Measuring children's needs: how are we doing?

Children's services in England and Wales are legally required to determine the nature and extent of children's needs in their areas as a precursor to providing needs-led services. However, few needs assessments are ever published. This article analyses 83 such reports conducted between 1999 and 2007 in two local authorities in England (one urban, one rural), focusing on their quality and usefulness. It makes recommendations for improving practice in this important area, both in terms of the type of needs assessment required and how best to produce and use them.     

Are Private Schools Better Than Public Schools? Appraisal for Ireland by Methods for Observational Studies

In observational studies the assignment of units to treatments is not under control. Consequently, the estimation and comparison of treatment effects based on the empirical distribution of the responses can be biased since the units exposed to the various treatments could differ in important unknown pretreatment characteristics, which are related to the response. An important example studied in this article is the question of whether private schools offer better quality of education than public schools. In order to address this question we use data collected in the year 2000 by OECD for the Programme for International Student Assessment (PISA). Focusing for illustration on scores in mathematics of 15-years old pupils in Ireland, we find that the raw average score of pupils in private schools is higher than of pupils in public schools. However, application of a newly proposed method for observational studies suggests that the less able pupils tend to enroll in public schools, such that their lower scores is not necessarily an indication of bad quality of the public schools. Indeed, when comparing the average score in the two types of schools after adjusting for the enrollment effects, we find quite surprisingly that public schools perform better on average. This outcome is supported by the methods of instrumental variables and latent variables, commonly used by econometricians for analyzing and evaluating social programs.     

‘Befriend them but not be their friend’: Negotiations of youth practice in a digital age

ABSTRACT

‘You’ve gotta befriend them but not be their friend’ is how one youth worker thoughtfully described the secret to successful youth practice. This paper draws on experiences of youth workers in the United Kingdom to consider how the growth of digital technologies comes to be negotiated and articulated in professional practice. Situating these experiences alongside young people’s accounts, this article highlights a distinction between young people’s relationship with the digital and adult perceptions of youth and technology. The aim of this paper is to consider what factors contribute towards this divide and where adult perceptions come from, if not from the experiences of young people themselves. The article then goes on to discuss the potential consequences of the presence of technology and discourses surrounding the digital for youth worker’s engagements with young people in professional practice. Overall, this article argues for the enduring relevance of youth workers and physical youth centres in a digital age and joins several scholars in critiquing the chronic under-investment in youth workers and provision in the UK and beyond.