Early Achievement Gains and Poverty-Linked Social Distress: The Case of Post-Head Start Transition

Public policymakers in West Virginia have an intense interest in early and continuing educational intervention for the poor. In this view, interventions such as Head Start are a good idea, but they start too late and end too soon. Properly executed, early and continuing intervention is expected to provide a basis for later achievement-driven improvements in occupational and income attainments. Rural poverty and its correlates, which manifest and cause social distress in a variety of forms, is then diminished. We report on an evaluation of the West Virginia site of a federally-funded program intended to maintain early achievement gains viewed as crucial in alleviating poverty-linked social distress. Results of the evaluation of Post-Head Start Transition show no achievement gains. This undercuts the rationale for the program. Furthermore, it provides no support for a general policy of early and continuing educational intervention to foster achievement-driven diminution of poverty. It seems reasonable to consider the possibility that achievement rises and falls in response to the prevalence and intensity of social distress. Context determines educational outcomes, not the other way around. Reasons are suggested for this.     

Outcomes for children's health and well‐being

Health outcomes are implicit in the government's major policies on reducing poverty, unemployment and social exclusion, and in environmental regeneration, as well as in explicitly targeted policies for modernising the National Health Service. The impact of policies in childhood are regarded as a key feature in determining socioeconomic outcomes in many domains, among which mental health plays a particularly important part. But although early intervention is recognised as crucial in the achievement of socioeconomic and health policy aims, outcomes in children and for children have only recently received full recognition. This article outlines the impact that government policies may have on health outcomes for children. However, the assessment of changes in health status is difficult and mostly relies on proxy measures. The evidence that any changes can be related to policy is extremely limited and mostly based on small‐scale and locally specific projects. What can be learnt from these and from collective analysis of linked projects, such as those funded through the CAMHS Innovation Grant, is discussed. Because of the attention paid by the government to evidence‐based policy, outcomes in all domains will become known before long for major national children's policy initiatives such as the Sure Start programme, highlighting the crucial and continuing need for evaluation of the ways in which policies are implemented. Copyright © 2003 John Wiley & Sons, Ltd.     

Opportunity, Community, and Reckless Lives: Social Distress Among Adolescents in West Virginia

Social distress among West Virginia adolescents has many manifestations. Among the most conspicuous of these are dropping out of high school, teen pregnancy, and violent death. For more than 30 years, state policy makers have explained these behaviors by invoking the notion of a pervasive culture of poverty and morbidity which is transmitted from generation to generation. Participants in this primitive and fatalistic culture, it is commonly claimed, lack the prudence and foresight needed to make best use of the opportunities offered by our modern world. Education-intensive strategies aimed at enabling West Virginia adolescents and their families to overcome this disabling world view seem the best responses. By contrast, however, based on 8 years of empirical research in West Virginia, we contend that an “Oh, what the Hell!” sort of recklessness is interpretable as a rational response to deteriorating social and economic circumstances. West Virginia communities have become increasingly anomic and devoid of economic opportunity. In this economically uncertain, culturally insubstantial world, adolescents rightly judge their prospects to be poor. In this social context, seemingly irrational acts make more sense. Why be prudent in the absence of opportunity and community? Why be prudent in the absence of a future?     

From Head Start to Sure Start: Reflections on Policy Transfer

This article uses the history of debates over the US Head Start programme (1965), Early Head Start (1994) and the UK Sure Start initiative (1998), as a window on to policy transfer. In all the three, the aim was that early intervention could offer a means of boosting children’s educational attainment and of countering the wider effects of poverty on development. Nevertheless, there were also important differences between them. The first part of the article looks at UK responses to Head Start, the second at Early Head Start and the creation and subsequent direction taken by Sure Start. In the Conclusion, we sum up the arguments relating to Head Start and Sure Start and offer some broader reflections on policy transfer.     

Summer programming in rural communities: unique challenges

During the past several decades, child poverty rates have been higher in rural than in urban areas, and now 2.5 million children live in deep poverty in rural America. Studies indicate that poor children are most affected by the typical "summer slide." Summer programming has the ability to address the issues of academic loss, nutritional loss, and the lack of safe and constructive enrichment activities. However, poor rural communities face three major challenges in implementing summer programming: community resources, human capital, and accessibility. The success of Energy Express, a statewide award-winning six-week summer reading and nutrition program in West Virginia, documents strategies for overcoming the challenges faced by poor, rural communities in providing summer programs. Energy Express (1) uses community collaboration to augment resources and develop community ownership, (2) builds human capital and reverses the acknowledged brain drain by engaging college students and community volunteers in meaningful service, and (3) increases accessibility through creative transportation strategies. West Virginia University Extension Service, the outreach arm of the land-grant institution, partners with AmeriCorps, a national service program, and various state and local agencies and organizations to implement a program that produces robust results.     

The Varied Impact of Couple Relationship Breakdown on Children: Implications for Practice and Policy

This review of international literature assesses the impacts that the relationship breakdown of parents has on children and factors that can provide support should this occur. The parental separation process causes significant albeit short‐term distress for most children, with a minority reporting longer‐term outcomes such as socio‐economic disadvantage, behavioural problems, poor educational achievement, and physical and emotional health problems. Factors increasing the likelihood of sustained disadvantage include: poverty; poor parent–child relationships; continuing parental conflict, multiple transitions in family formation; and poor maternal mental health. Supporting the factors that can improve child outcomes, exploring opportune ways to strengthen couple and family relationships, and integrating the views of children (for example, in court‐based dispute resolution) are the leading implications for practice and policy.     

Race,class, and educational opportunity: Trends in the sociology of education

This essay examines some of the trends in educational, sociological, and social psychological research on inequality of educational opportunity for African Americans in the United States. A review of theoretical approaches and methodological developments is followed by an overview of research and theory in selected substantive areas; social allocation processes in schools (ability grouping, tracking, etc.), the relationship of poverty to academic achievement, and educational attainment. The article concludes with recommendations for future research.     

Perceived Continuing Education Needs of Licensed Clinical Social Workers

Abstract

Although recent studies have explored various aspects of licensed practice in social work, there is little information about the current continuing education activities and needs of professionals involved in such practice. This paper describes a 1992 survey of a random sample of 421 licensed clinical social workers in Virginia to assess their perceived educational needs. Overall, practice theories and practitioner roles were most often identified as areas in which training is needed. Private practitioners wished for training in object relations theory more often—and training in supervision and cognitive theory less often—than their agency-based colleagues. The implications of these findings for continuing social work education and for the profession are discussed.     

Mixed‐Method Evaluation of Continuing Professional Development: Applications in Cultural Competence Training

Continuing professional development has been identified as an important tool for advancing the competence of social workers, yet outcomes of professional development are conventionally evaluated using methods that cannot provide trustworthy information about program effectiveness. This paper suggests that innovations in social research can be applied to strengthen the evaluation of educational outcomes from continuing professional development. The benefits of designing a mixed‐method evaluation of educational interventions are explored by reviewing the experience of implementing a cultural competence continuing professional development workshop series in Toronto, Canada. Review of the process demonstrates that the combination of methods results in a richer data set that can answer questions about both the process of the learning experience, and the effect that training has on professional practice.     

Poverty,Consent, and Choice in Early Marriage: Ethnographic Perspectives from Urban Tanzania

The assumed inability of adolescents to voluntarily consent to marriage is a key definition of child marriage. Using ethnography, this study approaches consent, self-determination, and fulfillment as dependent on the ability to make choices, not only between actual alternatives but also between perceived alternatives. In contexts of severe poverty, more attention is needed to the lack of viable alternatives open to families, and their motives in this context. In this study, 171 persons were interviewed in two majority-Muslim neighborhoods in Dar es Salaam. Some girls reported wanting to marry early, since poverty forces them to become adults capable of supporting themselves at roughly age 15–16, regardless of the personal wishes of their parents or guardians. Prior research tends to assume that early marriage prevents girls from continuing their education. This study suggests that educational opportunities are often closed off to girls before marriage. Policy recommendations given here are that organizations can more effectively address early marriage by (1) shifting the focus from legislation to urban poverty alleviation, (2) creating more employment opportunities for the poorest women in the city, (3) campaigning for more gender-equal attitudes in the informal employment sector, and (4) reducing financial costs of secondary schooling for adolescents.     

Tracing the development of deficit perspectives in family programs

A historical review of parent involvement in kindergarten, day nurseries, nursery school, Head Start and subsequent at-risk early childhood programs from 1856–1995, and family literacy programs from 1986–1995 reveals that attitudes toward poverty, language and developmental ideology are major factors in the development of deficit perspectives of low-income, non-mainstream families. The authors assert that both overt and covert deficit perspectives toward low-income families have prevented early intervention programs from fully serving the needs of families. Theoretical and practical implications for those involved in family programs are included.     

Summer learning and its implications: insights from the Beginning School Study

There is perhaps no more pressing issue in school policy today than the achievement gap across social lines. Achievement differences between well-to-do children and poor children and between disadvantaged racial and ethnic minorities and majority whites are large when children first begin school, and they increase over time. Despite years of study and an abundance of good intentions, these patterned achievement differences persist, but who is responsible, and how are schools implicated? The increasing gap seems to suggest that schools are unable to equalize educational opportunity or, worse still, that they actively handicap disadvantaged children. But a seasonal perspective on learning yields a rather different impression. Comparing achievement gains separately over the school year and the summer months reveals that much of the achievement gap originates over the summer period, when children are not in school. The authors review Beginning School Study research on differential summer learning across social lines (that is, by family socioeconomic level) and its implications for later schooling outcomes, including high school curriculum placements, high school dropout, and college attendance. These studies document the extent to which these large summer learning differences impede the later educational progress of children of low socioeconomic status. Practical implications are discussed, including the need for early and sustained interventions to prevent the achievement gap from opening wide in the first place and for high-quality summer programming focused on preventing differential summer learning loss.     

Whose job is poverty? the problems of therapeutic intervention with children who are sexually violent

Children who commit sexually violent acts have been identified in increasing numbers since the 1980s. Professionals who practise therapeutic intervention with this group have struggled to find explanations for their client's deviant behaviour. Current explanations for, and discourses on, the occurrence of sexual violence minimize the effect of poverty in the therapeutic arena. The most difficult and worrisome child clients for participants of this research are the poor ones, yet the practice of counselling is unable to address structural disadvantage. This leads to a poverty culture explanation for sexual violence and child abuse which recognizes poverty yet pathologizes the individual. The identification of a new problem—children's sexual violence—the individualized case‐based approach to intervention and current social policy minimize the continuing and persistent problem of poverty. Copyright © 2006 John Wiley & Sons, Ltd.     

Reconnecting Youth: Promoting emotional competence and social support to improve academic achievement

Previous research indicates that students who drop out of high school are at risk for a number of negative outcomes. Both ecological and individual risk factors contribute to students' propensity for dropout. This study examined the effectiveness of a targeted dropout prevention program at improving academic achievement and investigated whether improved social support and emotional competencies partially mediated the association between intervention participation and student outcomes. A sample of 110 middle and high school students (55 intervention participants and 55 students in a matched control group) completed surveys investigating their social-emotional assets and schools provided academic data for participants. Structural equation modeling revealed that students who participated in the program had higher academic achievement compared to the control group. Prior levels of academic achievement moderated the effectiveness of the program with students with low initial levels of academic achievement benefiting more. Emotional competencies and social support did not mediate the relation between participation and achievement. The intervention was related to improved academic achievement among participants; however, the means by which it was effective was unclear. Given the evidence that the program was more effective for some students than others, targeting interventions to meet specific needs of students may be advantageous.     

Harvesting Human Capital: Family Structure and Education Among Rural Youth1

Abstract Coleman's (1988) theory of family social capital provides a conceptual framework for assessing the relationship between several dimensions of family structure and school dropout rates among nonmetro-politan youth. This paper evaluates the extent to which higher rural than urban dropout rates are attributable to spatial differences in family structure (e.g., living arrangements, family size, and early childbearing) or economic resources (e.g., poverty) and estimates the differential effects of family structure and poverty on school dropout rates in nonmetropolitan areas, suburbs, and central cities. Data are drawn from the March 1990 Current Population Survey. Results indicate that residential differences in family structure account for a relatively small part of the higher dropout rates found in rural areas. Rural youth's experience with poverty appears to matter more. The educational effects of family structure are nevertheless strong in rural areas, albeit somewhat smaller than in suburban areas, owing perhaps to compensating forms of social capital found in rural areas. The results suggest that studies of dropout behavior—in rural or urban areas—must acknowledge the potentially large role of family structure and economic resources on the educational achievement process.     

Pre-, post-, and longitudinal evaluation of juvenile justice education

This article describes two stages of the Juvenile Justice Educational Enhancement Program's pre-, post-, and longitudinal evaluation research. Pilot studies were used to explore how to design statewide research of pre- and postassessment scores and community reintegration outcomes. Preliminary findings suggest that higher performing educational programs produce greater educational gains as measured by academic achievement tests, credits earned, and pupil progression rates. The findings also indicate that these programs have more students returning to school and lower recidivism rates. Building on the pilot studies, refinements were made to the research designs to enable more comprehensive statewide evaluation. Current research includes collection of pre- and postassessment scores from official sources on approximately 16,000 juvenile justice youths. In addition, a research design has been developed to examine program effectiveness by measuring community reintegration variables. Multiple data sources, including official and self-reported data on family, school, employment, and subsequent crime involvement, will be used in the longitudinal study.     

Latina Students

SUMMARY

Latina students have the highest high school dropout rate of all racial and ethnic groups. This article has three objectives: provide a brief overview of educational trends for Latina students, discuss factors associated with their educational trajectory and suggest strategies for change based on best practice wisdom. Results show that academic disparities between Latina students and other racial/ethnic female students begin as early as kindergarten and remain through age 17; achievement is compromised by a variety of factors, including family responsibilities, family poverty, lack of participation in preschool, attendance at poor quality elementary and high schools, placement into lower-track classes, poor self-image, limited neighborhood resources, lack of presence of role models and gender role attitudes. These disparities contribute to psychosocial issues and are not directly associated with Latino cultural assets, as Latino cultural capital has not been easily translated into social capital in U.S. society. Economic and social change must precede educational change if academic disparities between Latinas and other racial and ethnic girls are to be decreased.     

‘Pain on Top of Pain,Hurtness on Top of Hurtness’: Social Discrimination,Psychological Well-Being,and Sexual Risk Among Women Living With HIV/AIDS

ABSTRACT

This qualitative study explored how a subsample (n = 26) of participants in Protect and Respect (N = 184), a safer-sex intervention for women living with HIV/AIDS (WLH/A), discussed their experiences of social discrimination and the impact of discrimination on their lives, psychological well-being, and risk behaviors during group intervention sessions. The majority of participants was Black (83%), earned less than $10,000 per year (80%), and acquired HIV through heterosexual sex (58%). Analyses demonstrated that social discrimination manifested in the women's lives as poverty, HIV/AIDS-related stigma, and gender inequality. These experiences caused intense psychological distress and limited WLH/A's ability to implement the safer-sex skills that they learned during the intervention. We discuss the applied and theoretical implications of our findings, advocating for HIV and sexual risk-reduction interventions that are based on an ecological framework that addresses holistically the individual, relational, and sociostructural factors that affect women's sexual risk behaviors.     

Comparison of an Online and a Traditional MSSW Program: A 5-Year Study

The purpose of the current study was to compare 5 years of educational outcome data for online and face-to-face MSSW students (N=883) who graduated from University of Tennessee Knoxville College of Social Work. Students’ knowledge (comprehensive exam scores, grade point averages), skills (field evaluation scores), and perception of their graduate social work program were examined. Univariate and multivariate analyses revealed significantly higher knowledge scores for face-to-face, and significantly greater skills ratings for online students. Online students possessed significantly more positive perceptions of faculty and their own preparedness for professional practice. Effect sizes for all findings were extremely small, however, and suggest that differences between online and traditional student outcomes have minor practical relevance related to student achievement. Educational and research implications are discussed.