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Pub Date: |
2013-02-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Program Evaluation; Youth; State Programs; Adolescents; Advertising; Regression (Statistics); At Risk Persons; Prevention; Smoking; Telephone Surveys; Health Promotion; Health Behavior; Health Education; Public Health; Adolescent Attitudes; Program Effectiveness; Mass Media Effects; Mass Media Role
Abstract:
In 2003, the state of North Carolina (NC) implemented a multi-component initiative focused on teenage tobacco use prevention and cessation. One component of this initiative is "Tobacco.Reality.Unfiltered." ("TRU"), a tobacco prevention media campaign, aimed at NC youth aged 11-17 years. This research evaluates the first 5 years of the TRU media campaign, from 2004 to 2009, using telephone surveys of NC youth. Overall, TRU campaign awareness was moderate among youth in its first year, with awareness significantly increasing over time. The majority of youth who saw the advertisements reported that they were convincing, attention grabbing and gave good reasons not to smoke. In 2009, logistic regression models revealed awareness of the TRU advertisements was associated with decreased odds of current smoking and experimenting with cigarettes for at-risk NC youth. Results from this research may help other states to define, evaluate and modify their own media campaigns, especially within financially or politically constraining environments.
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Pub Date: |
2013-01-18 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
Young Children; Child Development; Brain; School Readiness; State Programs; Educational Finance; Counties; Smoking; Tax Allocation; Health Programs; Health Promotion; Parent Education; Trusts (Financial); Accountability; Social Networks; Integrated Services; Geographic Location; Advisory Committees
Abstract:
Scientific discoveries repeatedly confirmed the importance of brain growth during the first 5 years of child life. To support early childhood development, California voters passed Proposition 10 in 1998 to collect a 50 cent per pack tax on cigarettes and other tobacco products. Kern County Children and Families Commission (First 5 Kern) was established by Proposition 10 to administer the Children and Families First Trust Fund in Kern County. Serving a county across a region as large as the state of New Jersey, First 5 Kern distributed the state annual funding of over $10 million to support 40 programs in early childcare and education. Following the results-based accountability model, this report summarizes innovative outcomes in four focus areas: Health and Wellness, Parent Education and Support Services, Early Childcare and Education, and Integration of Services. GIS [geographic information systems] mapping has been incorporated to describe the service delivery across the mountain, valley, and desert communities across a land of more than 8,000 square miles. Value-added assessments have been conducted to evaluate improvement of child development and parent education in the first three focus areas. The fourth focus area was examined through social network analyses to enhance the capacity of sustainable system care. The entire report not only provides clear, convincing, and sufficient evidences to justify the return on government funding, but demonstrates innovative approaches in articulating comprehensive evaluation efforts under a well-established CIPP [Context, Input, Process, and Product] model. Three appendices are included: (1) Program Classification Across State and Local Focus Areas; (2) Technical Advisory Committee; and (3) Program Index. (Contains 56 tables, 39 figures, 2 exhibits, and 8 footnotes.) [For "First 5 Kern Annual Report, Fiscal Year 2010-2011," see ED538687.]
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Author(s): |
N/A |
Source: |
Friedman Foundation for Educational Choice |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Guides - Non-Classroom; Numerical/Quantitative Data |
Peer Reviewed: |
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Descriptors:
School Choice; Personal Narratives; Private Schools; Tax Credits; Guides; Comprehensive Guidance; Educational Vouchers; Scholarships; Funding Formulas; Eligibility; Student Participation; Participant Characteristics; Student Characteristics; State Programs; State Surveys; Educational Practices; Information Sources
Abstract:
"The ABCs of School Choice" is the most comprehensive guide to every private school choice program in America, showcasing the voucher, tax-credit scholarship, education savings accounts, and individual tax credit/deduction programs currently operating in 21 states and Washington, D.C. "The ABCs of School Choice" provides policymakers, advocates, researchers, and reporters data on each program's funding levels, eligibility rates, and participation numbers. The 2013 edition also features personal stories of the students, parents, and schools that benefit from school choice along with "Friedman Feedback" on ways states can expand each program to eventually fund all children, a vision first established by the late Milton Friedman. [For the 2012 edition of this report, see ED528821.]
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Pub Date: |
2013-03-00 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Research |
Peer Reviewed: |
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Descriptors:
Preschool Education; Preschool Children; At Risk Students; State Programs; Program Evaluation; Preschool Teachers; Teacher Attitudes; Teaching Conditions; Teacher Persistence; Educational Quality; Teacher Surveys; Teacher Student Relationship; Classroom Environment; Predictor Variables; Student Characteristics; Teacher Characteristics; Class Size; Public Schools; Private Schools; Attendance; Preschool Curriculum
Abstract:
The North Carolina Pre-Kindergarten Program (NC Pre-K) is a state-funded initiative for at-risk 4-year-olds, designed to provide a high quality, classroom-based educational program during the year prior to kindergarten entry. Children are eligible for NC Pre-K based on age, family income (at or below 75% of state median income), and other risk factors (limited English proficiency, identified disability, chronic health condition, and developmental/educational need). In the 2011-2012 year, the NC Pre-K Program served over 29,000 children in a variety of settings across the state, including local school systems, private providers, and blended Head Start/pre-k classrooms. The 2011-2012 evaluation study included information about characteristics of the NC Pre-K Program statewide and observations of classroom quality and teacher surveys in a random sample of 100 classrooms. The primary research questions addressed by this evaluation included: (1) What were the key characteristics of the local NC Pre-K programs?; (2) What was the quality of the NC Pre-K classrooms attended by children?; (3) What factors were associated with better quality?; and (4) To what extent were these results similar to past years under the More at Four Program? Key findings of this study include: (1) The NC Pre-K Program has not changed substantially in comparison to prior years of its predecessor program More at Four; (2) There were a few aspects in which the NC Pre-K Program differed in comparison to prior years of the More at Four Program; (3) NC Pre-K teachers generally reported being satisfied with their work environment; (4) NC Pre-K teachers reported that they planned to remain in the early childhood field; (5) The quality of classroom practices in NC Pre-K was in the medium to high range overall; and (6) The quality of the NC Pre-K classrooms was similar in almost all areas when compared to recent years of More at Four. (Contains 7 figures, 25 tables, and 9 endnotes.) [For "Quality and Characteristics of the North Carolina Pre-Kindergarten Program: 2011-2012 Statewide Evaluation. Executive Summary," see ED541934.]
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Full Text (1226K)
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Pub Date: |
2013-03-00 |
Pub Type(s): |
Reports - Research |
Peer Reviewed: |
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Descriptors:
Preschool Education; Preschool Children; At Risk Students; State Programs; Program Evaluation; Preschool Teachers; Teacher Attitudes; Teaching Conditions; Teacher Persistence; Educational Quality; Teacher Surveys
Abstract:
The North Carolina Pre-Kindergarten Program (NC Pre-K) is a state-funded initiative for at-risk 4-year-olds, designed to provide a high quality, classroom-based educational program during the year prior to kindergarten entry. Children are eligible for NC Pre-K based on age, family income (at or below 75% of state median income), and other risk factors (limited English proficiency, identified disability, chronic health condition, and developmental/educational need). In the 2011-2012 year, the NC Pre-K Program served over 29,000 children in a variety of settings across the state, including local school systems, private providers, and blended Head Start/pre-k classrooms. The 2011-2012 evaluation study included information about characteristics of the NC Pre-K Program statewide and observations of classroom quality and teacher surveys in a random sample of 100 classrooms. The primary research questions addressed by this evaluation included: (1) What were the key characteristics of the local NC Pre-K programs?; (2) What was the quality of the NC Pre-K classrooms attended by children?; (3) What factors were associated with better quality?; and (4) To what extent were these results similar to past years under the More at Four Program? Key findings of this study include: (1) The NC Pre-K Program has not changed substantially in comparison to prior years of its predecessor program More at Four; (2) There were a few aspects in which the NC Pre-K Program differed in comparison to prior years of the More at Four Program; (3) NC Pre-K teachers generally reported being satisfied with their work environment; (4) NC Pre-K teachers reported that they planned to remain in the early childhood field; (5) The quality of classroom practices in NC Pre-K was in the medium to high range overall; and (6) The quality of the NC Pre-K classrooms was similar in almost all areas when compared to recent years of More at Four. [For the full report, "Quality and Characteristics of the North Carolina Pre-Kindergarten Program: 2011-2012 Statewide Evaluation," see ED541936.]
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Pub Date: |
2012-11-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Child Abuse; Evidence; Child Welfare; Child Rearing; Parenting Skills; Program Costs; Parent Education; Cost Effectiveness; Attendance; Correlation; Labor Force; Delivery Systems; State Programs
Abstract:
Objectives: This article presents a cost-savings analysis of the statewide implementation of an evidence-informed parenting education program. Methods: Between the years 2005 and 2008, the state of Louisiana used the Nurturing Parenting Program (NPP) to impart parenting skills to child welfare-involved families. Following these families' outcomes through August 2010, increased program attendance was associated with significant reductions in substantiated incidences and re-reports of child maltreatment. Program costs and benefits (cost savings) were calculated using program, workforce, and administrative data. Results: The benefit-cost ratio of 0.87 demonstrates that the NPP approaches cost neutrality in a short time period, without the consideration of long-term benefits or benefits to other systems. Conclusion: Louisiana's child welfare department should be able to absorb all costs of statewide delivery of the NPP through observed reductions in repeat maltreatment. Targeted program delivery could potentially yield even greater savings. (Contains 1 table and 1 figure.)
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Pub Date: |
2012-11-00 |
Pub Type(s): |
Reports - Research |
Peer Reviewed: |
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Descriptors:
State Programs; Data; Information Systems; Student Records; Higher Education; State Boards of Education; State Agencies; Elementary Secondary Education; Labor; Cooperation; State Surveys
Abstract:
In 2010, the State Higher Education Executive Officers Association released the results of a national study of state level postsecondary student unit record (SUR) data systems in 44 states and the District of Columbia (D.C.). One section of the report, "Strong Foundations: The State of State Postsecondary Data Systems" (Garcia and L'Orange 2010), included information on the extent to which postsecondary coordinating and governing boards engage in a variety of data sharing practices with state agencies. This 2012 update focuses on those data sharing practices. In addition, the authors shed light on statewide, coordinated, multi-sector data sharing in which the postsecondary sector plays a role. Some states share data via a centralized state P-20 data system, but more states are "building" a federated data model that is more decentralized in nature. Regardless of the model used, there is a substantial and growing amount of statewide, coordinated multi-sector data sharing across the country, much of which likely has been influenced by the U.S. Department of Education Statewide Longitudinal Data Systems (SLDS) grant program. Appended are: (1) List of Respondents by State and Agency/Entity; (2) Data Collection Template; (3) Responses by Question; (4) History of Statewide Longitudinal Data Systems Awardees, FY2006-FY2012; and (5) Abbreviations Used for States with Multiple Agencies/Entities. (Contains 11 figures, 1 table, and 9 footnotes.)
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