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[Local]
The report contains data on children's health & well-being, education, financial stability including poverty & unemployment, and older adults' health and well-being in the Greater Richmond and Petersburg area. United Way recognizes the importance of data and research for the non-profit community and that accurate and timely data are essential for addressing the region's most pressing human service needs. We hope you find this report to be a resource to you and your work to improve our community. We encourage you to print the report, distribute it to your audiences, and share the link with others.
[Local]
The objectives of this study are to (1) compare the presence of risk factors and health indicators in Richmond, Virginia to two surrounding counties and with the state of Virginia and (2) to assess the need for a program designed to conduct an annual physical examination program for selected Richmond Public Schools.
[State]
The National Center for Children in Poverty provides a glance at the state of health, education and other indicators of children's well-being in Virginia.
[State]
Published in July 2009, this breif discusses the importance of high quality infant and toddler care, the availability of care in Virginia, and the Infat & Toddler Specialist Network's efforts to improve quality.
[State]
Access profiles for many VA locations; rankings, maps, or trend graphs by topic; and raw data. Includes over 100 measures of child well-being, including community-level data. Funding by The Annie E. Casey Foundation.
[National]
This paper analyzes the challenges and opportunities posed by today’s education reform debate for the early education and language learning of immigrant, limited English proficient, and English language learner students 3 to 8 years old.
[National]
The high number of English language learners (ELLs) has brought a change in the demographics of public schools and a need to account for the educational experiences of these students, both linguistically and academically.
[National]
[National]
The nation’s young Black males are in a state of crisis. They do not have the same opportunities as their male or female
counterparts across the country. Their infant mortality rates are higher, and their access to health care is more limited. They are more likely to live in single-parent homes and less likely to participate in early childcare programs. They are less likely to be raised in a household with a fully employed adult, and they are more likely to live in poverty. As adults, Black males are less likely than their peers to be employed. At almost every juncture, the odds are stacked against these young men in ways that result in too much unfulfilled potential and too many fractured lives. Much of this story has been told before. Still, there has been little work focusing specifically on the academic attainment of Black males in our schools and how it is contributing to the destructive pattern we see. This report tackles the issues head on by conducting a first-time analysis of data from the National Assessment of Educational Progress (NAEP) on how Black males are performing academically. We look at ourselves—the large central cities—most critically, because it is in our urban schools that nearly 30 percent of all Black males in the nation are educated. In order to get a complete picture of the depth of the issues, we look most closely at the reading and math achievement
[National]
Our nation’s educational system has scored many extraordinary successes in raising the level of reading and writing skills in younger children. Yet the pace of literacy improvement in our schools has not kept up with the accelerating demands of the global knowledge economy. In state after state, the testing data mandated by No Child Left Behind reveals a marked decline in the reading and writing skills of adolescent learners. School systems are now grappling with the fact that promising early performance and gains in reading achievement often dissipate as students move through the middle grades. As a result, many young people drop out of high school or perform at minimal level and end up graduating without the basic skills that they need to do college-level work, get a well-paying job or act as informed citizens.