scholarly journals School Outcomes among Elementary School-Aged Inuit Children in Inuit Nunangat

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Rubab G. Arim ◽  
Benita Tam ◽  
Evelyne Bougie ◽  
Dafna E. Kohen
Keyword(s):  
Elementary School ◽  
Aboriginal Peoples ◽  
School Outcomes ◽  
Ecological Framework ◽  
Regression Analyses ◽  
Post Secondary Education ◽  
School Factors ◽  
Post Secondary ◽  
Factors Associated ◽  
Individual Family

The objective of this study was to examine factors associated with school outcomes among elementary school-aged Inuit children in Inuit Nunangat through a socio-ecological framework. The associations among children’s school outcomes and various individual, family, and school factors were examined using the 2012 Aboriginal Peoples Survey. Logistic regression analyses suggest that an Inuk child who is healthy and not hungry, whose parents obtained a post-secondary education, who is attending a school with a climate conducive to learning and at which parents are given opportunities to be involved, and who is exposed daily to the Inuit language has better odds of succeeding at school.

scholarly journals Redefining risk: Human rights and elementary school factors predicting post-secondary access

2020 ◽  
Vol 28 ◽  
pp. 21
Author(s):  
Robert S. Brown ◽  
Kelly Gallagher-Mackay ◽  
Gillian Parekh
Keyword(s):  
Human Rights ◽  
Elementary School ◽  
Postsecondary Education ◽  
Parental Education ◽  
Organizational Factors ◽  
School Factors ◽  
Data Set ◽  
Post Secondary ◽  
New Findings ◽  
Preschool Readiness

While there is a widespread consensus that students’ pathways towards postsecondary education are influenced early in life, there is little research on the elementary school factors that shape them. Identifying educational ‘risk factors’ directs attention to barriers that may warrant scrutiny or action under human rights legislation. New findings from a unique, longitudinal data set collected and developed by the Toronto District School Board highlights key factors, established in elementary school, as to how many students do not enter into post-secondary studies in Ontario. The majority of students suspended at any time, students in self-contained special education programs, and/or students who missed more than 10% of classes in grade 4 do not go on to PSE. These organizational factors are more predictive of students’ acceptance to PSE than individualized measures of preschool readiness, academic achievement in grade 3, race or parental education.  These structural ‘risks’ are strongly correlated with of race and disability. In light of research that identifies promising, evidence-based practices available to reduce these risks, breaking down these barriers should be a priority from the perspective of improving PSE access and overcoming what may well amount to systemic discrimination.

Academic and post-secondary participation of students with ABI after the BrainSTEPS program

2021 ◽  
pp. 1-16
Author(s):  
Jessica Salley Riccardi ◽  
Brenda Eagan-Johnson ◽  
Monica Vaccaro ◽  
Angela H. Ciccia
Keyword(s):  
High School ◽  
Secondary Education ◽  
Brain Injury ◽  
School Outcomes ◽  
Post Secondary Education ◽  
Educational Placement ◽  
Post Secondary ◽  
School Based ◽  
Significant Relationships ◽  
High School Outcomes

Abstract Purpose: To describe and analyze educational and post-high school participation of individuals who sustained an acquired brain injury (ABI) during childhood and participated in a state-wide school-based brain injury support program, BrainSTEPS in Pennsylvania (BrainSTEPS). Method: Retrospective analysis of programmatic information and data collected through electronic and phone surveys during a follow-up survey for a statewide, school-based, school consultation program for students with ABI. Participants: Caregivers reported on 190 individuals with ABI who participated in Pennsylvania’s BrainSTEPS Program. Results: Individuals post-ABI who participated in the BrainSTEPS were most likely to have experienced a mild ABI in high school due to sports. Post-injury, students were most likely to be enrolled in regular education, have graduated high school, pursued four-year college education and be attending post-secondary education and living with family. Additional significant relationships were not reported within the concussion or moderate-severe traumatic brain injury subgroups. Significant relationships for educational outcomes included higher likelihood of regular educational placement at the time of referral given an older grade at injury and regular educational placement before injury. For post-high school outcomes, a younger age at survey was associated with current attendance in post-secondary education, compared to other vocational options. Conclusions: Individuals with a history of ABI before school age and during primary and secondary education present with heterogeneous educational and post-high school outcomes. A greater breadth of measures of formal and informal educational and vocational supports and post-high school attainment should be implemented to accurately capture the needs and outcomes of these students to inform supports and services.

scholarly journals Determinants of Student Mobility in Primary School in Rural Malawi: An Event History Analysis

2017 ◽  
Vol 7 (2) ◽  
pp. 19 ◽  
Author(s):  
Kyoko Taniguchi
Keyword(s):  
Gender Differences ◽  
Event History Analysis ◽  
Student Mobility ◽  
Event History ◽  
School Factors ◽  
School Location ◽  
Household Tasks ◽  
Factors Associated ◽  
History Analysis ◽  
Individual Family

This study identifies individual, family, and school factors associated with student mobility. Specifically, for Grade 5students, parents alive and school location were associated with transfer. For students in Grade 7, gender differences,levels of achievement, feelings about school, number of household tasks, distance to school, and parental habits ofpaying school fees were related to student mobility. Also, school location and mean number of grade repetitions forthe institution are correlated with Grade 7 student mobility. The findings contribute to ongoing discussions abouteducational policy regarding transfer.

scholarly journals Geographical variations and factors associated with recent HIV testing prevalence in Ghana: spatial mapping and complex survey analyses of the 2014 demographic and health surveys

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e045458
Author(s):  
Jerry John Nutor ◽  
Henry Ofori Duah ◽  
Precious Adade Duodu ◽  
Pascal Agbadi ◽  
Robert Kaba Alhassan ◽  
...  
Keyword(s):  
Secondary Education ◽  
Hiv Testing ◽  
Age Groups ◽  
Secondary Analysis ◽  
Demographic And Health Surveys ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Factors Associated ◽  
Geographical Variations ◽  
Rural And Urban

ObjectiveTo examine the factors associated with recent HIV testing and to develop an HIV testing prevalence surface map using spatial interpolation techniques to identify geographical areas with low and high HIV testing rates in Ghana.DesignSecondary analysis of Demographic and Health Survey.SettingRural and urban GhanaParticipantsThe study sample comprised 9380 women and 3854 men of 15–49 years.ResultsWe found that 13% of women and 6% of men of Ghana had tested for HIV in the past 12 months. For women, being within the age groups of 15–39 years, being currently married, attainment of post-secondary education, having only one sexual partner and dwelling in certain regions with reference to greater Accra (Volta, Eastern, Upper West and Upper East) were associated with a higher likelihood of HIV testing. For men, being older than 19 years, attainment of post-secondary education and dwelling in the Upper East region with reference to the greater Accra region were significantly associated with a higher likelihood of HIV testing. The surface map further revealed intra-regional level differences in HIV testing estimates.ConclusionGiven the results, HIV testing must be expanded with equitable testing resource allocation that target areas within the regions in Ghana with low HIV testing prevalence. Men should be encouraged to be tested for HIV.

Evidence-Based Practices and Predictors: Improving Post-School Outcomes for Students with Disabilities

2016 ◽  
Vol 1 (16) ◽  
pp. 47-62
Author(s):  
Bradley S. Stevenson ◽  
Perry F. Flynn ◽  
David W. Test
Keyword(s):  
Students With Disabilities ◽  
School Outcomes ◽  
Evidence Based ◽  
Post Secondary Education ◽  
Individuals With Disabilities ◽  
Evidence Based Practices ◽  
Post Secondary ◽  
Labor Statistics ◽  
Bureau Of Labor Statistics ◽  
Program Research

Post-school outcomes for individuals with disabilities have been persistently poor. The Bureau of Labor Statistics (2014) found only 18% of individuals with disabilities were active in the labor force, and Newman et al. (2011) found only 41% have completed a post-secondary education program. Research in secondary transition has identified 64 practices that are effective with and 16 predictors that improve the post-school outcomes for this population. Many of these are compatible with the services speech-language pathologists (SLPs) provide. This article reviews the evidence-based practices and predictors relevant to SLPs by defining, describing, and providing examples of how to use them.

Applying an ecological framework to understand transition pathways to post-secondary education for youth with physical disabilities

2016 ◽  
Vol 40 (3) ◽  
pp. 277-286 ◽  
Author(s):  
Sally Lindsay ◽  
Michelle Duncanson ◽  
Nadia Niles-Campbell ◽  
Carolyn McDougall ◽  
Sara Diederichs ◽  
...  
Keyword(s):  
Secondary Education ◽  
Physical Disabilities ◽  
Ecological Framework ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Transition Pathways
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