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Objectives:To compare measures of well-being in children with and without different types and severity of limitations.Design: Nationally representative data for American children aged 5 to 17 years were drawn from the 1994 and 1995 National Health Interview Surveys on Disability (NHIS-D) (N=41300) and the Year 2000 Health Supplement to the 1994 NHIS-D (N = 9530). Family resources, safety, health status, and health access were measures of environment. The presence and severity of limitations were measured in the domains of mobility, self-care, communication, and learning.Results: Children with functional limitations were more likely to live in families with limited resources and have greater exposure to secondhand smoke, less access to health care, and lower health status. Children with a limitation were not less likely to have a regular source of medical care, but they more often were delayed or prevented from getting necessary health care due to cost or insurance.Conclusions: Standard measures of child well-being were appropriate for children with functional limitations and showed their unfavorable situations. Children with functional limitations more often have unfavorable family resources, less healthy home environments, poorer health status, and less health service access than other children, making them more susceptible to developmental difficulties beyond those difficulties associated with the challenges of their specific functional limitations.
Objectives:To compare measures of well-being in children with and without different types and severity of limitations.Design: Nationally representative data for American children aged 5 to 17 years were drawn from the 1994 and 1995 National Health Interview Surveys on Disability (NHIS-D) (N=41300) and the Year 2000 Health Supplement to the 1994 NHIS-D (N = 9530). Family resources, safety, health status, and health access were measures of environment. The presence and severity of limitations were measured in the domains of mobility, self-care, communication, and learning.Results: Children with functional limitations were more likely to live in families with limited resources and have greater exposure to secondhand smoke, less access to health care, and lower health status. Children with a limitation were not less likely to have a regular source of medical care, but they more often were delayed or prevented from getting necessary health care due to cost or insurance.Conclusions: Standard measures of child well-being were appropriate for children with functional limitations and showed their unfavorable situations. Children with functional limitations more often have unfavorable family resources, less healthy home environments, poorer health status, and less health service access than other children, making them more susceptible to developmental difficulties beyond those difficulties associated with the challenges of their specific functional limitations.
INTRODUCTIONThis issue of JPAM inaugurates a new feature, "Point/Counterpoint," in which two social science policy researchers comment on a prominent issue involving the role and character of public policy and public management research. It will deal both with policy issues and matters involving the methods and uses of policy analysis and public management research. The idea is to focus on one subject on which researchers and scholars can relate to each other to sharpen focus on an important question. Taking space and time considerations into account, the arguments presented necessarily will be more general and informal than what would be presented in a journal article. This first "Point/Counterpoint" addresses whether and how the federal government should-or should not-be involved in school accountability, an issue made prominent by the enactment of the No Child Left Behind Act of 2001. The authors are Eric A. Hanushek in the affirmative and Richard Rothstein in the negative. Each was allocated 2,000 words. In an effort to give coherence to this debate, Hanushek went first and Rothstein second, with Rothstein having Hanushek's article in-hand. Each then wrote a rebuttal comment, with Hanushek writing a longer reaction statement as compensation for being willing to go first. Eric Hanushek is a senior fellow at the Hoover Institution of Stanford University and a leading researcher in the economics of school finance and policy. His recent work with Margaret Raymond has investigated aspects of the design and impact of school accountability systems. Richard
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