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U.S.-born children of immigrants may be less likely to receive some social services than are children of native-born immigrants, if foreign-born parents who are themselves ineligible are less likely to apply on their children's behalf. Researchers used retrospective data from a sample of about 2,400 low-income, predominantly Hispanic households in three U.S. cities to determine whether children with foreign-born caregivers were less likely than children with native-born caregivers to receive benefits from any of five programs over a 2-year period: Temporary Assistance for Needy Families (TANF), Supplemental Security Income, Food Stamps, Medicaid, and Special Supplemental Nutrition Program for Women, Infants and Children. The most significant disparities between children of citizen and noncitizen caregivers were in TANF and Food Stamp use. Overall, the gap in service usage between children with U.S.-born caregivers and foreign-born caregivers varied from program to program and depended, in part, on immigrant citizenship status, in addition to nativity status. (Contains 33 references.) (SM)

This publication highlights 93 exemplary practices of school, family, and community partnerships selected from members of the National Network of Partnerships Schools at Johns Hopkins University, Maryland. Network member sites represent 18 states and 2 Canadian provinces. The publication highlights six types of practices: parenting (e.g., parent workshops and grandparent gatherings); communicating (e.g., coffees with the principal and family-school picnic supper); volunteering (e.g., drop-in mathematics tutoring clinics and environmental day in the park); learning at home (e.g., family science night and Latino literacy programs); decision making (e.g., lunch for parent team members and technology committee); and collaborating with the community (e.g., after school tutoring for ninth graders and school beautification project). The publication includes lists of activities to help schools reach improvement goals, activities by school level, and activities that support multiple types of school and community involvement. The publication also includes examples of district level leadership (e.g., community bulletin boards and monthly leadership meetings); organization level leadership (e.g., mother-daughter college preparation program and parent-to-parent interviews); and state level leadership (e.g., first day of school celebrations and school improvement plan training.) (SM)

This report presents data from a sample of children in low-income families in Boston, Massachusetts; Chicago, Illinois; and San Antonio, Texas, whose caregivers completed interviews between March and December of 1999 and then again 16 months later as part of the Three-City Study. It draws implications for welfare policies that focus on encouraging the formation of two-parent families. The percentage of children living with two adults (including biological, step, and adoptive parents) increased from 34 to 38 percent between the first and second interviews. The increase was strongest among African Americans and Puerto Ricans. Virtually all of the increase involved a mother and a man who was not the child's biological father. The percentage of children living with both biological parents did not increase. More of the increase occurred through cohabitation than through marriage. Over 40 percent of mothers who were cohabiting at the first interview had ended the relationship by the second interview, and 16 percent had married. About 18 percent of mothers who were married at the first interview had separated by the second interview. Overall, 22 percent of children had experienced a change in their mother's living arrangement during the interval. (SM)

This study examined characteristics of families who remained on welfare, comparing the economic, social, and demographic characteristics of women remaining on welfare to welfare leavers and low-income women who had never been on welfare; how the characteristics and income of employed women on Temporary Assistance for Needy Families (TANF) compared to those of unemployed women not on TANF; how the incomes of employed and nonemployed women remaining on TANF compared to the incomes of employed and nonemployed women who had left TANF; variations in life experiences among those on TANF; and variations in the reasons people received welfare. Data came from the Three-City Study in Boston, Chicago, and San Antonio. Women remaining on TANF had average employment rates of 18 percent and poverty rates of 85 percent compared to TANF leavers' employment and poverty rates of 60 and 70 percent. About 40 percent of stayers had less than a high school education, and many had high levels of depression and domestic violence (similar to TANF leavers). Employed recipients had higher educational levels and better health than did nonemployed recipients. They also had significantly higher income because their earnings were not fully offset by lower benefits. Nonemployed recipients had higher incomes than nonemployed leavers. (Contains 10 endnotes.) (SM)

This paper reports the characteristics of women who have remained on Temporary Assistance for Needy Families (TANF) in Boston, Chicago, and San Antonio. Data come from the Three-City Study of 2,400 low income families with children. The study collected data on employment, income, family structure, and caregiver characteristics. Results indicate that these women have average employment rates of 18 percent and poverty rates of 85 percent. These compare to an employment rate among TANF leavers of about 60 percent and a poverty rate of about 70 percent. About 40 percent of stayers have less than a high school education, and many suffer from high levels of depression and domestic violence. These characteristics do not differ greatly from those of TANF leavers. They are more likely to report being in poor health than are leavers. Employed recipients have higher levels of education and better health than nonemployed recipients. They also have significantly higher income because their earnings are not fully offset by lower benefits. Nonemployed recipients nevertheless have higher incomes than nonemployed leavers, who have neither earnings nor TANF benefits. Two appendixes describe the Three-City Study and examine welfare policies in the three cities. (Contains 18 tables and 16 references.) (SM)

This study examined changes in low-income children's living arrangements over time. Caregivers of children in Boston, Chicago, and San Antonio completed interviews in 1999 and then again 16 months later as part of the Three-City Study of low-income families with children. The percentage of children living with single mothers who were not cohabiting or married declined from 57 to 54 percent between interviews. The percentage of children living with mothers and their cohabiting partners increased from 8 to 10 percent, while the percentage living with mothers and their married partners increased from 26 to 28 percent. Virtually all cohabiting and marriage that began between the first and second interviews involved a mother and a man who was not the child's biological father. About 42 percent of mothers who were cohabiting at the first interview had ended the relationship by the second interview, and 16 percent had married. About 18 percent of mothers who were married at the first interview had separated by the second interview. Overall, 22 percent of children had experienced changes in their caregivers' living arrangement during the interval. Approximately 44 percent of parents who began cohabiting or were married between interviews had not received welfare since the passage of national welfare reform legislation in 1996. (Contains 28 endnotes.) (SM)

This policy brief describes children from "Welfare, Children and Families: A Three-City Study," using data from the first wave of the study which involved a random-sample survey of about 2,400 low-income children and their caregivers (mainly mothers) in low-income neighborhoods. Researchers collected information from mothers on their employment, income, family structure, welfare participation, mental health, and parenting. They also collected various measures of social development, problem behavior, and school performance for the children. Analyses of 1,885 low-income preschoolers and adolescents found that preschoolers and adolescents were more developmentally at risk than middle-class children in national samples. Adolescents whose mothers were on welfare in 1999 had lower levels of cognitive achievement and higher levels of behavioral and emotional problems than did adolescents whose mothers had left, or never been on, welfare. For preschoolers, mothers' current or recent welfare participation related to poor cognitive achievement. Preschoolers of the most recent welfare leavers had the most elevated levels of problem behavior. Preschoolers and adolescents in sanctioned families showed problematic cognitive and behavioral outcomes. Mothers' marital, education, mental health, and physical health status and parenting practices accounted for most of the welfare group differences. (SM)

This brief summarizes ideas generated at an invitational meeting in October 2000 to explore strategies for bridging gaps among child health researchers, practitioners, and policymakers and to move toward a more efficient, collaborative, child health research system. Following an introduction, the brief is presented in four sections. The first section describes obstacles researchers face in conducting research relevant to current practice or policy, constraints practitioners face in using research findings, and difficulties of policy leaders in accessing and using research. The second section summarizes previous efforts to integrate research with child health practice and policy and presents a vision for the role of the Maternal and Child Health Bureau in bridging gaps between research and practice and policy through enhanced infrastructure development, focus on product development, and dissemination of timely research results. The third section delineates issues of priority for both researchers and practitioners due to gaps in current knowledge and to identified unmet needs of children. This section asserts that implementing recommended research priorities requires modifying both structures and processes of practice as well as the academic paradigm. The fourth section notes that many bridges linking child health research, policy, and practice are already present, although underutilized. This section identifies ways to enhance the utility and use of research, and discusses the potential for participatory research models in contributing to the effective use of knowledge. The brief concludes by noting that the meeting participants readily identified salient child health concerns and that some strategies for bridging gaps among researchers, practitioners, and policymakers required few additional resources or infrastructure changes and could reasonably be addressed in the short term. (KB)

The 1996 welfare reform law restricted immigrants' eligibility for public assistance, although many states have at least partially restored their eligibility. However, about three-fourths of the children of non-citizen immigrants were born in the United States and are therefore eligible for all government benefits. This brief examines whether native-born children of immigrant parents who have not themselves become citizens receive public assistance at the same level as comparable children of native-born parents. The sample is a 1999 survey of about 2,400 families in low-income neighborhoods in Boston, Massachusetts, Chicago, Illinois, and San Antonio, Texas. Results find that native-born children of non-citizen immigrants appear to be receiving less cash assistance (Temporary Assistance for Needy Families and Supplemental Security Income) in all three cities. Among the reasons native-born children of non-citizens do not receive cash assistance is the perception among some immigrants that receiving cash assistance will later be counted against them when their applications for citizenship are reviewed. In Boston and San Antonio, low-income families are receiving about as much in-kind assistance as other families (food stamps, Medicaid, and Women, Infants, and Children nutritional program). The implications of these findings are discussed. (Contains 22 endnotes and 4 figures.) (SM)

This study examined relationships between schools' efforts to involve families in their children's education and student performance on standardized achievement tests in the Baltimore schools. Data gathered by the National Network of Partnership Schools was combined with those collected by the state for the mandated Maryland School Performance Assessment Program (MSPAP). Complete data were available from 78 schools for third graders and from 77 schools for fifth graders. Findings indicated that Baltimore schools rated their partnership programs between fair and good and that they implemented just under 4 of the 5 measured characteristics of a well-implemented partnership program. Program quality was strongly related to program implementation as well as the degree to which the school met the challenges associated with the six types of involvement. No relationship was found between program quality or program implementation and achievement test performance. However, mobility was negatively related to the percentage of third and fifth graders who scored satisfactory or above on the MSPAP. Schools that better met the challenges of involving all of the students' families had a larger portion of their third graders score satisfactory or above in reading, writing, math, science, and social studies and a larger portion of their fifth graders score satisfactory or above in science and social studies. (Contains 26 references and 5 tables.) (Author/KB)

Philadelphia, Pennsylvania's Talent Development High School comprehensive reform model addresses low student achievement and poor school climate, blending a common core academic curriculum with career themes in the upper grades. It includes a separate Ninth Grade Success Academy with interdisciplinary teacher teams, ninth and tenth grade Career Academies, special courses addressing weaknesses in ninth and tenth graders' preparation levels, block scheduling, extra help and recovery opportunities for struggling students, and intensive subject-specific teacher professional development. Research showed substantial improvements in school climate and students' academic gains in the 1999-2000 school year. In the 2000-01 academic year, first-time freshmen at Talent Development schools were more likely to have passed all required courses than control freshmen. By the end of 2001, these same students were more likely to be in school and in tenth grade if they attended Talent Development schools. The proportion of upper-grades students grew since implementation of the Talent Development program. Talent Development students showed greater gains in reading and mathematics from eighth to ninth grade than control students. Students had high levels of satisfaction with their Talent Development experience. Teachers liked being part of a team, receiving a curriculum for certain key courses, and teaching in longer class periods. (SM)

This report charts the experiences of women who have done better or worse than average after leaving Temporary Assistance for Needy Families, highlighting: differences in education, health, and other characteristics; differences in whether or not they were sanctioned before leaving; and differences in welfare dependency (amount of time spent on welfare before leaving and amount of time spent off welfare after leaving). Findings are based on the experiences of leavers in Boston, Chicago, and San Antonio. The Three City Study surveyed 2,500 low-income families with children regarding employment, income, family structure, and caregiver characteristics. Overall, women with lower education levels, with younger children, who were in poor health, and who were themselves young had much lower employment rates and post-welfare income levels than women with more education, better health, older children, and older age themselves. Outcomes also differed among leavers with a longer history of welfare dependence. The employment and income outcomes among these leavers were considerably worse than average. Leavers who had been sanctioned did worse after leaving welfare than those not sanctioned. Three appendixes describe the Three City study, examine welfare policies in the three cities, and provide supplementary tables. (Contains 11 references.) (SM)

This report charts the experiences of women who have done better or worse than average after leaving Temporary Assistance for Needy Families, highlighting differences in: education, health, and other characteristics; whether or not they were sanctioned before leaving; and welfare dependency (amount of time spent on welfare before leaving and off welfare after leaving). Findings are based on the experiences of leavers in Boston, Chicago, and San Antonio. The Three City Study followed approximately 2,500 low-income families with children living in low- and moderate-income neighborhoods. Surveys examined employment, income, family structure, and caregiver characteristics. Overall, there were large differences in employment, household incomes, and poverty rates for leavers with differing social and economic characteristics. Leaver earnings were only half of total household incomes on average. There was significant variation across households in the support received from sources other than leaver earnings, particularly other family members. Previously sanctioned women had worse employment and income experiences after leaving welfare then those not sanctioned. When restricting the analysis to women most heavily dependent on welfare before leaving who became relatively independent after leaving, their outcomes differed from those of conventional leavers (they earned less and depended more on government benefits). (SM)

This study investigated the effects of housing assistance received by children between the ages of 10 and 16 at some point during the period 1968-1982 on four outcomes experienced in adulthood: (1) welfare receipt between ages 20-27; (2) earnings above poverty between ages 25-27; (3) total earnings between 25-27; and (4) educational attainment at age 27. The impacts of public housing and privately owned assisted housing built or rehabilitated using federal government subsidies were studied using information from the Panel Study of Assisted Housing Database. The most significant finding is that public housing does not have detrimental effects on the long-term self-sufficiency outcomes of youth. The worse outcomes experienced by children who spend some time in public housing when compared to those who did not have assisted housing experience were a result of differences in family background, not housing assistance. There was some evidence that public housing may have positive effects on a child's long-term self-sufficiency, and there was also some evidence that public housing has a stronger positive effect on the most disadvantaged children. Housing assistance appears to have no effect on high school graduation, but it is associated with a 12 percentage point increase in the probability of a youth having some postsecondary education. Six appendixes discuss methodologies and some aspects of public housing impact. (Contains 40 tables and 39 references.) (SLD)

The role of external partners in school reform in Chicago (Illinois) was studied. The first section of this paper outlines the analytical perspective that guides the study, expressing the view that unless the institutional structure of the system as a whole and teacher autonomy are figured into the design of the program, institutionalizing long-term change is unlikely. The second section presents a brief summary of school reform in Chicago under the 1995 Chicago School Reform Amendatory Act. This section also describes the specific intervention program provided by one partner followed in the study, the LEARN program. LEARN (pseudonym) focused on teachers' instructional practices through a professional development program. The third section describes the research design and data collection strategies, and the fourth section contains findings. "The LEARN program was evaluated through 70 interviews with teachers, administrators, and program staff and 30 classroom observations." Study of the LEARN program provided many insights into institutionalizing school reform, but one of the most important findings is the importance of considering the broader institutional environment of school systems. (Contains 3 tables and 16 references.) (SLD)

This paper examines how the federal accountability mandates affect the design and implementation of schoolwide programs under Title I of the Improving America's Schools Act. It considers the policies adopted by states and districts to meet the accountability mandates, and it examines, at the school level, how the implementation of an accountability framework affects the development of curriculum and instructional processes that allow teachers to work with students at different ability levels. The paper uses data from case studies of Ohio, Illinois, and Michigan, and three districts (Cleveland, Chicago, and Detroit, respectively) to examine these questions. The first section outlines the theoretical perspective of the research. The second describes the research design, and the third presents the findings. At state, district, and school levels there was a reliance on structural (organizational) changes of outcome controls to create pressure and place constraints on schools. These states and school districts incorporated the federal expectations into their accountability systems by adopting performance and content standards, core curriculum frameworks, and assessment systems. Schools were most likely to rely on organizational changes to accommodate the accountability mandates. Schools in Detroit were less likely to make the organizational changes that were observed in Chicago or Cleveland. The focus on standards-based reform has led to a more integrated approach to curriculum and assessment in Ohio and Illinois, but many questions remain about the implementation and effectiveness of standards-based reform. An appendix contains tables of study results for each school district. (Contains 12 tables and 23 references.) (SLD)

Noting the paucity of information on the effectiveness of the growing numbers of programs promoting responsible fatherhood, this report examines the evaluability of responsible fatherhood programs. The report provides policymakers with an evaluation design for use with a variety of responsible fatherhood programs, and gives direction to organizations supporting or conducting such evaluations. Activities informing the report included interviews with experts, a literature review on fatherhood issues, site visits to five programs, and input from experts on program evaluation. Chapter 1 of the report presents the aims of the fatherhood program, describes components of program evaluation, and discusses program readiness for evaluation. Chapter 2 describes procedures for conducting a process evaluation, including analysis and reporting. Chapter 3 discusses major design choices made in planning an impact evaluation. Chapter 4 describes potential outcomes of fatherhood interventions, suggests specific measures, and discusses difficulties that may be encountered while developing outcome measures. Chapter 5 includes a discussion of how and why explanatory variables are used in an impact analysis. Chapter 6 addresses issues related to selecting the sample and data collection methods. Chapter 7 discusses why a participation analysis should be conducted in conjunction with an impact evaluation and suggests appropriate methods. Chapter 8 discusses the analysis of the evaluation data that will be necessary to estimate the impacts of responsible fatherhood programs. Chapter 9 provides summary and concluding comments. The report's five appendices list the experts interviewed for the project, summarize site visits, provide sample discussion guide for conducting a process evaluation, contain preliminary evaluation findings from the Racine Goodwill Industries Fatherhood Program, and provide a technical discussion of participation and impact analysis methods. (KB)

The Talent Development Model of Middle School Reform includes a "Student Team Literature" (STL) program that relies on: (1) curricular materials designed to assist students to study great literature; (2) recommended instructional practices, peer assistance processes, and assessments; and (3) staff development, mentoring, and advising to support the curricular and instructional reforms. In February of 1995, Central East Middle School in Philadelphia (Pennsylvania) became the United States' first school to adopt the Talent Development Model. Data on students' prior reading achievement, achievement after the first year of implementation, and the frequency of peer assistance were collected in 21 STL classes and in 25 comparison classes in a closely matched control school. Hierarchical linear modeling analyses that controlled for prior reading achievement reveal that students in STL classes display significantly better reading comprehension after the first year of implementation (effect size = .51). Although the impact of participating in STL on students' reading comprehension is sizable for students across the entire prior achievement spectrum, students with the strongest prior reading skills especially benefited. In addition, peer assistance was more frequent and productive in STL classes than in comparison classes. An appendix contains the student evaluation questionnaire items. (Contains 4 tables, 7 figures, and 47 references.) (Author/SLD)

This report refers to a generation under challenge, meaning the 18-to-24-year-olds who have recently come of age in the United States. A significant part of this generation has fallen victim to a neglected past and may be overwhelmed by its future. The report argues for an integrated and comprehensive service delivery system that can make a difference in disconnected lives in the following chapters: (1) "Confronting the Demographic Challenge: Future Labor Market Prospects of Out-of-School Young Adults" (Andrew Sum, Neeta Fogg, and Neal Fogg); (2) "Investments in People Matter" (Stephen Mangum and Nancy Waldeck); (3) "Tales from the Bright Side: Conversations with Successful Graduates of Youth Employment Programs" (Edward deJesus); (4) "Out of School and Unemployed: Principles for More Effective Policies and Programs" (Gary Walker); (5) "Creative Resource Development: An Assessment of Potential in Selected Cities" (David Gruber); and (6) "Moving into the Mainstream: Making Connections for Disconnected Youth" (Marion Pines and Bill Spring). (Contains 17 tables and 1 chart.) (SLD)

This study examined the feasibility of a parent-toddler reading program offered as a community-based intervention in one urban and one rural community with widespread poverty and low educational attainment. Fifty-eight families including 61 children, most of whom were 2 or 3 years of age, participated. During the intervention, parents learned an interactive style of reading with their children. Through interviews and pre- and post-intervention assessments, the study measured the parents' interest in the program, determined if the program actually increased home literacy, and if the child's language skills were improved. Results indicated that the program was welcomed by both communities in which it was offered. Following the intervention, parents reported that their children enjoyed reading more and read more on a regular basis. The parents also reported that their child's cognitive and linguistic skills had improved. The study offered suggestions to adapt this reading program to other areas. (Includes a sample of the questionnaires used to poll the parents and a copy of a blank certificate of excellence for participating children. Contains 73 references.) (DCP)

State policies and activities for systematizing work force development were examined through a survey completed by individuals involved in work force development in 40 states and case studies of policies and programs in Texas, Utah, Florida, and Michigan. Throughout all levels of government and the private sector, consensus that work force development is critical to success in the global economy is growing. The following underlying forces for change were identified: growth of the private sector's power; growing perception that collaborative activities may yield greater flexibility, efficiency, and access to new resources; the 104th Congress' focus on work force development consolidation and block grants; and new federal initiatives. A new work force development system with the following characteristics was advocated: driven by business, locally designed/implemented, universally available, user friendly, and measurable/accountable for short- and long-term results. The following items were recommended as ways of enhancing work force development systems: increased business participation/ownership; institutional planning and policy frameworks at the federal, state, and local levels; uniform data and reporting systems; and accountability standards focused on improved learning and higher earnings. (Eleven tables/figures are included. Appended are lists of the states responding to the survey and codes used in the tables.) (MN)

Over the past 2 decades, the inflation-adjusted median weekly earnings of full-time employed males and females decreased by 31% and 13%, respectively, and the deterioration in the real weekly earnings of young adults (ages 18-24) shows no signs of abatement. Male high school dropouts and graduates with no postsecondary schooling experienced the most severe earnings losses. Earnings declines among men with no postsecondary schooling were quite substantial among White, non-Hispanics, and Blacks and Hispanics. The steep decline in young adult earnings, especially among men, appears to be related primarily to labor demand and institutional factors rather than supply-side explanations (except for the rise in the pool of unskilled, immigrant labor). Compared to high school students in the early 1970s, young adults employed in 1993 had completed more years of schooling, were at least as proficient in math and reading, and had more years of potential work experience. However, those educational gains failed to result in the predicted improvement in real earnings. Federal government efforts to address youth labor market problems through programs such as school-to-work and employment and training for disadvantaged youth have produced relatively few positive impacts on participants' postprogram employment earnings. Contains 34 tables/charts and 60 endnotes. (MN)

A study examined the labor market problems of the United States' out-of-school youth population and trends in the development and attempted solution of those problems over the past 20 years. The study's major areas of focus were as follows: trends in the nation's out-of-school youth population's size and demographic composition; trends in the labor market experiences of out-of-school youth as a group over time and as they grow older; and the outcomes of youth employment and training programs, especially those targeted toward economically disadvantaged youths. The study confirmed that, despite the economic recovery from the 1990-91 recession, the real weekly earnings of most full-time employed young adults, especially young men, have continued to decline over the past 2 decades and that no fundamental reversal of the trend appears imminent. Few recent national evaluations of federal employment and training programs have shown sizable, statistically significant positive earnings impacts of those programs on out-of-school youth. The economic impacts that have been found have only been in the $600-$700 range, which would replace less than 10% of the real earnings losses experienced by young men since the 1970s. (Thirty tables/graphs and 36 endnotes are included.) (MN)

A study evaluated one local Even Start project, using the results of the final report of the "National Evaluation of the Even Start Family Literacy Program" for comparisons where possible. The clearest result of the national evaluation is that the amount or intensity of service is directly related to the strength of effects for both adults and children. Results for the Frederick County, Maryland's Even Start project show that 18 participants significantly improved their literacy skills, averaging a 6-point gain on the Comprehensive Adult Student Assessment System (CASAS) functional reading survey. Nine participants now are ready to take their General Education Degree (GED) exam or have received their GED. Program effects on children were not assessed due to a number of constraints, primarily the wide age range of children served and the inconsistent attendance of the children. However, children of parents in the Frederick County Even Start project are now much more likely to be exposed at home and in the community to literacy related activities, including visiting the library with their parent, checking out books, and spending more time in literacy-related parent-child activities. Findings suggest that the Frederick County Even Start project developed an effective collaborative network for both the provision of project services and as source of referral for other family needs. The project was able to reduce most of the common barriers cited by parents of preschool children to their participation in adult education. (Contains 46 references, 6 tables, and 2 figures of data.) (Author/RS)

This conference paper discusses the results of a study that investigated the characteristics and needs of mothers participating in Hawaii's Healthy Start Program (HSP). The HSP is a screening and outreach program with two components: (1) the early identification component, which consists of community-based screening to identify newborns at environmental risk for child abuse and neglect and (2) the Home Visiting component, which consists of in-home counseling by trained paraprofessionals. The evaluation focused on six geographically defined communities on Oahu that are served by HSP program sites and included a sample of 664 participants. Results indicated: (1) most mothers qualify for the state's health coverage program, which is targeted to low-income families; (2) half of the mothers received WIC while pregnant; (3) 18 percent reported problems with their current living situation; (4) 20 percent reported they will need help finding a job or work training; (5) 40 percent reported needing help arranging child care to return to work or school; and (6) 95 percent of the mothers were classified as being in poor mental health. (Contains 22 references.) (CR)

This report details studies by eight researchers from five countries--Australia, Chile, the Czech Republic, Portugal, and Spain--that examine boundary-crossing issues between teachers and parents, between policies and school reality, between cultures, and between research and practice. All of the studies were based in elementary schools and involved collaboration among university or research organizations and schools. The study's objectives were: to identify the commonalities and differences of approaches and results in five countries seeking to increase family involvement in school; (2) to learn what works, what doesn't, and under what conditions; (3) to explore the use of different approaches to participatory, or "action," research; and (4) to stimulate further multi-national studies and projects through the Center on Families, Communities, Schools and Children's Learning International Network. The chapters are: (1) "Introduction" (D. Davies and V. Johnson); (2) "Perspectives on Action Research Methodology and the Seven Case Studies" (S. Stoer); (3) "Family-School Partnerships in Three Portuguese Schools" (R. Marques and others); (4) "Parent Involvement in Schools in Spain: A Case Study" (R. Gonzalez); (5) "Building School-Family-Community Partnerships in the Process of Social Transition in the Czech Republic" (E. Walterova); (6) "Schools Reaching Out: An Australian Case Study" (D. Toomey); (7) "Project 'Educando Juntos'--Family and School Educating Together" (B. Icaza); and (8) "Perspectives across Seven Case Studies" (V. Johnson and D. Davies);. The case studies show that, although boundaries between home and school are difficult to cross, a multicultural mix of parents, teachers, principals, and researcher-facilitators can be successful. The report also gives recommendations for resource allocation, policy support, administrative support, action teams, and networking among projects. Each chapter contains references. (BGC)

This pamphlet describes the Cooperative Integrated Reading and Composition (CIRC) program, a comprehensive approach to reading and writing instruction for grades 2 through 8. The pamphlet addresses the three principal elements of the program: story-related activities, direct instruction in reading comprehension, and integrated writing/language arts. In all of the activities that comprise the program described in the paper, students work in heterogeneous learning teams, and the activities follow a regular cycle that involves teacher presentation, team practice, independent practice, peer pre-assessment, additional practice, testing, and team recognition. The pamphlet also discusses implementing CIRC. Contains 15 references. A list of 27 basal series, 4 materials for teachers, and 90 novels are attached. (RS)

Even the most well developed and well executed school-based parent interventions frequently have low rates of participation and high rates of dropout. A three-stage study employed focus groups and interviews to examine why parents did or did not participate in school-based programs designed to involve them, and why they either continued to participate or dropped out. Two design conditions were developed to make participation easier: one with low support elements--workshops offered twice a week, a meal provided, public relations in the form of flyers, banners, and phone calls; and one with high support elements--child care, transportation, home visits. The study found that even with high support program elements, parental participation did not increase greatly, 48 percent compared to 38 percent for the low-support groups. However, the increased number of parents who did participate were primarily those considered the most difficult to reach. Dropouts were the result of factors that were not within the control of the support mechanism, such as time constraints and personal problems that interfered with program completion. Reasons for continuing parental nonparticipation in programs containing elements to increase participation included lack of time, belief that the program would not help them or their children, lack of interest, and other factors. Transportation and child care were not considered barriers by those not participating. (HTH)

Recognizing that school-based health centers are one of the most promising recent innovations to address the health and related needs of adolescents, this report provides information on these centers as a strategy to improve the access of adolescents to primary care. The report is intended to assist state and local Maternal and Child Health (MCH) policy makers, state and local health department personnel, administrators, and program managers in assessing the ability of school health centers (SHCs) to meet the primary care needs of adolescents. The development of SHCs is outlined and the defining elements of primary care are defined. Starfield's model of primary care is used as a conceptual framework to assess the strengths and weakness of SHCs as primary care sites for adolescents. Research findings on SHCs are summarized in a table delineating potential strengths and weaknesses with respect to the seven defining attributes of primary care: (1) first contact; (2) continuous; (3) comprehensive; (4) coordinated; (5) community-oriented; (6) family-centered; and (7) culturally-competent. Findings indicate that SHCs have many strengths, including elimination of access barriers; provision of a variety of services to meet adolescents' physical, mental, and social needs; successful coordination with managed care organizations; and use of creative ways to involve families. Weaknesses include restriction of operation time; high turnover; lack of evaluation research; and difficulties in coordinating care with other community providers. (Contains 49 references.) (KDFB)

Increasing numbers of children begin formal schooling without the requisite skills or abilities to succeed, most often due to deficiencies in language and emotional maturity. This study sought to identify potential precursors to later kindergarten difficulties that would suggest specific areas needing further study and support. Study participants came from two socioeconomically disadvantaged communities, and included parents as well as early childhood specialists such as pediatricians and nurses, mental health professionals, social workers, family service providers, day care workers, and early childhood educators. Data were collected through interviews and surveys. Results indicated that even parents with relatively few social, educational, and economic resources are sensitive to maturational changes in their children, and that they are very concerned about their child's readiness for school. The most striking finding is the similarity in the concerns of parents and providers. Among the early warning signs of preschool difficulty identified by both parents and professionals in both samples were poor self-concept, negative parent-child relationship; and unsafe or impoverished neighborhoods. Preferred sources of advice and support included one's own parents or other parents, and health and social service professionals. However, one of the most disheartening findings was the number of parents who described concerns and problems, but could not identify a source of advice or support. The information collected from the parents in both samples suggested three ways communities can help parents improve preschool and kindergarten readiness: (1) broaden public education efforts regarding young children's development; (2) tighten links between services, and between service providers; and (3) increase the number of community-based programs for families with infants and toddlers. The survey instruments are appended. Contains 23 references. (HTH)

This report summarizes the preliminary results from surveys of teachers, parents, and students in six Maryland high schools about their attitudes toward and needs for school, family, and community partnerships. Data from 420 families indicate that they feel welcome at their teens' high schools, but a large majority want to be more involved and to receive better information about how to help their teens. Data from over 1,300 students illustrate the variation in teens' attitudes and competencies, and point to an important role for students in school and family partnerships. Students want to be more involved, and over half want their parents more involved with their schools. Data from 150 teachers show that just about all believe that involvement is important, but two-thirds say they need more training to know how to involve families. These and other results are discussed to show how the schools involved in the High School and Family Partnerships Project used their survey results to plan and implement new practices to inform and involve families. Suggestions are made to help other high schools apply the results of this study to their own efforts to develop or strengthen school, family, and community partnerships. (Contains 29 references.) (SLD)

The High School and Family Partnership Project began in 1991 with two urban, two suburban, and two rural high schools in Maryland to learn more about whether basic theories, frameworks, and practices of family, student, and community involvement are appropriate at the high school level; how schools can develop and implement such practices; and how partnerships affect the students, families, teachers, and communities involved. This report is the first in a series on these high schools as they work to develop and improve their partnerships with students, families, and communities. It explores where schools start in their thinking about partnerships. The starting point is called a "trust fund" to recognize that each school's past practices can be built upon to create further partnerships, and also to recognize that trust among the participants is a primary condition for developing successful practices of partnership over time. This report describes the "trust funds" of the six schools, combining existing practices and ideas for new implementations. The activities are categorized according to a framework of six types of involvement that will help these and other high schools plan and monitor the development of more comprehensive programs of partnership. One table summarizes trust fund contents. (Contains 27 references.) (Author/SLD)