McKinney-Vento Act: The Effectiveness of One District's Whole Child Approach to Meeting The Needs of a Vulnerable Population

Autor/in	Minnis, Cynthia
Titel	McKinney-Vento Act: The Effectiveness of One District's Whole Child Approach to Meeting The Needs of a Vulnerable Population
Quelle	(2017), (251 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lipscomb University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-7032-1
Schlagwörter	Hochschulschrift; Dissertation; Homeless People; Federal Legislation; Urban Schools; School Districts; Student Needs; Attendance Patterns; Academic Achievement; Cohort Analysis; Student Behavior; Behavior Problems; Questionnaires; Teacher Attitudes; Barriers; Interviews; Parent Attitudes; Comparative Analysis; Risk; Resilience (Psychology); Intervention; Trauma; Educational Practices; Twins; Lunch Programs; Instructional Program Divisions; Special Education; English Language Learners; Sex; Race; Ethnicity; Data Analysis; Screening Tests; Qualitative Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Homeless person; Homeless persons; Obdachloser; Bundesrecht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Schulleistung; Kohortenanalyse; Student behaviour; Schülerverhalten; Fragebogen; Lehrerverhalten; Interviewing; Interviewtechnik; Elternverhalten; Risiko; Bildungspraxis; Twin; Zwilling; Mittagessen; Special needs education; Sonderpädagogik; Sonderschulwesen; Geschlecht; Geschlechtsverkehr; Rasse; Abstammung; Ethnizität; Auswertung; Screening-Verfahren; Qualitative Forschung
Abstract	This study was conducted to determine if a growing, urban school district was adequately addressing the academic, social-emotional and behavioral needs of students identified as homeless under the McKinney-Vento Act. McKinney-Vento eligible students were compared to non-homeless virtual twins. Each twin was created through averaging three non-homeless students matched on the variables of free and reduced lunch eligibility, grade level, special education status, English learner status, school, gender, and race/ethnicity. Data from the sample of homeless students and matched non-homeless students were analyzed to determine if there were differences in attendance and academic progress between the two groups during three school years using separate cohorts. Behavior screening data were analyzed to determine if there was a difference in internalizing and externalizing behavior problems between homeless and non-homeless peers. McKinney-Vento services were identified, and the resulting financial implications were explored. A district-wide questionnaire was completed to determine staff perceptions of barriers and protective factors for students experiencing homelessness. Interviews were conducted to identify parent perceptions of their children's adverse experiences (ACEs) and protective factors, as well as their perceptions of services offered to their McKinney-Vento eligible children. Results indicated no significant differences between homeless and non-homeless students in academic growth or behavioral risk. Attendance results were mixed. Qualitative results indicated a number of barriers and risk factors, as well as protective factors promoting resiliency among the homeless student population. Use of Multi-Tiered Systems of Support and trauma-sensitive school practices were perceived to address the needs of all students, including children experiencing homelessness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01