School facility conditions, environment, and perceptions of safety and learning have been investigated for their impact on child development. However, it is important to consider how the environment separately influences academic performance and attendance after controlling for school and community factors. Using results from the Maryland School Assessment, we considered outcomes of school-level proficiency in reading and math plus attendance and chronic absences, defined as missing 20 or more days, for grades 3–5 and 6–8 at 158 urban schools. Characteristics of the environment included school facility conditions, density of nearby roads, and an index industrial air pollution. Perceptions of school safety, learning, and institutional environment were acquired from a School Climate Survey. Also considered were neighborhood factors at the community statistical area, including demographics, crime, and poverty based on school location. Poisson regression adjusted for over-dispersion was used to model academic achievement and multiple linear models were used for attendance. Each 10-unit change in facility condition index, denoting worse quality buildings, was associated with a decrease in reading (1.0% (95% CI: 0.1–1.9%) and math scores (0.21% (95% CI: 0.20-0.40), while chronic absences increased by 0.75% (95% CI: 0.30–1.39). Each log increase the EPA's Risk Screening Environmental Indicator (RSEI) value for industrial hazards, resulted in a marginally significant trend of increasing absenteeism (p < 0.06), but no association was observed with academic achievement. All results were robust to school-level measures of racial composition, free and reduced meals eligibility, and community poverty and crime. These findings provide empirical evidence for the importance of the community and school environment, including building conditions and neighborhood toxic substance risk, on academic achievement and attendance.

Abstract: Through analyses of World Values Surveys of six predominantly Muslim\n\ncountries (Algeria, Bangladesh, Egypt, Indonesia, Jordan, and Pakistan), we explore\n\nthe religious, social, and contextual bases of non-electoral activism, ranging from\n\ndiscussing politics, through petitions, boycotts, and lawful demonstrations, up to illegal\n\nstrikes and building or factory occupations. We test social movement theories positing\n\nthat political engagement results from differential recruitment, relative deprivation,\n\nsocial dislocation, embeddedness in pre-existing networks of activists, and open (vs.\n\nclosed or repressive) political systems. We find that the most politically engaged citizens\n\nare male, young or old (vs. middle-aged), have no/few children, are highly educated\n\n(but often with low incomes), are embedded in social networks, have a strong interest\n\nin politics, and live in countries with greater foreign investment and with low or high\n\n(vs. middle levels) of repression. Poverty and inequality do not increase political\n\nengagement. We discuss the implications of our findings for political activism in the\n\nMuslim world today.

Each month, the child care subsidy program helps nearly a million low-income families pay for child care. The financial support of a child care subsidy might be expected to increase stability and quality of care, which are characteristics of care that support child development. However, there are concerns that short durations of subsidy receipt may increase child care instability. Further, there is debate about whether subsidy receipt leads to the use of higher or lower quality care. In this study we use longitudinal survey data on low-income families and linked administrative data on subsidy receipt to investigate the stability and reported quality of child care arrangements. Because we observe the same children repeatedly over time, both when they are and are not receiving child care subsidies, we use child fixed-effects models to address the selection problems that otherwise would bias the relationships among subsidy, stability, and quality. We find that when children received child care subsidies they experienced higher quality care as reported by parents. Yet there was no difference in the stability of care arrangements while receiving subsidy compared to when not receiving subsidy. Additionally, children often had multiple providers concurrently, regardless of subsidy receipt. These results suggest that child care subsidy receipt may promote positive child outcomes due to increased access to higher quality care without worsening the stability of care.

Child care subsidies provide an important work support for low-income families, yet children often receive subsidies for only a short period of time and may cycle on and off the program. Much of the research to date on patterns of subsidy participation has focused on the duration of participation, and less attention has been paid to the dynamics of how often and how quickly children return to the program. This paper uses administrative data from Maryland to analyze the patterns of returns to the subsidy program after a break in subsidized care. We find that half of children who exited the program return to subsidy within five years, and most of those return within a few months. Returns to subsidized care are related to family circumstances, type of care, child age, and program policies related to eligibility redetermination. These factors have differential effects on the probability of returning to the same provider or a different provider, which may have important implications for the stability of children's care.

OBJECTIVES: Women who combine formal and informal caregiving roles represent a unique, understudied population. In the literature, healthcare employees who simultaneously provide unpaid elder care at home have been referred to as double-duty caregivers. The present study broadens this perspective by examining the psychosocial implications of double-duty child care (child care only), double-duty elder care (elder care only), and triple-duty care (both child care and elder care or "sandwiched" care). METHOD: Drawing from the Work, Family, and Health Study, we focus on a large sample of women working in nursing homes in the United States (n = 1,399). We use multiple regression analysis and analysis of covariance tests to examine a range of psychosocial implications associated with double- and triple-duty care. RESULTS: Compared with nonfamily caregivers, double-duty child caregivers indicated greater family-to-work conflict and poorer partner relationship quality. Double-duty elder caregivers reported more family-to-work conflict, perceived stress, and psychological distress, whereas triple-duty caregivers indicated poorer psychosocial functioning overall. DISCUSSION: Relative to their counterparts without family caregiving roles, women with combined caregiving roles reported poorer psychosocial well-being. Additional research on women with combined caregiving roles, especially triple-duty caregivers, should be a priority amidst an aging population, older workforce, and growing number of working caregivers.

Metastasis is the leading cause of death in osteosarcoma patients, the most common pediatric bone malignancy. We conducted a multi-stage genome-wide association study of osteosarcoma metastasis at diagnosis in 935 osteosarcoma patients to determine whether germline genetic variation contributes to risk of metastasis. We identified a SNP, rs7034162, in NFIB significantly associated with metastasis in European osteosarcoma cases, as well as in cases of African and Brazilian ancestry (meta-analysis of all cases: P=1.2x10(-9), OR 2.43, 95% CI 1.83-3.24). The risk allele was significantly associated with lowered NFIB expression, which led to increased osteosarcoma cell migration, proliferation, and colony formation. Additionally, a transposon screen in mice identified a significant proportion of osteosarcomas harboring inactivating insertions in Nfib, and had lowered Nfib expression. These data suggest that germline genetic variation at rs7034162 is important in osteosarcoma metastasis, and that NFIB is an osteosarcoma metastasis susceptibility gene.

AbstractResearchers frequently rely on survey responses to determine whether families receive government assistance and to study the effects of government programs, but these responses are often inaccurate. This study investigates misreporting in the child-care subsidy program by comparing survey responses on child-care subsidy receipt with program administrative data in two states. While we find a lower rate of misreporting than is typical for other government assistance programs, overreporting of benefit receipt is surprisingly common and generates overestimates of program participation. Analyses further suggest that the frequency and systematic nature of misreporting bias estimates of the predictors of program receipt and the effects of the program. These findings illustrate the necessity of assessing the frequency of response errors and understanding their implications in generating valid research results on the effects of government programs.

Research has found disparities in young children's development across income groups. A positive association between high-quality early care and education and the school readiness of children in low-income families has also been demonstrated. This study uses linked administrative data from Maryland to examine the variations in school readiness associated with different types of subsidized child care, and with dual enrollment in subsidized child care and state pre-kindergarten or Head Start. Using multivariate methods, we analyze linked subsidy administrative data and portfolio-based kindergarten school readiness assessment data to estimate the probability of children's school readiness in three domains: personal and social development, language and literacy, and mathematical thinking. Compared to children in subsidized family child care or informal care, those in subsidized center care are more likely to be rated as fully ready to learn on the two pre-academic domains. Regardless of type of subsidized care used, enrollment in pre-kindergarten, but not Head Start, during the year prior to kindergarten is strongly associated with being academically ready for kindergarten. No statistically significant associations are found between type of subsidized care, pre-kindergarten enrollment, or Head Start and assessments of children's personal/social development.