The purpose of this study was to examine academic outcomes of youth who participated in 4-H compared to outcomes of youth who did not participate in Minnesota’s 4-H program, and to understand how parent engagement and duration of 4-H participation affects youth achievement and attendance trajectories over five years.
The purpose of this study was to evaluate the educational outcomes of students who participated in the Athletes Committed to Educating Students (ACES) after-school tutoring and mentoring program in comparison to the educational outcomes of their peers. In particular, this study focused on changes over time in school attendance, school mobility, and academic proficiency as well as graduation and dropout rates.
The purpose of this study was to explore the status of children from families with varying levels of TANF participation by examining a set of educational outcomes that have been shown to be important indicators of child well-being.
The purpose of this longitudinal investigation was to explore the association of children’s exposure to parental intimate partner violence (IPV) and child maltreatment (CM), as well as combined exposure (IPV-CM), to children’s academic achievement and school attendance over time.
The purpose of this study was to examine the associated effect of Minnesota’s Northwest Counties’ Our Children Succeed Initiative (OSCI) as it relates to children’s educational outcomes and out-of-home placement experiences.
The purpose of this study was to explore the educational well-being of Minnesotan children whose out-of-home care experience occurred during the 2009-2010 academic year in conjunction with a child protection case.
This study was conducted to explore the relationship between receipt of supportive housing services and children’s well-being. Specifically, this study investigated the impact of supportive housing services on children’s educational and child welfare outcomes, including school mobility, school attendance, student MCA-II performance, having an IEP, and involvement in child welfare.
In an effort to better understand the impact of sanctions on children’s educational outcomes, the current study addressed the following questions: 1) What are the characteristics of the families who experience sanctions? 2) What is the relationship between sanction experiences and educational outcomes of school attendance and enrollment disruptions for children in elementary, middle and high school? 3) What is the relationship between sanction timings and negative educational outcomes?
Hennepin County requested that Minn-LInK explore the feasibility of prospective longitudinal study of children enrolled in Strong Beginnings (SB) child care programs, utilizing the Hennepin University Partnership (HUP) master agreement. Findings from this work are intended to inform planning for future longitudinal study as well as explore what initial outcome measures are available on SB children.
This study reexamines the school attendance and child welfare involvement of a group of students for whom a report of educational neglect was received by child welfare during the 2000-2001 school year in Minnesota. The majority of these students experienced a marked improvement in their school attendance in the year following their involvement with child welfare in 2002.