Healthy Lives | Closing the Gap
Persistently large achievement gaps between high-social-class and were not sufficient to narrow gaps in face of increased economic headwinds. system and social safety net were able to help children rise above their birth We know that children's skill levels at school entry play a critical role in. narrowed. Remarkable gains have also been made in the fight against malaria and where significant gaps and disparities exist. . sector to achieve concrete goals for development and .. and timely, safe, appropriate and high-quality. NARROWING THE GAPS TO MEET THE GOALS In 18 of these countries, the gap between the child without sustainable access to safe.
A range of public dollars, including federal Elementary and Secondary Education Act ESEA Title I funds and funds from the federal 21st Century Community Learning Centers program, together with state and local funding for after-school and other programs, is supplemented by funds from individuals and foundations.
Virtually all residents in the low-income neighborhood are African American or Afro-Caribbean. Rosen also supports other services, such as a lifeguard at the YMCA, as needed. Bright Futures also provides meaningful service learning opportunities in every school.
Joplin is a heavily white community. Second, school- and community-level councils build community leadership and partnerships with schools to meet longer-term needs and sustain systems. Third, service learning opportunities are embedded in all schools to help develop children as citizens.
In addition to these three components, Joplin also provides pre-K for at-risk students, as well as tutoring, mentoring, and after-school and college preparatory programs based on student need. Federally funded Americorps VISTA volunteers provide in-kind support; funds from the Missouri Department of Elementary and Secondary Education and the Missouri Department of Economic Development support Bright Futures work and conferences; and the regional Economic Security Corporation and a range of private funders supplement these federal and state funding sources.
All KPS students 12, in 25 schools who graduate from Kalamazoo public high schools are eligible for Promise scholarships. CIS works in all schools but to varying degrees and with varying levels of financial support. In this combination urban—suburban district, a large majority of students over 70 percent are FRPL-eligible, 12 percent receive special education services, and 7 percent are English language learners.
The share of African American students grew from less than one-third in to over half 30 years later; over this period the share of Hispanic students increased as well. Anonymous donors have committed to funding Promise scholarships in perpetuity. CIS is supported by a combination of Title I funding, which helps support school coordinators; 21st Century Learning grants for after-school activities; and private individual and philanthropic donations.
Montgomery County, Maryland All students in Montgomery County Public Schools MCPS benefit from zoning laws that advance integration and strong union—district collaboration on an enriching, equity-oriented curriculum. These efforts are bolstered by extra funding and wraparound supports for high-needs schools and communities. MCPS, the Montgomery County Education Association the local teachers unionthe Montgomery County Council, and Linkages to Learning a joint initiative of MCPS and the Montgomery County Council that provides an integrated focus on health, social services, community development, and engagement to support student learning, strong families, and healthy communities.
Allstudents in more than schools are served via some services. Higher-poverty schools and their communities receive additional funds and supports that are broader and more intensive. For example, Linkages to Learning serves more than 5, individuals—students and their family members—per year at 29 schools.
Over 3, of them receive comprehensive behavioral health or social wraparound services to mitigate the effects of poverty and reduce nonacademic barriers to learning. The MCPS school district as a whole is racially and socioeconomically diverse: On the poorer, Eastern side of the county, where more intensive whole-child supports are provided, the 10 highest-poverty schools have student bodies that are at least 80 percent FRPL-eligible.
Eight hundred and fifty students are served in one primary school, one elementary school, one middle school, and one high school, as well as an alternative high school and a new career-tech charter high school. The suburban—rural district is mostly white, with a small but growing Hispanic population, and predominately middle-income with pockets of both higher-income families and families in poverty.
Pea Ridge also provides pre-K for at-risk students, as well as tutoring, mentoring, and after-school and college preparatory programs for students who need them. State funds support meals and other needs for high-poverty schools, and Pea Ridge has secured a three-year private grant to support access to pre-K for low-income students.
More than one in five students speak a language other than English at home, and VPS supports a range of early childhood education programs, including quality pre-K; middle and high school in-school enrichment; after-school and summer programs provided by VPS partners ; and help for parents and families through workshops, assistance, and referrals to a range of community resources.
District and Title I funds, which support basic FCRC needs, are supplemented by cash and in-kind donations from faith-based, social service, business, and association partners. Berea College, which was established in by abolitionist education advocates, is unique among U. It admits only economically disadvantaged, academically promising students, most of whom are the first in their families to obtain postsecondary education, and it charges no tuition, so every student admitted can afford to enroll and graduates debt-free.
Berea College launched Partners for Education PfEwhich is now a fully staffed nonprofit that runs the initiative. The Appalachian region is rural, very poor, and heavily white.
The regional poverty rate is around 27 percent in and reaches as high as 40 percent in some counties. About 80 percent of students are FRPL-eligible and 97 percent are white. Family engagement specialists meet directly with families and help coordinate services provided by a range of community partners. Other specialists provide basic academic, college preparatory, and health and other wraparound services to students.
These activities are providing nutritious meals aimed at increasing Indigenous attendance and engagement. School nutrition projects operate in 72 sites in 63 communities and provide meals to around 5, children per school day.
In addition, school nutrition projects aim to increase local Indigenous employment, employing around staff of which around are local Aboriginal people. The work of the Healing Foundation and other key stakeholders has been significant in focusing attention on the need for trauma-informed practice and services. It sets out a comprehensive and culturally appropriate stepped care model that is equally applicable to both Indigenous specific and mainstream health services. It will guide and support Indigenous mental health policy and practice over the next five years and is an important resource for policy makers, advocates, service providers, clients, consumers and researchers.
It therefore forms an essential component of the national response to Aboriginal and Torres Strait Islander health. Social and Emotional Wellbeing support services are funded to support Aboriginal and Torres Strait Islander peoples, with priority given to members of the Stolen Generations and their families.
Activities include counselling, family tracing and reunions, and a range of healing activities.
This service commenced in and is being progressively rolled out across Australia over three years. The NICRS helps affected individuals and families by assessing their needs and providing practical and social support, including by facilitating connections with support services as needed and monitoring through-care over time, referring on to social, health or other services where appropriate. The service helps to coordinate services in a culturally appropriate way and is also strengthening community capacity and resilience in some high-risk communities.
Under the framework, an action plan is being developed to address the specific barriers and challenges faced by Aboriginal and Torres Strait Islander people.
Outback stores Outback Stores, a Commonwealth-owned company, was established in in recognition of the hardship faced by many residents in remote areas in accessing regular, quality, affordable and healthy food.
It has a mandate to improve access to affordable healthy food and provide employment for remote Indigenous communities through the provision of quality retail management services for community stores. Outback Stores manages 36 community stores throughout the Northern Territory, Western Australia and South Australia to ensure food security in these communities. Inhealth and employment strategies implemented by Outback Stores resulted in: Support for Northern Territory stores The Australian Government is helping to improve the health of people living in remote Northern Territory communities through the Northern Territory Community Stores Licensing Scheme that is making healthy food and drinks more accessible for local residents.
There are currently more than licensed stores operating in the Northern Territory. Strategy to reduce sugar consumption through remote community stores The Australian Government has developed a strategy to reduce the sales of highly sugared products sold in stores in remote Indigenous communities.
The store is often the main - or only - source of food and drinks in remote communities, so a reduction the amount of sugared products sold in the store is an effective way of reducing the amount sugar products consumed.
The strategy is being implemented in stages through until Junefocusing on sugary drinks and expanding to other high-sugar products such as confectionary.
Narrowing the Gaps to Meet the Goals | UNICEF Publications | UNICEF
The strategy guides governments, communities, service providers and individuals to identify key issues and priority areas for action. By comparison, over the same period the Year 12 attainment rate for non-Indigenous Australians improved from As a result of these improvements, the gap in Year 12 or equivalent attainment rates has narrowed by This is noteworthy, given that the increase in Year 12 attainment rates for both Indigenous and non-Indigenous Australians has accelerated over the past five years.
Furthermore, there are signs that Year 12 attainment rates will continue to improve over the next five years Box 1: Future directions in attainment rates. Year 12 or equivalent attainment rate, 20—24 year-olds Sources: States and Territories Indigenous Year 12 or equivalent attainment rates have improved across all the states and territories over the past decade.
The largest increases have been in South Australia As such, they are indicative only and are not intended to be forecasts or predictions. These three jurisdictions, along with the Australian Capital Territory, are currently above their trajectory points for this target.
Narrowing the gaps to meet the goals
In addition, New South Wales and Tasmania are only marginally below their trajectory points, indicating that their targets remain achievable. While Victoria and Queensland are currently below their trajectory points, their attainment rates are still among the highest of all the jurisdictions. Future directions in attainment rates There are strong indications that Indigenous Year 12 attainment rates will continue to increase by the Census when data will next be available.
For example, Year 12 attainment rates of 18 and 19 year-olds in who will be the 23 and 24 year-olds in the next Census were In addition, for Indigenous year-olds who will be 20 to 24 years old by the next Censusparticipation in education has also increased, with This is up from Indigenous attendance in education and Year 12 attainment rates by cohort Sources: In addition, there has also been an increase in the proportion of Indigenous students staying at school to Year 12, known as the Year 12 apparent retention rate.
Year 12 apparent retention rate Source: ABS Schools Australia Translating policy into action Big gains in Year 12 attainment Attainment of Year 12 or an equivalent qualification is a key building block in making the transition into further education, employment or training. More students are graduating and moving into employment or further studies. Nearly twice as many Aboriginal and Torres Strait Islander women are entering university compared to men. Nationally, the proportion of Aboriginal and Torres Strait Islander 20 to year-olds who had achieved Year 12 or equivalent increased from 32 per cent in the late s to Of Aboriginal and Torres Strait Islander women aged 20 to 24, This was slightly more than Aboriginal and Torres Strait Islander men A key priority for the Government is to support more young Aboriginal and Torres Strait Islander people to improve their low Year 12 retention rates, particularly in remote areas.
Limitations of the Millennium Development Goals: a literature review
Although Census data are not yet available by remoteness, in Aboriginal and Torres Strait Islander Year 12 attainment rates in Remote and Very Remote regions both The Study Away Review identified issues faced by those studying away from home and based on its findings, the Government is working to: Support for Indigenous students To assist students living in remote and regional Australia, the Government provides financial support through ABSTUDY which aims to increase access and participation of Aboriginal and Torres Strait Islander students in schooling, higher education and vocational education and training.
ABSTUDY works to improve educational outcomes by providing a living allowance and other supplementary assistance for secondary students in remote locations, providing support for school and boarding fees, giving students access to options for finishing Year This streamlined-process nearly halved claim processing times, with most claims now able to be completed over the phone.
This was supported by a targeted communication campaign encouraging families to submit their ABSTUDY claims early to ensure support is was in place for the beginning of the year.