O Programa Bolsa Família: contexto, propostas e seus resultados sobre a educação nos municípios brasileiros entre 2010 e 2012

Pós-graduação em Economia - FCLAR

Intervenções psicológicas no sistema familiar de adolescentes em liberdade assistida: relatos de experiência

This report comes from psychological appointments to families of teenagers within the socio-educational approach of Assisted Freedom. The interventions were carried out to give teenagers the pertaining feeling to a family back and to manage conflict situations. The method included interviews and home appointments with the whole family, appointments in family groups within the institution and also with an available psychological attendance for urgent and emergent matters. In the mediator psychologist view, getting along with the family decreased teenagers feelings of abandonment and also their negative actions. Study results demonstrated the relevance of the proposal to improve the quality of the relationship between adolescents with their family, school and society in which they belong.

Cross-Nativity Marriages, Gender, and Human Capital Levels of Children

Because the demographic composition of todays immigrants to the US differs so much from those of natives, immigrants may be less likely to socially integrate into U.S. society, and specically less likely to marry natives. This paper explores the relationship between immigrants' marriage patterns and the academic outcomes of their children. Using 2000 Census data, it is found that while marital decisions of foreign born females do not affect their children's academic success, foreign born males that marry foreign born females are less likely to have children that are high school dropouts. These relationships remain after using various methods to control for the endogeneity of the intermarriage decision. Although we cannot disentangle whether the benefits of same-nativity marriages for foreign born males arise from a more efficient technology in human capital production within the household or from increased participation in ethnic networks, it does appear that immigrant males have better educated children when they marry immigrant females.

A descriptive study of the sociodemographic, health and developmental factors associated with slow learning in children from upper to middle social class families in Texas

"Slow Learners" is a term used to describe children with an IQ range of 70-89 on a standardized individual intelligence test (i.e. with a standard deviation of either 15 or 16). They have above retarded, but below average intelligence and potential to learn. If the factors associated with the etiology of slow learning in children can be identified, it may be possible to hypothesize causal relationships which can be tested by intervention studies specifically designed to prevent slow learning. If effective, these may ultimately reduce the incidence of school dropouts and their cost to society. To date, there is little information about variables which may be etiologically significant. In an attempt to identify such etiologic factors this study examines the sociodemographic characteristics, prenatal history (hypertension, smoking, infections, medication, vaginal bleeding, etc.), natal history (length of delivery, Apgar score, birth trauma, resuscitation, etc.), neonatal history (infections, seizures, head trauma, etc.), developmental history (health problems, developmental milestones and growth during infancy and early childhood), and family history (educational level of the parents, occupation, history of similar condition in the family, etc.) of a series of children defined as slow learners. The study is limited to children from middle to high socioeconomic families in order to exclude the possible confounding variable of low socioeconomic status, and because a descriptive study of this group has not been previously reported. ^

A summary report of the Vice President's Task Force on Youth Employment.

Feb. 1980; reprinted Aug. 1980.

Final rule, opportunities for youth : Youthbuild Program.

Mode of access: Internet.

Seguridad comunitaria y el rol de la policía

Se desarrolla un marco teórico de la seguridad comunitaria al definirla a partir de la evolución que ha tenido el tema de la seguridad comunitaria a partir de la adopción del enfoque más amplio de la seguridad humana de los habitantes como base y eje de las políticas públicas, de donde nace un nuevo conjunto de prioridades para la erradicación de los factores de riesgo social asociados o que son proclives a la violencia y la comisión de delitos, tales como la deserción escolar, el desempleo, la violencia en todas sus formas, la inequidad de género y diversidad social, la falta de cohesión social, las migraciones, internas o externas, forzadas por las condiciones de vida. El enfoque se basa en un nuevo modelo criminológico que está sustentado en el marco de los derechos humanos, la seguridad humana y el modelo de control social democrático para formar un modelo de desarrollo humano sostenible, por tanto la prevención sustentada en políticas públicas para la seguridad humana, la participación comunitaria y el nuevo rol de la policía comunitaria.It develops a theoretical framework for defining the community from the developments that have taken the issue of community safety from the adoption of the broader approach to human security of people as the basis and focus of public policy, arises where a new set of priorities for the eradication of social risk factors that are associated with or prone to violence and committing crimes, such as school dropouts, unemployment, violence in all its forms, gender inequity and social diversity, lack of social cohesion, migration, internal or external, forced by the conditions of life. The approach is based on a new criminological model that is based on the framework of human rights, human security and control model to form a social democratic model of sustainable human development, thus preventing sustained public policies for security human, community involvement and the new role of community police.

"Where is the value in education for me?": experiences and perspectives of Ontario secondary students at risk of non-completion of their Ontario Secondary School Diploma /

This study examined students considered at risk of non-completion of their Ontario Secondary School Diploma and aimed to offer insight into the questions, "What factors currently lead to school disconnect" and "How can these factors be addressed?" Eight students currently enrolled in an alternative learning environment participated in the study. Each was asked to take part in two, digitally recorded interviews that were subsequently transcribed by the researcher. The data were then coded and analysed according to specific themes: obstacles, empowerment, goals, views about success, opinions of school, and power of the teacher. From these themes, three broad focus areas emerged that were used to keep the data analysis focused: worldview, school effects, and self-image. Variances between the data collected and ideas presented in the current literature were highlighted as a reminder that when dealing with a human population, we cannot rely on textbook definitions and theory alone.

Review of Native Americans in the School System: Family, Community, and Academic Achievement by Carol J. Ward

The title of this volume promises more than the content delivers. The heart of the book is information from Ward's 1992 University of Chicago doctoral dissertation, which focused on the social and cultural reasons leading to students dropping out of school. Her first two chapters provide a good review of research on dropouts and Indian education; the following six focus on the results of her 1987-1989 study of 698 Northern Cheyenne, Crow, and white high school students attending the Colstrip Public, St. Labre Catholic, and Busby Tribal Schools in Montana. Fifty-two percent of the students in this study were Indian, with a dropout rate of 45% .

Final report to the Illinois General Assembly : addressing the educational and related needs of children and youths who are parents, expectant parents, or survivors of domestic or sexual violence to ensure their ability to stay in school, stay safe, and successfully complete their education.

"June 2010."

Why 250,000 children quit school; the yearly army that drops out of line--standards too high and teaching too dull

"Reprinted from the 'World's work,' August, 1910."

A comparative analysis of school satisfaction and dropout risk of middle school students attending programs for students with emotional handicaps, severe emotional disturbance and general education students attending center schools and satellite schools

This study evaluated school satisfaction as an indicator of dropout risk of students with Emotional Handicaps (EH) and students with Severe Emotional Disturbance (SED). The students attended two different kinds of middle schools in a largely urban school district in South Florida. One hundred eight students in grade 8 (ages 13-16) participated in this study. Participants were administered the National Dropout Prevention Assessment (NDPA). Forty participants with EH and SED attended a special center school. Thirty-one participants with EH and SED attended satellite programs in a regular middle school. Thirty-seven general education participants attended the same regular middle school. Overall school satisfaction scores were generated, as well as three primary factors (school, environment and personal) and 16 subscales (school atmosphere, future income, difficulty level of classwork, teacher relationships, peer relationships, intrinsic interest in classwork, school hours, classwork stress, general attitude towards school, family influence, perceived opportunity for career, future goals, travel distance, leisure time, self-appraisal of performance, and self-esteem).^ Comparison of students with EH and SED revealed that both groups of students were rated at "low risk" of becoming dropouts on the Environmental factor and the Difficulty of Schoolwork subscale. Students with EH were rated at "caution risk" risk on the Travel Distance subscale. Students with SED were rated at "high risk" on this subscale.^ There were no significant differences in school satisfaction and dropout risk between different program delivery models. There were also no significant differences for category of students (EH, SED) by school type (center school, satellite program). All students were rated at "low risk" of dropping out of school.^ There were significant differences between general education students and students with EH and SED attending satellite programs. Students with EH and SED were rated at "caution risk" for dropping out on the Travel Distance and the Leisure Time subscales. Discussion of results, implications for practice and recommendations for further research are included. ^

A Case Study of the Assignment of Withdrawal Codes for Reporting Dropouts in Two Disciplinary Alternative Schools

This study examined assignment of withdrawal codes by school administrators in two disciplinary alternative schools. Findings revealed: (a) codes were inaccurately assigned intentionally to keep students from returning to a regular school without notification, and (b) administrators improperly tracked students and failed to ascertain students’ reasons for dropping out.

The use of the Dade County student assistance profile in the identification of at -risk students at a minority senior high school

Current high school completion rates in Dade County and across the nation are considered to be unacceptable. This has led to the development of student assistance profiles to aid in the early identification of students considered to be at risk to allow for some form of intervention. The purpose of this research was to examine the current Dade County Public Schools profile as applied to one specific high school in which most of the students are Hispanic (mostly of Mexican descent) and Black (African-Americans, as well as recent Haitian immigrants). Additionally, the effectiveness of the alternative intervention program provided at this high school--a school within a school--were evaluated. School records of the 1992 in-coming ninth grade class became the initial data base. The individual student records of this cohort were then examined over a four-year period until their expected date or graduation. The DCPS profile used to identify potential dropouts from this group was evaluated, using chi-square and multivariate analysis, to determine its overall effectiveness, as well as the effectiveness of the individual indicators which comprise the profile. The Student Assistance Profile was found to an effective predictor, but it over-identified students from this cohort, particularly minorities, to the extent that it became largely ineffective, especially considering the limited resources available for intervention. The intervention program was found to be ineffective in reducing the dropout rate. Further analysis of the individual indicators used in the DCPS profile as they applied to this school population resulted in the development of an improved profile. By reducing the number of indicators to those found to be most highly associated with failure to graduate--academic performance and absences--a simpler student assistance profile was developed which appears to be better suited to high schools with similar demographics and budget restraints. ^