The Islington ‘doing what counts: measuring what matters'

The report evaluates the success of the project which aimed to improve outcomes for children and families that involved a statutory assessment of need in the London Borough of Islington

Course Credit Accrual and Dropping Out of High School, by Student Characteristics.

This Statistics in Brief uses data from the Education Longitudinal Study of 2002 (ELS:2002) to examine the number of credits earned by high school students and the relationship between course credit accrual and dropping out. Findings indicate that high school dropouts earned fewer credits than did on-time graduates within each year of high school, and the cumulative course credit accrual gap increased with each subsequent year. The pattern of dropouts earning fewer credits than on-time graduates remained across all examined student and school characteristics (student sex, race/ethnicity, and socioeconomic status, school location, and sophomore class size). However, the size of the cumulative course credit accrual gap between on-time graduates and dropouts varied within academic years for males versus females, Blacks and Hispanics versus Whites, and students attending city high schools versus students attending suburban, town, and rural high schools. For example, the cumulative gap between on-time graduates and 12th-grade dropouts in 2001-02 and 2002-03 was larger for males than for females, indicating that male 12th-grade dropouts were further behind their on-time peers in cumulative course credits accrued than were female 12th-grade dropouts

Coram’s permanence improvement project: children’s social care innovation programme evaluation report 24

Research on improvements to the adoption services of 2 local authorities, including the development of a new diagnostic tool for special guardianship orders and the creation of a ‘permanence improvement’ academy. The project was intended to support children who could not safely live at home, particularly those with the most complex needs, where adoption was the long-term plan

Editorial

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UNRWA school dropout: an agency wide study

This report presents the findings of an agency wide study of drop out of students in UNRWA schools, both at elementary and preparatory levels. The study was undertaken by UNRWA educationalists in the five Fields of its operation, led by the Education Department, HQ, in 2011/2012. The sample relates to 170 schools across the five Fields. Analysis of the data was carried out by the University of York, UK and the American Institutes for Research in Washington, with the active engagement of the UNRWA team. The study explores the reasons behind UNRWA student drop out from the perspective of students themselves, their parents and the teachers. The purpose of the research was to better understand what causes children to drop out, or as it is referred to in the report, fade out (Hampden, G, 2013). Such understanding will better enable schools and teachers to identify 'warning signs' and 'risk factors' so that preventative and support mechanisms can be put in place. Key findings of the study point to the need to address students? perception of their own academic underachievement, a stated lack of interest in school and fear of exams. It also highlights the importance of engagement of parents (or carers) in their child's learning and ensuring their completion of schooling. For the UNRWA education system as a whole, the findings suggest the need to consider the role of student grade repetition, as the study shows that a child who has repeated a grade is ten times more likely to drop out of schooling than a child who has not. Overall this research, and its findings, make a valuable contribution to UNRWAs ongoing strive for quality, evidenced based education for all children in all schools. It also contributes to the wider discourse and our understanding of what the report describes as an enduring world issue

Single parents

The Child: An Encyclopedic Companion offers both parents and professionals access to the best scholarship from all areas of child studies in a remarkable one-volume reference. Bringing together contemporary research on children and childhood from pediatrics, child psychology, childhood studies, education, sociology, history, law, anthropology, and other related areas, The Child contains more than 500 articles—all written by experts in their fields from around the world and overseen by a panel of distinguished editors led by anthropologist Richard A. Shweder. Each entry provides a concise and accessible synopsis of the topic at hand. For example, the entry “Adoption” begins with a general definition, followed by a detailed look at adoption in different cultures and at different times, a summary of the associated mental and developmental issues that can arise, and an overview of applicable legal and public policy. While presenting certain universal facts about children’s development from birth through adolescence, the entries also address the many worlds of childhood both within the United States and around the globe. They consider the ways that in which race, ethnicity, gender, socioeconomic status, and cultural traditions of child rearing can affect children’s experiences of physical and mental health, education, and family. Alongside the topical entries, The Child includes more than forty “Imagining Each Other” essays, which focus on the particular experiences of children in different cultures. In “Work before Play for Yucatec Maya Children,” for example, readers learn of the work responsibilities of some modern-day Mexican children, while in “A Hindu Brahman Boy Is Born Again,” they witness a coming-of-age ritual in contemporary India. Compiled by some of the most distinguished child development researchers in the world, The Child will broaden the current scope of knowledge on children and childhood. It is an unparalleled resource for parents, social workers, researchers, educators, and others who work with children

Single-mother families, maternal employment and children's literacy achievement: a study of 10 countries

Labour force participation maybe particularly problematic for single-mothers. By working, mothers increase their family?s financial capital and consequently make more money available for educational resources. However, employment often results in the parent having less time to interact with their child and participate in school activities. This is particularly problematic for single-mothers. While abundant research has been conducted on the impact of maternal employment on educational outcomes in the United States, very little international and cross-national research exists. This study draws upon the PISA 2000 data to examine the association between maternal employment, family structure, and reading literacy achievement. The results indicate that in some of the countries, students with full-time and part time working single mothers had an educational advantage over single mothers who did not work. In some countries, this was still the case after accounting for economic resources

Under the same roof: an international comparison of multigenerational families and children's mathematics achievement

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