the peruvian juridical system
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Higher, Age 25+
77.1%
87.4%
% of Population with a
Bachelor’s Degree or
Higher, Ager 35+
13.2%
30.5%
Median Household Income
$33,679
$52,413
Source: US Census Bureau. Quick Facts
Table 2: Middle and High Schools in Robeson County that did not meet the 2019 Academic Growth Metrics
School Name
Location
Fairmont High
Fairmont, NC
Lumberton Senior High
Lumberton, NC
Fairmont Middle
Fairmont, NC
Lumberton Junior High
Lumberton, NC
Orrum Middle
Orrum, NC
Pembroke Middle
Pembroke, NC
Source: North Carolina Department of Public Instruction. North Carolina School Report Cards.
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Figure 1: 2019 Demographic Racial/Ethnic Breakdown of Robeson County, NC
Source: US Census Bureau: Quick Facts
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CATWOE Narrative CATWOE: Family Unit
Customers Middle and high school students Actors o Parents/Caregivers
o Teachers
o School Counselors
o Coaches
o School Enforcement Officers
o After School Program Personnel
o School Principles
o School Nurse
Transformation To provide families the appropriate resources, environment, and support that allows students to achieve success
Worldview The Robeson County School administration and county
commissioners do not care about the personal challenges faced by parents with limited resources and are indifferent to whether underachieving students from poor families graduate or not. Owners o Robeson County School Administration
o Robeson County Board of Education
o Robeson County Commissioners
Environment o Single-parent home
o Low family household income
o Intergenerational poverty
o Limited at-home academic support
o Lack of knowledge and resources to assist families and students
who need additional help
o Stressful home environment
Root Definition: The high school graduation system in Robeson County is a system that is indifferent to the success of poor middle and high school students (P) by creating an environment and schedule that is unaccommodating to students and families most at need, (Q) in order to focus resources for students positioned to achieve academic success (R).
Higher levels of education contribute to better jobs, higher incomes, and increased access to health-promoting resources. In a county where funding and resources are limited, there are inequities within communities surrounding an individual's ability to achieve their best health.
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These inequities are seen within the system of high school graduation in Robeson County, a system that should provide the resources and environment needed for all students to succeed. At the center of this system are current and future middle and high school students, who are the key beneficiaries of any system changes. They are residing in communities plagued by destructive natural disasters, exportation of industries, and limited financial opportunities. Their ability to achieve success is largely dependent on the various actors within the system that impacts their living and learning environments, including parents and caregivers, teachers, school counselors and nurses, principals, coaches, school enforcement officers, and after school program personnel. Additionally, the environments and behaviors of these various actors can be largely dependent on pre-established policies, resources, and structures that dictate and impact various behaviors. The owners of this system, which have the decision-making power to make changes, can contribute to these structures established within the system. Some of these owners include the Robeson County Public School Administration, the Robeson County Board of Education, and the Robeson County Commissioners. Each of these owners has a role in budget approvals, curriculum changes, resource allocation, and personnel hiring; thus, any system transformation that occurs within the school system will require the owners' approval.
Because each of these groups of stakeholders has their own worldview of the system of high school graduation, each should be engaged to identify the various needs and gaps within the system. For this specific stakeholder analysis, emphasis will be placed on the family unit. The family unit consists of students and their families and caregivers, and they are at the center of this system. Since there is a positive association between family engagement and improved academic achievement, their voices need to be amplified during conversations involving this topic.
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For this specific family unit, the worldview comes from a single mother of three children under the age of fourteen. The mother's name is Kathy, and she works two jobs to support her family. Kathy grew up in a broken home. She barely graduated high school and has worked multiple minimum-wage jobs throughout her life. Her husband left eight years prior, which created greater financial strain and stress on the family. Kathy's oldest son, Kevin, recently started working at a grocery store after school because he saw his mother struggling and wanted to help provide for his family. Kevin loves his mother and thinks she is doing the best she can but also sees how it is negatively impacting her physical and mental health. Since he started working, Kevin has had little time to focus on his studies, which has resulted in him falling behind in many of his classes. The classes are so large, and the teacher is so overburdened that Kevin does not feel he has any support at school or at home to help him catch up. Kathy sees this and is concerned, but she does not have the time nor the support to address Kevin's grades, while also ensuring her family has food on the table.
Simply based on this one family unit's account, it is evident how a family's environment can impact a student's ability to achieve academic success. From this scenario, it is clear that growing up in a single-parent home can create increased stressors when compared with a two- parent home. Having two parents in a household not only brings the possibility of additional income but also the emotional, physical, and mental support that is required to raise a family. Additionally, living in a household with limited income limits the at-home academic, mental, and emotional support a student can receive due to the parent's work schedule. This can impact a student's self-affect and self-confidence in their ability to achieve academic success. It also requires the student to make a difficult decision, weighing the pros and cons associated with supporting their family and performing well in school, decisions students from higher-income
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households rarely have to make. Based on this scenario, it seems that Kathy and Kevin lack knowledge, understanding, and access to various community resources that can offer family and academic support. These resources are available, but there seems to be a disconnect between the family’s needs and available community resources. All of these factors increase the degree of stress experienced within the family, which could negatively impact Kevin's well-being, overall health, and sense of achievement.
Based on this specific worldview and scenario, it is clear that a transformation is needed within the system to specifically address the needs of Kathy's family. Currently, Kathy and her family see a system that only benefits families residing in stable households, both financially and socially. Because of this, the entire family's well-being is suffering, but it seems no one is available to offer them guidance or support. It is scenarios like this that further contribute to the intergenerational cycle of poverty that is found within communities in Robeson County. Thus, based on this family unit's worldview, the system should change in a way that is adaptable to the needs of families by providing the appropriate resources, environment, and support that allows students to achieve success, despite challenges or barriers found in a student's personal life. Various actors within the system need the training, resources, and support that is required to bridge the gap between family needs and community support services. In an effort to make sustainable change, decision-makers should focus less on equality and more on equity to ensure various programs, resources, and structures meet families where they are in life and help
communities that often feel underserved, powerless, and marginalized. RASCI Narrative
Overview
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To advance population health, an accountable care community (ACC) will be used to improve education within Robeson County, specifically the system of high school graduation's impact on middle and high school students. Early adopters of this model have shown
improvements to healthcare utilization and improvements in population health (NCIOM, 2019). The ACC aims to bring together a coalition of private, public, and community stakeholders who will share the responsibility of addressing this specific social determinant of health (SDoH). The team utilized a RASCI analysis to recognize each stakeholders' role and responsibility in
achieving the goals of this transformative process (see Appendix for RASCI Worksheet.). Stakeholders identified as responsible and accountable play a crucial role in accomplishing the ACC's goals for achieving success. These stakeholders include the Robeson County Board of Education, the Robeson County Commissioners, the Robeson County Health Department, Communities In Schools, school administrators, teachers, and members of the family unit. The rationale for selecting these stakeholders' roles and responsibilities are further detailed below. Key ACC Stakeholders
Robeson County Board of Education
The Robeson Board of Education is the decision-making body of the local public school system. They have the final say in budget approval, curriculum changes, and personnel hiring. They also are charged with carrying out the policies and regulations put in place by state and federal governments. Because they also are under pressure to improve the educational outcomes of the county's under-achieving schools and listen to the needs and concerns of the community, the team identified the school board as both responsible and accountable for the achievement of ACC goals one and two.
Robeson County Commissioners
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The Robeson County Commissioners are another local decision-making body that has both executive and legislative duties. They are responsible for implementing policies, approving budgets, and allocating community resources. Because Robeson County has limited available funding and resources, support from county commissioners is vital for ACC success.
Additionally, because ACC goals two and three involve the creation of systems for resource allocation and community engagement, the Robeson County Commissioners are both responsible and accountable for accomplishing these goals.
Robeson County Health Department (RCHD)
The RCHD is responsible for creating, improving, and maintaining community conditions that result in improved population health. They also serve as a linkage between the community and various local, state, and national governments and organizations. Additionally, the RCHD's various health-promoting programs, including adolescent parenting, parents as teachers, and safe kids programs, can offer resources and support to parents and students within the community. Because of their interest and influence in addressing the SDoH in Robeson County, they are both responsible and accountable for accomplishing ACC goal three, which emphasizes community engagement strategies.
Communities In Schools
Communities In Schools is a non-profit that works directly in select schools in Robeson County to address high school dropout and student success. Their emphasis on building
relationships both within the school systems and the greater community to meet student needs brings an innovative approach to improving academic success, especially among low-income students and families. Their experience, knowledge, personnel, connections, and expertise are valuable in future initiatives proposed by the ACC to address high school drop-outs. Because
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their current model parallels ACC goal three, Communities In Schools will be accountable and responsible for achieving this goal.
School Administrators (Principals)
Although they have less decision-making power, school administrators, specifically principals, provide strategic direction to the school system. Their role in developing curricula, assessing teaching methods, monitoring student achievement, encouraging parent involvement, implementing budgets, and hiring personnel, make school administrators an important
component of ensuring the school systems functions smoothly. Because of this, school
administrators will be accountable for ACC goals one and two due to their focus on building new structures within the current public-school system.
Teachers
The public school system cannot function without the work of its dedicated teachers. Limited resources and funding for these Robeson County Public Schools create system restraints that hinder a teacher’s ability to accommodate the needs of struggling students and to maintain student engagement with the class material. Additionally, outside of caregivers, teachers spend the greatest amount of time interacting with students, which are the customers of the system. This makes teachers significant influencers of a student’s academic performance. Because teachers are the core of the education system and present a unique worldview, they are responsible for ACC goal one, which will identify equitable indicators for resource allocation within schools. This also should empower teachers to have a greater voice in how the public- school system functions.
Family Unit
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The family unit is found at the core of the identified system and includes the customers (students) and actors (caregivers) of the system. Various proximal and distal contributors to the system influence the home environment and family unit dynamics, which can impact students' academic performance. This stakeholder group represents individuals with high interest and low power within the system. Thus, by making them responsible for ACC goal one, they can ensure that their voices are heard in efforts that influence how resources are distributed within schools to ensure current gaps continue to be reduced in ACC initiatives.
ACC Stakeholder Expectations
Stakeholders held responsible and accountable should serve as the leadership body of the ACC, and thus, are expected to actively participate in meetings and activities. To ensure all three ACC goals are met, these stakeholders are charged with creating a project plan for each ACC goal. This document should outline the timeline, tasks, and resources required to achieve that specific ACC goal. Those who are responsible should be the project manager for the various tasks outlined in the POS and are expected to collaborate with other members of the ACC and Robeson County community to ensure these goals are met. They also are responsible for creating a communication structure that allows for continuous feedback and information sharing within the ACC. Finally, to ensure the ACC does achieve the ultimate goal of improving education in the county, those who are responsible and accountable should collaborate to develop metrics and an evaluation plan to monitor the ACC's impact on improving education in Robeson County. Creating this at the beginning allows for monitoring and evaluation to occur throughout this process, which could contribute to greater ACC success. Additionally, stakeholders identified as supportive, consulted, or informed will play a vital role within the ACC due to the knowledge, resources, experience, and power held by these individual stakeholders. This ensures a holistic
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representation of the system of high school graduation in Robeson County, a representation that includes individuals with varying levels of interest and influence.
References
North Carolina Institute of Medicine (NCIOM). (2019). Partnering to Improve Health: A Guide to Starting an Accountable Care Community. Retrieved from http://nciom.org/wp- content/uploads/2019/05/ACC-Guide-for-Communities_5.30.19.pdf
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National Education Association (NEA). (2008). Preventing Future High School Drop Outs. Retrieved from http://www.nea.org/assets/docs/HE/dropoutguide1108.pdf
North Carolina Family impact Seminar. (NCFIS). (2008). Dropout Prevention: Strategies for improving high school dropout rates. Center for Child and Family Policy. Retrieved from https://www.hws.edu/about/pdfs/dropout_prevention.pdf