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Strengthening the evidence for maternal and child health programs

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Items in this list may be obtained from the sources cited. Contact information reflects the most current data about the source that has been provided to the MCH Digital Library.


Displaying records 1 through 20 (34 total).

Hall E. 2017. Identifying a school quality/student success indicator for ESSA: Requirements and considerations. Washington, DC: Council of Chief State School Officers, 12 pp.

Annotation: This brief describes the Every Student Succeeds Act (ESSA) requirements for the inclusion of a school quality or student success indicator (referred to as the "5th indicator), including requirements to ensure that the indicator contributes to a state's system of school and district accountability. Highlights include key factors to consider when identifying, evaluating, and implementing a school quality or student success indicator for inclusion in a state's accountability system. Examples of school quality and student success indicators and research supporting those indicators are included.

Contact: Council of Chief State School Officers, One Massachusetts Avenue, N.W., Suite 700, Washington, DC 20001-1431, Telephone: (202) 336-7000 Fax: (202) 408-8072 E-mail: info@ccsso.org Web Site: http://www.ccsso.org Available from the website.

Keywords: Accountability, Evaluation, Limited English speakers, Measures, Program improvement, Quality assurance, Regulations, School districts, Schools, Students, Systems development

Park M, McHugh M. 2014. Immigrant parents and early childhood programs: Addressing barriers of literacy, culture, and systems knowledge. Washington, DC: Migration Policy Institute, 57 pp.

Annotation: This report identifies the unique needs of immigrant parents across the range of expectations for parent skill, engagement, and leadership sought by early childhood education and care programs, as well as strategies for addressing these needs. Contents include selected demographics of children of immigrants and their parents, factors jeopardizing meaningful engagement, the importance of parent engagement specific to children of immigrants, federal programming, family literacy and dual-generation strategies, and adult education. Research findings and recommendations are also presented.

Contact: Migration Policy Institute, 1400 16th Street, NW, Suite 300, Washington, DC 20036, Telephone: (202) 266-1940 Fax: (202) 266-1900 E-mail: http://www.migrationpolicy.org/contact/index.php Web Site: http://www.migrationpolicy.org Available from the website.

Keywords: Adult education, Child care, Early childhood education, Federal programs, Immigrants, Intergenerational programs, Language barriers, Limited English speakers, Literacy education, Low literacy, Parent professional relations, Parent support services, Parents, Research, Young children

U.S. Department of Health and Human Services. 2013. Language access plan. Washington, DC: U.S. Department of Health and Human Services, 26 pp.

Annotation: This plan establishes a strategy for ensuring meaningful access by individuals with limited English proficiency (LEP) to programs and activities administered by the U.S. Department of Health and Human Services (HHS) in in accordance with Executive Order 13166, Improving Access to Services For Persons With Limited English Proficiency, issued in August 2000. The plan includes a definition of the HHS language access policy based on the following essential elements: assessment of needs and capacity, oral language assistance services, written translations, policies and procedures, notification of the availability of language assistance at no cost, staff training, assessment of access and quality, stakeholder consultation, digital information, and grant assurance and compliance. Each of these ten elements are defined, and actions steps for implementation are provided.

Contact: U.S. Department of Health and Human Services, 200 Independence Avenue, S.W., Washington, DC 20201, Telephone: (202) 619-0257 Secondary Telephone: (877) 696-6775 Web Site: http://www.hhs.gov Available from the website.

Keywords: Federal programs, Guidelines, Language barriers, Limited English speakers, Public policy, Strategic plans

U.S. Food and Drug Administration. 2013. Ensuring access to adequate information on medical products for all: With special focus on underrepresented subpopulations, including racial subgroups. [Silver Spring, MD]: U.S. Food and Drug Administration, 26 pp.

Annotation: This report provides an overview of how the Food and Drug Administration operates in terms of its communications and describes how the agency communicates the benefits and risks of medical products to health care providers and patients, especially underrepresented populations, including racial subgroups. Topics include communications with the general public, including MedWatch, social media, staff and advisory committees, and external stakeholder meetings; as well as designing communications for populations with limited English proficiency, health literacy, and outreach. Appendices include highlights of the risk communications strategic plan, and the Office of Minority Health web site on Federal Health Information.

Contact: U.S. Food and Drug Administration, 10903 New Hampshire Ave., Silver Spring, MD 20993, Telephone: (888) 463-6332 Fax: (301) 443-3100 Web Site: http://www.fda.gov Available from the website.

Keywords: Communication, Cultural competency, Federal agencies, Health literacy, Limited English speakers, Public health, Racial factors, U.S. Food and Drug Administration

Murphey D, Cooper M, Moore KA. 2012. Grandparents living with children: State-level data from the American Community Survey. Washington, DC: Child Trends, 4 pp.

Annotation: This brief examines recent trends, national and for each state, related to grandparents who live with grandchildren. In addition to presenting data in tabular form about grandparents living with children, those responsible for the care of grandchildren, percentage of co-resident grandparents responsible for the care of children, percentage of those responsible for care of grandchildren in povery, percentage of people ages 35 and older in poverty, and percentage or responsible grandparents with limited English, the brief provides an overview and discusses variations by state. Information about the data used is included.

Contact: Child Trends, 7315 Wisconsin Avenue, Suite 1200 W, Bethesda, MD 20814, Telephone: (240) 223-9200 E-mail: Web Site: http://www.childtrends.org Available from the website.

Keywords: Children, Families, Family structure, Grandparents, Limited English speakers, Low income groups, Poverty, Statistical data, Trends

Hablamos Juntos and Robert Wood Johnson Foundation. [2009]. More than words toolkit: Improving the quality of health care translations. [Fresno, CA]: Hablamos Juntos,

Annotation: This Web site hosts a toolkit designed to help health care organizations enhance their communications with limited English proficiency patients. The toolkit provides assistance for designing translation briefs, creating translations, and assessing the quality of translations. The toolkit specifically provides information for creating informed consent forms. Other resources hosted here include links to translator services, examples of translations, glossaries and dictionaries, and professional associations.

Contact: Hablamos Juntos, UCSF Fresno Center for Medical Education and Ressearch, 155 North Fresno Street, Fresno, CA 93701, Telephone: (559) 241-6509 Fax: (559) 241-6532 E-mail: info@hablamosjuntos.org Web Site: http://www.hablamosjuntos.org/default.about.asp Available from the website.

Keywords: Communication, Culturally competent services, Limited English speakers, Migrant health, Translations

Au M, Taylor EF, Gold M. 2009. Improving access to language services in health care: A look at national and state efforts. Princeton, NJ: Mathematica Policy Research, 10 pp. (Policy brief)

Annotation: This policy brief assesses emerging national efforts and work in three leading states -- California, Minnesota, and New York -- to highlight challenges, successes, and implications for future policy and activities related to language services in health care for those with limited English proficiency. In addition to information about the three states, topics include national awareness and activity, movement at the state level, and lessons learned.

Contact: Mathematica Policy Research, P.O. Box 2393, Princeton, NJ 08543-2393, Telephone: (609) 799-3535 Fax: (609) 799-0005 E-mail: info@mathematica-mpr.com Web Site: http://www.mathematica-mpr.com Available from the website.

Keywords: California, Health services, Language barriers, Limited English speakers, Minnesota, New York, Public policy, Social services, State programs

Bronheim S, Dunne C, Goode T. 2009. Rationale for cultural and linguistic competence in Maternal and Child Health Bureau-funded training programs. Washington, DC: National Center for Cultural Competence, 4 pp.

Annotation: This report outlines areas of opportunity relating to preparing new culturally and linguistically competent MCH leaders and increasing diversity among future MCH leaders in the Maternal and Child Health Bureau (MCHB) funded training programs. [Funded by the Maternal and Child Health Bureau]

Contact: National Center for Cultural Competence, Georgetown University Center for Child and Human Development, P.O. Box 571485, Washington, DC 20057-1485, Telephone: (202) 687-5387 Secondary Telephone: (800) 788-2066 Fax: (202) 687-8899 E-mail: cultural@georgetown.edu Web Site: http://nccc.georgetown.edu Available from the website.

Keywords: Cultural competence , Ethnic groups, Federal programs, Limited English speakers

Perkins J,Youdelman M. 2008. Summary of state law requirements addressing language needs in health care. Washington, DC: National Health Law Program, 136 pp.

Annotation: This document comprises a chart offering citations to, and a short description of, each state's laws regarding services to limited English proficiency persons in health care settings. The chart updates and replaces the list of state laws first published by the National Health Law Program as part of its language access manual, Ensuring Linguistic Access in Health Care Settings: Legal Rights and Responsibilities. Highlights of activities related to addressing language access in health care settings over the last two years are presented in an introduction to the chart.

Contact: National Health Law Program, 1441 I Street, N.W., Suite 1105, Washington, DC 20005, Telephone: (202) 289-7724 E-mail: nhelp@healthlaw.org Web Site: http://www.healthlaw.org Available from the website.

Keywords: Access to health care, Health care, Legal responsibility, Limited English speakers, Patient rights, State legislation

Barrett SE, Dyer C, Westpheling K. 2008. Language access: Understanding the barriers and challenges in primary care settings—Perspectives from the field. McLean, VA: Association for Clinicians for the Underserved; Washington, DC: National Health Law program, 18 pp.

Annotation: This report summarizes what the Association of Clinicians for the Underserved learned when, in 2007, it surveyed its member clinicians, health care clinics, and clinical networks about the problem of limited information on the language service issues that primary care clinicians, nonclinical staff, clinic managers, and administrators confront daily in providing services to individuals with limited English proficiency. The report provides background and discusses organizational and practice issues (interpreter services, problems referring patients, competing language needs, and cost issues) and the clinic visit (patient intake and triage and clinician-patient communication).

Contact: National Health Law Program, 1441 I Street, N.W., Suite 1105, Washington, DC 20005, Telephone: (202) 289-7724 E-mail: nhelp@healthlaw.org Web Site: http://www.healthlaw.org Available from the website.

Keywords: , Communication, Costs, Language barriers, Limited English speakers, Primary care, Referrals, Service delivery, Surveys, Underserved communities

Kutner M, Greenberg E, Jim Y, Paulsen C. 2006. The health literacy of America's adults: Results from the 2003 National Assessment of Adult Literacy. Washington, DC: National Center for Education Statistics, 60 pp.

Annotation: This report examines the relationship between health literacy and various self-reported background factors. The report examines how health literacy varies across groups with different demographic characteristics as well as the relationship between health literacy and highest level of educational attainment and poverty status, and it explores the relationship between literacy and overall health. Statistical information is presented in tables and figures throughout the report. The report includes five appendices: (1) a sample health literacy assessment questionnaire, (2) definitions of all subpopulations and background variables reported, (3) technical notes, (4) standard errors for tables and figures, and (5) additional analyses. References are included.

Contact: National Center for Education Statistics, 1990 K Street, N. W., Washington, DC 20006, Telephone: (202) 502-7300 Secondary Telephone: (202) 502-7442 Fax: (202) 219-1736 Web Site: http://www.nces.ed.gov Available from the website.

Keywords: Age factors, Demographics, Education, Health, Health literacy, Limited English speakers, Low income groups, Poverty, Racial factors

Youdelman M, Perkins J. 2005. Providing language services in small health care provider settings: Examples from the field. New York, NY: Commonwealth Fund; Washington, DC: National Health Law Program, 78 pp.

Annotation: This report describes a study conducted to assess current innovations in providing language services in small health care provider settings and identifies promising practices that are replicable by other small providers (e.g., recruiting bilingual staff for dual roles; conducting ongoing cultural and language competency training for interpreter staff; using community resources such as hospitals, managed care organizations, students, and volunteers; and capitalizing on underutilized resources). An eight-step plan to help providers develop a strategy to meet the needs of limited English proficiency clients and the community is included. Three appendices include a summary of surveyed models for providing language assistance services in small health care provider settings, a suggested plan of implementing language services, and the project methodology.

Contact: Commonwealth Fund, One East 75th Street, New York, NY 10021, Telephone: (212) 606-3800 Fax: (212) 606-3500 E-mail: info@cmwf.org Web Site: http://www.commonwealthfund.org Available from the website.

Keywords: Community programs, Culturally competent services, Health professionals, Limited English speakers, Model programs, Training, Translations

Dower C. 2005. Bilingual proficiency among California's health care professionals. San Francisco, CA: University of California, San Francisco, Center for the Health Professions, California Workforce Initiative, 8 pp.

Annotation: This report presents information about bilingual proficiency among California's health professionals. The importance for health professionals of being able to communicate effectively with individuals with low English proficiency is discussed. Also discussed is assessing language proficiency among health professionals, the next generation of more-comprehensive language testing that includes areas such as cultural issues and knowledge of health care terminology, certifying health professionals in a second language, setting up a certification program, and policy options. Statistical information is presented in tables throughout the report. References are included.

Contact: University of California, San Francisco, Healthforce Center for Research and Leadership Development, 3333 California Street, Suite 410, San Francisco, CA 94143, Telephone: (415) 476-8181 E-mail: healthforcecenter@ucsf.edu Web Site: http://healthforce.ucsf.edu Available from the website.

Keywords: California, Communication, Culturally competent services, Health personnel, Language, Language barriers, Limited English speakers, Public policy

American Institutes for Research. 2005. A patient-centered guide to implementing language access services in healthcare organizations. Washington, DC: U.S. Office of Minority Health [Resource Center], 243 pp.

Annotation: This guide provides practical suggestions for how health care organizations and providers can implement language access services (LAS). LAS are services designed to ensure effective communication between individuals with limited English proficiency and English speakers. The guide is designed to serve as a resource for organizations such as hospitals, health maintenace organizations, community health centers, clinics, physician's practices, and others. The guide contains four steps and six resource units that provide guidance on implementing LAS. The first two steps involve assessment. The third step focuses on planning, implementation, and evaluation of the various components of LAS. The fourth step provides a detailed discussion of specific methods for monitoring, evaluating, and improving LAS. Each step and resource unit describes two case studies that depict a situation and reactions to the situation from the patient and provider perspectives. Also included in the guide are Web-linked tools, resources, and tips.

Contact: U.S. Office of Minority Health Resource Center, P.O. Box 37337, Washington, DC 20013-7337, Telephone: (800) 444-6472 Secondary Telephone: (301) 251-1432 Fax: (301) 251-2160 E-mail: info@minorityhealth.hhs.gov Web Site: http://minorityhealth.hhs.gov/omh/browse.aspx?lvl=1&lvlid=3 Available from the website.

Keywords: Assessment, Case studies, Culturally competent services, Evaluation, Language, Language barriers, Limited English speakers, Program planning

Capps R, Fix M, Ost J, Reardon-Anderson J, Passel JS. 2004. The health and well-being of young children of immigrants. Washington, DC: Urban Institute, 42 pp.

Annotation: This report focuses on the health and well-being of young children under age 6 in immigrant families (families in which at least one parent was born outside the United States). The report is divided into six broad sections. Section 1 provides an overview of immigration trends and their effects on the composition of the young child population. Section 2 discusses poverty, family structure, and parental work patterns. Section 3 explores the educational attainment and English proficiency of immigrant parents, and their potential effect on children's school performance. Section 4 examines hardship rates and benefit receipt. Section 5 analyzes health status and health insurance coverage. Section 6 report on child care arrangements. Statistical information is presented in figures and tables throughout the report. A conclusion, notes, and references are included.

Contact: Urban Institute, 2100 M Street, N.W., Washington, DC 20037, Telephone: (202) 833-7200 Fax: (202) 467-5775 E-mail: http://www.urban.org/about/contact.cfm Web Site: http://www.urban.org Available from the website.

Keywords: Child care, Child health, Education, Families, Health insurance, Immigrants, Infant health, Limited English speakers, Poverty, Trends, Working parents, Young children

Goode TD, Dunne C. 2003, 1999. Rationale for cultural competence in primary health care [rev. ed.]. Washington, DC: National Center for Cultural Competence, 11 pp. (Policy brief; 1)

Annotation: This paper discusses why there is a compelling need for cultural competence in health care and policy making implications for primary health care organizations and programs. It also provides a checklist to facilitate the development of culturally and linguistically competent public health care policies and structures. A Spanish version is available from the Web site. [Funded in part by the Maternal and Child Health Bureau]

Contact: National Center for Cultural Competence, Georgetown University Center for Child and Human Development, P.O. Box 571485, Washington, DC 20057-1485, Telephone: (202) 687-5387 Secondary Telephone: (800) 788-2066 Fax: (202) 687-8899 E-mail: cultural@georgetown.edu Web Site: http://nccc.georgetown.edu Available from the website.

Keywords: Access to health care, Cultural competence, Culturally competent services, Health policy, Language barriers, Limited English speakers, Linguistic competence, Minority groups, Spanish language materials

Perkins J, Youdelman M, Wong D. 2003. Ensuring linguistic access in health care settings: Legal rights and responsibilities (2nd ed.). Los Angeles, CA: National Health Law Program, 171 pp.

Annotation: This manual provides an overview of the current state of language barriers to health care and of the array of federal and state legal provisions affecting the delivery of linguistically appropriate services to non-English speaking patients. The manual is divided into five sections which examine the following subject areas: the need for linguistically appropriate health care services, language access responsibilities under Federal laws, state law requirements, managed care and private accreditation organizations, and recommendations and conclusions. Ten appendices include a bibliography, minutes of a technical advisory group meeting, a structured interview guide, information and guidance from the Office of Civil Rights, a summary of state laws on linguistic and cultural needs, a section of California government code, and Medicaid managed care contract provisions.

Contact: National Health Law Program, 1441 I Street, N.W., Suite 1105, Washington, DC 20005, Telephone: (202) 289-7724 E-mail: nhelp@healthlaw.org Web Site: http://www.healthlaw.org Available from the website.

Keywords: Access to health care, Accreditation, California, Civil rights, Cultural factors, Federal legislation, Language barriers, Legal responsibility, Limited English speakers, Managed care, Manuals, Medicaid, State legislation

Bronheim S, Sockalingam S. 2003. A guide to choosing and adapting culturally and linguistically competent health promotion materials. Washington, DC: National Center for Cultural Competence, 12 pp.

Annotation: This document provides guidance for providers, agencies, community organizations, and funders on how to ensure that health promotion materials reflect the principles and practices of cultural and linguistic competence. The document includes information on (1) values and guiding principles for ensuring cultural and linguistic competence in health promotion messages and materials and (2) steps for choosing or adapting culturally and linguistically competent health promotion materials. References are provided along with resources on general health promotion, assessing materials for low literacy readers, creating alternate formats for individuals with disabilities, and materials for diverse populations on a variety of health issues, both in general and related to targeted health disparity areas.

Contact: National Center for Cultural Competence, Georgetown University Center for Child and Human Development, P.O. Box 571485, Washington, DC 20057-1485, Telephone: (202) 687-5387 Secondary Telephone: (800) 788-2066 Fax: (202) 687-8899 E-mail: cultural@georgetown.edu Web Site: http://nccc.georgetown.edu Available at no charge; also available from the website.

Keywords: Consumer education materials, Cultural competence, Cultural diversity, Cultural sensitivity, Ethnic groups, Limited English speakers, Linguistic competence, Low literacy materials, Minority groups

COSMOS Corporation. 2003. Limited English proficiency as a barrier to family planning services: Final report. Bethesda, MD: COSMOS Corporation, 1 v.

Annotation: This report presents the findings of the Limited English Proficiency as a Barrier to Family Planning Services study. The study reviewed and assessed the language assistance services and activities being provided to limited English proficient individuals in seven Title X-funded family planning clinics. The report includes the following sections: (1) introduction, (2) study design and methodology, (3), study findings, (4) clinic profiles, (5) focus group findings, (6) recommendations, and (7) references. The report also includes a variety of exhibits such as study questions and estimated costs of language-assistance services. The report concludes with eight appendices.

Contact: COSMOS Corporation, 3 Bethesda Metro Center, Suite 420, Bethesda, MD 20814, Telephone: (301) 215-9100 Fax: (301) 215-6969 Web Site: http://www.cosmoscorp.com Available from the website.

Keywords: Families, Family planning clinics, Focus groups, Language barriers, Limited English speakers, Public Health Service Act, Title X, Research

Morse A. 2003. Language access: Helping non-English speakers navigate health and human services. Denver, CO: National Conference of State Legislatures, 24 pp.

Annotation: This report provides information on how language gaps can negatively impact health and human services delivery and on federal guidelines for providing services to limited-English proficient individuals. The report includes an overview of immigrant families, information on federal law and enforcement, and details on state programs and promising practices. Two appendices cover federal law and policy on this issue and an Office of Management and Budget report to Congress. Statistics are presented in tables throughout the report. The report concludes with a reference list.

Contact: National Conference of State Legislatures, 7700 East First Place, Denver, CO 80230, Telephone: (303) 364-7700 Fax: (303) 364-7800 Web Site: http://www.ncsl.org Available at no charge; also available from the website.

Keywords: Culturally competent services, Families, Federal government, Health care delivery, Human services, Immigrants, Language barriers, Limited English speakers, State programs

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This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.