000			02582naa a2200181uu 4500
001			0121515585237
003			OSt
005			20190211174222.0
008			101215s2010 xx ||||gr |0|| 0 eng d
100	1		_aREBACK, Randall _943442
245	1	0	_aSchools' mental health services and young children's emotions, behavior, and learning
260			_aHoboken : _bWiley-Blackwell, _cFall 2010
520	3		_aRecent empirical research has found that children's noncognitive skills play a critical role in their own success, young children's behavioral and psychological disorders can severely harm their future outcomes, and disruptive students harm the behavior and learning of their classmates. Yet relatively little is known about wide-scale interventions designed to improve children's behavior and mental health. This is the first nationally representative study of the provision, financing, and impact of school-site mental health services for young children. Elementary school counselors are school employees who provide mental health services to all types of students, typically meeting with students one-on-one or in small groups. Given counselors' nonrandom assignment to schools, it is particularly challenging to estimate the impact of these counselors on student outcomes. First, cross-state differences in policies provide descriptive evidence that students in states with more aggressive elementary counseling policies make greater test score gains and are less likely to report internalizing or externalizing problem behaviors compared to students with similar observed characteristics in similar schools in other states. Next, difference-in-differences estimates exploiting both the timing and the targeted grade levels of states' counseling policy changes provide evidence that elementary counselors substantially influence teachers' perceptions of school climate. The adoption of state-funded counselor subsidies or minimum counselor–student ratios reduces the fraction of teachers reporting that their instruction suffers due to student misbehavior and reduces the fractions reporting problems with students physically fighting each other, cutting class, stealing, or using drugs. These findings imply that there may be substantial public and private benefits derived from providing additional elementary school counselors
773	0	8	_tJournal of Policy Analysis and Management _g29, 4, p. 698-725 _dHoboken : Wiley-Blackwell, Fall 2010 _xISSN 02768739 _w
942			_cS
998			_a20101215 _b1558^b _cDaiane
998			_a20101217 _b1533^b _cCarolina
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c37805 _d37805
041			_aeng