Educational outcomes of children on guardianship or custody orders: A pilot study: Australian Institute of Health and Welfare

2007 ◽  
Vol 32 (3) ◽  
pp. 4-5
Author(s):  
Michelle Townsend
Keyword(s):  
Pilot Study ◽  
Child Protection ◽  
Educational Outcomes ◽  
South Australia ◽  
Community Services ◽  
Advisory Council ◽  
Disability Services ◽  
Australian Institute ◽  
Outcomes For Children ◽  
Collaborative Efforts

The Australian Institute of Health and Welfare (AIHW) has recently released a report on the educational outcomes for children and young people on guardianship or custody orders. This report, four years in the making, represents one of the first comprehensive Australian assessments based on educational performance data from multiple jurisdictions for children on guardianship or custody orders. Developed for the National Child Protection and Support Services data group, the study was funded by the Community and Disability Services Ministers’ Advisory Council (AIHW 2007).This pilot study examines how children on guardianship/custody orders are performing compared with all Australian children in education department-based testing for reading and numeracy in years 3, 5 and 7. Mean test scores were examined in addition to the achievement of national benchmarks for reading and numeracy. These nationally agreed benchmarks are designed to assess whether children have achieved the minimum standards for years 3, 5 and 7 (AIHW 2007). Data on 895 children on guardianship or custody orders were collected from five jurisdictions - Queensland, Victoria, South Australia, Tasmania and the Australian Capital Territory - for August 2003 (AIHW 2007). The data were linked through collaborative efforts by state and territory education and community services departments.

scholarly journals Trajectories through child protection and education: Patterns, timing and causality

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Miriam Maclean ◽  
Catherine Taylor ◽  
Melissa O'Donnell
Keyword(s):  
Reading Achievement ◽  
Home Care ◽  
Child Protection ◽  
Educational Outcomes ◽  
Population Data ◽  
Low Achievement ◽  
Maltreated Children ◽  
Out Of Home Care ◽  
Outcomes For Children ◽  
At Home

ABSTRACTObjectives1) To examine the reading trajectories of children with different levels of child protection involvement from Year 3-9 of school 2) To estimate the ‘effects’ of entering care on Year 9 reading achievement, attendance and suspensions among children with substantiated maltreatment ApproachRecord-linkage of population data was used to investigate educational outcomes for children born in Western Australia from 1990-2010. Data from the Departments of Health, Child Protection and Family Support, Education, and Disability Services were used. Multi-level modelling was used to assess children’s reading trajectories from Year 3-9, and identify child, family, neighbourhood and child protection factors associated with reading achievement over time. Educational outcomes for maltreated children placed in out-of-home care were compared to a propensity-matched comparison group of children that remained at home using regression analyses. ResultsChild protection involved children most often showed a stable pattern of low achievement from Year 3-9. Of those with mid-level Year 3 scores, 45%-50% showed declining achievement with scores in the lowest third of their Year 9 cohort. Particularly low achievement in Year 3 and 9 was found among children with early unsubstantiated maltreatment followed by older-aged entry to care. Propensity matched analysis showed that after controlling for maltreatment, child, family, and neighbourhood characteristics, maltreated children did not significantly differ by placement status on reading or suspensions. Absences were significantly lower among children that entered care versus those remaining at home (OR=0.36,95%CI[0.15, 0.91). ConclusionFindings suggest that poor educational outcomes for children that have entered care are not primarily caused by out-of-home care, but reflect prior disadvantage and maltreatment. Child protection involved children are more likely to show stable low and declining patterns of achievement than other children, highlighting a need not only for early intervention, but also for interventions to address academic problems that arise later in childhood.

scholarly journals 844Considering child maltreatment in social inequalities of educational achievement: a whole-of-population data linkage study

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Catherine Chittleborough ◽  
Helena Schuch ◽  
Rhiannon Pilkington ◽  
Alicia Montgomerie ◽  
Janet Grant ◽  
...  
Keyword(s):  
Child Maltreatment ◽  
Child Protection ◽  
Educational Outcomes ◽  
Parental Education ◽  
Social Inequalities ◽  
Educational Achievement ◽  
South Australia ◽  
Population Data ◽  
Linkage Study ◽  
Protection System

Abstract Background Strategies aimed at reducing health inequalities include a focus on improving education, a key determinant of health and labour market outcomes. Studies have demonstrated that both early life socioeconomic disadvantage and child maltreatment result in poorer educational outcomes, but have not examined the effect of the combination of these adversities. Methods This study used de-identified, linked government administrative data from the South Australian Early Childhood Data Project on children born in South Australia who completed Year 5 National Assessment Program—Literacy and Numeracy (NAPLAN) during 2008-2015 (n = 61,445), and their corresponding birth, perinatal, school enrolment and child protection system data. Results Overall, 23.7% (95% CI 23.4-24.1) had a poor NAPLAN outcome (at or below national minimum standard on three or more of the five domains - reading, writing, spelling, grammar and punctuation, numeracy). This proportion was approximately double for children who experienced substantiated maltreatment compared to children who did not experience contact with the child protection system, irrespective of the social circumstances (parental education, employment, housing and area-level disadvantage) in which the child lived. Conclusions Social advantage is not sufficient to protect children from poor educational outcomes if they experience substantiated maltreatment. Interventions and services will need to focus on child maltreatment, in addition to socioeconomic factors, to improve educational outcomes in the population. Key messages Within each social group, from advantaged to disadvantaged children, the risk of poor NAPLAN outcomes was greater for children who had contact with the child protection system.

scholarly journals The impact of poverty on educational outcomes for children

2007 ◽  
Vol 12 (8) ◽  
pp. 701-706 ◽  
Author(s):  
HB Ferguson ◽  
S Bovaird ◽  
MP Mueller
Keyword(s):  
Educational Outcomes ◽  
Outcomes For Children ◽  
The Impact

The Violence Prevention Program in South Australia: A Recidivism and Cost–Benefit Analysis Pilot Study

2021 ◽  
pp. 009385482110383
Author(s):  
Gene Mercer ◽  
Emma Ziersch ◽  
Shawn Sowerbutts ◽  
Andrew Day ◽  
Henry Pharo
Keyword(s):  
Pilot Study ◽  
Violence Prevention ◽  
Prevention Program ◽  
Cost Benefit Analysis ◽  
South Australia ◽  
Cost Benefit ◽  
Economic Benefits ◽  
Violent Recidivism ◽  
Correctional Systems ◽  
Violence Prevention Program

Rehabilitation of incarcerated men is a primary focus of correctional systems across the world. The present pilot study examined the effect of participation in the South Australian Violence Prevention Program (VPP) on recidivism trajectories. Individuals who participated in the VPP were significantly less likely to engage in violent recidivism, with the greatest effect observed between Aboriginal and/or Torres Strait Islanders relative to similarly matched comparators. In addition, the types of violent crimes committed were less severe for those who engaged in treatment relative to the comparison group. No differences were observed between groups in overall rates of reoffending, or the length of time following release before reoffending. The study also quantified the economic impacts of treatment and found it was associated with a positive cost–benefit ratio of Aus$1.13. The results provide evidence that the VPP does reduce the rate of violent recidivism, and that these results translate into economic benefits for society.

scholarly journals Community gardens as pathways to community resilience? Reflections on a pilot study in Adelaide, South Australia

2014 ◽  
Vol 113 (i_current) ◽  
pp. 13-28 ◽  
Author(s):  
MELISSA NURSEY-BRAY ◽  
ELEANOR PARNELL ◽  
RACHEL A. ANKENY ◽  
HEATHER BRAY ◽  
DIANNE RUDD
Keyword(s):  
Pilot Study ◽  
Community Gardens ◽  
South Australia ◽  
Community Resilience

The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education

2021 ◽  
pp. 83-99
Author(s):  
Arnold Nyarambi ◽  
Zandile P. Nkabinde
Keyword(s):  
English Language Learners ◽  
School Readiness ◽  
Language Learners ◽  
Educational Outcomes ◽  
English Language ◽  
Immigrant Families ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Outcomes For Children ◽  
K 12

Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.

scholarly journals Better Decisions for Children with “Big Data”: Can Algorithms Promote Fairness, Transparency and Parental Engagement?

Societies ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 97
Author(s):  
Beth Coulthard ◽  
John Mallett ◽  
Brian Taylor
Keyword(s):  
Big Data ◽  
Child Protection ◽  
Psychological Factors ◽  
Parental Engagement ◽  
Statistical Tools ◽  
Decision Tools ◽  
Judicial Decisions ◽  
Professional Body ◽  
Outcomes For Children ◽  
Big Data Technology

Most countries operate procedures to safeguard children, including removal from parents in serious cases. In England, care applications and numbers have risen sharply, however, with wide variations not explained by levels of socio-economic deprivation alone. Drawing on extensive research, it is asserted that actuarial decision tools more accurately estimate risks to children and are needed to achieve consistency, transparency, and best outcomes for children. To date, however, child protection has not achieved gains made within comparable professions through statistical methods. The reasons are examined. To make progress requires understanding why statistical tools exert effect and how professionals use them in practice. Deep-rooted psychological factors operating within uncertainty can frustrate processes implemented to counter those forces. Crucially, tools constitute evidence; their use and interpretation should not fall to one practitioner or professional body and modifications must be open to scrutiny and adjudication. We explore the potential of novel big data technology to address the difficulties identified through tools that are accurate, simple, and universally applied within child protection. When embraced by all parties to proceedings, especially parents and their advisors, despite societal fears, big data may promote transparency of social work and judicial decisions.

Open Science Promotes Diverse, Just, and Sustainable Research and Educational Outcomes

2019 ◽  
Vol 19 (1) ◽  
pp. 5-20 ◽  
Author(s):  
Jon E Grahe ◽  
Kelly Cuccolo ◽  
Dana C Leighton ◽  
Leslie D Cramblet Alvarez
Keyword(s):  
Educational Outcomes ◽  
Open Science ◽  
Organizational Systems ◽  
Research Projects ◽  
Equitable Distribution ◽  
The Past ◽  
Psychological Science ◽  
Collaborative Efforts

Open science initiatives, which are often collaborative efforts focused on making research more transparent, have experienced increasing popularity in the past decade. Open science principles of openness and transparency provide opportunities to advance diversity, justice, and sustainability by promoting diverse, just, and sustainable outcomes among both undergraduate and senior researchers. We review models that demonstrate the importance of greater diversity, justice, and sustainability in psychological science before describing how open science initiatives promote these values. Open science initiatives also promote diversity, justice, and sustainability through increased levels of inclusion and access, equitable distribution of opportunities and dissemination of knowledge, and increased sustainability stemming from increased generalizability. In order to provide an application of the concepts discussed, we offer a set of diversity, justice, and sustainability lens questions for individuals to use while assessing research projects and other organizational systems and consider concrete classroom applications for these initiatives.

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