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1	The Impacts of Race, Residence, and Prenatal Care on Infant Mortality Dorley, Mary Christine 01 January 2019 (has links) Tennessee ranks high for infant mortality (IM) in the United States. Despite public health efforts, the IM rate for Blacks is twice that of Whites mimicking what is observed nationally. Several risk factors for IM have been identified; however, it was still unclear how places of residence and prenatal care (PNC) affect IM for Tennesseans. The purpose of this study was to assess the relationship between places of residence (conceptualized by rurality and racial concentration), PNC, and IM among racial groups across Tennessee and to determine if race modified these associations. This was a cross-sectional study using data from the Tennessee PRAMS survey (2009-2011) and geocoded to 2010 U.S. Census Bureau and U.S. Department of Agriculture data. The study was grounded on the theory of racial residential segregation and concentrated poverty. General linear model and hierarchical binomial logistic regression were used to analyze the data. High racial concentration was associated with IM for Non-Hispanic women and remained significant even after controlling for demographic variables (aOR = 5.33, 95%CI [1.11, 25.67]). Disparity in PNC access for Blacks, Other races, and Hispanics were observed based on racial concentration and rurality; however, PNC was not a risk factor for IM. Black race modified the relationship between high racial concentration and IM. Implications for social change include greater public awareness, education on risk factors, advocacy to decrease disparities in access to care, and resource allocation to highly impacted areas potentially mitigating health outcomes for the most vulnerable women and infants. Infant Mortality Prenatal Care Racial Concentration Residential Segregation Rural Urban Biostatistics Epidemiology Public Health Education and Promotion
2	A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population Galindo, Marilys 08 November 2013 (has links) From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful. The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration. Florida Comprehensive Assessment Test FCAT racial concentration ethnic concentration socio-economic status SES Title I ESOL English for Speakers of Other Languages School Climate No Child Left Behind state standardized test M-DCPS Miami-Dade County Public Schools Florida school choice vouchers magnet program charter school academic achievement school segregation dominant culture educational attainment tracking social segregation residential segregation neighborhood poverty homeownership parental influence parent involvement parents' education family structure perceptions of education School Climate Survey Curriculum and Instruction

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The Impacts of Race, Residence, and Prenatal Care on Infant Mortality

A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population