Low birthweight, preschool education, and school remediation

Abstract Studies have documented a strong relationship between low birth weight status and adverse child outcomes such as poor school performance and need for special education services. Following a cohort of over 1,300 low-income and predominately African American children in the Chicago Longitudinal Study we investigated whether birth weight and family socio-economic risk measured at the time of the child’s birth predicts placement into special education classes or grade retention in elementary school. Contrary to previous research, we found that low birth weight (< 5 ½ pounds) does not predict special education placement. Rather, these children (especially boys) were more likely to be retained in grade as an alternative approach to addressing poor school performance. Family socio-economic risk at birth was a significant predictor of the need for remedial services. We also assessed whether a high-quality preschool program offered at ages 3 and 4 can reduce the negative effects of low family SES and birth weight on the need for special education and grade retention. Preschool participation in the Child-Parent Centers was found to reduce the likelihood of school remediation. The effects of preschool were greater for children from families with higher levels of socio-economic disadvantage. The beneficial effects of preschool on special education placement were also larger for boys than girls

Dietary intake and barriers to dietary compliance in black type 2 diabetic patients attending primary health-care services

OBJECTIVE: To determine the dietary intake, practices, knowledge and barriers to dietary compliance of black South African type 2 diabetic patients attending primary health-care services in urban and rural areas. DESIGN: A cross-sectional survey. Dietary intake was assessed by three 24-hour recalls, and knowledge and practices by means of a structured questionnaire (n = 133 men, 155 women). In-depth interviews were then conducted with 25 of the patients to explore their underlying beliefs and feelings with respect to their disease. Trained interviewers measured weight, height and blood pressure. A fasting venous blood sample was collected from each participant in order to evaluate glycaemic control. SETTING: An urban area (Sheshego) and rural areas near Pietersburg in the Northern Province of South Africa. SUBJECTS: The sample comprised 59 men and 75 women from urban areas and 74 men and 80 women from rural areas. All were over 40 years of age, diagnosed with type 2 diabetes for at least one year, and attended primary health-care services in the study area over a 3-month period in 1998. RESULTS: Reported dietary results indicate that mean energy intakes were low ( or = 30 kg m(-2)) was prevalent in 15 to 16% of men compared with 35 to 47% of women; elevated blood pressure (> or = 160/95 mmHg) was least prevalent in rural women (25.9%) and most prevalent in urban men (42.4%). CONCLUSIONS: The majority of black, type 2 diabetic patients studied showed poor glycaemic control. Additionally, many had dyslipidaemia, were obese and/or had an elevated blood pressure. Quantitative and qualitative findings indicated that these patients frequently received incorrect and inappropriate dietary advice from health educators

Low birthweight, preschool education, and school remediation

Abstract Studies have documented a strong relationship between low birth weight status and adverse child outcomes such as poor school performance and need for special education services. Following a cohort of over 1,300 low-income and predominately African American children in the Chicago Longitudinal Study we investigated whether birth weight and family socio-economic risk measured at the time of the child’s birth predicts placement into special education classes or grade retention in elementary school. Contrary to previous research, we found that low birth weight (< 5 ½ pounds) does not predict special education placement. Rather, these children (especially boys) were more likely to be retained in grade as an alternative approach to addressing poor school performance. Family socio-economic risk at birth was a significant predictor of the need for remedial services. We also assessed whether a high-quality preschool program offered at ages 3 and 4 can reduce the negative effects of low family SES and birth weight on the need for special education and grade retention. Preschool participation in the Child-Parent Centers was found to reduce the likelihood of school remediation. The effects of preschool were greater for children from families with higher levels of socio-economic disadvantage. The beneficial effects of preschool on special education placement were also larger for boys than girls

Rural Gaps in Participation in Early Childhood Education

While state government spending on early education has grown in recent years, accessibility of preschool programs for rural children remains a problem. Using census-tract data from a nationally-representative data set on U.S. children, multinomial logit estimation reveals significant differences in early education experiences between rural and nonrural children. Both rural children and children of less-educated mothers are less likely to participate in preschool. This paper concludes by discussing the appropriate role of local, state, or federal governments in funding rural preschool programs. While early educational investments are being touted as effective economic development tools, the nature of the positive externalities associated with preschool makes it unlikely that any single rural community would invest in high-quality programs without state or federal assistance

Recent Clinton urban education initiatives and the role of school quality in metropolitan finance

Abstract

Rural Gaps in Participation in Early Childhood Education

While state government spending on early education has grown in recent years, accessibility of preschool programs for rural children remains a problem. Using census-tract data from a nationally-representative data set on U.S. children, multinomial logit estimation reveals significant differences in early education experiences between rural and nonrural children. Both rural children and children of less-educated mothers are less likely to participate in preschool. This paper concludes by discussing the appropriate role of local, state, or federal governments in funding rural preschool programs. While early educational investments are being touted as effective economic development tools, the nature of the positive externalities associated with preschool makes it unlikely that any single rural community would invest in high-quality programs without state or federal assistance.early education, human capital, preschool, rural education, Community/Rural/Urban Development, Labor and Human Capital, Political Economy, Teaching/Communication/Extension/Profession, I2, R0, H4,

Episode 21: Sustaining the Benefits of Early Childhood Education

Runtime 17:31"Data show that only half of all children in the United States are ready for school when they enter kindergarten, and that learning gains from early childhood programs are often lost as children get older. A new book co-edited by Judy Temple, professor at the Humphrey School of Public Affairs and co-director of the Human Capital Research Collaborative, explores the features of successful early education programs and the ways to sustain their benefits long-term. The book, ""Sustaining Early Childhood Learning Gains: Program, School, and Family Influences"", highlights education interventions and practices that promote healthy development in the first decade of a child's life and ways that schools, families, communities, and public institutions can lend support. In this podcast, Temple discusses the features of high-quality education programs and the factors that improve long-term gains including program intensity, teacher experience, class size, curriculum, and parent involvement. Ultimately, she says, the goal is to increase access and implement policies that help sustain and scale these efforts to benefit all children.