MSc (Med), Epidemiology and Biostatistics, Faculty of Health Sciences, University of the Witwatersrand / Background The first two years of a child’s life are crucial for cognitive development. In societies where there are high rates of poverty, children are at risk of undernutrition and subsequently stunting. Insufficient nutrition in early childhood results in growth retardation in young infants and subsequently weak school performance later in life due to poorer cognitive development. As far as we know no study has been conducted in South Africa to examine the association between height at age 2 years and school performance at the end of primary school. Purpose The primary objective of this study was to investigate the association between growth at age 2 years and education performance (school performance in Mathematics and English or first language) of adolescents at the end of primary school (grade 7). In addition, other growth variables such as weight-for-age, BMIfor- age and weight-for-height were tested for the association as a secondary objective. Prevalence of stunting, underweight, wasting and obesity at age two years was also investigated. Methods This study is a primary analysis of historical data collected from Birth to Twenty (BT20) cohort in Johannesburg, South Africa. A cohort study conceptualised to v investigate the effects of the urbanization and societal transition on health and development A longitudinal study design within the BT20 cohort was employed. A total of 252 study participants were included in the study. An ordinal logistic model was used to test for association between growth at age two years and school performance. Potential confounders such as maternal education, birth weight and socio-economic status as defined by household assets were adjusted for in the model. Results At age two years, about 29% of the study participants were stunted as defined by height-for-age, based on the WHO 2006 growth standards. The proportion of girls defined as stunted was equal to that of boys. Levels of underweight, wasting and obesity were 9%, 6% and 2% respectively. The risk of low versus combined high and average performance in Mathematics at grade 7 was about three times more likely in study participants whose heightfor- age was below -3SD and seven times more likely for those below -4SD. Participants whose weight-for-age as defined by the WHO reference was below - 2SD were more than three times more likely to achieve a low score versus a combined high and average score in English or first language. There was no evidence of correlation between low birth weight, wasting and obesity and poor education performance for both Mathematics and English results Conclusion: We conclude that there is an association between height at age 2 years and school performance at the end of primary school.

With much emphasis on school accountability ratings and student achievement, it is imperative that building level leaders are equipped with leadership practices that will enhance academic progress. In essence, principals must implement leadership practices that will turn around low-performing schools. The purpose of this study was to investigate principals’ practices and ways to modify their existing leadership strategies to adapt to school improvement needs in low-performing schools in Mississippi. This study focused on 4 areas of principal practices in improving low-performing schools: (1) communication with staff, (2) instructional leadership, (3) professional development and growth opportunities, and (4) connection with key stakeholders as they relate to student achievement. A quantitative cross-sectional, non-experimental questionnaire design was utilized to examine leadership practices and principals’ preconceptions of communication, collaboration, and professional development used to promote student achievement. A self-reflective questionnaire was distributed via email to 898 Mississippi principals of which 152 responded. Generally speaking, for all schools, this study revealed there was a significant relationship between overall scale scores and math growth scores. However, there were no significant relationships between leadership practices and the other sub-scales of this study and student growth and proficiency for all participants. Further, when analyzing the results of individual leadership practices of principals of low-performing schools, findings indicated principals modeling instructional strategies displayed a significant relationship with English Language Arts growth. Findings also revealed a significant relationship between math growth and “using department chairs to collect data about staff concerns”. Further, findings revealed a significant relationship between math growth and “tracking and discussing professional growth with staff”. Additionally, when analyzing the results of individual leadership practices from all schools, communicating often and clearly to staff that change is not optional displayed a significant relationship to math growth. Also, principals utilizing shared leadership practices displayed a significant relationship with ELA proficiency. Recommendations for further research include conducting studies on the following: (a) high- performing Mississippi schools and leadership practices, (b) leadership practices utilized by principals in high-performing states, and (c) teachers’ perspectives of leadership practices and student achievement.

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This qualitative study examined how students at Science Hill High Alternative Center (AC) perceived their academic success. Eighteen alumni from Science Hill High School Alternative Center were interviewed to examine their perceptions of their success. Choosing 2 alumni to represent each of the 9 programs represented at the AC provided perceptions of 3 emerging themes: (a) relationships, (b) diversity of programs, and (c) personal growth. There were other findings that were noted but not identified as a theme. Other findings involved alumni wanting to reminisce about incidents that occurred and reflect on peers who were in attendance with them at the center. Some alumni who attended programs other than Graduate On Time (GOT) discussed the need for a graduation component through the Alternative Center. Some said that returning to the main campus was not in their best interest and sabotaged their success in order to remain at the AC, while other alumni strived to return to the main campus as soon as they had met their academic goals. In relating their initial thoughts about attending the Alternative Center for the first time, many had mixed feelings: (a) they did not want to be separated from friends, (b) would they be successful, (c) who really cared if they came to school and were successful, and (d) would they really get to return to the main campus as soon as they met their goals. Additionally, alumni suggested that students be allowed to stay at the Alternative Center (AC) if it helped them to be better prepared for the workforce or college. Alumni who spoke about their success said they were better prepared than their peers for college admissions standards, work ethics, and the employment process in general.

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