discussions on diagnostic coding. Ways in which school counselors can use the codes in the Diagnostic and Statistical Manual of Mental Disorders IV (DSM-IV) are explored in this text. The book…

A Professional Learning Community to Improve Literacy at a Minority Urban High School

ERIC Educational Resources Information Center

McCallum, Salimah A.

2012-01-01

Despite No Child Left Behind legislation, there has been little significant progress in literacy for African American and Hispanic high school students. This issue reflects a failing school system and an urgent need for educational reform in the United States. Using social cognitive theory as the conceptual framework, this qualitative study…

Exceptionally low prevalence of refractive error and visual impairment in schoolchildren from Lao People's Democratic Republic.

PubMed

Casson, Robert J; Kahawita, Shyalle; Kong, Aimee; Muecke, James; Sisaleumsak, Siphetthavong; Visonnavong, Vithoune

2012-10-01

Vientiane Province is an urbanizing region in Southeast Asia. We aimed to determine the prevalence of refractive error and visual impairment in primary school-aged children in this region. Prospective, cross-sectional survey. A total of 2899 schoolchildren from Vientiane Province, Lao People's Democratic Republic (Lao PDR). Ten districts from Vientiane were randomly selected and 2 primary schools were randomly selected from each district. All children aged 6 to 11 years at selected schools were eligible to participate. The examination included visual acuity (VA) testing, cycloplegic retinoscopy with subjective refinement if indicated, ocular motility testing, and anterior segment and fundus examinations in visually impaired children. Cycloplegic refraction and VA. There was an estimated total of 3330 children who were eligible to participate, and data were recorded from 2899 (87%) of these children. Complete refractive data were available on 2842 children (85% of eligible population). The mean spherical equivalent (SE) in the right eyes was +0.60 diopter (D) (95% confidence interval [CI], 0.49-0.72), and the mean SE in the left eyes was +0.59 (95% CI, 0.50-0.68). The prevalence of hyperopia was 2.8% (95% CI, 1.9-3.7; 88 subjects), and the prevalence of myopia was 0.8% (95% CI, 0.3-1.4; 24 subjects). The majority of children (98%; 95% CI, 97.0-99.0) had normal unaided binocular VA (at least 20/32 in their better eye). The overall prevalence of any visual impairment (presenting VA <20/32 in the better eye) was 1.9% (95% CI, 1.0-2.9; 55 subjects). In multivariate logistic regression analysis, age (P = 0.001) was a significant predictor, and female gender (P = 0.08) and Yao ethnicity (P = 0.09) were borderline significant predictors of the presence of any visual impairment. Visual impairment is not a public health concern in this primary school-aged population; however, visually impaired children in the community were not studied. From this baseline, future surveys could determine the effect of increasing urbanization on myopia prevalence in this population. Copyright © 2012 American Academy of Ophthalmology. Published by Elsevier Inc. All rights reserved.

No School Left Behind: A Multiple Case Study of High-Performing Third-Grade Reading Programs in Low-Income Rural Schools in Southern Illinois

ERIC Educational Resources Information Center

Rosenberger, Patricia J.

2012-01-01

Since the 2008 implementation of Response to Intervention (RtI) plans in Illinois, rural schools in southern Illinois with a high percentage of low-income students have been compelled to implement school-wide reforms of their reading programs. Often, limited funding makes it difficult to sustain growth trends in Adequate Yearly Progress (AYP).…

Defending Left Pedagogy: U.S. Communist Schools Fight Back against the SACB (Subversive Activities Control Board)...and Lose (1953-1957)

ERIC Educational Resources Information Center

Gettleman, Marvin E.

2008-01-01

During the 1940s and 1950s the U.S. Communist Party upgraded and broadened its adult education schools, abandoning or ideologically modifying the militant pedagogical centres that had sprung up during the 1920s and 1930s in many American cities. In New York the transformation was complicated as two Party schools (the Workers School and the School…

Study of the Influence of Age in 18F-FDG PET Images Using a Data-Driven Approach and Its Evaluation in Alzheimer's Disease.

PubMed

Jiang, Jiehui; Sun, Yiwu; Zhou, Hucheng; Li, Shaoping; Huang, Zhemin; Wu, Ping; Shi, Kuangyu; Zuo, Chuantao; Neuroimaging Initiative, Alzheimer's Disease

2018-01-01

18 F-FDG PET scan is one of the most frequently used neural imaging scans. However, the influence of age has proven to be the greatest interfering factor for many clinical dementia diagnoses when analyzing 18 F-FDG PET images, since radiologists encounter difficulties when deciding whether the abnormalities in specific regions correlate with normal aging, disease, or both. In the present paper, the authors aimed to define specific brain regions and determine an age-correction mathematical model. A data-driven approach was used based on 255 healthy subjects. The inferior frontal gyrus, the left medial part and the left medial orbital part of superior frontal gyrus, the right insula, the left anterior cingulate, the left median cingulate, and paracingulate gyri, and bilateral superior temporal gyri were found to have a strong negative correlation with age. For evaluation, an age-correction model was applied to 262 healthy subjects and 50 AD subjects selected from the ADNI database, and partial correlations between SUVR mean and three clinical results were carried out before and after age correction. All correlation coefficients were significantly improved after the age correction. The proposed model was effective in the age correction of both healthy and AD subjects.

Left-handers' struggle in a rightward wor(l)d: The relation between horizontal spatial bias and effort in directed movements.

PubMed

Suitner, Caterina; Maass, Anne; Bettinsoli, Maria Laura; Carraro, Luciana; Kumar, Serena

2017-01-01

Five studies investigated the role of handedness and effort in horizontal spatial bias related to agency (Spatial Agency Bias, SAB). A Pilot Study (n = 33) confirmed the basic assumption that rightward writing requires greater effort from left- than from right-handers. In three studies, Italian students (n = 591 right-handed, n = 115 left-handed) were found to start drawings on the left, proceeding rightward (Study 1a, 1b), and to draw moving objects with a rightward orientation in line with script direction (Study 1c). These spatial asymmetries were displayed stronger by left- than by right-handed primacy school children, arguably due to the greater effort involved in learning how to write in a rightward fashion. Once writing has become fully automatic (high school) right- and left-handed students showed comparable spatial bias (Study 1c). The hypothesized role of effort was tested explicitly in Study 2 in which 99 right-handed adults learned a new (leftward) spatial trajectory through an easy or difficult motor exercise. The habitual rightward bias was reliably reduced, especially among those who performed a difficult task requiring greater effort. Together, findings are largely in line with the body specificity hypothesis (Casasanto, 2011 ) and suggest that spatial asymmetries are learned and unlearned most efficiently through effortful motor exercises.

Anterior Insula Volume and Guilt

PubMed Central

Belden, Andy C.; Barch, Deanna M.; Oakberg, Timothy J.; April, Laura M.; Harms, Michael P.; Botteron, Kelly N.; Luby, Joan L.

2016-01-01

IMPORTANCE This is the first study to date to examine volumetric alterations in the anterior insula (AI) as a potential biomarker for the course of childhood major depressive disorder (MDD). OBJECTIVES To examine whether children with a history of preschool-onset (PO) MDD show reduced AI volume, whether a specific symptom of PO MDD (pathological guilt) is related to AI volume reduction (given the known relationship between AI and guilt processing), and whether AI volumes predict subsequent likelihood of having an episode of MDD. DESIGN, SETTING, AND PARTICIPANTS In a prospective longitudinal study, 306 children (age range, 3.00–5.11 years) and caregivers completed DSM diagnostic assessments at 6 annual time points during 10 years as part of the Preschool Depression Study. Magnetic resonance imaging was completed on a subset of 145 school-age children (age range, 6.11–12.11 years). MAIN OUTCOMES AND MEASURES Whole-brain–adjusted AI volume measured using magnetic resonance imaging at school age and children’s diagnosis of MDD any time after their imaging. RESULTS Compared with children without a history of PO MDD, school-age children previously diagnosed as having PO MDD had smaller left and right AI volumes (Wilks Λ = 0.94, F2,124 = 3.37, P = .04, Cohen d = 0.23). However, the effect of PO MDD on reduced AI volumes was better explained by children’s experience of pathological guilt during preschool (Λ = 0.91, F2,120 = 6.17, P = .003, d = .30). When covarying for children’s lifetime history of MDD episodes, their experience of pathological guilt during preschool, as well as their sex and age at the time of imaging, schoolchildren’s right-side AI volume was a significant predictor of being diagnosed as having an MDD episode after imaging (odds ratio, 0.96; 95% CI, 0.01–0.75; P = .03). CONCLUSIONS AND RELEVANCE These results provide evidence that structural abnormalities in AI volume are related to the neurobiology of depressive disorders starting in early childhood. The present findings are consistent with mounting research in adult MDD suggesting that insula function and structure may be a target biomarker for major depression. PMID:25390502

Anterior insula volume and guilt: neurobehavioral markers of recurrence after early childhood major depressive disorder.

PubMed

Belden, Andy C; Barch, Deanna M; Oakberg, Timothy J; April, Laura M; Harms, Michael P; Botteron, Kelly N; Luby, Joan L

2015-01-01

This is the first study to date to examine volumetric alterations in the anterior insula (AI) as a potential biomarker for the course of childhood major depressive disorder (MDD). To examine whether children with a history of preschool-onset (PO) MDD show reduced AI volume, whether a specific symptom of PO MDD (pathological guilt) is related to AI volume reduction (given the known relationship between AI and guilt processing), and whether AI volumes predict subsequent likelihood of having an episode of MDD. In a prospective longitudinal study, 306 children (age range, 3.00-5.11 years) and caregivers completed DSM diagnostic assessments at 6 annual time points during 10 years as part of the Preschool Depression Study. Magnetic resonance imaging was completed on a subset of 145 school-age children (age range, 6.11-12.11 years). Whole-brain-adjusted AI volume measured using magnetic resonance imaging at school age and children's diagnosis of MDD any time after their imaging. Compared with children without a history of PO MDD, school-age children previously diagnosed as having PO MDD had smaller left and right AI volumes (Wilks Λ = 0.94, F2,124 = 3.37, P = .04, Cohen d = 0.23). However, the effect of PO MDD on reduced AI volumes was better explained by children's experience of pathological guilt during preschool (Λ = 0.91, F2,120 = 6.17, P = .003, d = .30). When covarying for children's lifetime history of MDD episodes, their experience of pathological guilt during preschool, as well as their sex and age at the time of imaging, schoolchildren's right-side AI volume was a significant predictor of being diagnosed as having an MDD episode after imaging (odds ratio, 0.96; 95% CI, 0.01-0.75; P = .03). These results provide evidence that structural abnormalities in AI volume are related to the neurobiology of depressive disorders starting in early childhood. The present findings are consistent with mounting research in adult MDD suggesting that insula function and structure may be a target biomarker for major depression.

Analysis of left ventricular mass in untreated men and in men treated with agalsidase-β: data from the Fabry Registry.

PubMed

Germain, Dominique P; Weidemann, Frank; Abiose, Ademola; Patel, Manesh R; Cizmarik, Marta; Cole, J Alexander; Beitner-Johnson, Dana; Benistan, Karelle; Cabrera, Gustavo; Charrow, Joel; Kantola, Ilkka; Linhart, Ales; Nicholls, Kathy; Niemann, Markus; Scott, C Ronald; Sims, Katherine; Waldek, Stephen; Warnock, David G; Strotmann, Jörg

2013-12-01

The aim of this study was to evaluate the progression of left ventricular hypertrophy in untreated men with Fabry disease and to assess the effects of agalsidase-β (recombinant human α-galactosidase A) on left ventricular hypertrophy. Longitudinal Fabry Registry data were analyzed from 115 men treated with agalsidase-β (1 mg/kg/2 weeks) and 48 untreated men. Measurements included baseline left-ventricular mass and at least one additional left-ventricular mass assessment over ≥ 2 years. Patients were grouped into quartiles, based on left-ventricular mass slopes. Multivariate logistic regression analyses identified factors associated with left ventricular hypertrophy progression. For men in whom treatment was initiated at the age of 18 to <30 years, mean left ventricular mass slope was -3.6 g/year (n = 31) compared with +9.5 g/year in untreated men of that age (n = 15) (P < 0.0001). Untreated men had a 3.4-fold higher risk of having faster increases in left-ventricular mass compared with treated men (odds ratio: 3.43; 95% confidence interval: 1.05-11.22; P = 0.0415). A baseline age of ≥ 40 years was also associated with left--ventricular hypertrophy progression (odds ratio: 5.03; 95% confidence interval: 1.03-24.49; P = 0.0457) compared with men younger than 30 years. Agalsidase-β treatment for ≥2 years may improve or stabilize left-ventricular mass in men with Fabry disease. Further investigations may determine whether early intervention and stabilization of LVM are correlated with clinical outcomes.

1H-Magnetic resonance spectroscopy study of stimulant medication effect on brain metabolites in French Canadian children with attention deficit hyperactivity disorder

PubMed Central

Benamor, Leila

2014-01-01

Background Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in school aged children. Functional abnormalities have been reported in brain imaging studies in ADHD populations. Psychostimulants are considered as the first line treatment for ADHD. However, little is known of the effect of stimulants on brain metabolites in ADHD patients. Objectives To compare the brain metabolite concentrations in children with ADHD and on stimulants with those of drug naïve children with ADHD, versus typically developed children, in a homogenous genetic sample of French Canadians. Methods Children with ADHD on stimulants (n=57) and drug naïve children with ADHD (n=45) were recruited, as well as typically developed children (n=38). The presence or absence of ADHD diagnosis (Diagnostic and Statistical Manual of Mental Disorders IV criteria) was based on clinical evaluation and The Diagnostic Interview Schedule for Children IV. All children (n=140) underwent a proton magnetic resonance spectroscopy session to measure the ratio of N-acetyl-aspartate, choline, glutamate, and glutamate–glutamine to creatine, respectively, in the left and right prefrontal and striatal regions of the brain, as well as in the left cerebellum. Results When compared with drug naïve children with ADHD, children with ADHD on stimulants and children typically developed were found to have higher choline ratios in the left prefrontal region (P=0.04) and lower N-acetyl-aspartate ratios in the left striatum region (P=0.01), as well as lower glutamate–glutamine ratios in the left cerebellum (P=0.05). In these three regions, there was no difference between children with ADHD on stimulants and typically developed children. Conclusion Therapeutic psychostimulant effects in children with ADHD may be mediated by normalization of brain metabolite levels, particularly in the left fronto-striato-cerebellar regions. PMID:24476627

Moyamoya disease: impact on the performance of oral and written language.

PubMed

Lamônica, Dionísia Aparecida Cusin; Ribeiro, Camila da Costa; Ferraz, Plínio Marcos Duarte Pinto; Tabaquim, Maria de Lourdes Merighi

Moyamoya disease is an unusual form of occlusive, cerebrovascular disorder that affects the arteries of the central nervous system, causing acquired language alterations and learning difficulties. The study aim was to describe the oral/written language and cognitive skills in a seven-year-and-seven-month-old girl diagnosed with Moyamoya disease. The assessment consisted of interviews with her parents and application of the following instruments: Observation of Communicative Behavior, Peabody Picture Vocabulary Test, Academic Performance Test, Profile of Phonological Awareness, Raven's Progressive Matrices Test, Special Scale, Wechsler Intelligence Scale for Children, Bender Visual Motor Gestalt Test, and Wisconsin Card Sorting Test. Two episodes of stroke in the left and right temporal-parietal and left frontal areas occurred until the age of six years and five months. Revascularization surgery and medication treatment were conducted. The audiologic and ophthalmologic assessments indicated normality. At the time of the study, the girl was attending the second grade of elementary school. She presented changes in oral and written language (syllabic-alphabetic), non-naming of all graphemes, low arithmetic and writing means, reading skill below first grade level and psycholinguistic delay, and pre-school level phonological processing skills. The psychological evaluation indicated satisfactory intellectual level; however, it also showed cognitive performance impairment in verbal and execution tasks and limitations on graphic-perceptual-motor skills and sequential logic organization. The stroke episodes influenced the performance of learning processes, affecting the analysis, integration, and interpretation of relevant visual and auditory information.

[Phonomechanocardiographic study of innocent murmurs in children].

PubMed

Esquivel Avila, J; Veloz Núñez, M L; Aldana Herrero, A; Hernández Martínez, G

1982-01-01

At the National Institute of Pediatrics DIF (formerly IMAN), a comparative study was performed in 157 healthy children. Ninety four (59.8%), had an innocent cardiac murmur, and 63 children (40.1%) had no heart murmur detectable. The presence of innocent murmurs was more frequent in pre-school and school age; murmurs of basal location were predominant. The murmurs were brief midsystolic and of the ejective type. All of them had the characteristics of a vibratory murmur of sinusoidal type, with diagonal radiation and low frequency. One more dynamic of pharmacological tests were performed in 60 children. In 88.5% of the cases, the murmur showed left behavior during the Valsalva monouver. Only in 15.7% during the Azoulay maneuver suggested right origin of the murmur. In 70% the murmur decreased with orthostatism and in the children who inhaled amyl nitrite, the murmur showed a behavior suggestive of aortic ejective origin. The comparison between the groups with and without murmurs showed that the heart rate was lower for those children with murmurs (P less than 0.05), the left ventricle ejection time was shorter in children with murmurs (P less than 0.01), but instead the preejection period was longer in children with murmurs (P less than 0.05). These differences let us point out that in children with murmurs the blood flow during the early systole is higher than in those without murmurs. This conditions probably a determinant in the origin of the innocent murmur.

[Automated Assessment for Bone Age of Left Wrist Joint in Uyghur Teenagers by Deep Learning].

PubMed

Hu, T H; Huo, Z; Liu, T A; Wang, F; Wan, L; Wang, M W; Chen, T; Wang, Y H

2018-02-01

To realize the automated bone age assessment by applying deep learning to digital radiography （DR） image recognition of left wrist joint in Uyghur teenagers, and explore its practical application value in forensic medicine bone age assessment. The X-ray films of left wrist joint after pretreatment, which were taken from 245 male and 227 female Uyghur nationality teenagers in Uygur Autonomous Region aged from 13.0 to 19.0 years old, were chosen as subjects. And AlexNet was as a regression model of image recognition. From the total samples above, 60％ of male and female DR images of left wrist joint were selected as net train set, and 10％ of samples were selected as validation set. As test set, the rest 30％ were used to obtain the image recognition accuracy with an error range in ±1.0 and ±0.7 age respectively, compared to the real age. The modelling results of deep learning algorithm showed that when the error range was in ±1.0 and ±0.7 age respectively, the accuracy of the net train set was 81.4% and 75.6% in male, and 80.5% and 74.8% in female, respectively. When the error range was in ±1.0 and ±0.7 age respectively, the accuracy of the test set was 79.5% and 71.2% in male, and 79.4% and 66.2% in female, respectively. The combination of bone age research on teenagers' left wrist joint and deep learning, which has high accuracy and good feasibility, can be the research basis of bone age automatic assessment system for the rest joints of body. Copyright© by the Editorial Department of Journal of Forensic Medicine.

Prevalence of Mental Disorders in 6–16-Year-Old Students in Sichuan Province, China

PubMed Central

Qu, Yuan; Jiang, Hongyun; Zhang, Ni; Wang, Dahai; Guo, Lanting

2015-01-01

To investigate the point prevalence of mental disorders in school students, multistage cluster stratified random sampling and two-phase survey methods were used to identify 40 primary and middle schools. The students were screened using the Chinese version of the Child Behavior Checklist and diagnosed using the Mini International Neuropsychiatric Interview. The prevalence of behavioral problems was 19.13%. The prevalence of behavioral problems significantly differed by sex, age, city of residence, and caretaker. The six-month prevalence of any mental disorder was 15.24% (95% CI: 15.49%–16.97%). Psychiatric disorders were more prevalent in boys (17.33%) relative to girls (13.11%; p < 0.01). The prevalence of mental disorders significantly differed by community and caretaker, and 36.46% of students exhibited comorbidity. Results demonstrated important mental health issues, with a high incidence of comorbidities, in this population. Students’ mental health requires increased attention, particularly in poverty-stricken areas and left-behind children and adolescents. PMID:25985310

Audiovisual integration for speech during mid-childhood: electrophysiological evidence.

PubMed

Kaganovich, Natalya; Schumaker, Jennifer

2014-12-01

Previous studies have demonstrated that the presence of visual speech cues reduces the amplitude and latency of the N1 and P2 event-related potential (ERP) components elicited by speech stimuli. However, the developmental trajectory of this effect is not yet fully mapped. We examined ERP responses to auditory, visual, and audiovisual speech in two groups of school-age children (7-8-year-olds and 10-11-year-olds) and in adults. Audiovisual speech led to the attenuation of the N1 and P2 components in all groups of participants, suggesting that the neural mechanisms underlying these effects are functional by early school years. Additionally, while the reduction in N1 was largest over the right scalp, the P2 attenuation was largest over the left and midline scalp. The difference in the hemispheric distribution of the N1 and P2 attenuation supports the idea that these components index at least somewhat disparate neural processes within the context of audiovisual speech perception. Copyright © 2014 Elsevier Inc. All rights reserved.

Audiovisual integration for speech during mid-childhood: Electrophysiological evidence

PubMed Central

Kaganovich, Natalya; Schumaker, Jennifer

2014-01-01

Previous studies have demonstrated that the presence of visual speech cues reduces the amplitude and latency of the N1 and P2 event-related potential (ERP) components elicited by speech stimuli. However, the developmental trajectory of this effect is not yet fully mapped. We examined ERP responses to auditory, visual, and audiovisual speech in two groups of school-age children (7–8-year-olds and 10–11-year-olds) and in adults. Audiovisual speech led to the attenuation of the N1 and P2 components in all groups of participants, suggesting that the neural mechanisms underlying these effects are functional by early school years. Additionally, while the reduction in N1 was largest over the right scalp, the P2 attenuation was largest over the left and midline scalp. The difference in the hemispheric distribution of the N1 and P2 attenuation supports the idea that these components index at least somewhat disparate neural processes within the context of audiovisual speech perception. PMID:25463815

Prevalence of mental disorders in 6-16-year-old students in Sichuan province, China.

PubMed

Qu, Yuan; Jiang, Hongyun; Zhang, Ni; Wang, Dahai; Guo, Lanting

2015-05-13

To investigate the point prevalence of mental disorders in school students, multistage cluster stratified random sampling and two-phase survey methods were used to identify 40 primary and middle schools. The students were screened using the Chinese version of the Child Behavior Checklist and diagnosed using the Mini International Neuropsychiatric Interview. The prevalence of behavioral problems was 19.13%. The prevalence of behavioral problems significantly differed by sex, age, city of residence, and caretaker. The six-month prevalence of any mental disorder was 15.24% (95% CI: 15.49%-16.97%). Psychiatric disorders were more prevalent in boys (17.33%) relative to girls (13.11%; p < 0.01). The prevalence of mental disorders significantly differed by community and caretaker, and 36.46% of students exhibited comorbidity. Results demonstrated important mental health issues, with a high incidence of comorbidities, in this population. Students' mental health requires increased attention, particularly in poverty-stricken areas and left-behind children and adolescents.

Structural and functional cardiac adaptations to a 10-week school-based football intervention for 9-10-year-old children.

PubMed

Krustrup, P; Hansen, P R; Nielsen, C M; Larsen, M N; Randers, M B; Manniche, V; Hansen, L; Dvorak, J; Bangsbo, J

2014-08-01

The present study investigated the cardiac effects of a 10-week football training intervention for school children aged 9-10 years using comprehensive transthoracic echocardiography as a part of a larger ongoing study. A total of 97 pupils from four school classes were cluster-randomized into a control group that maintained their usual activities (CON; two classes, n = 51, 21 boys and 30 girls) and a football training group that performed an additional 3 × 40 min of small-sided football training per week (FT; two classes, n = 46, 23 boys and 23 girls). No baseline differences were observed in age, body composition, or echocardiographic variables between FT and CON. After the 10-week intervention, left ventricular posterior wall diameter was increased in FT compared with CON [0.4 ± 0.7 vs -0.1 ± 0.6 (± SD) mm; P < 0.01] as was the interventricular septum thickness (0.2 ± 0.7 vs -0.2 ± 0.8 mm; P < 0.001). Global isovolumetric relaxation time increased more in FT than in CON (3.8 ± 10.4 vs -0.9 ± 6.6 ms, P < 0.05) while the change in ventricular systolic ejection fraction tended to be higher (1.4 ± 8.0 vs -1.1 ± 5.5%; P = 0.08). No changes were observed in resting heart rate or blood pressure. In conclusion, a short-term, school-based intervention comprising small-sided football sessions resulted in significant structural and functional cardiac adaptations in pre-adolescent children. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Project ExPreSS: Social studies and science remediation program for the Georgia High School Graduation Test

NASA Astrophysics Data System (ADS)

Shearouse, Randy

Over half of the states now require students to pass a high stakes exit exam before being allowed to graduate from high school. No Child Left Behind requires that standardized testing be included to determine whether or not a school makes Adequate Yearly Progress (AYP). The purpose of this study is to examine the results of the Georgia High School Graduation Test (GHSGT) of students who participated in the remedial program Project ExPreSS with those students who did not participate. Using a quantitative research design, the question that will be answered is whether Project ExPreSS makes a difference in passing the GHSGT in science and social studies among three groups: all Georgia students, African American students in one Georgia school system, and all students in one Georgia school system. A chi-square test was conducted and a determination was made that there is a statistically significant relationship between project participation and pass-fail status in all but one area. The majority of students in this study were 17--18 years of age and were taking the science or social studies section of the GHSGT for the second time. The findings of this study will be important not only for Georgia and the school system examined, but also for other states and systems that give High Stakes Exit Exams (HSEEs). The results indicate that highly focused remedial programs like Project ExPreSS make a difference for students who may not be successful on their first attempt at passing a HSEE.

White matter microstructure integrity in relation to reading proficiency☆.

PubMed

Nikki Arrington, C; Kulesz, Paulina A; Juranek, Jenifer; Cirino, Paul T; Fletcher, Jack M

2017-11-01

Components of reading proficiency such asaccuracy, fluency, and comprehension require the successful coordination of numerous, yet distinct, cortical regions. Underlying white matter tracts allow for communication among these regions. This study utilized unique residualized tract - based spatial statistics methodology to identify the relations of white matter microstructure integrity to three components of reading proficiency in 49 school - aged children with typically developing phonological decoding skills and 27 readers with poor decoders. Results indicated that measures of white matter integrity were differentially associated with components of reading proficiency. In both typical and poor decoders, reading comprehension correlated with measures of integrity of the right uncinate fasciculus; reading comprehension was also related to the left inferior longitudinal fasciculus in poor decoders. Also in poor decoders, word reading fluency was related to the right uncinate and left inferior fronto - occipital fasciculi. Word reading was unrelated to white matter integrity in either group. These findings expand our knowledge of the association between white matter integrity and different elements of reading proficiency. Copyright © 2017 Elsevier Inc. All rights reserved.

The Achievement Consequences of the No Child Left Behind Act. Working Paper

ERIC Educational Resources Information Center

Dee, Thomas S.; Jacob, Brian A.

2009-01-01

The No Child Left Behind (NCLB) Act has compelled states to design school accountability systems based on annual student assessments. The effect of this Federal legislation on the distribution of student achievement is a highly controversial but centrally important question. This study presents evidence on whether NCLB has influenced student…

"Diff-ability" Not "Disability": Right-Brained Thinkers in a Left-Brained Education System

ERIC Educational Resources Information Center

Edmonds, Casey

2012-01-01

This article draws on critical disability studies, challenging the exclusion of right-brained thinkers from an education system designed to privilege left-brained thinkers. It focuses on individuals who are labelled dyspraxic, providing data from qualitative interviews with adults about childhood experiences in school and the impact on their…

Blowing in the Wind.

ERIC Educational Resources Information Center

Smith, Stephen; Myers, John L.; Underwood, Julie

2003-01-01

Vermont is the only state that does not require a balanced budget every fiscal year. Facing state budget shortfalls, many states were left with no choice but to examine possible cuts or at least flat levels of funding for schools. States are also facing costs with implementing new federal mandates under the No Child Left Behind Act. Additional…

The Accountability Illusion: Minnesota

ERIC Educational Resources Information Center

Thomas B. Fordham Institute, 2009

2009-01-01

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

Accountability and Alignment under No Child Left Behind: Multi-Level Perspectives for Educational Leaders

ERIC Educational Resources Information Center

Choi, Daniel

2011-01-01

Educational leaders have faced the challenges of trying to align schoolwide reforms priorities with accountability demands under the No Child Left Behind law. This article examines the barriers that complicate meaningful alignment among federal, state and local levels. This article also offers the following recommendations: Schools and districts…

The Accountability Illusion: South Carolina

ERIC Educational Resources Information Center

Thomas B. Fordham Institute, 2009

2009-01-01

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

No Child Left Behind and Fine Arts Classes

ERIC Educational Resources Information Center

Beveridge, Tina

2010-01-01

Since the Bush administration enacted the No Child Left Behind Act (NCLB) in 2002, lawmakers and school administrators have questioned what changes, if any, the Obama administration will make. This article discusses the effects of NCLB on nontested subjects, specifically music and arts in the general curriculum. Major effects on scheduling and…

The Accountability Illusion: Idaho

ERIC Educational Resources Information Center

Thomas B. Fordham Institute, 2009

2009-01-01

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The Accountability Illusion: New Hampshire

ERIC Educational Resources Information Center

Thomas B. Fordham Institute, 2009

2009-01-01

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

"Crisis Brewing?" Paraprofessionals and the No Child Left Behind Act

ERIC Educational Resources Information Center

Urban Institute (NJ1), 2006

2006-01-01

The No Child Left Behind Act (NCLB), enacted in January 2002, includes among its provisions new requirements for all employees providing instructional support (paraprofessionals, teacher aides, tutors, etc.) in programs/schools supported with Title I, Part A funds. The law stipulates that paraprofessionals or teacher aides must meet one of the…

Making Failure Matter: Enacting No Child Left Behind's Standards, Accountabilities, and Classifications

ERIC Educational Resources Information Center

Koyama, Jill P.

2012-01-01

This article ethnographically examines the paradoxical situation in which one high-achieving New York City public school is "constructed" as failing when No Child Left Behind (NCLB) assessments are miscalculated. Drawing upon actor-network theory (ANT)--a perspective that aims to explain how people, their ideas, and the material objects…

No Baby Left behind

ERIC Educational Resources Information Center

Blanton, Dorothy

2007-01-01

"No Baby Left Behind" was created to have an impact on the school readiness of children in the community today and in the future. Each year, there are an increasing number of students who have learning difficulties. Many of these problems are preventable. Accidents, poor nutrition (of the mother and/or child), drug use, alcohol use, and lack of…

Why Children Are Left Behind and What We Can Do about It.

ERIC Educational Resources Information Center

Reigeluth, Charles M.; Beatty, Brian J.

2003-01-01

Proposes four main reasons that children are left behind in schools: unmet needs, lack of motivation, lack of foundation and prior knowledge, and lack of support for learning. Discusses Maslow's hierarch of needs; partnerships with parents; connecting to student interests; insisting on mastery; curriculum sequencing; brain-based research; and…

The Accountability Illusion: Wisconsin

ERIC Educational Resources Information Center

Thomas B. Fordham Institute, 2009

2009-01-01

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

Sex Discrimination and Cerebral Bias: Implications for the Reading Curriculum.

ERIC Educational Resources Information Center

Keenan, Donna; Smith, Michael

1983-01-01

Reviews research supporting the concept that girls usually outperform boys on tasks requiring verbal skills and that boys outperform girls on tasks using visual and spatial skills. Offers an explanation for this situation based on left brain/right brain research. Concludes that the curriculum in American schools is clearly left-brain biased. (FL)

NCLB: Fix It, Don't Nix It

ERIC Educational Resources Information Center

Butzin, Sarah M.

2007-01-01

As the No Child Left Behind (NCLB) Act comes up for reauthorization in Congress this year, everyone is taking sides. The detractors believe the law should be called "No School Left Standing" and fear that its real intent is to destroy public education. The supporters believe that NCLB has banished mediocrity and exposed the dirty little…

Left Brain/Right Brain Theory: Implications for Developmental Math Instruction.

ERIC Educational Resources Information Center

Kitchens, Anita N.; And Others

1991-01-01

Perhaps the most dramatic failure in postsecondary education has been in the teaching of mathematical skills. The different functions of the right and left hemispheres of the brain require different approaches to education. Due to their emphasis on language and verbal processing, schools have failed to give adequate stimulation to the right side…

The Accountability Illusion

ERIC Educational Resources Information Center

Cronin, John; Dahlin, Michael; Xiang, Yun; McCahon, Donna

2009-01-01

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states have leeway to: (1) Craft their own academic standards, select their own tests, and define…

The Art of Education

ERIC Educational Resources Information Center

Abdul-Alim, Jamaal

2012-01-01

Dr. Robert F. Sabol, professor of visual and performing arts at Purdue University says that art education has suffered some serious setbacks since No Child Left Behind--the landmark federal education law that put a greater emphasis on high-stakes testing. Since No Child Left Behind became law in 2002, school systems--under increased pressure to…

Help Wanted.

ERIC Educational Resources Information Center

Keegan, Lisa Graham

2003-01-01

Argues that effective school leadership is key to implementing reform policies. Describes two unintended consequences of "A Nation at Risk" report: Increased resistance to change by school establishment and the proliferation of federal education programs. Sees several positive reform initiatives in No Child Left Behind Act such as…

Maternal haemoglobin levels and cardio-metabolic risk factors in childhood: the Generation R study.

PubMed

Welten, M; Gaillard, R; Hofman, A; de Jonge, L L; Jaddoe, V W V

2015-05-01

To assess whether variations in maternal haemoglobin levels during pregnancy are associated with cardio-metabolic risk factors in school age children. Population-based prospective cohort study. Rotterdam, The Netherlands, 2002-2012. Mothers and children (n = 5002) participating in the Generation R Study. We obtained maternal haemoglobin levels during early pregnancy (median gestational age 14.6 weeks [95% range 10.3, 25.3]) from venous blood samples. Maternal anaemia and elevated haemoglobin levels were based on World Health Organization criteria. We measured childhood cardio-metabolic risk factors at age 6 years. Cardio-metabolic risk factors included body mass index, total fat mass percentage, android/gynoid fat mass ratio, systolic and diastolic blood pressure, left ventricular mass, and blood levels of cholesterol, insulin and C-peptide. Maternal haemoglobin levels were not associated with childhood body mass index, total fat mass percentage, android/gynoid fat mass ratio, systolic blood pressure, cholesterol or insulin levels. Compared with children with normal maternal haemoglobin levels, children from anaemic mothers had slightly higher diastolic blood pressures (difference 0.70 mmHg, 95% CI 0.12, 1.29) and lower C-peptide levels (difference factor 0.93, 95% CI 0.88, 0.98), and children of mothers with elevated haemoglobin levels had lower left ventricular masses (difference -1.08 g, 95% CI -1.88, -0.29). These associations attenuated after adjustment for multiple testing and were not consistent within linear models. These results do not strongly support the hypothesis that variations in maternal haemoglobin levels during pregnancy influence cardio-metabolic risk factors in childhood. © 2014 Royal College of Obstetricians and Gynaecologists.

Is High School Graduation an Illusion? A Study to Determine the Academic and Graduation Progression between Students with Disabilities and Their Non-Disabled Peers in Georgia Public High Schools

ERIC Educational Resources Information Center

Thinguri, Ruth W.

2010-01-01

The study examined the academic and graduation progression of students with disabilities compared to their non-disabled students in Georgia public high schools. Specifically, the Georgia High School Graduation Tests (GHSGT) in math and English and graduation rates were analyzed for their progression since the enactment of the No Child Left Behind…

Evaluating Summer School Programs and the Effect on Student Achievement: The Correlation between Stanford-10 Standardized Test Scores and Two Different Summer Programs

ERIC Educational Resources Information Center

Koop, Brian J.

2010-01-01

School districts looking for ways to minimize summer learning loss have implemented a variety of programs to combat this problem. Since No Child Left Behind and the need for school districts to meet the goals of Adequate Yearly Progress, it is no longer enough to limit summer learning loss. Now school leaders find it necessary to use the summer…

Challenged Schools, Remarkable Results: Three Lessons from California's Highest Achieving High Schools. A Report on Findings from Year Two of the California Best Practices Study Conducted by Springboard Schools

ERIC Educational Resources Information Center

Oberman, Ida

2005-01-01

In the year 1998, California began a massive experiment that focused on testing students and holding teachers and administrators accountable for results. The goal: dramatic, system-wide improvement. Schools' performance began to be measured using California's Academic Performance Index (API). In 2001, with passage of No Child Left Behind (NCLB),…

Striving for the Best: New Mexico's Need to Strengthen Parent Involvement in Public Schools. NCLB and Recommendations Regarding the Vital Role of Parents and Guardians in Achieving Student and School Success

ERIC Educational Resources Information Center

Appleseed, 2008

2008-01-01

Parent involvement in New Mexico, and around the nation, is an essential element in the success of students and their schools. This simple point anchors the federal law known as the "No Child Left Behind Act of 2001" ("NCLB"). NCLB establishes state, district and school requirements designed to promote more effective parent…

Up, up, and Away: How a Group of Researchers Is Reinventing School Libraries

ERIC Educational Resources Information Center

Whelan, Debra Lau

2010-01-01

These days it seems like school librarians are under attack, if not already an endangered species. After eight years of the No Child Left Behind Act--which, paradoxically, chipped away at many library positions--recent state and local budget shortfalls have led to rounds and rounds of layoffs for school librarians. While things are tough in the…

The Read 180 Program: Analysis of Program Effect on the Reading Achievement, Motivation, Engagement, and Self-Efficacy of Sixth Grade Middle School Students

ERIC Educational Resources Information Center

Lawson, Sylvia

2011-01-01

National testing standards have increased pressure on school personnel to identify and implement instructional practices that facilitate the academic achievement of at-risk students. No Child Left Behind legislation currently mandates that reading programs at the middle school level receiving federal funding must use scientifically validated…

The Impact of a Professional Learning Community on Student Academic Achievement in Mathematics

ERIC Educational Resources Information Center

Powell, Eldridge

2013-01-01

The continued failure of a large, suburban, Title I high school to meet adequate yearly performance indicators as defined in the No Child Left Behind Act is a concern for school personnel, district officials, and the school community. The purpose of this quantitative study was to determine whether 9th grade teachers working collaboratively, within…

Migration, Remittances, and Children's High School Attendance: The Case of Rural China

ERIC Educational Resources Information Center

Hu, Feng

2012-01-01

This paper uses a large nationally representative survey data to examine the impact of China's rural-urban migration on high school attendance of left-behind children by disentangling the effect of remittances from that of migration. The results show that the absence of adult household members has a negative impact on the high school attendance of…

A Study of the Effectiveness of Supplemental Educational Services for Title I Students in Baltimore City Public Schools

ERIC Educational Resources Information Center

Harding, Heather R.; Harrison-Jones, Lois; Rebach, Howard M.

2012-01-01

The authors of the "No Child Left Behind Act of 2001" anticipated that a majority of school districts or schools would not be able to attain state and national achievement standards without assistance. Consequently, the Act created a major tenet known as Supplemental Educational Services (SES) programs to improve the learning outcomes of…

Getting Religion Right in Public Schools

ERIC Educational Resources Information Center

Haynes, Charles C.

2011-01-01

Contrary to culture-war rhetoric from the Right, there is more student religious expression and more study about religion in public schools today than at any time in the last 100 years. And contrary to dire warnings from the Left, much of the religion that goes to school these days arrives through the First Amendment door. Of course, this isn't to…

No Gifted Student Left Behind: Building a High School Library Media Center for the Gifted Student

ERIC Educational Resources Information Center

Graboyes, Alanna S.

2007-01-01

The Library Media Center of the Maggie L. Walker Governor's School, a high school specializing in Government and International Studies, located in Richmond, Virginia, serves close to 650 gifted students in grades 9-12. The skills of Governor's students range from the neophyte ninth-grade researcher to experienced faculty members embarking on their…

Is This What Educators Really Want? Transforming the Discourse on Black Fathers and Their Participation in Schools

ERIC Educational Resources Information Center

Reynolds, Rema Ella; Howard, Tyrone C.; Jones, Tomashu Kenyatta

2015-01-01

Parent involvement within schools has garnered attention since the "No Child Left Behind" Act of 2001 mandated that parent participation be a condition for federal funding. This particular caveat has been significant because issues of race and class come to the forefront when examining schools that receive federal funding. A close…

Kindergarten through Third Grade Reading Tutors in Northeast Mississippi

ERIC Educational Resources Information Center

Williams, Angela

2010-01-01

All public schools in the United States have been caught up in educational reform. This has especially been true since the 1980's. The No Child Left Behind Act of 2001 was a major component in how schools have changed the process of educating students. In response to reform efforts, many schools have relied on their own knowledge to achieve higher…

In Low-Income Schools, Parents Want Teachers Who Teach; In Affluent Schools, Other Things Matter

ERIC Educational Resources Information Center

Jacob, Brian; Lefgren, Lars

2007-01-01

Recent government education policies seem to assume that academic achievement as measured by test scores is the primary objective of public education. A prime example is the federal No Child Left Behind law, which requires schools to bring all of their students to "proficient" levels on math and reading tests by 2014. Many state…

Healthy and Smart: Using Wellness to Boost Performance

ERIC Educational Resources Information Center

Jones, David

2007-01-01

When a survey of students at Eisenhower Middle School in Everett, Washington indicated that they spent a good part of the school day feeling tired and hungry, that they felt unsafe in some areas of the school, and that worn-down facilities left many of them feeling depressed, the author and his staff concluded that, in order to improve the…

State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps

ERIC Educational Resources Information Center

Kober, Nancy; Chudowsky, Naomi; Chudowsky, Victor

2010-01-01

After eight years of implementing the federal No Child Left Behind Act (NCLB) and other school reforms, how much progress have states, school districts, and schools made in raising achievement for students from all backgrounds and closing achievement gaps based on race, ethnicity, income, and gender? To help answer this question, the Center on…

The Impact of Teacher Qualifications on Student Achievement: An Examination of Schools in New Orleans Pre- and Post-Hurricane Katrina

ERIC Educational Resources Information Center

Stewart, Jennifer Michelle

2012-01-01

One important outcome of the restructuring of the New Orleans school system post-Hurricane Katrina, and the subsequent performance of students, was an awareness that some fundamental premises in No Child Left Behind (NCLB) should be revisited. An examination of student performance in the restructured school system, for example, raised questions…

Scholars Reaching Outside Education for School Fixes

ERIC Educational Resources Information Center

Viadero, Debra

2007-01-01

In recent years, a handful of education scholars have begun to cast a wider net for advice on how to engineer successful school turnarounds. The need for turnaround strategies that work is more timely than ever. Under the federal No Child Left Behind Act, the list of schools identified to be in need of help grows longer by the year, making…