ERIC is a national education database sponsored by the U.S. Department of Education, Office of Educational Research and Improvement (OERI). Presently the largest education database in the world, ERIC contains over one million citations covering research documents, journal articles, technical reports, program descriptions and evaluations, and curricular materials in the field of education. Researchers, teachers, policymakers, librarians, journalists, students, parents, and the general public will all find ERIC a key source for education information. In addition to ERIC subject descriptors and extensive abstracts, citations include detailed source, geographic, institutional, and availability information.
The following alphabetical list provides the two-letter label, the relevant alias, and at leas one example for each ERIC field.
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Label Name/Example
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ab Abstract [Word Index]
example: math anxiety.ab.
The Abstract (AB) field contains a concise summary of the document.
Abstracts in the ERIC database are written by the author/s, and they
appear for nearly all the records in the database.
The abstract index contains all searchable words from the abstract.
Stopwords, such as "the" and "of" are not searchable in abstracts.
an Accession Number [Phrase Indexed]
example: ed360454.an.
The Accession Number (AN) field contains a number assigned to each
document to uniquely identify the record. Accession numbers for journal
articles from the Current Index to Journals in Education (CIJE) subset
are preceded with EJ. Accession numbers for documents and reports from
the Resources in Education (RIE) subset are preceded with ED.
at Audience Type [Phrase Indexed]
example: teachers.at.
Indexers at ERIC will provide information about the intended audience of
a publication in the Audience Type (AT) field. There are eleven major
audience types: Policymakers, Researchers, Practitioners,
Administrators, Teachers, Counselors, Media Staff, Support Staff,
Students, Parents, and Community.
Audience Type information is available for both CIJE and RIE documents
from 1984 to the present.
au Author [Phrase Indexed]
example: smith bruce d.au.
The Author (AU) field contains up to two personal authors. The author
names are entered into the index in the format of last name followed by
first and middle names or up to two initials, as they appeared on the
original article. Thus, a person named James C. Smith may appear as
Smith James C, Smith J. Charles, Smith JC or Smith J.
av Availability [Word Indexed]
example 1: edrs.av.
example 2: microfiche.av.
The Availability (AV) field contains information about where to obtain
the document. This field is present for non-journal records only. For
each document, it will indicate whether the document is part of the EDRS
collection, and if so, what formats are available. If the document is
also available from an additional source, such as a publisher, this
source will also be indicated.
ch Clearinghouse Code [Phrase Indexed]
example: ir.ch.
ERIC data is collected and processed by a number of ERIC
Clearinghouses. Each RIE Clearinghouse concentrates on a specific
subject within Education, such as Information Resources or Urban
Education. The Clearinghouse (CH) index contains both the code for the
Clearinghouse which processed the document, and also the Clearinghouse
Accession Number assigned to the original document.
To restrict retrieval to documents produced by a specific Clearinghouse,
the Clearinghouse limit is also available.
cp Country of Publication [Phrase Indexed]
example: england.cp.
The Country of Publication (CP) field names the country in which the
document was produced. For documents from the U.S, Canada, Great
Britain, and Australia, the state, province, or territory is also named.
Country of Publication information is available for documents from 1979
to the present.
dd Document Delivery [Word Indexed]
example: umi.dd
The Document Delivery (DD) field contains information indicating where
the full text of the document can be obtained. Most RIE documents can
be obtained from the ERIC Document Reproduction Service (EDRS); Specific
information about format and price will be indicated. For CIJE articles
and RIE documents not available from EDRS, alternate document delivery
sources will be included whenever possible.
dp Date of Publication [Display Only]
example: 1997.dp.
The Date of Publication (DP) field contains the publication date of
the article or monograph. The year of the (DP) field is indexed in
the (YR) Year Index.
em Entry Month [Phrase Indexed]
example: 199905.em.
The Entry Month (EM) field contains a 6-digit number in the format YYYYDD
representing the year, month, and day in which a document was entered into the
ERIC database. When an existing entry is updated, the EM field will
also include the date of the latest revision.
go Governmental Status [Phrase Indexed]
example: state.go.
If the document is an official publication of a governmental agency, the
level (Federal, State, Local, Foreign, or International) will be
included in the Governmental Status (GO) field.
hw Heading Word [Word Indexed]
example: medical record.hw.
Sometimes you may wish to retrieve every subject heading that includes a
particular word; this is done by searching the single word in the
Subject Heading Word (HW) field.
ib ISBN [Phrase Indexed]
example: 9023222482.ib.
The ISBN (IB) field contains the International Standard Book Number
(ISBN) for the cited book. You can search for the number with or
without hyphens.
id Identifiers [Word Indexed]
example: homeless.id.
The (ID) field includes additional subject terms. Indexers use
identifiers to describe an article in ways that are not accounted for by
subject headings. These terms may eventually become ERIC subject
headings.
Identifiers which describe the major point, or focus, of an article,
will be preceded with an asterisk (*).
Individual words from these phrases are entered into the index; enter
individual words to view the index.
in Institution [Word Indexed]
example: harvard.in.
The Institution (IN) field contains the name of the institution with
which the primary author was affiliated. Search for the most unique
word or phrase in the institution data; for example, search "harvard"
not "university".
is ISSN [Phrase Indexed]
example: 0158037x.is.
The ISSN (IS) field contains the International Standard Serial Number
(ISSN) for the journal in which an article was published. You can search
for the number with or without hyphens.
iw Descriptor Superlabel
example: opera.iw.
To speed searches of the ID (Identifier) and SH (Subject Heading)
fields, a Descriptor Superlabel, IW, has been created. Searching IW is
a quick way to scan both the controlled vocabulary (Subject Headings)
and secondary indexing terms (Identifiers) for a particular term. For
example, searching "homeless$.iw." retrieves all occurrences of the
word "homeless" as well as variants of the stem, in ERIC's indexing
vocabulary.
jn Journal Name [Phrase Indexed]
example: cognitive science.jn.
The Journal Name (JN) field contains the full name of the journal in
which an article was published.
Journal names are indexed as phrases -- to view journal titles in the
index enter as many of the words or letters in a journal name as are
needed to distinguish it from other journals: cognitive sci for
"Cognitive Science."
Stopwords such as "of" ARE included in the journal name index but when
"The", "A", or "An," is the first word of a journal, it has been
stripped. The ampersand character which is used for the word "and" in
ERIC journal names has also been stripped.
jw Journal Word [Word Indexed]
example: cognitive.jw.
The Journal Word (JW) field contains individual words from every
journal name in ERIC.
Stopwords such as "the" or "of" are not included. This field is
used to retrieve every occurrence of a journal which includes a
particular word, such as "educational."
lg Language [Phrase Indexed]
example: fre.lg.
The Language field (LG) contains the language(s) of publication of an
article. The language name is indicated by a 3-letter code (such as
fre for French).
The Limit to Languages includes all languages in their fully spelled-out
form.
no Grant Number [Phrase Indexed]
example: hhs 600 82 0251.no.
The Grant Number (NO) field contains an alphanumeric code identifying
the contract supporting the project and/or publication. Through June of
1976, only U.S. Office of Education (OE) or National Institute of
Education (NIE) grants were cited; since then a broader range of
granting institutions contract numbers have been included.
nt Notes [Word Indexed]
example: theme issue.nt.
The Notes (NT) field contains various types of descriptive information
augmenting the Source data, such as the relationship of the present work
to a previous work. This is a free text field used most frequently to
capture complex publication histories such as series and theses.
pb Publisher [Word Indexed]
example: history.pb.
The Publisher (PB) contains the publisher information for any
non-journal publications.
pt Publication Type[Phrase Indexed]
example: statistical data.pt.
Each document in ERIC is assigned terms to describe its publication
type. Publication Types (PT) include such broad categories as "Journal
Articles" or "Historical Material" and also more specific entries such
as VIEWPOINTS (Opinion Papers, Position Papers, Essays, etc.), STATISTICAL
DATA (Numerical, Quantitative, etc.), and "Tests or Evaluation
Instruments". Publication Types information is available for ERIC
documents from 1974 to the present in code form.
The Limit to Publication Types includes all publication types in their
fully spelled-out form.
rp Report Number [Phrase Indexed]
example: rand n 2011 aid.rp.
The Report Number (RP) field contains the unique identifying number
assigned this document by the organization producing or disseminating
the work. The RP field may also contain International Standard Book
Number (ISBN) information.
sa Sponsoring Agency [Word Indexed]
example 1: delinquency prevention.sa.
example 2: edd00001.sa.
The Sponsoring Agency (SA) field contains the English language name of
the organization which funded (in whole or in part) the project
described in the document. The eight-digit ERIC Sponsoring Agency code
follows the name, enclosed in brackets.
sd Source Description [Word Indexed]
example 1: p4.sd.
example 2: v12.sd.
example 3: n4.sd.
The Source Description (SD) field contains bibliographic information
about the source document, including year and month of publication,
volume and issue number, and pagination. Precede volume numbers with v
(v5); issue numbers with n (n3); and initial page with p (p123).
The Source Description displays as part of the Source field.
sh ERIC Subject Headings [Phrase Indexed]
example: geography instruction.sh.
The Subject Headings (SH) field contains the subject headings used by
indexers at the ERIC Clearinghouses to describe the content of a
document.
Subject headings are taken from the Thesaurus of ERIC Descriptors. They
are entered into the index as phrases and should be searched as they
appear in the Thesaurus.
Subject headings which describe the major point, or focus, of an
article, will be preceded with an asterisk (*) in the document display.
ti Title [Word Indexed]
example: educational reform.ti.
The Title (TI) field contains the title and subtitle of the document. In
cases where there is no title or the title is not informative, indexers
may create title information; such entries will be enclosed in
brackets.
Stopwords such as "of" or "the" will display in documents but do not
appear in the Title index. However, the word "a", which is a stopword
in other fields can be searched in the title.
tw Textword [TI, AB, TX, ID Fields]
example: math class.tw.
The Textword (TW) field is an alias for all of the fields which contain
text words and which are appropriate for a free text subject search.
The Textword fields in ERIC include Title (TI), Abstract (AB),
Eric Digests Full Text (TX), Subject Headings, and Identifiers (ID).
tx Full Text [Word Indexed]
example: classroom discussion.tx.
spelling.tx.
ERIC digests are short, full text reports (1,000-1,500 words) on topics of
current interests to the education community. These reports are designed
specifically for teachers, administrators, policymakers, and other
practitioners, but are useful to all education fields. Each digest provides
an overview of its topic, referencing more detailed information. They are
produced by 16 subject-specialized ERIC Clearinghouses and reviewed by
experts and content specialists in the education field. Funding for the
ERIC Digests is provided by the Office of Educational Research and Improvement
(OERI) of the U.S. Department of Education (ED).
Stopwords such as "the" or "of" are not searchable.
yr Year of Publication [Phrase Indexed]
example: 1996.yr.
The Year (YR) field contains the four digit year in which an article
or monograph was published. You must search the year using four
digits (two digit years are no longer searchable). Also, years must be
searched individually; do not enter a range of years. The year is normally
displayed as part of the Source (SO) field.
The following limits are available from the Limit menu on the Main Search Screen:
A limit to English restricts retrieval to articles which are written in the English language. This limit excludes Non-English articles with English abstracts.
A limit to ERIC Digests restricts retrieval to records containing the full text of ERIC Digests. ERIC Digests are short reports on topics of current interest to educators. Produced by the 16 subject-specific ERIC Clearinghouses, digests are designed to provide a broad overview of a topic and provide references to more detailed information.
The ERIC database is made up of citations from two indexes of educational literature: Resources in Education (RIE), which indexes the report and document literature, and Current Index to Journals in Education (CIJE), which indexes the published journal literature. A limit to CIJE will restrict retrieval to documents from published journals.
A limit to RIE will restrict retrieval to documents from the report and documents literature.
Popular Command and Sentence Limits:
CIJESentence Syntax: limit 1 to cije Clearinghouses... Sentence Syntax: limit 1 to higher education Education Levels... Sentence Syntax: limit 1 to high schools English Language Command Syntax: ..l/1 en=y Sentence Syntax: limit 1 to english Languages... Command Syntax: ..l/1 lg=chi Sentence Syntax: limit 1 to chinese Latest Update Command Syntax: ..l/1 up=y Sentence Syntax: limit 1 to update Sentence Syntax: limit 1 to latest update Publication Types... Sentence Syntax: limit 1 to creative works Publication Year... Command Syntax: ..l/1 yr=96 Sentence Syntax: limit 1 to yr=96 RIE Sentence Syntax: limit 1 to rie
ERIC <1966-present> Command Syntax: ..c/eric Sentence Syntax: use eric
<1>
Accession Number
ED427093
Authors
Schwartz, Wendy
Institution
ERIC Clearinghouse on Urban Education, New York, NY. [BBB00899]
Sponsoring Agency
Office of Educational Research and Improvement (ED), Washington D.C.
[EDD00036]
Title
Urban School-Community Parents Programs To Prevent Drug Use. ERIC/CUE
Digest, Number 130.
Availability
EDRS Availability: Microfiche [$1.42 card(s)], Paper.
Country of Publication
U.S., New York
ERIC Subject Headings
*Adolescents
After School Programs
*Children
*Community Involvement
Drug Education
*Drug Use
Parent Child Relationship
*Parent Education
Parent Participation
Parents
Urban Schools
Urban Youth
*Youth Programs
Identifiers
ERIC Digests
Abstract
This digest briefly discusses some ways to involve families in
their children's drug prevention education. Helping children
and teenagers stay away from drugs and those who use and sell drugs
is an important job in which parents and other close relatives play
the most important role. Because youth experiment with drugs for
the same reasons they engage in other negative behaviors, the most
effective prevention programs concentrate on helping them develop
effective ways to manage stress in their lives. Drug prevention
education is a natural component of family resource centers, common
in urban schools. Parent and school collaboration is important in
preventing drug use. Many parents are reluctant to work with schools,
because of their own past negative experiences or feelings that
separate them from school personnel, but efforts can be made to
recruit parents and then to educate them about drugs and prevention
efforts. To encourage parent participation in school drug prevention
programs, schools should work to create an atmosphere of trust.
Outreach efforts should be respectful of parents' innate abilities and
their linguistic and cultural backgrounds. Parents can also engage
in activities independently to share information and thoughts in
their families. Effective school and family collaborations to
prevent youth drug use require mutual respect, an accurate understanding
of the concerns of community members, and an ongoing commitment of time
and energy by all concerned. (SLD)
Publication Type
INFORMATION ANALYSES - ERIC Informational Analysis Product (IAP's).
INFORMATION ANALYSES - ERIC Digests (Selected) in Full Text.
ISSN
0889 8049
Report Number
EDO-UD-97-11
Grant Number
RR93002016
Language
English
Clearinghouse Code
Urban Education
Entry Month
199906
Full Text
The role that youth drug use plays in school failures, violence, and anti-
social and self-destructive behavior is well known. It is also known that
parents strongly influence their children's decisions about drug use:
parents model substance abstinence or abuse; express attitudes about drugs,
alcohol, and tobacco; and control their children's exposure to drugs by
monitoring their activities, behavior, and friendships (Cohen & Linton, 1995;
Cohen & Rice, 1995).
Over the years, hundreds of school and community drug prevention programs
for children and adolescents have been implemented, especially in areas
where social or economic problems seem to stoke experimentation with drugs.
An essential component of effective programs is parent participation (along
with community and media support), and there are ways to usefully involve
all types of parents. Programs involving families not only prevent
children's drug use, but also provide parents with resources that enhance
their own lives, and reinforce and increase the benefits of family life
overall (Jones, 1997). Also, parents are increasingly acting with each
other or independently to develop community drug prevention programs and
to provide their children with positive alternatives to drug use.
This digest briefly discusses some ways to involve families in their
children's drug prevention education.
YOUTH DRUG PREVENTION STRATEGIES
Because youth experiment with drugs for the same reasons that they engage in
other negative behaviors, the most effective prevention programs concentrate
on helping them develop constructive ways to manage stress in their lives.
They present factual information about the consequences of drug, alcohol, and
nicotine addiction; and demonstrate the fallacy of youth's belief that drugs
can alleviate their pain. They offer skills building curricula which cover
clear communication, anger management, conflict resolution, and self-esteem.
Afternoon and weekend programs, considered essential by many experts, provide
a safe place for youth to spend time when their families are not home; there,
they can engage in sports and other group activities that allow them to feel
good about themselves, and receive educational supports (Ertle, 1995).
SCHOOL-FAMILY COLLABORATIONS
Drug prevention education is a natural component of the family resource
centers, common in urban schools, which provide and coordinate social
services. Schools focus on supporting, not fixing, parents, and on
promoting protective factors rather than reducing risks. The result is that
parents are new and willing prevention partners (Cohen & Rice, 1995; Ertle,
1995). Schools are also encouraging students, staff, and parents to
recognize the many positive experiences that families provide; and they are
expanding the definition of family to include blended, single-parent,
extended, and foster families. The goal is to encourage family closeness and
support, satisfying the needs of youth that otherwise might drive them to
gang membership (Domino & Carroll, 1994). In fact, the close-knit family
systems characteristic of Latino groups have helped protect their youth from
dysfunctional behavior, and they serve as a model for work with families
(Szapocznik, 1995).
PARENT RECRUITMENT
Many parents are reluctant to work with schools, or even to go into their
children's school building, because of their own past negative experiences
with education, feelings of intimidation, or differences in language and
class that separate them from school personnel. Therefore, using an
intermediary from the community (designated as an outreach coordinator),
preferably a person respected as a local leader or an active member of the
parents' church or ethnic group, often increases parent participation in
drug prevention activities (Ertle, 1995). So does meeting in churches,
community centers, or other non-school locations. It may even be necessary
to use mobile outreach units to bring information and resources to
families at home or at places where they gather (Bickel, 1995). The
coordinator, using the parents' native language and conveying respect and
support, can elicit their concerns about family and community problems and
solicit suggestions for solving them. The coordinator can also help
parents understand that they are being asked to help create and manage
anti-drug interventions, not simply follow the orders of school personnel
(Ertle, 1995).
Some parents do not participate in drug prevention activities because they
do not realize that drug use is a local problem. They may simply lack
information because they are new to the area or not informed, or they may
refuse to acknowledge the demonstrated existence of drugs in the misguided
hope that doing so will prevent them from reaching their own home. It is
important, therefore, for trusted people, such as the outreach
coordinator, to be sure that families are provided with the facts about
the local drug situation (Bickel, 1995; Cohen & Linton, 1995).
Unfortunately, the families most at risk of having a child use drugs,
possibly because adults in the home are users, are hardest to engage in
prevention activities. Many, however, are willing to participate in other,
more general, programs, such as those that consist of youth bonding
activities; cultural, sports, and fun events; and forums on health and
child rearing. These can include an anti-drug component (Gardner, Green, &
Marcus, 1994).
PARENT SUPPORT
To encourage parent involvement in school drug prevention programs,
schools should make efforts to increase family trust (Bickel, 1995). To
encourage parents' initiation of anti-drug interventions at home and, with
other parents, in the community, schools need to equip parents with
information and strategies to increase the effectiveness of their efforts.
Outreach should be respectful of parents' innate abilities and ultimate
responsibility for child rearing. Information can be provided directly in
anti-drug forums, but experience has shown that parent participation is
greater when drug prevention is included in a more comprehensive program.
For example, a life skills program can also offer English language
instruction, job training, help with dealing with public agencies, and
other services benefiting disadvantaged families. A family wellness
program can also cover developing and maintaining good family
relationships and solving family problems (Ertle, 1995).
One key topic for parents to explore is how to develop and maintain their
natural leadership in the home. This involves good communication of values
and appropriate expectations, active listening to their children's
concerns, and good family problem solving. Parents may feel particularly
vulnerable when their children approach adolescence and are faced with a
myriad of new child rearing issues (Szapocznik, 1995).
Another important parent concern is how the ability to deliver an
effective anti-drug message can be compromised by differences in
acculturation and English language proficiency across generations. The
greater the gaps, the more likely there will be conflicts within the
family, and between generations and cultures, with the result that youth
reject their family's values. In addition, when youth serve as translators
for their elders, the natural balance of power can be reversed, with an
ensuing devaluation of parental authority. In addition to preserving their
authority, minority and immigrant parents need to foster a strong sense of
family belonging in order to protect their children from feelings of
societal isolation and marginalization that can lead to anti-social
behavior (Szapocznik, 1995).
Parents who are themselves drug users, or who used substances in the past
may need guidance in answering their children's questions. Past users may
indicate that the harmful effects of using certain drugs were not known
when they did so; that while they were not harmed, other people suffered
severe consequences; and that they decided they felt better when clean.
Current users need professional help in dealing with their own addiction
and their children's concerns (National PTA, 1996).
PARENT ACTIVITIES
Parents can engage in a wide range of activities independently and with
the local school and community groups. Organizations that initiate
projects should encourage parents' feelings of ownership to maintain their
involvement, support, and enthusiasm (Bickel, 1995). The following are
some examples of parent activities with demonstrated effectiveness
(Bickel, 1995; Cohen & Rice, 1995; Ertle, 1995; Szapocznik, 1995):
*Parent volunteers can improve school safety by monitoring the campus,
halls, and bathrooms. They can also sit in with teachers who are
experiencing disruption in class.
*Parent volunteers, identified by badges, can serve as "neighborhood
watchers" to ensure students' safe travel to and from school, and to offer
them protection from dealers and bullies.
*Parents can work with schools and community groups to organize
after-school and weekend programs to engage students constructively. They
can also organize or chaperon proms, parties, and games that might be
sites for drug activity.
*Parents can initiate networks of parents to keep informed about local
issues and to work together to keep their children safe. They can organize
"hotlines" to keep others informed and to deal with crises. Parent mentors
can provide parents new to the area with information about local drug
prevention efforts and encourage their involvement.
*In groups, parents and children can share their thoughts and information
about drug use so that local drug activity is revealed and parents'
attitudes are clearly conveyed. Children can identify their friends so
parents learn who might be influencing them.
*Parents can institute family meetings, common in Latino households, that
provide all members with a sense of belonging and provide an opportunity
to discuss important issues and share concerns.
CONCLUSION
Effective school-family collaborations to prevent youth drug use require
mutual respect; an accurate understanding of the nature and concerns of
community members and the local problems; and an ongoing commitment of
time and resources by everyone involved. It is important that the
responsibilities for both decision making and tasks be shared, and that
assignments be clearly stated. Above all, families must feel confident
that they can share problems with others, that confidentiality will be
maintained, and that they will receive useful and sustained help and
support.
REFERENCES
Bickel, A.S. (1995, September). Family involvement: Strategies for
comprehensive alcohol, tobacco, and other drug use prevention programs.
Portland, OR: Western Center for Drug-Free Schools and Communities. (ED
388 931)
Cohen, D. A., & Linton, K.L.P. (1995). Parent participation in an
adolescent drug abuse prevent program. Journal of Drug Education, 25(2),
159-69. (EJ 514 496)
Cohen, D.A., & Rice, J.C. (1995, April). A parent-targeted intervention
for adolescent substance use prevention: Lessons learned. Evaluation
Review, 19(2), 159-80. (EJ 505 860)
Domino, V. A., & Carroll, K. (1994, November). Back to basics: Celebrating
the family schoolwide, curriculumwide. Schools in the Middle, 4(2), 13-17.
(EJ 492 886)
Ertle, V. (Ed). (1995). Sharing your success V: Summaries of successful
programs and strategies supporting drug-free schools and communities.
Portland, OR: Northwest Regional Educational Laboratory and Western Center
for Drug-Free Schools and Communities. (ED 384 984)
Gardner, S.E., Green, P.F., & Marcus, C.M. (Eds.). (1994). Signs of
effectiveness II: Preventing alcohol, tobacco, and other drug use: A risk
factor/resiliency-based approach. Rockville, MD: Center for Substance
Abuse Prevention. (ED 381 714)
Jones, R. (1997, January). More than just no. American School Board
Journal, 184 (1), 30-32. (EJ 537 557)
National PTA. (1996). Keeping youth drug-free: A guide for parents,
grandparents, elders, mentors, and other caregivers. Chicago: Author. (ED
398 523)
Szapocznik, J. (Ed.) (1995). A Hispanic/Latino family approach to
substance abuse prevention. CSAP Cultural Competence Series 2. Rockville,
MD: Center for Substance Abuse Prevention. (ED 400 489)
This Digest was developed by the ERIC Clearinghouse on Urban Education
with funding from the Office of Educational Research and Improvement, U.S.
Department of Education, under contract no. RR93002016. The opinions in
this Digest do not necessarily reflect the position or policies of OERI or
the Department of Education.
<2>
Accession Number
EJ507634
Authors
Yon, Maria.
Title
Educating Homeless Children in the United States.
Source
Equity & Excellence in Education. v28 n1 p58-62 Apr 1995.
ERIC Subject Headings
*Children
*Disadvantaged Youth
Elementary Secondary Education
Federal Legislation
*Homeless People
Low Income Groups
Needs Assessment
Poverty
*School Districts
Surveys
*Urban Schools
Urban Youth
Identifiers
*Stewart B McKinney Homeless Assistance Act 1987.
Abstract
A survey of 102 urban school districts in large cities indicates
that school districts have responded to the requirements of the
Stewart B. McKinney Act for the education of homeless children to
varying degrees. However, 69 percent of districts described the
problem of homeless students as nonexistent or small. (SLD)
Notes
Theme issue.
Publication Type
REPORTS - Research/Technical. JOURNAL ARTICLES.
Document Delivery
Available from: UMI.
ISSN
1066-5684
Language
English
Clearinghouse Code
Urban Education.
Entry Month
9511
The ERIC database is owned and controlled by the U.S. Department of Education, but it is not copyrighted. Its use for educational purposes of all types is encouraged. The ERIC facility is the sole source of the original (updated monthly) ERIC bibliographic database.
Revised 16 December, 1999