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Baum MY, Jacob BA. Racial differences in parent response to COVID schooling policies. Proc Natl Acad Sci U S A 2024; 121:e2307308120. [PMID: 38190517 PMCID: PMC10801896 DOI: 10.1073/pnas.2307308120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Accepted: 10/08/2023] [Indexed: 01/10/2024] Open
Abstract
This paper examines whether school COVID-19 policies influenced enrollment differently by student age and race/ethnicity. Unlike much prior research, we i) analyze enrollments for virtually the entire U.S. public school population for both the 2020-2021 and 2021-2022 school years, ii) compare enrollment trends within districts in order to isolate subgroup heterogeneity from district characteristics, and iii) account for district selection into preferred learning modes. Analyzing data on over 9,000 districts that serve more than 90% of public school students in the United States, we find enrollment responses to COVID policies differed notably. We find that White enrollments declined more than Black, Hispanic, and Asian enrollments in districts that started the 2020-2021 school year virtually, but in districts that started in-person the reverse was true: Non-White enrollments declined more than White enrollments. Moreover, Black, Hispanic, and Asian families responded more than White families to higher COVID-19 death rates in the months preceding the start of the 2021 school year. In 2021-2022, enrollment differences by the previous year's learning mode persisted. Racial/ethnic differences did not vary by whether the district required masking in classrooms. These findings are consistent with the greater risk faced by communities of color during the pandemic and demonstrate an additional source of disparate impact from COVID policies.
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Affiliation(s)
- Micah Y. Baum
- Gerald R. Ford School of Public Policy, University of Michigan, Ann Arbor, MI48109
| | - Brian A. Jacob
- Gerald R. Ford School of Public Policy, University of Michigan, Ann Arbor, MI48109
- National Bureau of Economic Research, Cambridge, MA02138
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2
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Correira JW, Pettigrew SM, Kamstra R, Megyeri PR, Silverstein GJ, Kambrich S, Ma J, Doll MK. Exploring the impact of the New York State repeal of nonmedical vaccination exemptions on student enrollment, absenteeism, and school workload: Perspectives from a survey of school administrators. Hum Vaccin Immunother 2023; 19:2261176. [PMID: 37750393 PMCID: PMC10524776 DOI: 10.1080/21645515.2023.2261176] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Accepted: 09/17/2023] [Indexed: 09/27/2023] Open
Abstract
In June 2019, New York State (NYS) adopted Senate Bill 2994A eliminating nonmedical vaccine exemptions from school entry laws. Since student noncompliance with the law required school exclusion, we sought to evaluate the law's effects on student enrollment and absenteeism, and school workloads related to its implementation. In November 2019, we sent an electronic survey to NYS (excluding New York City) schools. Due to the COVID-19 pandemic, outreach was curtailed in March 2020 with 525 (14%) of 3,759 eligible schools responding. To account for non-response, results were analyzed using inverse probability weighting. After weighting, 39% (95% CI: 34%, 44%) of schools reported enrollment changes and 31% (95% CI: 26%, 36%) of schools reported absenteeism related to the law. In addition, 95% (95% CI: 93%, 98%) of schools reported holding meetings and/or preparing correspondence about the law, spending a mean of 14 (95% CI: 11, 18) hours on these communication efforts. Schools in the highest pre-mandate nonmedical exemption tertile (vs. lowest) were more likely to report enrollment and absenteeism changes, and higher workloads. While our results should be interpreted with caution, changes in student enrollment, absenteeism, and school workloads may represent important considerations for policymakers planning similar legislation.
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Affiliation(s)
- John W. Correira
- Department of Allied Health Sciences, Albany College of Pharmacy & Health Sciences, Albany, NY, USA
| | - Stacy M. Pettigrew
- Department of Allied Health Sciences, Albany College of Pharmacy & Health Sciences, Albany, NY, USA
| | | | - Perrie Rose Megyeri
- Department of Allied Health Sciences, Albany College of Pharmacy & Health Sciences, Albany, NY, USA
| | - Gabriel J. Silverstein
- Department of Allied Health Sciences, Albany College of Pharmacy & Health Sciences, Albany, NY, USA
| | | | - Julia Ma
- Precision Analytics, Montreal, Quebec, Canada
| | - Margaret K. Doll
- Department of Allied Health Sciences, Albany College of Pharmacy & Health Sciences, Albany, NY, USA
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3
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Jochim J, Meinck F, Steventon Roberts KJ, Wittesaele C, Langwenya N, Toska E, Cluver L. Which factors affect postpartum educational enrollment of adolescent mothers in South Africa? A latent class analysis. PSYCHOL HEALTH MED 2022; 27:138-154. [PMID: 35934947 DOI: 10.1080/13548506.2022.2108085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
Interrupted education of adolescent mothers remains a major concern, but limited evidence-based programming exists to support postpartum schooling of this group. This study aimed to better understand the factors that render some adolescent mothers vulnerable to school non-enrollment, and how to reduce these risks. Data from 1,046 adolescent and young mothers (10-24 years) from rural and urban communities in South Africa's Eastern Cape was obtained through a questionnaire containing validated and study-specific measures relating to sociodemographic characteristics, schooling, relationships, violence exposure, and health. Using latent class analysis, we explored emerging latent groups and their relationship to mothers' enrollment in school, college, or tertiary education. The analyses revealed three distinct groups of mothers: The 'most disadvantaged' subgroup (39%) experienced multiple risks, including food insecurity, living in informal housing, lacking positive relationships with their caregiver, and the highest distance to school; The 'disadvantaged' subgroup (44%) did not experience food insecurity whilst reporting better caregiver relationships and lower distance to school. However, this group still showed high probabilities of residing in informal housing and in communities that expose them to violence; A 'least disadvantaged' subgroup (17%) was largely unaffected by economic and community risks and experienced good caregiver relationships. Compared to the most disadvantaged mothers, the least disadvantaged mothers showed the highest probability of being enrolled in education (65% versus 45%). Adolescent motherhood can impede continued enrollment in education and individual-centered interventions alone might not be sufficient to mitigate the risks for non-enrollment. Services and provisions that address severe poverty and improve family relationships might provide an opportunity to positively influence schooling among adolescent mothers.
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Affiliation(s)
- Janina Jochim
- Department of Social Policy and Intervention, University of Oxford, Oxford, UK
| | - Franziska Meinck
- School of Social and Political Science, University of Edinburgh, Edinburgh, UK.,Optentia, Faculty of Health Sciences, North-West University, Vanderbijlpark, South Africa
| | - Kathryn J Steventon Roberts
- Department of Social Policy and Intervention, University of Oxford, Oxford, UK.,Institute for Global Health, University College London, London, UK
| | - Camille Wittesaele
- Faculty of Epidemiology and Population Health, London School of Hygiene & Tropical Medicine, London, UK
| | - Nontokozo Langwenya
- Department of Social Policy and Intervention, University of Oxford, Oxford, UK
| | - Elona Toska
- Department of Social Policy and Intervention, University of Oxford, Oxford, UK.,Department of Sociology, University of Cape Town, Cape Town, South Africa.,Centre for Social Science Research, University of Cape Town, Cape Town, South Africa
| | - Lucie Cluver
- Department of Social Policy and Intervention, University of Oxford, Oxford, UK.,Department of Psychiatry, University of Cape Town, Cape Town, South Africa
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Krishna D, Muthukaruppan SS, Bharathwaj A, Ponnusamy R, Poomariappan BM, Mariappan S, Beevi A, MacLachlan J, Campbell Z, Anthonypillai C, Brien M, Cameron C, Flatman M, Perlman L, Seilman S, Jeyapragash A, van der Haar L, Krapels J, Srinivasan SR. Rapid-Cycle Evaluation in an Early Intervention Program for Children With Developmental Disabilities in South India: Optimizing Service Providers' Quality of Work-Life, Family Program Engagement, and School Enrollment. Front Public Health 2020; 8:567907. [PMID: 33330314 PMCID: PMC7734086 DOI: 10.3389/fpubh.2020.567907] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2020] [Accepted: 11/02/2020] [Indexed: 11/18/2022] Open
Abstract
Background: This paper explores how implementation and refinement of an early intervention (EI) program for children with delayed development was informed by an iterative, intentional and structured process of measurement. Providing access to early intervention therapy for children in rural areas of India is challenging due to a lack of rehabilitation therapists and programs. Following a biopsychosocial framework and principles of community-based rehabilitation, a non-governmental organization, Amar Seva Sangam (ASSA), overcame those barriers by designing a digital technology supported EI program in rural Tamil Nadu, India. Program objectives included providing service access; supporting program engagement, child development and school enrollment; and positioning the intervention for scale-up. This paper contributes to a growing body of literature on how program design and implementation can be informed through a cyclical process of data collection, analysis, reflection, and adaptation. Methods: Through several strands of data collection, the design and implementation of the EI program was adapted and improved. This included qualitative data from focus groups and interviews with caregivers and service providers, and a mobile application that collected and monitored longitudinal quantitative data, including program engagement rates, developmental progression, caregiver outcomes, and school enrollment status. Results: Measurements throughout the program informed decision-making by identifying facilitators and barriers to service providers' quality of work-life, family program engagement, and school enrollment. Consultation with key stakeholders, including caregivers and service providers, and data driven decision making led to continual program changes that improved service provider quality of work-life, program engagement and school enrollment. These changes included addressing gender-related work challenges for service providers; forming caregiver support networks; introducing psychological counseling for caregivers; providing medical consultations and assistive devices; creating community awareness programs; improving access to therapy services; focusing on caregiver education, motivation and support; and advocacy for accessibility in schools. Conclusion: The process of using evidence-informed and stakeholder driven adaptations to the early intervention program, led to improved service provider quality of work-life, greater program engagement, improved school enrollment and positioned the intervention for scale-up, providing lessons that may be beneficial in other contexts.
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Affiliation(s)
- Dinesh Krishna
- Early Intervention Program, Amar Seva Sangam, Ayikudy, India.,International Center for Disability and Rehabilitation, Rehabilitation Sciences Institute, University of Toronto, Toronto, ON, Canada.,Handi-Care Intl., Toronto, ON, Canada
| | | | | | | | | | | | - Ayesha Beevi
- Early Intervention Program, Amar Seva Sangam, Ayikudy, India
| | - Janna MacLachlan
- International Center for Disability and Rehabilitation, Rehabilitation Sciences Institute, University of Toronto, Toronto, ON, Canada.,Handi-Care Intl., Toronto, ON, Canada
| | | | | | - Marie Brien
- Early Intervention Program, Amar Seva Sangam, Ayikudy, India.,Handi-Care Intl., Toronto, ON, Canada
| | - Cathy Cameron
- International Center for Disability and Rehabilitation, Rehabilitation Sciences Institute, University of Toronto, Toronto, ON, Canada
| | | | | | - Stephanie Seilman
- International Center for Disability and Rehabilitation, Rehabilitation Sciences Institute, University of Toronto, Toronto, ON, Canada.,Handi-Care Intl., Toronto, ON, Canada
| | - Abhinayaa Jeyapragash
- International Center for Disability and Rehabilitation, Rehabilitation Sciences Institute, University of Toronto, Toronto, ON, Canada.,Handi-Care Intl., Toronto, ON, Canada
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Abstract
The "5-to-7-year shift" refers to the remarkable improvements observed in children's cognitive abilities during this age range, particularly in their ability to exert control over their attention and behavior-that is, their executive functioning. As this shift coincides with school entry, the extent to which it is driven by brain maturation or by exposure to formal schooling is unclear. In this longitudinal study, we followed 5-year-olds born close to the official cutoff date for entry into first grade and compared those who subsequently entered first grade that year with those who remained in kindergarten, which is more play oriented. The first graders made larger improvements in accuracy on an executive-function test over the year than did the kindergartners. In an independent functional MRI task, we found that the first graders, compared with the kindergartners, exhibited a greater increase in activation of right posterior parietal cortex, a region previously implicated in sustained attention; increased activation in this region was correlated with the improvement in accuracy. These results reveal how the environmental context of formal schooling shapes brain mechanisms underlying improved focus on cognitively demanding tasks.
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Affiliation(s)
- Garvin Brod
- 1 Max Planck Institute for Human Development, Center for Lifespan Psychology, Berlin, Germany.,2 German Institute for International Educational Research, Frankfurt am Main, Germany
| | - Silvia A Bunge
- 3 Department of Psychology, University of California, Berkeley.,4 Helen Wills Neuroscience Institute, University of California, Berkeley
| | - Yee Lee Shing
- 1 Max Planck Institute for Human Development, Center for Lifespan Psychology, Berlin, Germany.,5 Division of Psychology, University of Stirling
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Davis J, Brazil N. Disentangling fathers' absences from household remittances in international migration: The case of educational attainment in Guatemala. Int J Educ Dev 2016; 50:1-11. [PMID: 27293309 PMCID: PMC4898477 DOI: 10.1016/j.ijedudev.2016.05.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
Estimating the effects of international migration on left-behind children's educational attainment is complicated by the potential offsetting effects of fathers' absences and household remittances. Most research has not separated these aspects of international migration on children's human capital outcomes. We address this deficiency by using instrumental variables to isolate the effects of fathers' international migration absences from international household remittances on student enrollment and grade progression in Guatemala. Results indicate that fathers' absences and household international remittances are negatively related to enrollment, providing evidence for a culture of migration effect. For students who remain in school, household international remittances neutralize the harmful influence of fathers' absences on grade progression.
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Affiliation(s)
- Jason Davis
- Carolina Population Center, University of North Carolina, Chapel Hill, 123 West Franklin Street, Chapel Hill, NC 27516-2524, USA, , phone (415) 297-8901, fax (919) 966-6638
| | - Noli Brazil
- Spatial Sciences Institute, University of Southern California, 3616 Trousdale Parkway, AHF B55, Los Angeles, CA 90089, USA,
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Abstract
Achieving universal primary education is one of the Millennium Development Goals. In low- and middle-income developing countries (LMIC), child labor may be a barrier. Few multi-country, controlled studies of the relations between different kinds of child labor and schooling are available. This study employs 186,795 families with 7- to 14-year-old children in 30 LMIC to explore relations of children's work outside the home, family work, and household chores with school enrollment. Significant negative relations emerged between each form of child labor and school enrollment, but relations were more consistent for family work and household chores than work outside the home. All relations were moderated by country and sometimes by gender. These differentiated findings have nuanced policy implications.
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Affiliation(s)
- Diane L Putnick
- Child and Family Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health Public Health Service
| | - Marc H Bornstein
- Child and Family Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health Public Health Service
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Miller KD, Yu D, Lee JGL, Ranney LM, Simons DJ, Goldstein AO. Impact of the adoption of tobacco-free campus policies on student enrollment at colleges and universities, North Carolina, 2001-2010. J Am Coll Health 2015; 63:230-236. [PMID: 25692457 DOI: 10.1080/07448481.2015.1015023] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
OBJECTIVE College and university administrators have expressed concern that adoption of tobacco-free policies may reduce applications and enrollment. This study examines adoption and implementation of 100% tobacco-free campus policies by institutions of higher education on applications and enrollment. PARTICIPANTS North Carolina private colleges and universities and public community colleges. Analysis was conducted in 2011. METHODS Student enrollment and application data were analyzed by campus type to determine (a) if there was a difference in student applications and enrollment before and after policy implementation, and (b) if there was a difference in student applications and enrollment for campuses with versus without a policy. RESULTS No significant differences were found in student enrollment or applications when comparing years prior to and following policy implementation or when comparing with institutions without 100% tobacco-free campus policies. CONCLUSIONS The authors found no evidence that 100% tobacco-free policy adoption had an impact on student enrollment or applications.
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