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Open Access Publications from the University of California

Scholarly Works (2 results)

  • Thesis
  • Peer Reviewed
UCLA Electronic Theses and Dissertations (2012)

This study documents the process for creating a college-knowledge curriculum in an urban elementary school. Research widely recognizes the disproportionate advantage white middle class students have over minority students of low socio-economic status when it comes to college access. Social capital amongst privileged students positions them to know the differences between different types of universities and colleges, understand the different admission requirements for colleges and universities, know the costs and resources available to them to help pay for college tuition, take the right classes in middle school and high school, understand the significance and nuances of tests leading up to college admission, and are aware of the skills needed to be successful in college.

The aim of the study was to explicitly teach students in 1st through 6th grade developmentally appropriate "college-knowledge." Working with a team of teachers in an urban elementary school, grade level appropriate objectives beginning in first grade were created with the intent of establishing a foundation for college-knowledge at the elementary level. This curriculum was designed to mitigate the lack of college-knowledge among students in a predominately minority and low-socio economic urban elementary school. The intent was to explicitly teach college-knowledge as a series of objectives from first through sixth grade, with an understanding that each grade level, through vertical articulation, would build on the concepts and knowledge every year the student advances through his or her elementary education.

The key findings indicate that students who are explicitly taught about college show gains in their understanding of college entry requirements (when using a pre- and post-assessment). In addition, teacher's awareness of college-knowledge also show gains (using pre- and post-data). These gains solidify the role that teacher play as social capital proxies of college-knowledge for students. Lastly, teacher interviews regarding their perceptions of this process show that they see the benefit of teaching college-knowledge to elementary students because it reinforces and contextualizes mastery of grade level standards, proficiency on state testing and reclassification for English Language Learners at the elementary level--all traits that lend to students' eventual attainment of college-knowledge and eventual acceptance at four-year institutions.

    Cover page: Creating College Culture: A Systematic Approach to Attaining College-Knowledge at an Elementary School
    • Article
    • Peer Reviewed
    UCLA Previously Published Works (2021)

    Background/objectives

    Cognitive and mobility impairments are common and underdiagnosed chronic conditions that afflict community-dwelling older adults. This study describes the organization, implementation, and evaluation of an intervention for underserved and ethnically diverse older patients with dementia and/or falls risk.

    Design

    Observation, baseline and 1 year after intervention.

    Setting

    Community-based primary care county clinics in inland southern California.

    Participants

    A total of 272 persons, aged 70 years and older, who screened positive for falls and/or dementia and enrolled in the Cognition and Mobility Care Management program during the study period.

    Intervention

    A nurse care manager performed a patient and caregiver evaluation and created and implemented a care plan with medical, behavioral, and psychosocial interventions in partnership with patients and their primary care providers.

    Measurements

    Process outcomes included rates of positive screening for dementia and fall risk, referral, enrollment, and visit completion. Patient outcomes included fall history, mobility and cognitive assessments, and depression scales. Patients and/or caregivers completed questionnaires rating perceived benefits of enrollment after 1 year in the program.

    Results

    Medical assistants screened 573 patients aged 70 years and older during the study period; 78% screened positive for dementia and/or fall risk. Of the patients who screened positive, 94% were referred; 91% of contacted patients elected to enroll, and 272 patients completed an intake visit (meanage = 77 years; 65% female; 75% Latino; 10% African American). The patients and caregivers who completed satisfaction questionnaires 1 year after enrollment rated the program highly, and 92% would recommend the program to others.

    Conclusion

    A primary care-based screening and comanagement program to identify and manage dementia and falls risk in primarily Latino and African American older adult patients living in an underserved area was well received, with high satisfaction and perceived benefit from patients and caregivers.
      Cover page: Dementia and Falls Management in Underserved Populations: The Cognition and Mobility Care Management Program
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