Friday, September 19, 2014 
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All Areas of Our Work

Prenatal and Infancy

Early and Middle Childhood


Young Adulthood



BCYF Projects in Development


Benefit Cost Study

Background and Need
Benefit-cost analysis holds much promise for influencing policy related to children, youth, and families. With the passage of health care reform, there is increased potential for federal financial support of effective preventive services for children, youth, and families, particularly for those that have proven to be good resource investments. Much attention has focused on indicated preventive interventions, such as screening for disease or disorder, but a growing number of universal and selective preventive interventions have shown efficacy and/or effectiveness in controlled trials in reducing a wide range of physical, mental and behavioral health problems of young people (National Research Council/Institute of Medicine, 2009). Adoption of evidence-based prevention policies, practices, and programs as part of the health care system will be enhanced when decision makers can see benefits to public health accruing from investments that achieve better outcomes and offer sound financial returns.

Benefit-cost analysis offers a tool for determining whether resource investments make sense when measured against their near and long-term financial benefits. Its application to the field of prevention has grown over the past two decades...Read the full document 

For information on the Phase 1 workshop go here.

For information about the Phase 2 study in development, please contact Kimber Bogard, Board Director, at kbogard@nas.edu.


Summertime Experiences and Child and Adolescent Education, Health, and Safety: A Study 

Background and Need
Many Americans have an image of summer as a time of high activity when children and their families engage in swimming, hiking, and vacations. This image may include young people participating in summer camps and other forms of organized summer programming as well as enjoying more free time for recreation within the safety of their own neighborhoods. The idea that summer represents a time when young people have heightened access to healthy foods such a fruits and vegetables is also common. Unfortunately, this image is not a reality for many young people in America. Instead, summer appears to be "season of risk" with respect to children's learning, risk for obesity, and involvement in delinquent activities...Read the full document

For further information on this study in development, please contact Kimber Bogard, Board Director, at kbogard@nas.edu.

Supporting School Success of Second Language Learners in Context

Background and Need
The nation’s ongoing demographic shift is highly visible in its children and youth from early childhood through the late adolescent years. Many children and youth live in homes in which a language in addition to, or other than English is spoken. There is tremendous diversity within the estimated 5.3 million young English language learners or learners of a second language (ELs) with respect to their multi-faceted socio-demographic characteristics and developmental trajectories. This well-established trend is projected to hold through 2020 and beyond.

This diverse body of children and youth learn in contexts such as child care, early childhood education programs, and the K-12 education system. For example, recent estimates indicate that of the nation’s Head Start and Title I preschool enrollments, 30% (more than 300,000 students in 2006-2007) were ELs. In addition, more than 42% of the nation’s English Learner enrollment was in Grades K-2 (approximately 1.9 million students in 2006-2007). Given the growing demographic and linguistic diversity of the student population today, current efforts to improve education and reform how children learn from the early years into the elementary and secondary grades can benefit from a critical analysis of the research and recommendations on how the research can be applied to learning settings...Read the full document 

For further information on this study in development, please contact Kimber Bogard, Board Director, at kbogard@nas.edu.

The National Academies