A Case Study of a Public Private Partnership in Arts Education

Public private partnerships (PPP) expand government services by utilizing the skills and resources of the private sector. Collaboration between the sectors allows for a greater reach of services, and the potential for cost effective and efficient methods of delivery. Using the skills and expertise of the arts community in the city of Tulsa, Oklahoma, helped the public school system create a plan to provide equitable and sustainable arts education to its students.This study seeks to understand a public private partnership among the John F. Kennedy Center for the Performing Arts, the Tulsa Public Schools district and the Tulsa area nonprofit arts community. The partnership was formed to address arts education disparity in the Tulsa Public School district. This case study captures the yearlong planning process of the partnership as it attempts to create a sustainable arts education plan for the district, providing equal access to all students in grades kindergarten through eighth.This research followed the guidelines of case study research as outlined by Robert Yin (2009). The research methods are explained in Chapter Three, and the findings are presented in Chapter Four. Chapter Five presents a discussion of the results, the limitations of the study and suggestions for further research. The findings suggest that this PPP was able to make progress in creating a plan for equitable arts education in the school district because it gathered classroom-level and community-wide data to determine goal-setting and strategic planning

School Division Policies Related to Suicide Prevention and Response

Suicide is one of the leading causes of death among youth age 10-19, and is an increasing concern in the wake of COVID-19. K-12 schools are crucial spaces for offering mental health support to students, and can implement policies to help prevent suicidal thoughts and behaviors. This MERC research and policy brief focuses on education policy related to suicide prevention and response. It is structured to answer five questions: 1) What are recent trends in youth suicide? 2) What does research show about school division policies that are effective in suicide prevention and response? 3) What policies in Virginia and the MERC region guide the prevention of suicide in school divisions? 4) What are the key takeaways and recommendations for preventing youth suicide through education policy

Strategies for Addressing Chronic Absenteeism in the Post-Pandemic Era

Although chronic absenteeism has been an enduring concern in PK-12 schools, it has doubled since the onset of the COVID-19 pandemic. To explore strategies for addressing this issue, this MERC research and policy brief answers five questions: 1) What are trends in chronic absenteeism pre and post-pandemic?, 2) What factors contribute to chronic absenteeism and which student groups are particularly vulnerable? 3) What are the connections between chronic absenteeism and other student outcomes? 4) What strategies are effective in reducing chronic absenteeism?, and 5) What are policies at the state and school board level intended to help address chronic absenteeism? It concludes with key takeaways and recommendations for addressing chronic absenteeism in the post-pandemic era

The effectiveness of digital interventions for increasing physical activity in individuals of low socioeconomic status: a systematic review and meta-analysis.

This is the final version. Available from Springer via the DOI in this record. All data and code to replicate our analysis are freely available at https://github.com/MarkKelson/REPAIDBACKGROUND: Digital technologies such as wearables, websites and mobile applications are increasingly used in interventions targeting physical activity (PA). Increasing access to such technologies makes an attractive prospect for helping individuals of low socioeconomic status (SES) in becoming more active and healthier. However, little is known about their effectiveness in such populations. The aim of this systematic review was to explore whether digital interventions were effective in promoting PA in low SES populations, whether interventions are of equal benefit to higher SES individuals and whether the number or type of behaviour change techniques (BCTs) used in digital PA interventions was associated with intervention effects. METHODS: A systematic search strategy was used to identify eligible studies from MEDLINE, Embase, PsycINFO, Web of Science, Scopus and The Cochrane Library, published between January 1990 and March 2020. Randomised controlled trials, using digital technology as the primary intervention tool, and a control group that did not receive any digital technology-based intervention were included, provided they had a measure of PA as an outcome. Lastly, studies that did not have any measure of SES were excluded from the review. Risk of Bias was assessed using the Cochrane Risk of Bias tool version 2. RESULTS: Of the 14,589 records initially identified, 19 studies were included in the final meta-analysis. Using random-effects models, in low SES there was a standardised mean difference (SMD (95%CI)) in PA between intervention and control groups of 0.06 (- 0.08,0.20). In high SES the SMD was 0.34 (0.22,0.45). Heterogeneity was modest in both low (I2 = 0.18) and high (I2 = 0) SES groups. The studies used a range of digital technologies and BCTs in their interventions, but the main findings were consistent across all of the sub-group analyses (digital interventions with a PA only focus, country, chronic disease, and duration of intervention) and there was no association with the number or type of BCTs. DISCUSSION: Digital interventions targeting PA do not show equivalent efficacy for people of low and high SES. For people of low SES, there is no evidence that digital PA interventions are effective, irrespective of the behaviour change techniques used. In contrast, the same interventions in high SES participants do indicate effectiveness. To reduce inequalities and improve effectiveness, future development of digital interventions aimed at improving PA must make more effort to meet the needs of low SES people within the target population.Engineering and Physical Sciences Research CouncilHealth and Care Research Wales Health Fellowship AwardGW4 AllianceUK Centre for Ageing BetterElizabeth Blackwell InstituteMedical Research CouncilUniversity of BristolCentre for the Development and Evaluation of Complex Interventions for Public Health Improvement (DECIPHer)Alan Turing Institut

Insights from wildfire science: A resource for fire policy discussions

Record blazes swept across parts of the US in 2015, burning more than 10 million acres. The four biggest fire seasons since 1960 have all occurred in the last 10 years, leading to fears of a ‘new normal’ for wildfire. Fire fighters and forest managers are overwhelmed, and it is clear that the policy and management approaches of the past will not suffice under this new era of western wildfires. In recent decades, state and federal policymakers, tribes, and others are confronting longer fire seasons (Jolly et al. 2015), more large fires (Dennison et al. 2014), a tripling of homes burned, and a doubling of firefighter deaths (Rasker 2015). Federal agencies now spend $2 to$3 billion annually fighting fires (and in the case of the US Forest Service, over 50% of their budget), and the total cost to society may be up to 30 times more than the direct cost of firefighting. If we want to contain these costs and reduce risks to communities, economies, and natural systems, we can draw on the best available science when designing fire management strategies, as called for in the recent federal report on Wildland Fire Science and Technology. Here, we highlight key science insights that can contribute to the public discourse on wildfire policy and associated management of forests, woodlands, and shrublands. This information is fundamental to decisions that will promote resilient communities and landscapes facing more fire in the future

MPH Capstone experiences: promising practices and lessons learned

To ensure workforce readiness, graduate-level public health training programs must prepare students to collaborate with communities on improving public health practice and tools. The Council on Education for Public Health (CEPH) requires Master of Public Health (MPH) students to complete an Integrative Learning Experience (ILE) at the end of their program of study that yields a high-quality written product demonstrating synthesis of competencies. CEPH suggests written products ideally be “developed and delivered in a manner that is useful to external stakeholders, such as non-profit or governmental organizations.” However, there are limited examples of the ILE pedagogies and practices most likely to yield mutual benefit for students and community partners. To address this gap, we describe a community-led, year-long, group-based ILE for MPH students, called Capstone. This service-learning course aims to (1) increase capacity of students and partner organizations to address public health issues and promote health equity; (2) create new or improved public health resources, programs, services, and policies that promote health equity; (3) enhance student preparedness and marketability for careers in public health; and (4) strengthen campus-community partnerships. Since 2009, 127 Capstone teams affiliated with the Department of Health Behavior at the Gillings School of Global Public Health at The University of North Carolina at Chapel Hill have worked with seventy-nine partner organizations to provide over 103,000 h of in-kind service and produce 635 unique products or “deliverables.” This paper describes key promising practices of Capstone, specifically its staffing model; approach to project recruitment, selection, and matching; course format; and assignments. Using course evaluation data, we summarize student and community partner outcomes. Next, we share lessons learned from 13 years of program implementation and future directions for continuing to maximize student and community partner benefits. Finally, we provide recommendations for other programs interested in replicating the Capstone model

Prostate-specific antigen testing accuracy in community practice

BACKGROUND: Most data on prostate-specific antigen (PSA) testing come from urologic cohorts comprised of volunteers for screening programs. We evaluated the diagnostic accuracy of PSA testing for detecting prostate cancer in community practice. METHODS: PSA testing results were compared with a reference standard of prostate biopsy. Subjects were 2,620 men 40 years and older undergoing (PSA) testing and biopsy from 1/1/95 through 12/31/98 in the Albuquerque, New Mexico metropolitan area. Diagnostic measures included the area under the receiver-operating characteristic curve, sensitivity, specificity, and likelihood ratios. RESULTS: Cancer was detected in 930 subjects (35%). The area under the ROC curve was 0.67 and the PSA cutpoint of 4 ng/ml had a sensitivity of 86% and a specificity of 33%. The likelihood ratio for a positive test (LR+) was 1.28 and 0.42 for a negative test (LR-). PSA testing was most sensitive (90%) but least specific (27%) in older men. Age-specific reference ranges improved specificity in older men (49%) but decreased sensitivity (70%), with an LR+ of 1.38. Lowering the PSA cutpoint to 2 ng/ml resulted in a sensitivity of 95%, a specificity of 20%, and an LR+ of 1.19. CONCLUSIONS: PSA testing had fair discriminating power for detecting prostate cancer in community practice. The PSA cutpoint of 4 ng/ml was sensitive but relatively non-specific and associated likelihood ratios only moderately revised probabilities for cancer. Using age-specific reference ranges and a PSA cutpoint below 4 ng/ml improved test specificity and sensitivity, respectively, but did not improve the overall accuracy of PSA testing