The Annie E. Casey Foundation’s 2017 Race for Results
The Annie E. Casey Foundation’s 2017 Race for Results report shows that persistent challenges in opportunities for success and well-being after the recession hinder children of color and kids living in immigrant families, especially African-American, Latino and American Indian kids. Race for Results, released today, underscores the formidable risks to healthy child development such as poverty, limited educational opportunities and family separation, in immigrant families and for children of color, exacerbated by policies that limit resources and restrict access. The report comes at a time when the nation’s lawmakers consider policy changes that will affect the 800,000 young people who have been granted a reprieve from fear of deportation through the Deferred Action for Childhood Arrivals (DACA) program.
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> Can a Coordinated Knowledge System Improve the Use of Research Evidence in School-Based Mental Health Settings?
Schools are the primary entry point and service delivery setting for young people who receive mental health services. Yet participation in these services is low and attrition is high, with as many as half of students dropping out of services before they are complete. Although there is an evidence base summarizing effective strategies to engage these youth and families, many in mental health care settings, including schools, often struggle to make optimal use of this evidence. UCLA researcher Bruce Chorpita and his team, including Kimberly Becker, are testing whether a Coordinated Knowledge System (CKS)—a suite of tools that embeds research evidence into a coordinated sequence of actions for defined roles—will see much greater application of that evidence relative to traditional practice guidelines, which separate evidence delivery from the planning and action that follow. Chorpita intends to investigate not only whether a CKS produces greater use of evidence, but also why such a system works, and for whom it works best.
Review the study
> The Color of Emotion: Teachers’ Racialized Interpretations of Children’s Emotion and Student Outcomes
Researcher Amy Halberstadt is examining the extent to which practices that reduce racial bias among teachers can respond to gaps in academic and disciplinary outcomes between Black and White students. The project builds on earlier pilot work and is ultimately intended to inform the design of a future intervention to interrupt teachers’ explicit and implicit racial bias in the classroom in order to reduce inequality on the basis of race.
Review the study
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