Archive | September, 2012

Parents should be aware of the ever changing types of designer drugs

22 Sep

Trying to keep up with the newest designer drug is tough. A few months back, Sheila Byrd was reporting in the Washington Post article, Officials Fear Bath Salts Becoming the Next Big Drug Menace Other articles about “bath salts”:

Drugs Sold As Bath Salts Now Illegal in Louisiana

Synthetic Cocaine Being Sold As Bath Salts

There are many ‘designer drugs” and new ones are being created all the time.

Spice” is another designer drug according to the Huffington Post, Legal Drug ‘Spice’ Grows in Popularity Among Teens

A potent drug known as “spice” is being sold to high school students across the country, ABC News reports.

“Spice,” also known as “K2” or “legal marijuana,” is sold as incense and typically consists of chemicals sprayed on to dried leaves. The product isn’t marketed for human consumption.

However, when smoked, the product has a similar effect to marijuana, but is said to be many times stronger.

The drug is legal and accessible to many teens. Although it should only be sold to people 18 years and older, an ABC investigation found that younger teens were easily able to purchase “spice.”

Spice” is just one designer drug. As of the publication of this blog post, the newest drug is “smiles.”

Piper Weiss writes in the Shine article, 2C-I or ‘Smiles’: The New Killer Drug Every Parent Should Know About:

The Grand Forks, North Dakota teenager’s fatal overdose has been blamed on a drug called 2C-I. The night before Stai’s overdose, another area teen, Christian Bjerk, 18, was found face down on a sidewalk. His death was also linked to the drug.

2C-I–known by its eerie street name “Smiles”–has become a serious problem in the Grand Forks area, according to local police. Overdoses of the drug have also be reported in Indiana and Minnesota. But if the internet is any indication, Smiles is surfacing in many parts of the country.

“At the moment I am completely and fully submerged, if you can’t tell by my eyes, in a psychedelic world known as 2C-I,” says a man who appears to be in his late teens or early 20s on a YouTube video posted back in October. His pupils are dilated. He struggles to formulate a description of what he’s feeling–it’s hard to tell if its because his experience is profound or if his speech skills are simply blunted. He’s one of dozens of users providing Youtube “reports” of their experiences on the synthetic drug.

Smile’s effects have been called a combination of MDMA and LSD, only far more potent. Users have reported a speedy charge along with intense visual and aural hallucinations that can last anywhere from hours to days.

“At first I’d think something was extremely beautiful and then it look really strange,” another user says in a recorded online account.”I looked at my girlfriend’s face for a minute and it was pitch black…the black started dripping out of her eye.”

Because the drug is relatively new–it first surfaced around 2003 in European party scenes and only recently made its way to the states–the most readily accessible information about 2C-I comes from user accounts, many of which detail frightening experiences….

Over the past few years, synthetic drugs like K-2, Spice and Bath Salts, have become increasing popular with teenagers and young adults. Their ingredients are relatively easy to obtain and until recently, they weren’t classified as illegal substances. But as they come under legal scrutiny, one by one, they’ve triggered a domino effect of newer, altered, and more potent versions.

“I think [the drugs] just keep changing to try to circumvent the law,” Lindsay Wold, a detective with the Grand Forks police department, told Yahoo Shine. “Anytime we try to figure something out, it changes.” Since July, her department has launched an awareness campaign in an effort to crack down on 2C-I’s growing popularity with teens and young adults in the area. While reports of overdoses have increased, Wold says it’s difficult to measure it’s growth in numbers. http://shine.yahoo.com/healthy-living/2c-smiles-killer-drug-every-parent-know-234200299.html;_ylc=X3oDMTNtb3B0ZWJtBF9TAzk2NzE0MzAxMwRhY3QDbWFpbF9jYgRjdANhBGludGwDdXMEbGFuZwNlbi1VUwRwa2cDMzBlYWE1NzktM2RmYi0zZDFmLWJkOTEtNDdhODg5M2UyNWQxBHNlYwNtaXRfc2hhcmUEc2xrA21haWwEdGVzdAM-;_ylv=3

For a really good explanation of how pushers and drug distributors exploit loopholes in the law to push poison, the BBC’s High Above the Law provides details:

Many legal highs are not very different from the current illegal drugs like amphetamines and cocaine, and have similar side effects. These can include heart problems, raised blood pressure, vomiting, anxiety attacks, mood swings, high temperatures and seizures, experts say.

Dr Ramsey says: “People are selling stuff on websites and in head shops to young people who haven’t got the remotest idea what’s in them. We need to get across to the young consumers and retailers that there are serious unknown risks in what they’re doing.”

LEGAL HIGHS

BZP was first trialled as a worming treatment for cattle, but never widely used as it caused fits in some animals.

Khat comes from the leaves and shoots of a plant containing natural speed-like compounds. It’s chewed over several hours and is popular in east Africa.

GBL is an industrial cleaner used to strip paint and remove graffiti taken in liquid form.

Spice is a powerful herbal smoking mixture imported from China that gives a “cannabis-like” effect.

Salvia is a plant related to common sage which gives a short, LSD-style hit when smoked or chewed.

The Connecticut Department of Consumer Affairs has an excellent pamphlet for parents about drug abuse.

According to the pamphlet, The Dangers of Using Synthetic Cannaboids common signs of drug abuse are:

COMMON SYMPTOMS OR SIDE EFFECTS OF K2 OR SPICE:

Symptoms of using this synthetic drug include:

hallucinations

severe agitation

dangerously elevated heart rate and blood pressure

increased respiration rate

panic attacks

dilated pupils

numbness/tingling

very pale skin

vomiting

In some cases, tremors, seizures, coma/unconsciousness have been known to occur. Many individuals stop using the drug because after a week or so of using it, they start getting very bad headaches.

Be alert to signs of abuse.

Dr. Wilda says this about that ©

Dr. Wilda’s new blog, COMMENTS FROM AN OLD FART: http://drwildaoldfart.wordpress.com/2012/09/22/introduction-dr-wilda-as-an-old-fart/

 

Dr. Wilda’s new blog: Comments from an old fart

22 Sep

This is moi’s public profile for her two blogs, “drwilda” and “COMMENTS FROM AN OLD FART”:

Dr. Wilda V. Heard, or “Dr. Wilda,” has a J.D. from Yale Law School and a doctorate in Education Leadership from Seattle University. She has been a volunteer at Legal Voice, formerly the Northwest Women’s Law Center. Currently she volunteers at the Open Door Legal Clinic of the Union Gospel Mission. Dr. Wilda writes about schools, education reform, and the effect the culture has on education, children, and families. Her comments are of three types: opinion (these comments reflect her opinion on a subject), commentary (her assessment of another’s opinion or comment), and pot stirrer (these comments are written to arouse passion in the reader and to provoke discussion). Her undergraduate degree is from Washington State University.

The blog “drwilda” focuses on education, children, and families. “COMMENTS FROM AN OLD FART” is simply a collection of moi’s opinions about whatever strikes her fancy each day. The OLD FART blog is purely opinion and less research oriented.

People who read this blog may wonder how Dr. Wilda became an OLD FART? Moi has survived tremendous hardship and learned how to make lemonade from lemons. Moi was called OLD FART along with other disparaging names by an individual who wanted to bring moi down. Moi now “owns it” and is getting a degree of success with a moniker that was meant for her harm, moi is now using it for her good.

Here is the link to COMMENTS FROM AN OLD FART: http://drwildaoldfart.wordpress.com/2012/09/22/introduction-dr-wilda-as-an-old-fart/

If everyone is thinking alike, then somebody isn’t thinking.
George S. Patton

3rd world America: Many young people headed for life on the dole

21 Sep

Moi discussed what many Americans feel is diminished prospects for their future in Americans, no longer dreaming:

The Victorian Contexts gives a good overview of the world of Charles Dickens.

Charity begins at home, and justice begins next door.

Electric communication will never be a substitute for the face of someone who with their soul encourages another person to be brave and true.

No one is useless in this world who lightens the burdens of another.”

Charles Dickens

Mr Jarndyce, and prevented his going any farther, when he had remarked that there were two classes of charitable people: one, the people who did a little and made a great deal of noise; the other, the people who did a great deal and made no noise at all.”

Charles Dickens (Bleak House)

Throughout history there have been great empires who eventually challenged each other for dominance in a variety of areas. One of the most interesting historical rivalries was between Athens and Sparta. See, PBS’ The Two Faces of Greece: Athens and Sparta which has atable comparing the two cultures.

Elizabeth C. Hair, Ph.D., Kristin A. Moore, Ph.D., Thomson J. Ling, MA, Cameron McPhee-Baker, BA, and Brett V. Brown, Ph.D. write in the July 2009 Child Trends Research Brief, YOUTH WHO ARE “DISCONNECTED” AND THOSE WHO THEN RECONNECT: ASSESSING THE INFLUENCE OF FAMILY, PROGRAMS, PEERS AND COMMUNITIES:

BACKGROUND FACTORS THAT PLACE YOUTH AT RISK

Many personal, family, community and neighborhood characteristics may put youth at risk for disconnection, either individually or in combination.

�� Household income, parental education level, family structure, and minority status. Young people are more at risk if they grow up in a family that receives welfare payments or experiences poverty,2,3,22 if their parents have low levels of education, and if they are born into a family with a single parent or with no parent.22 Minority youth are at greater risk of long-term disconnection than are white youth with similar characteristics. 2,22

�� Involvement in the foster care, juvenile justice, and special education systems.

Young people who have been involved with these systems, either recently or in the past, are also at greater risk for disconnection than are other youth.5,6,9,15,22 Among the challenges these vulnerable young people face are limited skills; a lack of family support;15 learning disabilities; and health, emotional and, behavioral problems.5 Conversely, adolescents whose families provide support are more likely to thrive during the transition to adulthood.6,17,19

�� Community and neighborhood characteristics.

Some studies suggest that the type of neighborhood in which a young person lives may have particular relevance to disconnection. For example, evidence shows that youth who live in neighborhoods with a lower percentage of workers holding professional or managerial jobs1,4 have higher dropout rates and higher rates of teenage childbearing.

RESILIENCE AS A COUNTERVAILING FORCE

Despite the presence of background factors that may put youth at risk for disconnection, it should not be forgotten that many people who grow up u n d e r a d v e r s e c o n d i t i o n s do succeed.7,13,24 Researchers and others use the term “resilience” to describe good outcomes despite high-risk status, sustained competence under stress, and recovery from trauma.24 Resilient children take an active approach to solving problems, perceive even negative experiences constructively, have an ability to gain positive attention from others, and tend to draw on their faith to maintain a positive outlook on life.23,26 Resilience may also be linked to cognitive abilities and scholastic competence, an internal locus of control, and a positive self-concept.25 Family and community factors associated with resilience include the characteristics and caregiving styles of the parents and the support of other adults, such as grandparents, mentors, youth leaders, and members of church groups. http://www.childtrends.org/files/child_trends-2009_07_22_rb_disconnectedyouth.pdf

The Social Science Research Council has released a report on disconnected youth.

Tyler Kingkade is reporting in the Huffington Post article, 1 In 7 Young People Are Not Working Or In School: Measure Of America Study:

One in seven people between the ages of 16-24 are not in school or working, a new report finds, and it cost taxpayers $93.7 billion in government support and lost tax revenue in 2011 alone.

Measure of America, an initiative of the Social Science Research Council, released a report last week titled “One In Seven: Ranking Youth Disconnection in the 25 Largest Metro Areas.” The report found 5.8 million young people fall into this “disconnected youth” category nationwide. The rate is even higher for the black community, where 22.5 percent of young African-Americans are out of school and not working, nearly twice the national average.

“Disconnection can affect everything from earnings and financial independence to physical and mental health, and even marital prospects,” Sarah Burd-Sharps, co-author of the study, said in a statement.http://www.huffingtonpost.com/2012/09/19/1-in-7-young-people-out-of-work-school_n_1897927.html?utm_hp_ref=education&ir=Education

Here is the press release for the report:

One in Seven: Ranking Youth Disconnection in the 25 Largest Metro Areas

Launched September 2012

What’s new in this report?

An astonishing one in every seven Americans ages 16 to 24 is neither working nor in school—5.8 million young people in all. As their peers lay the foundation for a productive, fulfilling adulthood, these disconnected youth find themselves adrift at society’s margins, unmoored from the structures that confer knowledge, skills, identity, and purpose.

The cost is high for affected individuals—and for society as a whole. Lack of attachment to the anchor institutions of school or work at this stage of life can leave scars that last a lifetime, affecting everything from earnings and financial independence to physical and mental health and even marital prospects.  And last year alone, youth disconnection cost taxpayers $93.7 billion in government support and lost tax revenue.

This brief ranks the country’s 25 largest metropolitan areas as well as the nation’s largest racial and ethnic groups in terms of youth disconnection. Key findings include the following:

  • Big gaps separate major metro areas; in bottom-ranked Phoenix, 19 percent of young people are disconnected from the worlds of work and school, whereas in Boston, which tops the chart, only about 9 percent are. 
  • African American young people have the highest rate of youth disconnection, 22.5 percent nationally. In Pittsburgh, Seattle, Detroit, and Phoenix, more than one in four African American young people are disconnected. 
  • Young men are slightly more likely to be disconnected than young women, a reversal of the situation found in decades past. The situation varies by race and ethnicity, however.  The gender gap is largest among African Americans; nationally, 26 percent of African American male youth are disconnected, compared to 19 percent of their female counterparts. 
  • Youth disconnection mirrors adult disconnection: household poverty rates and the employment and educational status of adults in a community are strongly associated with youth disconnection. 
  • Where a young person lives is highly predictive of his or her likelihood of disconnection. The findings break down youth disconnection by neighborhoods within cities. The disparities between wealthy and poor communities are striking. For example, in New York, disconnection rates range from 3.7 percent in parts of Long Island to 35.6 percent in parts of the South Bronx. 

The report concludes with a set of recommendations for preventing youth disconnection, including moving beyond the “college-for-all” mantra to provide meaningful support and guidance both to young people aiming for a four-year bachelor’s degree and to those whose interests and career aspirations would be better served by relevant, high-quality career and technical education certificates and associate’s degrees.

For media inquiries, contact Keren Ritchie, kritchie@groupgordon.com, (212) 784-5713.
All other inquiries: contact@measureofamerica.org.

In 3rd world America: The economy affects the society of the future, moi said:

So what future have the Goldman Sucks, cash sluts, and credit crunch weasels along with we don’t care, we don’t have to Washington Georgetown and Chevy Chase set – you know, the the “masters of the universe” left those on a race to get through college? Lila Shapiro has the excellent post, Trading Down: Laid-Off Americans Taking Pay Cuts and Increasingly Kissing Their Old Lives Goodbye at Huffington Post:

This government, both parties, has failed to promote the kind of economic development AND policy which creates liveable wage jobs. That is why Mc Donalds is popular for more than its dollar menu. They are hiring people.

This economy must focus on job creation and job retention and yes, hope. Both for those racing through college and those who have paid their education and training dues. “You deserve a break today at Mc Donalds,” the only employer who seems to be hiring. https://drwilda.com/2011/11/22/3rd-world-america-the-economy-affects-the-society-of-the-future/

Resources:

DISCONNECTED YOUTH Federal Action Could Address Some of the Challenges Faced by Local Programs That Reconnect Youth to Education and Employment http://www.gao.gov/new.items/d08313.pdf

Youth at High Risk of Disconnection http://www.aecf.org/~/media/PublicationFiles/Public%20Impact%20for%20AECF%20Disconnected%20Youth%20Data%20Update%205%2009.pdf

Related:

Hard times are disrupting families https://drwilda.com/2011/12/11/hard-times-are-disrupting-families/

3rd world America: The link between poverty and education https://drwilda.com/2011/11/20/3rd-world-america-the-link-between-poverty-and-education/

3rd world America: Money changes everything              https://drwilda.com/2012/02/11/3rd-world-america-money-changes-everything/

Dr. Wilda says this about that ©

The Civil Rights Project report: Segregation in education

19 Sep

In 3rd world America: The link between poverty and education, moi said:

Moi blogs about education issues so the reader could be perplexed sometimes because moi often writes about other things like nutrition, families, and personal responsibility issues. Why? The reader might ask? Children will have the most success in school if they are ready to learn. Ready to learn includes proper nutrition for a healthy body and the optimum situation for children is a healthy family. Many of society’s problems would be lessened if the goal was a healthy child in a healthy family. There is a lot of economic stress in the country now because of unemployment and underemployment. Children feel the stress of their parents and they worry about how stable their family and living situation is.

The best way to eliminate poverty is job creation, job growth, and job retention. The Asian Development Bank has the best concise synopsis of the link between Education and Poverty For a good article about education and poverty which has a good bibliography, go to Poverty and Education, Overview  There will not be a good quality of life for most citizens without a strong education system. One of the major contributors to poverty in third world nations is limited access to education opportunities. Without continued sustained investment in education in this state, we are the next third world country.

The Casey Foundation reports in 2011 Kids Count Data Book about the well-being of children. Readers can create a custom profile for each state using the data center, which describe in detail how children in each state are doing. Two articles detail why this society must be focused on job creation and the expansion and preservation of the middle class. https://drwilda.com/2011/11/20/3rd-world-america-the-link-between-poverty-and-education/

There are different types of segregation. People can be segregated on the basis of race, class, and income.

Motoko Rich writes in the New York Times article, Segregation Prominent in Schools, Study Finds:

The United States is increasingly a multiracial society, with white students accounting for just over half of all students in public schools, down from four-fifths in 1970.

Yet whites are still largely concentrated in schools with other whites, leaving the largest minority groups — black and Latino students — isolated in classrooms, according to a new analysis of Department of Education data.

The report showed that segregation is not limited to race: blacks and Latinos are twice as likely as white or Asian students to attend schools with a substantial majority of poor children.

Across the country, 43 percent of Latinos and 38 percent of blacks attend schools where fewer than 10 percent of their classmates are white, according to the report, released on Wednesday by the Civil Rights Project at the University of California, Los Angeles.

And more than one in seven black and Latino students attend schools where fewer than 1 percent of their classmates are white, according to the group’s analysis of enrollment data from 2009-2010, the latest year for which federal statistics are available.

Segregation of Latino students is most pronounced in California, New York and Texas. The most segregated cities for blacks include Atlanta, Chicago, Detroit, Houston, Philadelphia and Washington.

Extreme segregation is becoming more common,” said Gary Orfield, an author of the report who is co-director of the Civil Rights Project.

The overlap between schools with high minority populations and those with high levels of poverty was significant. According to the report, the typical black or Latino student attends a school where almost two out of every three classmates come from low-income families. Mr. Orfield said that schools with mostly minority and poor students were likely to have fewer resources, less assertive parent groups and less experienced teachers.

The issue of segregation hovers over many discussions about the future of education. http://www.nytimes.com/2012/09/20/education/segregation-prominent-in-schools-study-finds.html?_r=1&hpw

Here is the press release for E Pluribus…Separation: Deepening Double Segregation for More Students:

E Pluribus…Separation: Deepening Double Segregation for More Students

Authors: Gary Orfield, John Kucsera, Genevieve Siegel-Hawley

Date Published: September 19, 2012

This report suggests a number of specific ways to reverse the trends toward deepening resegregation and educational inequalities.

Related Documents

Editor’s Note: This new research by the Civil Rights Project includes an extensive report on national trends, “E Pluribus… Separation: Deepening Double Segregation for More Students,” as well as two smaller regional reports, “The Western States: Profound Diversity but Severe Segregation for Latino Students,” and “Southern Slippage: Growing School Segregation in the Most Desegregated Region of the Country.”

Executive Summary

This report shows that segregation has increased seriously across the country for Latino students, who are attending more intensely segregated and impoverished schools than they have for generations.  The segregation increases have been the most dramatic in the West. The typical Latino student in the region attends a school where less than a quarter of their classmates are white; nearly two-thirds are other Latinos; and two-thirds are poor. California, New York and Texas, all states that have been profoundly altered by immigration trends over the last half-century, are among the most segregated states for Latino students along multiple dimensions.

In spite of declining residential segregation for black families and large-scale movement to the suburbs in most parts of the country, school segregation remains very high for black students.  It is also double segregation by both race and poverty.  Nationwide, the typical black student is now in a school where almost two out of every three classmates (64%) are low-income, nearly double the level in schools of the typical white or Asian student (37% and 39%, respectively).  New York, Illinois, and Michigan consistently top the list of the most segregated states for black students.  Among the states with significant black enrollments, blacks are least likely to attend intensely segregated schools in Washington, Nebraska, and Kansas.

School resegregation for black students is increasing most dramatically in the South, where, after a period of intense resistance, strong action was taken to integrate black and white students.  Black students across the country experienced gains in school desegregation from the l960s to the late l980s, a time in which racial achievement gaps also narrowed sharply.  These trends began to reverse after a 1991 Supreme Court decision made it easier for school districts and courts to dismantle desegregation plans. Most major plans have been eliminated for years now, despite increasingly powerful evidence on the importance of desegregated schools.

The Obama Administration, like the Bush Administration, has taken no significant action to increase school integration or to help stabilize diverse schools as racial change occurs in urban and suburban housing markets and schools. Small positive steps in civil rights enforcement have been undermined by the Obama Administration’s strong pressure on states to expand charter schools – the most segregated sector of schools for black students. Though segregation is powerfully related to many dimensions of unequal education, neither candidate has discussed it in the current presidential race.

The consensus of nearly sixty years of social science research on the harms of school segregation is clear: separate remains extremely unequal. Schools of concentrated poverty and segregated minority schools are strongly related to an array of factors that limit educational opportunities and outcomes. These include less experienced and less qualified teachers, high levels of teacher turnover, less successful peer groups and inadequate facilities and learning materials.  There is also a mounting body of evidence indicating that desegregated schools are linked to important benefits for all children, including prejudice reduction, heightened civic engagement, more complex thinking and better learning outcomes in general.

In this report, we summarize the most rigorous research to date showing that segregated schools are systematically linked to unequal educational opportunities.  Using data from the National Center on Education Statistics, we explore how enrollment shifts and segregation trends are playing out nationally, as well as in regions, states and metropolitan areas.

This country, whose traditions and laws were built around a white, middle class society with a significant black minority, is now multiracial and poorer, with predominately nonwhite schools in our two largest regions, the West and the South. In the following report, we underscore the fact that simply sitting next to a white student does not guarantee better educational outcomes for students of color. Instead, the resources that are consistently linked to predominately white and/or wealthy schools help foster real and serious educational advantages over minority segregated settings.  For these reasons, it remains vital to explore and understand the extent to which other racial groups are exposed to white students.

This report suggests a number of specific ways to reverse the trends toward deepening resegregation and educational inequalities. Two related but smaller reports provide a special focus on the South and the West, the two most racially diverse regions in the country.

Major findings in the reports include:

U.S. Enrollment Growing Rapidly More Diverse

  • In 1970, nearly four out of every five students across the nation were white, but by 2009, just over half were white.
  • Latino enrollment has soared from one-twentieth of U.S. students in 1970 to nearly one-fourth (22.8%).  Latino students have become the dominant minority group in the Western half of the country.
  • White students account for just 52% of U.S. first graders, forecasting future change.

Double School Segregation by Race and Poverty

  • The typical black or Latino today attends school with almost double the share of low-income students in their schools than the typical white or Asian student.
  • In the early 1990s, the average Latino and black student attended a school where roughly a third of students were low income (as measured by free and reduced price lunch eligibility), but now attend schools where low income students account for nearly two-thirds of their classmates.
  • There is a very strong relationship between the percent of Latino students in a school and the percent of low income students. On a scale in which 1.0 would be a perfect relationship, the correlation is a high .71.  The same figure is lower, but still high, for black students (.53).  Many minority-segregated schools serve both black and Latino students.  The correlation between the combined percentages of these underserved two groups and the percent of poor children is a dismaying .85.

Racial Segregation Deepens for Black and Latino Students

  • In spite of the dramatic suburbanization of nonwhite families, 80% of Latino students and 74% of black students attend majority nonwhite schools (50-100% minority), and 43% of Latinos and 38% of blacks attend intensely segregated schools (those with only 0-10% of whites students) across the nation.
  • Fully 15% of black students, and 14% of Latino students, attend “apartheid schools” across the nation, where whites make up 0 to 1% of the enrollment.
  • Latino students in nearly every region have experienced steadily rising levels of concentration in intensely segregated minority settings. In the West, the share of Latino students in such settings has increased fourfold, from 12% in 1968 to 43% in 2009.
  • Eight of the 20 states reporting the highest numbers of students attending schools under apartheid conditions are located in the South or Border states, a significant retrenchment on civil rights progress.
  • The nation’s largest metropolitan areas report severe school racial concentration. Half of the black students in the Chicago metro, and one third of black students in New York, attend apartheid schools.
  • Latino students experience high levels of extreme segregation in the Los Angeles metro, where roughly 30% attend a school in which whites make up 1% or less of the enrollment.   


White Students Isolated with Other White Students; Black and Latino Students Have Little Contact with White Students

  • Though whites make up just over half of the nation’s enrollment, the typical white student attends a school where three-quarters of their peers are white.
  • White students account for about 64% of the total enrollment in the Northeast, but the typical black student attends a school with only 25% whites.
  • Exposure to white students for the average Latino student has decreased dramatically over the years for every Western state, particularly in California, where the average Latino student had 54.5% white peers in 1970 but only 16.5% in 2009.  

The Uneven Distribution of Racial Groups among Schools

  • The dissimilarity index, a measure of the degree to which students of any two groups are distributed randomly among schools within a larger geographical area, shows that much of the shifts outside the South are driven primarily by changing demographics, particularly the relative decline in the percent of white students and growth of the percent of Latino students. During the desegregation era in the South, desegregation plans more than offset the impact of changing demographics.  Now there are no such plans in most communities.
  • Nationally, though black-white residential dissimilarity had declined markedly, black-white school dissimilarity remains virtually unchanged as desegregation efforts are dissolved. In the South, black-white school dissimilarity has increased since 1990.
  • The most extreme levels of black-white school dissimilarity exist in the Chicago, New York, Detroit, Boston, St. Louis, and Pittsburgh metropolitan areas.

These findings highlight the effects of inertia and indifference towards integration in U.S. schools since the l970s, as well as the Supreme Court’s reversal of desegregation policies. Success in creating diverse schools requires early and thoughtful action at all levels—within schools and school districts, local governments, civil rights groups, the media, state governments, and via federal policy in education, civil rights and housing.

In this report, we offer a number of recommendations for policymakers, school officials, local community members, parents, and others dealing with demographic transformation and the persisting segregation of public schools:

Creating Awareness

  • Local journalists should cover the relationships between segregation and unequal educational outcomes and realities, in addition to providing coverage of high quality, diverse schools.
  • Civil rights organizations and community organizations supporting school integration should study existing trends, observe and participate in boundary changes, school siting decisions and other key policies that make schools more segregated or more integrated.

Advocacy

  • Local fair housing organizations should monitor land use and zoning decisions, and advocate for low-income housing set asides in developing new communities attached to strong schools, as has been done in Montgomery County, just outside Washington, D.C.
  • Local educational organizations and neighborhood associations should vigorously promote diverse communities and schools as highly desirable places to live and learn; an essential step in breaking the momentum of flight and transition in diverse communities.

Legal Enforcement

  • The Justice Department and the Office for Civil Rights need to take enforcement actions under Title VI in some substantial school districts in order to revive federal policy sanctions for actions that either foster segregation or ignore responsibilities under desegregation plans.
  • Housing officials need to strengthen and enforce site selection policies for projects receiving federal direct funding or tax credit subsidies so that they support integrated schools rather than foster segregation.

Government Policies

  • The program of voluntary assistance for integration should be reenacted, building on the Obama Administration’s small and temporary Technical Assistance for Student Assignment Plans (TASAP) grant. The renewed program should add a special focus on diverse suburbs and gentrifying urban neighborhoods (which now normally fail to produce diverse schools).
  • At the state level, recent developments in Ohio offer important lessons in how to create and sustain policy around the issues of reducing racial isolation and promoting diverse schools, such as how to create district student assignment policies that foster diverse schools, and inter-district programs like city-suburban transfers and regional magnet schools.
  • At the regional level, the creation of regional magnets and regional pro-integration transfer programs, as is the case in Connecticut, could provide unique educational opportunities that would support voluntary integration. Providing funds for existing regional transfer programs such as METCO in the Boston area would be a positive step in the same direction.

Our political and educational leaders, who have passively accepted deepening school segregation, need to find some of the same courage that transformed our society in the mid-twentieth century. The challenges we face now are far less intense than what those earlier leaders had the strength to overcome. Many things can be done, at all levels of government and in thousands of communities, to move towards a new vision of educational and social equity. There is much to learn about how to create lasting and successful diverse schools that can shape a successful multiracial society. The time to begin is now.

To access the other reports in this series…

The Civil Rights Project / Proyecto Derechos Civiles
8370 Math Sciences, Box 951521
Los Angeles, CA 90095-1521
(310) 267-5562
crp@ucla.edu

In The next great civil rights struggle: Disparity in education funding, moi said:

The next huge case, like Brown, will be about equity in education funding. It may not come this year or the next year. It, like Brown, may come several years after a Plessy. It will come. Equity in education funding is the civil rights issue of this century. https://drwilda.com/2011/12/02/the-next-great-civil-rights-struggle-disparity-in-education-funding/

Dr. Wilda says this about that ©

 

Schott Foundation report: Black and Latino boys are not succeeding in high school

19 Sep

One of the mantras of this blog is that education is a partnership between the student, parent(s) or guardian(s), teacher(s), and the school. All parts of the partnership must be involved.

Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well. Two key segments of this society are not as successful as other parts of society in high school graduation rates. The Schott Foundation has released the study, The Urgency of Now: The Schott 50 State Report on Public Education and Black Male.

Here is the press release for The Urgency of Now: The Schott 50 State Report on Public Education and Black Male:

PRESS RELEASE

Embargoed for release: September 19, 2012

Contact: Andrew Sousa| (202) 265-5111 |andrews@globalpolicysolutions.com

Jocelyn Rousey| (617) 876-7700 |jr@schottfoundation.org

The report and state-specific data can be found here: www.blackboysreport.org

Schott Foundation: America’s Education System Neglects Almost Half of the Nation’s Black and Latino Male Students

New report cites need to address students being pushed out and locked out of opportunities to learn;

Schott Foundation joins call for a moratorium on out-of-school suspensions

CAMBRIDGE, Mass. – A new report from the Schott Foundation for Public Education finds that only 52 percent of Black male and 58 percent of Latino male ninth-graders graduate from high school four years later, while 78 percent of White, non-Latino male ninth-graders graduate four years later. The report suggests that without a policy framework that creates opportunity for all students, strengthens supports for the teaching profession and strikes the right balance between support-based reforms and standards-driven reforms, the U.S. will become increasingly unequal and less competitive in the global economy.

According to The Urgency of Now: The Schott 50 State Report on Public Education and Black Males, the national graduation rate for Black males has increased by ten percentage points since 2001-02, with 2010-11 being the first year that more than half of the nation’s ninth-grade Black males graduated with a regular diploma four years later. Yet, this progress has closed the graduation gap between Black male and White, non-Latino males by only three percentage points. At this rate, it would take nearly 50 years for Black males to achieve the same high school graduation rates as their White male counterparts.

We have a responsibility to provide future generations of Americans with the education and the skills needed to thrive in communities, the job market and the global economy. Yet, too many Black and Latino young boys and men are being pushed out and locked out of the U.S. education system or find themselves unable to compete in a 21st Century economy upon graduating,” said John H. Jackson, president and CEO of the Schott Foundation for Public Education. “These graduation rates are not indicative of a character flaw in the young men, but rather evidence of an unconscionable level of willful neglect, unequal resource allocation by federal, state and local entities and the indifference of too many elected and community leaders. It’s time for a support-based reform movement.”

Among the states with the largest Black enrollments, North Carolina (58%), Maryland (57%), and California (56%) have the highest graduation rates for Black males, while New York (37%), Illinois (47%) and Florida (47%) have the lowest. Arizona (84%) and Minnesota (65%) were the only states within the top ten ranked states, in graduation rates, with over 10,000 Black males enrolled. Among the states with the highest enrollments of Latinos, Arizona (68%), New Jersey (66%) and California (64%) have the highest graduation rates for Latino males, while New York (37%), Colorado (46%) and Georgia (52%) have the lowest.

Three of the four states with the highest graduation rates for Black males were states with a relatively small number of Black males enrolled in the state’s schools: Maine (97%), Vermont (82%), Utah (76%). This seems to indicate that Black males, on average, perform better in places and spaces where they are not relegated to under-resourced districts or schools. When provided similar opportunities they are more likely to produce similar or better outcomes as their White male peers.

The report cites the need to address what the Schott Foundation calls a “pushout” and “lockout” crisis in our education system, in part by reducing and reclaiming the number of students who are no longer in schools receiving critical educational services and improving the learning and transition opportunities for students who remain engaged. Blacks and Latinos face disproportionate rates of out-of-school suspensions and are not consistently receiving sufficient learning time – effectively being pushed out of opportunities to succeed. Many who remain in schools are locked out of systems with well-resourced schools and where teachers have the training, mentoring, administrative support, supplies and the facilities they need to provide our children with a substantive opportunity to learn.

In the foreword to the report, Andrés A. Alonso, CEO, Baltimore City Public Schools, described his city’s efforts to keep kids in schools: “We could not have made these strides without asserting unequivocally that we had no disposable children, and that we needed everyone’s help to make things right.” Alonzo concludes, “I am confident that we as a nation will rally and we will succeed. The cost of continued failure is around us, a disservice to our best hopes. The cost of continued failure should be abhorrent to contemplate.”

To cut down the alarming “pushout” rate, the Schott Foundation is supporting the recently launched Solutions Not Suspensions initiative, a grassroots effort of students, educators, parents and community leaders calling for a nationwide moratorium on out-of-school suspensions. The initiative, supported by The Opportunity to Learn Campaign and the Dignity in Schools Campaign, promotes proven programs that equip teachers and school administrators with effective alternatives to suspensions that keep young people in school and learning.

Schott also calls for students who are performing below grade level to receive “Personal Opportunity Plans” to prevent them from being locked out of receiving the resources needed to succeed. The report highlights the need to pivot from a standards-driven reform agenda to a supports-based reform agenda that provides all students equitable access to the resources critical to successfully achieving high standards.

The Urgency of Now also provides the following recommendations for improving graduation rates for young Black and Latino men:

End the rampant use of out-of-school suspensions as a default disciplinary action, as it decreases valuable learning time for the most vulnerable students and increases dropouts.

Expand learning time and increase opportunities for a well-rounded education including the arts, music, physical education, robotics, foreign language, and apprenticeships.

States and cities should conduct a redlining analysis of school funding, both between and within districts, and work with the community and educators to develop a support-based reform plan with equitable resource distribution to implement sound community school models.

There is no doubt that the stakes are high. Black and Latino children under the age of 18 will become a majority of all children in the U.S. by the end of the current decade, many of whom are in lower-income households located in neighborhoods with under-resourced schools,” said Michael Holzman, senior research consultant to the Schott Foundation. “We do not want our young Black and Latino men to have to beat the odds; we want to change the odds. We must focus on systemic change to provide all our children with the opportunity to learn.”

For the full report, The Urgency of Now: Schott 50 State Report on Public Education and Black Males,

including detailed state data, visit http://www.blackboysreport.org.

###

About The Schott Foundation for Public Education Founded in 1991, the Schott Foundation

for Public Education seeks to develop and strengthen a broad-based and representative movement to achieve fully resourced high quality preK-12 public education.

Learn more at: www.schottfoundation.org

http://blackboysreport.org/

Joy Moses has written the Center for American Progress report, Low-Income Fathers Need to Get Connected about the importance of making sure that low-income dads play a part in the lives of their children.

Low-income fathers should definitely be a part of the family policy equation. Men are able to financially contribute to their children’s well-being and help lift them out of poverty in the short term. They also provide care and emotional supports that can improve children’s life outcomes and help break the cycle of poverty in the long term.

Low-income fathers should definitely be a part of the family policy equation.

Unfortunately, far too many low-income men, and especially men of color, face barriers to playing these roles in their children’s lives. They are disproportionately disconnected from some extremely vital domains, and that harms them, their children, and families more generally.

These domains are examined in this paper and include:

  • Employment. Shifts in the economy have decreased low-skilled workers’ job opportunities and wages over the last couple of decades. This impairs some men’s ability to financially support their children and families. The related financial stress drives wedges between family members.
  • Society. More than 2 million people are in the nation’s prisons, and these are mostly low-income men. Their absence deprives children and families of income and emotional connections. And even after fathers are released, families continue to experience such negative consequences as income-impairing employment barriers linked to criminal records and reconnecting emotionally after a long period apart. Fathers are more likely to recidivate if family disconnections persist.
  • Housing. Housing is unaffordable to the lowest-income workers throughout the United States. Spending a disproportionate amount of income on housing depletes resources families have available for other needs associated with childrearing. Low-income families are also at risk of housing instability, which often physically divides families and harms their relationships with one another.

It’s clear that low-income children can’t afford it when their fathers experience these disconnections. Their mothers, who are low-income women, are the poorest of the poor and earn less than their male counterparts. Low-skilled African-American women and Latinas are at the absolute bottom of the economic ladder, with incomes that are less than similarly situated white females.

This means policies should seek to maximize the level of financial help fathers provide in addition to increasing women’s earnings and available work supports. Additional income from husbands, cohabiting fathers, or nonresident fathers via child support payments financially benefits children. And repairing men’s disconnections that impair their ability to provide care, love, and attention also benefits their children.

Download the full report (pdf)

Download the executive summary (pdf)

All anyone can say about this report to Ms. Moses is amen, sister.

We must encourage the formation of strong families and provide support to encourage the viability of families. This nation will not achieve the goal of successfully providing all children with a good basic education without the foundation of strong family support and that includes supporting the role of fathers in the upbringing and development of their children. There are some very uncomfortable conversations ahead for the African-American community about the high rate of unwed mothers, about the care of women during pregnancy, and about early childhood education in the homes of children. Most important, about the lack the active involvement of fathers of some children.

Time to start talking. The conversation is not going to get any less difficult.

Related:

We give up as a society: Jailing parents because kids are truant                                                                          https://drwilda.wordpress.com/2011/12/18/we-give-up-as-a-society-jailing-parents-because-kids-are-truant/

Jonathan Cohn’s ‘The Two Year Window’ https://drwilda.wordpress.com/2011/12/18/jonathan-cohns-the-two-year-window/

Who says Black children can’t learn? Some schools get it https://drwilda.com/2012/03/22/who-says-black-children-cant-learn-some-schools-gets-it/

Inappropriate discipline: The first step on the road to education failure                                                                      https://drwilda.com/2011/12/13/inappropriate-discipline-the-first-step-on-the-road-to-education-failure/

Dr. Wilda says this about that ©

 

 

Responsive teaching

18 Sep

Moi said in The ‘whole child’ approach to education:

Many children do not have a positive education experience in the education system for a variety of reasons. Many educators are advocating for the “whole child” approach to increase the number of children who have a positive experience in the education process.

The National Education Association (NEA) describes the “whole child” approach to learning in the paper, Meeting the Needs of the Whole Child:

Meeting the needs of the whole child requires:

Addressing multiple dimensions, including students’ physical, social and emotional health and well-being.

Ensuring equity, adequacy and sustainability in resources and quality among public schools and districts.

Ensuring that students are actively engaged in a wide variety of experiences and settings within—and outside—the classroom.

Providing students with mentors and counselors as necessary to make them feel safe and secure.

Ensuring that the condition of schools is modern and up-to-date, and that schools provide access to a broad array of resources.

Reducing class size so that students receive the individualized attention they need to succeed.

Encouraging parental and community involvement. http://www.educationvotes.nea.org/wp-content/uploads/2010/04/WholeChildBackgrounder.pdf

ASCD, (formerly the Association for Supervision and Curriculum Development) along with the NEA is leading in the adoption of the “whole child” approach. https://drwilda.com/2012/02/10/the-whole-child-approach-to-education/

Christina A. Samuels describes “responsive teaching” in the 2008 Education Week article, Responsive Teaching:

In practice, RTI can look quite different from school to school. But several key components are necessary for a successful program, researchers say. Students are generally screened early in the school year to determine if they may have educational difficulties, and to help their teachers figure out what extra lessons they may need.

Children with such difficulties are given increasingly intense instruction geared to bolstering the areas where they need help. The interventions must be scientifically based and teachers must present the lessons as they were designed to be taught. Additional tests, or “progress monitoring,” continues for those students through the school year, to make sure the extra lessons are working.

Finally, if a student still hasn’t responded to several different interventions, he or she may need further evaluation, or special education services.

Federal special education law specifically allows states to use RTI as a tool for identifying children with learning disabilities. However, the hope among some proponents of RTI is that by providing instruction as soon as a problem is noted, children can be steered away from special education….

IOWA’S PRINCIPLES FOR RTI
All students are part of one proactive educational system
• Belief that all students can learn
• Use available resources to teach all students

Use scientific, research-based instruction
• Curriculum and instructional approaches must have a high probability of success for most students
• Use instructional time efficiently and effectively

Use instructionally relevant assessments that are reliable and valid
• SCREENING: Collecting data for the purpose of identifying low- and high-performing students at risk for not having their needs met
• DIAGNOSTIC: Gathering information from multiple sources to determine why students are not benefiting from instruction
• FORMATIVE: Frequent, ongoing collection of information, including both formal and informal data, to guide instruction

Use a problem-solving method to make decisions based on a continuum of student needs
• Provide strong core curriculum, instruction, and assessment
• Provide increasing levels of support based on increasing levels of student needs

Data are used to guide instructional decisions
• To align curriculum and instruction to assessment data
• To allocate resources
• To drive professional development decisions

Professional development and follow-up modeling and coaching to ensure effective instruction at all levels
• Provide ongoing training and support to assimilate new knowledge and skills
• Anticipate and be willing to meet the newly emerging needs based on student performance

Leadership is vital
• Strong administrative support to ensure commitment and resources
• Strong teacher support to share in the common goal of improving instruction
• Leadership team to build internal capacity and sustainability over time

SOURCE: Iowa Department of Education                                         http://www.edweek.org/tsb/articles/2008/09/10/01rti.h02.html?tkn=WOSDnI3HlWLBNfcrzyzcwghb8yKAqYXw6HP%2B&intc=es

A study supports “Responsive Teaching” as an effective strategy for helping many children make academic gains.

Jaclyn Zubrzycki reports in the Education Week article, Research Links ‘Responsive’ Teaching to Academic Gains:

In this second in-depth study of Responsive Classroom led by Ms. Rimm-Kaufman, 24 elementary schools in an unnamed Virginia district were randomly assigned to either receive training, materials, coaching, and administrative support to implement Responsive Classroom or to be part of a control group that did not adopt the approach. The researchers followed 2,904 students, taught by 295 teachers, from 3rd to 5th grade, and examined their academic performance on the 5th grade state standardized test.

The researchers also used surveys and observations to determine the degree to which Responsive Classroom practices were used in every elementary school in the district, as the approach involves practices that may also be used by teachers who were not teaching in the Responsive Classroom schools.

Simply being assigned to implement Responsive Classroom strategies did not have a direct effect on student scores, the researchers found, but there was a strong indirect effect: Schools in which teachers adhered more closely to the approach had significantly higher math scores, especially for students who had had low math scores in 2nd grade. Even within the group of schools that was not assigned to use Responsive Classroom, more-frequent use of the approach’s strategies was correlated with higher math achievement. In both the control and treatment groups, using more Responsive Classroom practices was associated with a 23-point gain on state standardized tests. Which specific program components were associated with higher performance will be the topic of a different paper, Ms. Rimm-Kaufman said, but preliminary findings show that the program’s focus on academic choice, which involves allowing students to choose among different activities to accomplish the same learning goals, may be particularly effective.

On the other hand, students in schools that were assigned to implement the program but did not do so with strong fidelity actually saw a small negative effect on their scores. “If you have lackluster fidelity, you don’t see gains in whatever the intervention happens to be,” Ms. Rimm-Kaufman said. But she said the dropoff in scores could also be tied to “something about schools and teachers that is both predicting use of practices and predicting achievement gains.” A school with a principal who was adept at helping teachers prioritize, for instance, might be more likely to implement Responsive Classroom with fidelity and also have higher test scores.

A Schoolwide Effort

The fact that the schools that implemented the program more faithfully saw better results is no surprise, said CASEL’s Mr. Goren. Previous research on similar programs has also indicated that social-emotional-learning programs are more effective when they are whole-school initiatives. http://www.edweek.org/ew/articles/2012/09/13/04responsive.h32.html?tkn=OTLFQBaxSAzFYuW8%2FfLrhWZWEe7pAYkXBPim&intc=es

Citation:

Efficacy of the Responsive Classroom Approach: Results from a Three Year, Longitudinal Randomized Control Trial

Authors and Affiliations:

Sara E. Rimm-Kaufman, Ross Larsen, Alison Baroody,

University of Virginia

Tim Curby,

George Mason University

Eileen Merritt, Tashia Abry, Julie Thomas, Michelle Ko

University of Virginia                                                                         https://www.sree.org/conferences/2012f/program/downloads/abstracts/683.pdf

In order to ensure that ALL children have a good basic education, we must take a comprehensive approach to learning.

A healthy child in a healthy family who attends a healthy school in a healthy neighborhood ©

Resources:

What is responsive teaching?                              https://education.alberta.ca/apps/Readtolive/Workshops/Ws1bottem.htm

Relational Intervention Equips Parents of Toddlers with Evidence-based Practice                                                     http://msass.case.edu/childrenandfamilies/intervention.html

Responsive Classroom                           http://www.responsiveclassroom.org/

Related:

Oregon State University study: Ability to pay attention in preschool may predict college success                    https://drwilda.com/2012/08/08/oregon-state-university-study-ability-to-pay-attention-in-preschool-may-predict-college-success/

Study: What skills are needed for ’21st-century learning?’ https://drwilda.com/2012/07/11/study-what-skills-are-needed-for-21st-century-learning/

Missouri program: Parent home visits                    https://drwilda.com/2012/05/30/missouri-program-parent-home-visits/

Dr. Wilda says this about that ©

Study: Teens who are ‘sexting’ more likely to engage in risky sexual behavior

17 Sep

Moi wrote in What parents need to know about ‘texting’:                                     Parents must talk to their children about the appropriate use of technology.                                                                                              Jessica Citizen (Tecca) has a very parent-friendly Time article, 92 Teen Text Terms Decoded for Confused Parents:

These days, teens are texting more than ever, but the advent of QWERTY smartphone keyboards, predictive text, autocorrect, and the removal of message character limits should allow young social butterflies the opportunity to type full, real words. However, the confusing shorthand continues to live on anyway. With the help of Twitter, the microblogging site that still limits each post to a mere 140 characters, abbreviated slang appears to be here to stay. http://techland.time.com/2012/05/03/92-teen-text-terms-decoded-for-confused-parents/#ixzz1tvyDjnEp

Citizen includes a list of the most popular terms in her article.

For those who are unable or unwilling to set and observe personal boundaries, Apple just may bail you out. Alexia Tsotsis is reporting at Tech Crunch, Apple Patents Anti-Sexting Device So, for the stupid and truly clueless, looks like Apple is about to come to your rescue. Common Sense Media has some great resources for parents about teaching children how to use media responsibly. Their information about Talking About “Sexting” is excellent.

We live in a society with few personal controls and even fewer people recognize boundaries which should govern their behavior and how they treat others. Aretha Franklin had it right when girlfriend belted out, “Respect.”

In my day, we didn’t have self-esteem, we had self-respect, and no more of it than we had earned.

~Jane Haddam

https://drwilda.com/2012/05/04/what-parents-need-to-know-about-texting/

Laura Mc Mullen writes in the Health Buzz article, Sexting Teens More Likely to Have Risky Sex:

Study: One in Seven Los Angeles Teens Has Sexted

Sexting is once again linked to risky sexual behavior among teens in a study released today in the journal Pediatrics. One out of every seven Los Angeles teenagers surveyed for the study has sent a sexually-explicit text or photo, the study revealed, and those “sexters” are more likely to be engaging in unsafe sex, as in unprotected or under the influence. “What we really wanted to know is, is there a link between sexting and taking risks with your body? And the answer is a pretty resounding ‘yes,'” Eric Rice, sudy author and assistant professor at the University of Southern California’s School of Social Work, told Reuters. http://health.usnews.com/health-news/articles/2012/09/17/health-buzz-sexting-teens-more-likely-to-have-risky-sex

Citation:

Sexually Explicit Cell Phone Messaging Associated With Sexual Risk Among Adolescents

  1. Eric Rice, PhDa,
  2. Harmony Rhoades, PhDa,
  3. Hailey Winetrobe, MPHa,
  4. Monica Sanchez, MAb,
  5. Jorge Montoya, PhDc,
  6. Aaron Plant, MPHc, and
  7. Timothy Kordic, MAd

+ Author Affiliations

  1. aSchool of Social Work, University of Southern California, Los Angeles, California;
  2. bDepartment of Psychology, Clark University, Worcester, Massachusetts;
  3. cSentient Research, Los Angeles, California; and
  4. dLos Angeles Unified School District, Los Angeles, California
    Abstract
    OBJECTIVES: Sexting (sending/receiving sexually explicit texts and images via cell phone) may be associated with sexual health consequences among adolescents. However, to date, no published data from a probability-based sample has examined associations between sexting and sexual activity.
    METHODS: A probability sample of 1839 students was collected alongside the 2011 Youth Risk Behavior Survey in Los Angeles high schools. Logistic regressions were used to assess the correlates of sexting behavior and associations between sexting and sexual risk-taking.
    RESULTS: Fifteen percent of adolescents with cell phone access reported sexting, and 54% reported knowing someone who had sent a sext. Adolescents whose peers sexted were more likely to sext themselves (odds ratio [OR] = 16.87, 95% confidence interval [CI]: 9.62–29.59). Adolescents who themselves sexted were more likely to report being sexually active (OR = 7.17, 95% CI: 5.01–10.25). Nonheterosexual students were more likely to report sexting (OR = 2.74, 95% CI: 1.86–4.04), sexual activity (OR = 1.52, 95% CI: 1.07–2.15), and unprotected sex at last sexual encounter (OR = 1.84, 95% CI: 1.17–2.89).
    CONCLUSIONS: Sexting, rather than functioning as an alternative to “real world” sexual risk behavior, appears to be part of a cluster of risky sexual behaviors among adolescents. We recommend that clinicians discuss sexting as an adolescent-friendly way of engaging patients in conversations about sexual activity, prevention of sexually transmitted infections, and unwanted pregnancy. We further recommend that discussion about sexting and its associated risk behavior be included in school-based sexual health curricula.

Key Words:

Abbreviations:

CI —
confidence interval
LAUSD —
Los Angeles Unified School District
LGBTQ —
lesbian, gay, bisexual, transgender, questioning/unsure
OR —
odds ratio
STIs —
sexually transmitted infections
YRBS —
Youth Risk Behavior Survey
  • Accepted May 21, 2012.
  • Copyright © 2012 by the American Academy of Pediatrics

http://pediatrics.aappublications.org/content/early/2012/09/12/peds.2012-0021.abstract

Moi wrote in Talking to your teen about risky behaviors:

Many parents want tips about how to talk with their kids about risky behaviors and whether they should spy on their children.

Perhaps the best advice comes from Carleton Kendrick in the Family Education article, Spying on Kids

Staying connected

So how do you make sure your teens are on the straight and narrow? You can’t. And don’t think you can forbid them to experiment with risky behavior. That’s what they’re good at during this stage, along with testing your limits. You can help them stay healthy, safe, and secure by doing the following:

  • Keep communicating with your teens, even if they don’t seem to be listening. Talk about topics that interest them.

  • Respect and ask their opinions.

  • Give them privacy. That doesn’t mean you can’t knock on their door when you want to talk.

  • Set limits on their behavior based on your values and principles. They will grudgingly respect you for this.

  • Continually tell them and show them you believe in who they are rather than what they accomplish.

  • Seek professional help if your teen’s abnormal behaviors last more than three weeks.

A 1997 landmark adolescent health study, which interviewed over 12,000 teenagers, concluded that the single greatest protection against high-risk teenage behavior, like substance abuse and suicide, is a strong emotional connection to a parent. Tough as it may be, you should always try to connect with them. And leave the spying to James Bond. It will only drive away the children you wish to bring closer.

In truth, a close relationship with your child will probably be more effective than spying. Put down that Blackberry, iPhone, and Droid and try connecting with your child. You should not only know who your children’s friends are, but you should know the parents of your children’s friends. Many parents have the house where all the kids hang out because they want to know what is going on with their kids. Often parents volunteer to chauffeur kids because that gives them the opportunity to listen to what kids are talking about. It is important to know the values of the families of your kid’s friends. Do they furnish liquor to underage kids, for example?  How do they feel about teen sex and is their house the place where kids meet for sex?Lisa Frederiksen has written the excellent article, 10 Tips for Talking to Teens About Sex, Drugs & Alcohol  which was posted at the Partnership for A Drug-Free America

So, in answer to the question should you spy on your Kids? Depends on the child. Some children are more susceptible to peer pressure and impulsive behavior than others. They will require more and possibly more intrusive direction. Others really are free range children and have the resources and judgment to make good decisions in a variety of circumstances. Even within a family there will be different needs and abilities. The difficulty for parents is to make the appropriate judgments and still give each child the feeling that they have been treated fairly. Still, for some kids, it is not out of line for parents to be snoops, they just might save the child and themselves a lot of heartache. https://drwilda.com/2012/06/07/talking-to-your-teen-about-risky-behaviors/

Resources:

Sexting Information: What every parent should know about sexting.                                                                                                                                     http://www.noslang.com/sexting.php

Social Networking and Internet Safety Information for Parents: Sexting                                                                                                                                     http://internet-safety.yoursphere.com/sexting/

Teen Sexting Tips                                                                                 http://www.safeteens.com/teen-sexting-tips/

Related:

New study about ‘sexting’ and teens                        https://drwilda.wordpress.com/2011/12/05/new-study-about-sexting-and-teens/

Sexting’ during school hours                                                           https://drwilda.com/2012/08/05/sexting-during-school-hours/

CDC report: Contraceptive use among teens                             https://drwilda.com/2012/07/24/cdc-report-contraceptive-use-among-teens/

Title IX also mandates access to education for pregnant students                                                                     https://drwilda.com/2012/06/19/title-ix-also-mandates-access-to-education-for-pregnant-students/

Dr. Wilda says this about that ©