High-income Schools Research Articles

A gap in perceived accessibility to play spaces for physical activity in Arizona elementary schools

BackgroundThe Physical Activity Guidelines for Americans states all children should be provided with various physical activity opportunities; however, school play spaces are often unaccommodating to students with disabilities and this limitation may be exacerbated in lower-income schools. ObjectiveThe purpose of the study was to compare elementary school play space accessibility among children with and without disabilities at lower- and higher-income schools. MethodsThis cross-sectional study utilized an online survey assessing the perceived accessibility of play spaces for students with and without disabilities in low- and high-income schools administered to 178 physical education teachers across Arizona. Chi-square analyses were conducted to assess reported play space adequacy among students with and without disabilities, and associations by school-level income. ResultsThere was a significant association between disability status and reported playground and play field inadequacy (p < 0.05). Without considering school income, reported inadequacy was 3x greater for students with disabilities compared to those without for both playgrounds and play fields. Among low-income schools, reported inadequacy was 3x greater for playgrounds and 7x greater for play fields for students with disabilities compared to those without. ConclusionsThese results suggest a gap in access to school play spaces for students with disabilities and highlight the lack of inclusive play areas specifically among schools serving low-income populations. Our findings underscore the need for students with disabilities to be considered in the development of play spaces to ensure this at-risk population receives maximum opportunities for accessible movement and social engagement during the school day.

Teachers' perspectives on writing

This study recruited 29 educators from various states in the United States to investigate the factors that impact instructors' impressions of students' writing. The researchers discovered via interviews that the instruction in writing offered to kids in high-income and low-income schools differed quite from one another. The rhetorical style, developing one's voice, and the links between reading and writing are usually emphasized more by teachers in schools that educate children who come from wealthier backgrounds. Schools that educate kids from homes with lesser incomes typically have teachers who focus more on correct grammar, mechanics, and sentence construction. The district's mandated curriculum must be followed strictly by teachers working in schools serving students from low-income families.&#x0D; On the other hand, instructors at high-income schools tend to have greater latitude in selecting course materials, and they place a higher value on their student's ability to write than on the student's ability to write grammatically accurately. In contrast, instructors at low-income schools are forced to conform to a planned curriculum that the district has developed. This contrasts with the situation at middle-income schools. The teachers' orientations were influenced in various ways by various factors, including the curriculum, the assessment procedures, and the general culture of the institution. According to the findings of the study, there are grounds for worry that children who originate from low-income homes and attend schools that emphasize ability-based training are missing out on opportunities to write that are genuine, difficult, and significant. According to the findings of this research, it is essential to allow each student to develop their unique style and voice and establish connections between reading and writing. Teaching syntax, mechanical humour, and the construction of sentences are all important aspects of language education; however, these are not the only aspects that need to be taught.

Crowdfunding the Front Lines: An Empirical Study of Teacher-Driven School Improvement

The U.S. K–12 public education system has been notoriously hard to improve. Some argue new education technologies (EdTech) can help transform schools for the better. Yet, as large-scale policy reforms have had only limited success, it seems unlikely that small changes from EdTech could have any measurable impact. In this paper, we study DonorsChoose, a nonprofit that operates a teacher crowdfunding platform. We ask whether DonorsChoose improves educational outcomes, specifically at low-income schools. Combining DonorsChoose data with data on student test scores in Pennsylvania from 2012–2013 to 2017–2018, we find that an increase in the number of DonorsChoose projects funded at a school leads to higher student performance, after controlling for selection biases. For a school with zero funded projects, one funded project—of about $400 in value—translates to between two to nine more students scoring basic and above in all subjects in high school and science and language arts in primary and middle school. We find this effect is driven mostly by low-income schools, indicating funded projects help close the gap in educational outcomes between students at low- versus high-income schools. Based on a textual analysis of 20,000 statements from all funded teachers describing how project resources are used, we find two channels of improvement most effective in the lowest income schools. We demonstrate that, although DonorsChoose projects are small, they improve outcomes and reduce inequality because they come directly from frontline workers—teachers—who know most intimately the obstacles their students face and how to help. This paper was accepted by Charles Corbett, operations management. Supplemental Material: The data files and online appendix are available at https://doi.org/10.1287/mnsc.2022.4331 .

Social Media Addiction and Empathy: Moderating impact of personality traits among high school students

Potential addiction to social media is one of the problems that some people, especially adolescents, are facing. For this reason, many studies have been conducted in this field in recent years. There is no research investigating how empathy is associated with excessive and problematic online social media use, whilst some studies have associated social media use with empathy as the main component of social development. Hence, the purpose of this study is to examine the influences of Empathic Concern (EC) and Perspective Taking (PT) on social media addiction (SMA). Moreover, prior studies revealed that Internet addiction behavior of individuals varies according to differences in personality traits. Accordingly, we further intend to understand how the impacts of EC and PT on SMA are intensified by considering individuals’ traits differences, and thus, personality traits were included in the research model as the moderators. To assess the research model, the data collected through the distributed printed questionnaire among 592 high-school 15–18 years old students (42.1% male) were analyzed utilizing the partial least squares structural equation modeling (PLS-SEM) approach. The results revealed that both EC and PT significantly and negatively predict SMA. Furthermore, the moderating analysis showed that Extraversion negatively moderated the relationships between EC and SMA and PT and SMA. Further analysis revealed that while there were no differences across genders, behaviors associated with SMA were more common among students of high-income schools in contrast to low-income schools. Implications of the study are further discussed.

Schoolchildren’s Body Mass Index and Dietary Practices Vary Across Socio-Economic Status in Kenya

Abstract Objectives We conducted a cross-sectional study to examine the prevalence and determinants of overweight and obesity among schoolchildren at different levels of socio-economic status in Kenya. We explore children's weight status and dietary practices in the current analysis. Methods The research study was conducted in Nairobi and Kisumu, the largest and the third-largest cities in Kenya. Three public schools, catering to children from households at low, medium and high socio-economic status were purposively selected to participate in the study in each city. Data was collected among children within the ages of 10–12 years enrolled in grades 4–6 at each school. Trained enumerators measured children's weights and heights. Parents, with the help of their respective schoolchildren, completed questionnaires on schoolchildren's dietary practices including consumption of fruits, vegetables, snacks foods, confectioneries, beverages and restaurant foods. Completed sets of body measurements and dietary practices data were available for 390 children. We used Wilcoxon-Mann Whitney, Kruskal Wallis and chi-square tests to compare schoolchildren's weight status and dietary practices across cities and school income status. Results Over 15% of the schoolchildren were overweight, 5.5% were obese and 3% were stunted. Schoolchildren's weight status did not significantly differ across cities. However, % of overweight or obese children were significantly higher among children attending high-income schools compared to those in middle- and low-income schools. Frequency of consumption of red meats, fries and take-away foods, and amount of fruit juice consumed per week were significantly higher among children enrolled in high-income schools. Frequency of consumption of breakfast, eating meals in front of a screen and amount of milk consumed per week were significantly lower among children enrolled in low-income schools. Conclusions This study increases our understanding of dietary practices and overweight and obesity patterns among schoolchildren, and contributes to obesity prevention efforts in Kenya. Additional analysis will explore the relationship between dietary practices, and overweight and obesity. Funding Sources John Hopkins University.

Crowdfunding the Front Lines: An Empirical Study of Teacher-Driven School Improvement

The US K--12 public education system has been notoriously hard to improve. Some argue new education technologies (EdTech) can help transform schools for the better. Yet, as large-scale policy reforms have had only limited success, it seems unlikely that small changes due to EdTech could have any measurable impact. In this paper, we study DonorsChoose, a nonprofit that operates a teacher crowdfunding platform. We ask whether DonorsChoose improves educational outcomes, specifically at low-income schools. Combining DonorsChoose data with data on student test scores in Pennsylvania from 2012--2013 to 2017--2018, we find an increase in the number of DonorsChoose projects funded at a school leads to higher student performance, after controlling for selection biases. For a school with zero funded projects, one funded project---of about \$400 in value---translates to between 2 to 9 more students scoring basic and above in all subjects in high school and science and language arts in primary and middle school. We find this effect is driven mostly by low-income schools, indicating funded projects help close the gap in educational outcomes between students at low- versus high-income schools. Based on a textual analysis of 20,000 statements from all funded teachers describing how project resources are used, we find two channels of improvement most effective in the lowest income schools. We demonstrate that although DonorsChoose projects are small, they improve outcomes and reduce inequality because they come directly from frontline workers---teachers---who know most intimately the obstacles their students face and how to help.

Analytical Survey of Teachers Perception towards Writing Skills

Researchers from four states in the US surveyed 29 teachers on their views about writing andthe variables that impacted them. After conducting interviews with instructors in high- andlow-income schools, researchers found substantial differences in writing teaching. Instructorsat high-income schools place a greater focus on rhetorical style, establishing one's own voice,and making reading and writing connections than teachers in low-income schools. It appearsthat, whereas instructors in high-income schools are more flexible in picking curricularmaterials and focusing on writing quality beyond grammar and mechanics, teachers in lowincomeschools tend to be constrained by a certain curriculum set by their districts. Manyelements, including the school atmosphere, programmes and resources, and evaluations, havean impact on teachers' attitudes. The study highlights concerns that students in low-incomeschools are missing out on true, tough, and important writing chances because of theemphasis on skills-based training. A new study shows that for students to be successful,teachers must provide them opportunities to develop their argumentative style, their ownvoice, and connections between what they read and what they write.

Outdoor NO2 Exposure Disparities at Public Schools in the Contiguous United States

OPS 60: Social factors and environmental health across the world, Room 210, Floor 2, August 27, 2019, 1:30 PM - 3:00 PM Background/Aim: Average residential exposure to outdoor air pollution is higher for racial/ethnic minorities and low-income households than for non-Hispanic whites and high-income households. Most research on this topic uses Census data to investigate concentrations at location of residence, yet, children spend substantial time in and around schools. Here we aim to assess exposure disparities for nitrogen dioxide (NO2; a traffic-related air pollutant) at all public schools in the contiguous US. Methods: A year-2006 satellite-based land use regression for NO2 was used to estimate outdoor concentrations at all public-school locations (89,420 schools; 48 million students) in the National Center for Education Statistics School Universe Survey (2005-2006). We compare concentrations disparities by race/ethnicity and income (student eligibility for free/reduced lunch) while controlling for level of urbanization. Results: Minority schools (> 50% students are racial/ethnic minorities, i.e., are not “non-Hispanic white”) and low-income schools (> 50% free/reduced lunch eligible students) are more likely to be above the WHO guideline (40 µg/m3) than white-majority schools (20× for all schools; 11× for schools in urbanized areas) and high-income schools (4× for all schools and for schools in urbanized areas), respectively. For large and medium urbanized areas, minority students are exposed to higher concentrations than white students, even when controlling for income. Disparities by income diminish when controlling for race/ethnicity, except for rural locations, where free/reduced lunch eligible students are exposed to lower concentrations than ineligible students. Conclusions: We found large disparities in outdoor NO2 exposure at school locations across the contiguous US for race/ethnicity and to a lesser extent for income. This finding – that race/ethnicity is a larger driver of disparities than income – is consistent with studies evaluating residential outdoor NO2 disparities, and suggest that school exposures could exacerbate disparities, particularly for minority students.

Affordable Housing and the Socioeconomic Integration of Elementary Schools

Children from poor families achieve more academically if they are enrolled in schools that are socioeconomically integrated, but low-income students are increasingly attending schools characterized by high concentrations of poverty. Providing more housing opportunities for low-income families within the attendance zones of middle- and high-income schools has the potential to reverse this trend, but the link between the housing stock and the socioeconomic segregation of public schools has not been addressed in the existing literature. Using a panel of elementary schools in Florida, we show that increasing the stock of rental and affordable housing units in middle- and high-income neighborhoods has an important effect on the number of poor children attending these schools. Our results also reveal the types of housing units that have the largest impacts on socioeconomic segregation.

School poverty and the risk of attempted suicide among adolescents

Existing theory and empirical work suggest that impoverished school contexts may increase the risk of mental health problems such as suicide. This study tests this hypothesis by investigating the longitudinal association between school income and attempted suicide among American adolescents. Logistic regression models were used to estimate the association between school income and suicidal attempts among all adolescents and among those with suicidal thoughts, respectively. Data come from the National Longitudinal Survey of Adolescent Health, a nationally representative sample of American adolescents across 132 middle and high schools (N = 12,920). Among all adolescents, the prevalence of attempted suicide was higher in low-income schools compared to middle-income schools for boys but not girls. Among those with suicidal thoughts, the prevalence of attempted suicide was also higher in low-income schools compared to middle- and high-income schools for boys only. Differences between middle- and high-income schools were not observed, suggesting that school income may only impact attempted suicide when high levels of deprivation are present. These significant associations persisted after adjusting for established risk factors such as prior suicidal attempts. Highly impoverished school contexts may increase the risk of attempted suicide for boys. Future research exploring the mechanisms underlying this association may help inform the development of more effective suicide-prevention interventions.

If We Build it, Will They Come? The Housing Stock and the Socioeconomic Integration of Elementary Schools

Children from poor families achieve more academically if they are enrolled in schools that are socioeconomically integrated, but low-income students are increasingly attending schools characterized by high concentrations of poverty. Providing more housing opportunities for low-income families within the attendance zones of middle- and high-income schools has the potential to reverse this trend, but the link between the housing stock and the socioeconomic segregation of public schools has not been addressed in the existing literature. Using a panel of elementary schools in Florida, we show that increasing the stock of rental and affordable housing units in middle- and high-income neighborhoods has an important effect on the number of poor children attending these schools. Our results also reveal the types of housing units that have the largest impacts.

Relationships Between Nutrition-Related Knowledge, Self-Efficacy, and Behavior for Fifth Grade Students

To determine and compare the relationships between nutrition-related knowledge, self-efficacy, and behavior among students from low and high income schools in a Midwestern metro area. A previously validated survey was administered among 58 fifth grade students from randomly selected low income schools and 135 from randomly selected high income schools. The survey instrument measured nutrition-related knowledge, self-efficacy, and behavior factors. A t-test was used to assess differences between low income and high income groups. Linear regression analysis was used to determine the relationships between knowledge, self-efficacy, and behavior, and how they predicted each other. Results demonstrated no significant differences in most of the variables for knowledge, behavior, and self-efficacy between the two groups. The low income group had lower summary scores for knowledge (P=0.001) and behavior (P=0.051) compared to the high income group. Both self-efficacy (β=0.44, P=0.000) and knowledge (β=0.22, P=0.001) strongly predicted behavior; however, only self-efficacy remained significant in the low income group (self-efficacy, β=0.52, P=0.000; knowledge, β=0.07, P=0.590). Findings demonstrate a significant disparity in nutrition knowledge and behavior predictors between students surveyed from low and high income schools. Results suggest that increased facilitation to improve children’s self-efficacy may be necessary for behavior change, particularly among low income students. Future research should be conducted to determine if these results are reproducible in a larger sample.

The feasibility of implementing food-based dietary guidelines in the South African primary-school curriculum.

To explore the perceptions of educators from the Western Cape Province about the feasibility of implementing South African food-based dietary guidelines (FBDG) in the national curriculum of primary schools. Combined quantitative and qualitative methods. We report on the quantitative component. Twelve public primary schools of different socio-economic status in three education districts of the Western Cape: Metro Central, Metro East and Cape Winelands. Educators (n 256) participated in the self-completed questionnaire survey. Educators assessed that FBDG were appropriate to South African schoolchildren (94%), could be used as an education tool (97%) and fill gaps in the current curriculum about healthy dietary habits (91%). Besides Life Orientation, FBDG could be taught in other learning areas from grades 3 to 7 (9-13 years old). Important barriers to implementing FBDG in the curriculum were educators' workload (61%), insufficient time (46%), learners' disadvantaged background (43%) and educators' lack of knowledge (33%). Other approaches to teach children about FBDG included linking these to the National School Nutrition Programme (82%), school tuck shops (79%), parent meetings (75%), school nutrition policy (73%) and school assembly (57%). Educators in high-income schools perceived that learners' lifestyle was significantly worse (P < 0·001) and that tuck shops and the school assembly were the best means to teach pupils about FBDG (P < 0·001 and P < 0·05). Implementing FBDG in the national school curriculum is seen as important together with optimizing the school physical environment. Key factors required for successful implementation in the curriculum are sufficient educational materials, adequate time allocation and appropriate educator training.

School Context and the Academic and Behavioral Progress of Students with Emotional Disturbance

Lack of progress of children with emotional disturbance (ED) has begun to be documented in longitudinal school-based studies. Variability in these studies may be due to several factors, including widespread differences in academic, behavioral, and social functioning of these children, their special education status, and school contextual factors. In this study, 86 children were followed over a two-year period: children were drawn from three subgroups—children with ED receiving special education in low-income schools, children with ED receiving special education services in high-income schools, and children not receiving special education services but who were considered high risk for ED. Outcome measures included reading and math achievement along with ratings of behavioral progress. Despite initial differences in overall functioning, there was, almost without exception, no significant progress in any of the three subgroups over the course of a full academic year. This lack of progress was not related to the type of special education and related services that students received in self-contained or full inclusion programs. Results and implications are discussed regarding lack of response of children with or at risk for ED to intervention in both general and special education.

Passenger distractions among adolescent drivers

Problem Adolescents who drive with peers are known to have a higher risk of crashes. While passengers may distract drivers, little is known about the circumstances of these distractions among teen drivers. Method This study used survey data on driving among 2,144 California high school seniors to examine distractions caused by passengers. Results Overall, 38.4% of youths who drove reported having been distracted by a passenger. Distractions were more commonly reported among girls and students attending moderate- to high-income schools. Talking or yelling was the most commonly reported type of distraction. About 7.5% of distractions reported were deliberate, such as hitting or tickling the driver or attempting to use the vehicle's controls. Driving after alcohol use and having had a crash as a driver were both significant predictors of reporting passenger-related distraction. Conclusion Adolescents often experience distractions related to passengers, and in some cases these distractions are intentional. Impact on industry These results provide information about teenage drivers who are distracted by passenger behaviors. In some cases, passengers attempted to use vehicle controls; however, it seems unlikely that this behavior is common enough to warrant redesign of controls to make them less accessible to passengers.

The support gap: New teachers' early experiences in high-income and low-income schools

In this article, the authors consider three sources of support for new teachers—hiring practices, relationships with colleagues, and curriculum—all found in earlier research to influence new teachers’ satisfaction with their work, their sense of success with students, and their eventual retention in their job. They find that a "support gap" exists: new teachers in low-income schools are less likely than their counterparts in high-income schools to experience timely and information-rich hiring, to benefit from mentoring and support by experienced colleagues, and to have a curriculum that is complete and aligned with state standards, yet flexible for use in the classroom. Such patterns of difference between high-income and lowincome schools warrant careful consideration because they reveal broad patterns of inequity, which can have severe consequences for low-income students. Survey data for this study were collected from random samples of teachers in five states. One survey, focusing on hiring practices and teachers’ relationships with colleagues, was administered to 374 first-year and secondyear teachers in Florida, Massachusetts, and Michigan. A second survey, focusing on curriculum, was administered to 295 second-year elementary school teachers in Massachusetts, North Carolina, and Washington. The inequitable patterns of support for teachers reported here have important implications for the work of state policymakers, school district administrators, and principals. The authors describe these and offer recommendations for policy and practice in the conclusion.

Health rights in secondary schools: student and staff perspectives.

This paper examines the perspectives of secondary school students and staff about the extent to which young people's health rights are catered for at school. The United Nations Convention on the Rights of the Child and the concept of Health-Promoting Schools encourage the provision of healthy school environments. A postal survey of secondary schools in New Zealand elicited responses from 821 Year 11 (15-16 year olds) students and 438 staff in 107 schools. Most students and staff reported that sources of health advice were available at their schools, but only a minority of students saw these sources as accessible or trustworthy. In every area of health promotion, students saw information and advice as less accessible than staff did. Most staff and students identified mental health problems such as depression as a source of concern in schools, but only a quarter of students (compared to half of staff) thought that this topic was covered during classtime. Students in lower-income schools reported the school environment as slightly less healthy than did students in high-income schools. The paper concludes that schools and policy makers should seek the voices and opinions of young people in order to improve effectiveness in catering for health rights.

Low-Income Parents' Opinions about the Social Class Composition of Schools

Social class school segregation has not been the focus of much attention either on the level of school policy-making or in research journals. It has been observed that middle-class parents strive to enable their children to attend predominantly middle-class schools, which they define as "good schools," but there is little information on the school preferences of low-income parents, particularly relating to the social class composition of schools. Naturalistic methodology, involving home interviews with 35 low-income parents, was utilized to assess parents' perceptions of their low-income schools and to learn their opinions about social class school desegregation. Low-income parents were found to be aware of the class character of local schools and to believe that high-income schools were of superior quality. Although parents suggested that problems would result from mixing poor and rich children, especially for the poor children, the majority (94 percent) were in favor of social class school desegregation. Respondents expressed a belief that attending desegregated schools would be a more realistic preparation for social interaction in adult life. They also felt that their children would obtain a better education in desegregated schools.