scholarly journals Sanitation and Education

2017 ◽  
Vol 9 (2) ◽  
pp. 23-59 ◽  
Author(s):  
Anjali Adukia
Keyword(s):  
Educational Attainment ◽  
Test Scores ◽  
Gender Disparities ◽  
School Level ◽  
Substantial Variation ◽  
Indian School ◽  
Level Data ◽  
Sanitation Infrastructure ◽  
School Sanitation ◽  
Academic Test

I explore whether the absence of school sanitation infrastructure impedes educational attainment, particularly among pubescent-age girls, using a national Indian school latrine construction initiative and administrative school-level data. School latrine construction substantially increases enrollment of pubescent-age girls, though predominately when providing sex-specific latrines. Privacy and safety appear to matter sufficiently for pubescent-age girls that only sex-specific latrines reduce gender disparities. Any latrine substantially benefits younger girls and boys, who may be particularly vulnerable to sickness from uncontained waste. Academic test scores did not increase following latrine construction, however. Estimated increases in enrollment are similar across the substantial variation in Indian district characteristics. (JEL H75, H76, I21, I25, J16, O15, O53)

scholarly journals Does School Integration Generate Peer Effects? Evidence from Boston's Metco Program

2004 ◽  
Vol 94 (5) ◽  
pp. 1613-1634 ◽  
Author(s):  
Joshua D Angrist ◽  
Kevin Lang
Keyword(s):  
Instrumental Variables ◽  
Peer Effects ◽  
Test Scores ◽  
Educational Opportunity ◽  
Ordinary Least Squares ◽  
Third Graders ◽  
School Level ◽  
Micro Data ◽  
Level Data ◽  
Least Squares Estimates

The Metropolitan Council for Educational Opportunity (Metco) is a desegregation program that sends students from Boston schools to more affluent suburbs. Metco increases the number of blacks and reduces test scores in receiving districts. School-level data for Massachusetts and micro data from a large district show no impact of Metco on the scores of white non-Metco students. But the micro estimates show some evidence of an effect on minority third graders, especially girls. Instrumental variables estimates for third graders are imprecise but generally in line with ordinary least squares estimates. Given the localized nature of these results, we conclude that peer effects from Metco are modest and short lived.

Computer Science Trends and Trade-offs in California High Schools

2021 ◽  
pp. 0013161X2110548
Author(s):  
Paul Bruno ◽  
Colleen M. Lewis
Keyword(s):  
Language Arts ◽  
Computer Science ◽  
Test Scores ◽  
English Language ◽  
School Leaders ◽  
School Level ◽  
Trade Offs ◽  
Level Data ◽  
Quasi Experimental ◽  
Staff Level

Purpose: We aim to better understand the curricular, staffing, and achievement trade-offs entailed by expansions of high-school computer science (CS) for students, schools, and school leaders. Methods: We use descriptive, correlational, and quasi-experimental methods to analyze statewide longitudinal course-, school-, and staff-level data from California, where CS course taking has expanded rapidly. Findings: We find that these rapid CS course expansions have not come at the expense of CS teachers’ observable qualifications (namely certification, education, or experience). Within-school course taking patterns over time suggest that CS enrollment growth has come at the expense of social studies, English/language arts (ELA), and arts courses, as well as from other miscellaneous electives. However, we find no evidence that increased enrollment of students in CS courses at a school has a significant effect on students’ math or ELA test scores. Implications: Flexible authorization requirements for CS teachers appear to have allowed school leaders to staff new CS courses with teachers whose observable qualifications are strong, though we do not observe teachers’ CS teaching skill. Increasing CS participation is unlikely to noticeably improve school-level student test scores, but administrators also do not need to be overly concerned that test scores will suffer. However, school leaders and policymakers should think carefully about what courses new CS courses will replace and whether such replacements are worthwhile.

scholarly journals Primary schools and the amplification of social differences in child mental health: a population-based cohort study

2017 ◽  
Vol 72 (1) ◽  
pp. 27-33 ◽  
Author(s):  
Louise Marryat ◽  
Lucy Thompson ◽  
Helen Minnis ◽  
Philip Wilson
Keyword(s):  
Mental Health ◽  
Primary Schools ◽  
Demographic Data ◽  
Population Based ◽  
School Level ◽  
Social Emotional ◽  
Level Data ◽  
Mental Health Difficulties ◽  
Early Primary ◽  
Additional Support

BackgroundThis paper examines socioeconomic inequalities in mental health at school entry and explores changes in these inequalities over the first 3 years of school.MethodsThe study utilises routinely collected mental health data from education records and demographic data at ages 4 and 7 years, along with administrative school-level data. The study was set in preschool establishments and schools in Glasgow City, Scotland. Data were available on 4011 children (59.4%)at age 4 years, and 3166 of these children were followed at age 7 years (46.9% of the population). The main outcome measure was the teacher-rated Goodman’s Strengths and Difficulties Questionnaire (4–16 version) at age 7 years, which measures social, emotional and behavioural difficulties.ResultsChildren living in the most deprived area had higher levels of mental health difficulties at age 4 years, compared with their most affluent counterparts (7.3%vs4.1% with abnormal range scores). There was a more than threefold widening of this disparity over time, so that by the age of 7 years, children from the most deprived area quintile had rates of difficulties 3.5 times higher than their more affluent peers. Children’s demographic backgrounds strongly predicted their age 7 scores, although schools appeared to make a significant contribution to mental health trajectories.ConclusionsAdditional support to help children from disadvantaged backgrounds at preschool and in early primary school may help narrow inequalities. Children from disadvantaged backgrounds started school with a higher prevalence of mental health difficulties, compared with their more advantaged peers, and this disparity widened markedly over the first 3 years of school.

scholarly journals Penguatan Konsep Kombinatorika Siswa SMAN 1 Muara Batu Kabupaten Aceh Utara dalam Menghadapi KSN-K Bidang Matematika 2021

2021 ◽  
Vol 2 (2) ◽  
pp. 174
Author(s):  
Herizal Herizal
Keyword(s):  
Data Analysis ◽  
Community Service ◽  
Direct Observation ◽  
Learning Process ◽  
School Level ◽  
Level Data ◽  
National Science ◽  
Service Activity ◽  
The Subject

This community service activity aimed to strengthen students’ understanding of  the combinatorics concepts in facing the regency-level of National Science Competition (KSN) in field of mathematics in 2021. The activity was carried out in March-April 2021 for six meetings in the form of training/coaching. The training used both discovery and drilling methods. The location of the activity was at SMAN 1 Muara Batu, North Aceh Regency with four students as the subject who have been selected at the school level and selected to participate in the KSN at the regency level. Data analysis was carried out qualitatively by direct observation to observe the improvement of the students’ comprehension during the learning process. The result obtained was an improvement of the students’ understanding of combinatorics topic. It can be seen in solving problems, the students are able to determine what concepts will be used and able to solve several KSN questions on combinatorics topic.

scholarly journals The path from social origins to top jobs: social reproduction via education

2017 ◽  
Author(s):  
Alice Sullivan ◽  
Samantha Parsons ◽  
Francis Green ◽  
Richard D. Wiggins ◽  
George Ploubidis
Keyword(s):  
Social Class ◽  
Educational Attainment ◽  
Social Reproduction ◽  
Past Research ◽  
School Level ◽  
Occupational Attainment ◽  
Social Origins ◽  
Men And Women ◽  
British Cohort Study ◽  
Detailed Picture

This paper provides a comprehensive account of the way in which cognitive and educational attainment mediate the link between social origins and elite social class destinations in mid-life. Using the 1970 British Cohort Study (BCS70), we assess the roles of a range of pathways through which educational advantage may lead to occupational attainment: cognitive development; private and selective secondary schools; school level qualifications; and higher education, including institution and field of study. Whereas past research has shown a residual direct effect of social origins on class destinations, we find that, once a sufficiently detailed picture of educational attainment is taken into account, education fully explains the link between social origins and top social class destinations. In contrast, the gap between men and women in achieving top social class positions is in no part accounted for by education.

scholarly journals Trends and variation in antidepressant prescribing in English primary care

BJGP Open ◽  
2021 ◽  
pp. BJGPO.2021.0020
Author(s):  
Paul Bogowicz ◽  
Helen J Curtis ◽  
Alex J Walker ◽  
Philip Cowen ◽  
John Geddes ◽  
...  
Keyword(s):  
Primary Care ◽  
Regression Analysis ◽  
Mixed Methods Research ◽  
Descriptive Statistics ◽  
Marked Variation ◽  
Substantial Variation ◽  
National Guidelines ◽  
Level Data ◽  
Prescribing Behaviour ◽  
Treatment Sequencing

BackgroundAntidepressants are commonly prescribed. There are clear national guidelines in relation to treatment sequencing. The study examined trends and variation in antidepressant prescribing across English primary care.AimTo examine trends and variation in antidepressant prescribing in England, with a focus on: monoamine oxidase inhibitors (MAOIs); paroxetine; and dosulepin and trimipramine.Design & settingRetrospective longitudinal study using national and practice level data on antidepressant items prescribed per year (1998–2018) and per month (2010–2019).MethodClass- and drug-specific proportions were calculated at national and practice levels. Descriptive statistics were generated, percentile charts and maps were plotted, and conducted logistic regression analysis was conducted.ResultsAntidepressant prescriptions more than tripled between 1998 and 2018, from 377 items per 1000 population to 1266 per 1000. MAOI prescribing fell substantially, from 0.7% of all antidepressant items in 1998 to 0.1% in 2018. There was marked variation between practices in past year prescribing of paroxetine (median practice proportion [MPP] = 1.7%, interdecile range [IDR] = 0.7% to 3.3%) and dosulepin (MPP = 0.7%, IDR = 0% to 1.9%), but less for trimipramine (MPP = 0%, IDR = 0% to 0.2%).ConclusionRapid growth and substantial variation in antidepressant prescribing behaviour was found between practices. The causes could be explored using mixed-methods research. Interventions to reduce prescribing of specific antidepressants, such as dosulepin, could include review prompts, alerts at the time of prescribing, and clinician feedback through tools like OpenPrescribing.net.

Spatial analysis of child labour in India

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lokender Prashad ◽  
Mili Dutta ◽  
Bishnu Mohan Dash
Keyword(s):  
Spatial Analysis ◽  
Census Data ◽  
Hot Spot ◽  
Labour Force ◽  
Child Labour ◽  
District Level ◽  
School Level ◽  
Population Census ◽  
Content Type ◽  
Level Data

Purpose This study on spatial analysis of child labour in India is a macro level analysis on child labour using the census data, 2011 of Government of India. The population census which is conducted once in 10 years only provides district level data on work-force distribution. The study has spatial analysis of child labour in the age group of 5–14 years in India. To assess the magnitude of the children in the labour force, district level data of Census 2011 has been used in the study. The study has made an attempt to identify the districts where there is high level of children in the labour force. This paper aims to estimate the magnitude and trends of children’s workforce participation using the census data as it is the only data base, which is available at the district level since 1961 onwards. The study has made an attempt to identify the clustering of child labour across districts in India and how child labour is clustered by different background characteristics. Design/methodology/approach The study has used ArcGIS software package, GeoDa software and local indicator of spatial association test. Findings The findings of study reveal that the proportion of rural, total fertility rate (TFR) and poverty headcount ratio is positively associated, whereas female literacy and the pupil-teacher ratio are negatively associated with child labour. It suggests that in the hot-spot areas and areas where there is a high prevalence of child labour, there is need to increase the teacher's number at the school level to improve the teacher-pupil ratio and also suggested to promote the female education, promote family planning practices to reduce TFR in those areas for reducing the incidences of child labour. Research limitations/implications The study also recommends that the incidences of child labour can be controlled by a comprehensive holistic action plan with the active participation of social workers. Practical implications The promulgation of effective legislation, active involvement of judiciary and police, political will, effective poverty alleviation and income generation programmes, sensitisation of parents, corporates and media can play effective role in mitigating the incidences of child labour in India. To achieve the sustainable development goals (SDGs) adopted by world leaders in 2015 to eradicate child labour in all its forms by 2025. Social implications The study aims to achieve the SDGs adopted by world leaders in 2015 to eradicate child labour in all its forms by 2025. Originality/value The study is purely original and there are no such studies in Indian context by using the latest software.

A Multilevel Investigation into Contextual Reliability in the Designation of Cognitive Health Conditions among U.S. Children

2019 ◽  
Vol 10 (2) ◽  
pp. 180-197
Author(s):  
Dara Shifrer ◽  
Rachel Fish
Keyword(s):  
Learning Disabilities ◽  
School Level ◽  
Event History ◽  
Health Conditions ◽  
Urban School District ◽  
English Learner ◽  
Cognitive Health ◽  
Magnet Program ◽  
Level Data ◽  
History Approach

Unreliable diagnoses (e.g., based on inconsistent criteria, subjective) may be inaccurate and even inequitable. This study uses an event history approach with yearly child- and school-level data from 378,919 children in a large urban school district in the southwestern United States between 2006–2007 and 2011–2012 to investigate contextual reliability in the designation of cognitive health conditions (e.g., autism, learning disabilities). This study’s findings suggest the likelihood of designation is higher in schools with more resources (higher teacher-to-student ratio, student population with more resources at home, charter school or magnet program), controlling on student-level differences. Cross-level interactions suggest children’s likelihood of designation also may be higher if they are distinctive relative to other students in their school, sometimes even in terms of nonclinical qualities (race, English Learner status).

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