Student Mobility Exploring the Impacts of Frequent Moves on Achievement: Summary of a Workshop (2010) / Chapter Skim
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4 Policy and Programmatic Responses
4 Policy and Programmatic Responses
Pages 41-52
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From page 41... ...
Presenters discussed policies and programs designed either to reduce mobility for this vulnerable population or to buffer children against its impact, including both ideas that have been implemented and ideas still in the potential stage. POLICY PERSPECTIVES Two primary avenues for policy interventions that could help highly mobile children are housing and education.
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From page 42... ...
Housing units must meet physical quality standards. Both public housing and private assisted housing must meet site and neighborhood standards, although these requirements do not apply to housing units offered to voucher holders.
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From page 43... ...
among those who used the vouchers. In terms of reducing mobility, the study found significant results only for families who started out in their own residences (in contrast to those who had been living in public housing or had been sharing space in someone else's home)
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From page 44... ...
It also establishes the right for homeless children to remain in the school they attended prior to becoming homeless and requires the school district to provide transportation. The federal government recently invested $70 million in McKinneyVento services, as part of the American Recovery and Reinvestment Act of 2009, which, Johns explained, doubled the size of the program.
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From page 45... ...
Johns suggested that other programs, such as those related to workforce development, could help link job training and placement opportunities to housing assistance opportunities and related support services. At the same time, there are many opportunities for the federal government to offer practical assistance.
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From page 46... ...
For example, the children of migrant workers, who may work on farms, in dairy or meat production, or similar fields, have problems that include cultural isolation and often linguistic isolation in addition to many of the problems that affect other transient children. Many education programs for migrants have used technology effectively to provide distance learning to these children, as well as to make their academic and health records more accessible to the adults who work with them.
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From page 47... ...
If that were a policy priority, in his view, it would go a long way toward reducing school mobility. A School District Addresses Student Mobility The Arlington, Virginia, public school system has made reducing school mobility and supporting mobile students a priority, Judy Apostolico-Buck explained.
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From page 48... ...
State Support for Highly Mobile Families Linda Schmidt highlighted the importance of bridging the gap between research and practice in describing the work of the Family Resource Cen ters operated by the Michigan Department of Human Services. These centers were developed to provide supplementary services to schools that
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From page 49... ...
The theory behind these centers is that family functioning is a key predictor of academic success, that security in meeting basic needs is absolutely essential for school attendance and academic achievement, and that the Department of Human Services is the main provider of family supports. Schools are also logical places for the centers because parents are already required to ensure that their children are attending school in order to receive public assistance.
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From page 50... ...
The Department of Defense has taken a number of steps to help military families provide an excellent education for their children. One important step was the development, with the Council of State Govern ments and the National Governors Association, of an interstate compact to address the educational transition of military children, which has been
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From page 51... ...
Distance learning programs and a Department of Defense Virtual School have been helpful with credit recovery and other transition-related problems. Programs targeting the needs of mobile students with special needs, programs designed to build connections among families and between families and schools, and mental health programs have also been important supple ments to the academic supports.
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