Public reporting of nursing home quality of care : Lessons from the United States experience for Canadian policy discussion

While the demand for continuing care services in Canada grows, the quality of such services has come under increasing scrutiny. Consideration has been given to the use of public reporting of quality data as a mechanism to stimulate quality improvement and promote public accountability for and transparency in service quality. The recent adoption of the Resident Assessment Instrument (RAI) throughout a number of Canadian jurisdictions means that standardized quality data are available for comparisons among facilities across regions, provinces and nationally. In this paper, we explore current knowledge on public reporting in nursing homes in the United States to identify what lessons may inform policy discussion regarding potential use of public reporting in Canada. Based on these findings, we make recommendations regarding how public reporting should be progressed and managed if Canadian jurisdictions were to implement this strategy.

Maintaining the integrity of public education : a comparative analysis of school autonomy in the United States and Australia

This article takes a critical comparative approach to examining autonomous schooling in the United States and Australia. Amid the market imperatives currently driving education priorities, its focus is on how autonomy can be mobilized in ways that preserve the integrity of public education. Through reference to key debates and research about school autonomy in the United States and Australia, integrity is defined with reference to three values: (1) public ownership (i.e., governance that is responsive to the people it serves), (2) equity and access (i.e., adequate funding and inclusive student admission practices), and (3) public purpose (i.e., prioritizing the moral and social purposes of education; Darling-Hammond and Montgomery 2008). The analysis is mindful of the resonances and differences between the education systems in the United States and Australia and the fluidity and complexity of the notion of autonomous schooling. Against this backdrop, the article illustrates the significance of embedding these values within school autonomy policy in order to preserve the integrity of public education.

The impact of school suspension on student tobacco use : a longitudinal study in Victoria, Australia, and Washington State, United States

Context: School suspension may have unintended consequences in contributing to problem behaviors, including dropping out from school, substance use, and antisocial behavior. Tobacco use is an early-onset problem behavior, but prospective studies of the effects of suspension on tobacco use are lacking.

Method: Longitudinal school-based survey of students drawn as a two-stage cluster sample, administered in 2002 and 2003, in Washington State, United States, and Victoria, Australia. The study uses statewide representative samples of students in Grades 7 and 9 (N = 3,599). Results: Rates of tobacco use were higher for Victorian than Washington State students. School suspension remained a predictor of current tobacco use at 12-month follow-up, after controlling for established risk factors including prior tobacco and other drug use for Grade 7 but not Grade 9 students.

Conclusions: School suspension is associated with early adolescent tobacco use, itself an established predictor of adverse outcomes in young people. Findings suggest the need to explore process mechanisms and alternatives to school suspensions as a response to challenging student behavior in early adolescence.

Effects of early adolescent alcohol use on mid-adolescent school performance and connection: a longitudinal study of students in Victoria, Australia and Washington State, United States

This article examines the effect of early adolescent alcohol use on mid-adolescent school suspension, truancy, commitment, and academic failure in Washington State, United States, and Victoria, Australia. Also of interest was whether associations remain after statistically controlling for other factors known to predict school outcomes.