Browsing by Author "Bai, Y"

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    A Network Perspective on Dropout Prevention in Two Cities
    (Educational Administration Quarterly, 2015-02) Wells, R; Gifford, E; Bai, Y; Corra, A
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    Carrier Dynamics Engineering for High-Performance Electron-Transport-Layer-free Perovskite Photovoltaics
    (CHEM, 2018-10-11) Han, Q; Ding, J; Bai, Y; Li, T; Ma, JY; Chen, YX; Zhou, Y; Liu, J; Ge, QQ; Chen, J; Glass, JT; Therien, MJ; Liu, J; Mitzi, DB; Hu, JS
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    Child welfare agency ties to providers and schools and substance abuse treatment use by adolescents.
    (Journal of substance abuse treatment, 2011-01) Wells, R; Chuang, E; Haynes, LE; Lee, IE; Bai, Y
    Policy makers and advocates are increasingly encouraging child-serving organizations to work together. This study examined how child welfare agency ties with substance abuse treatment providers and schools correlated with substance abuse treatment for adolescents receiving child protective services. A sample of adolescents with substance use risk was extracted from a national survey of families engaged with child welfare. Logistic regressions with adjustments for complex survey design used child welfare agency ties to substance abuse treatment providers and schools to predict treatment. As expected, adolescents were more likely to report treatment when child protective services and substance abuse treatment were in the same agency and when child welfare agency directors reported joint planning with schools. However, child welfare agency agreements with substance abuse treatment providers were negatively associated with treatment. This unexpected finding implies that agencies may sometimes cooperate to address problems and to improve service utilization.
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    Communication with school nurses about asthma and perceived obstacles to care
    (Ambulatory Pediatrics, 2006) Hillemeier, MM; Gusic, M; Bai, Y
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    Correlates and Consequences of Spanking and Verbal Punishment for Low-Income White, African American, and Mexican American Toddlers
    (Child Development, 2009) Berlin, LJ; Malone, PS; Ayoub, CA; Ispa, J; Fine, M; Brooks Gunn, J; Brady Smith, C; Bai, Y
    This study examined the prevalence, predictors, and outcomes of spanking and verbal punishment in 2,573 low-income White, African American, and Mexican American toddlers at ages 1, 2, and 3. Both spanking and verbal punishment varied by maternal race/ethnicity. Child fussiness at age 1 predicted spanking and verbal punishment at all 3 ages. Cross-lagged path analyses indicated that spanking (but not verbal punishment) at age 1 predicted child aggressive behavior problems at age 2 and lower Bayley mental development scores at age 3. Neither child aggressive behavior problems nor Bayley scores predicted later spanking or verbal punishment. In some instances, maternal race/ethnicity and/or emotional responsiveness moderated the effects of spanking and verbal punishment on child outcomes.
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    Gender Differences in the Impact of North Carolina’s Early Care and Education Initiatives on Student Outcomes in Elementary School
    (Educational Policy, 2020-03-01) Muschkin, CG; Ladd, HF; Dodge, KA; Bai, Y
    © The Author(s) 2018. Based on growing evidence of the long-term benefits of enriched early childhood experiences, we evaluate the potential for addressing gender disparities in elementary school through early care and education programs. Specifically, we explore the community-wide effects of two statewide initiatives in North Carolina on gender differences in academic outcomes in Grades 3 to 5, using administrative student data and information on variation in program availability across counties and over time. We find that although investments in early care and education programs produce significant gains in math and reading skills on average for all children, boys experience larger program-related gains than girls. Moreover, the greatest gains among boys emerge for those from less advantaged families. In contrast, the large and statistically significant reductions in special education placements induced by these early childhood program do not differ consistently by gender.
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    Health service access across racial/ethnic groups among children in the child welfare system
    (Child Abuse & Neglect, 2009) Wells, R; Hillemeier, MM; Bai, Y; Belue, R
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    Homogenization for chemical vapor infiltration process
    (Communications in Mathematical Sciences, 2017-01-01) Zhang, C; Bai, Y; Xu, S; Yue, X
    Multi-scale modeling and numerical simulations of the isothermal chemical vapor infiltration (CVI) process for the fabrication of carbon fiber reinforced silicon carbide (C/SiC) composites were presented in [Bai, Yue and Zeng, Commun. Comput. Phys., 7(3):597-612, 2010]. The homogenization theory, which played a fundamental role in the multi-scale algorithm, will be rigorously established in this paper. The governing system, which is a multi-scale reaction-diffusion equation, is different in the two stages of CVI process, so we will consider the homogenization for the two stages respectively. One of the main features is that the reaction only occurs on the surface of fiber, so it behaves as a singular surface source. The other feature is that in the second stage of the process when the micro pores inside the fiber bundles are all closed, the diffusion only occurs in the macro pores between fiber bundles and we face up with a problem in a locally periodic perforated domain.
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    Impact of North Carolina's Early Childhood Programs and Policies on Educational Outcomes in Elementary School.
    (Child Dev, 2016-11-17) Dodge, KA; Bai, Y; Ladd, HF; Muschkin, CG
    North Carolina's Smart Start and More at Four (MAF) early childhood programs were evaluated through the end of elementary school (age 11) by estimating the impact of state funding allocations to programs in each of 100 counties across 13 consecutive years on outcomes for all children in each county-year group (n = 1,004,571; 49% female; 61% non-Latinx White, 30% African American, 4% Latinx, 5% other). Student-level regression models with county and year fixed effects indicated significant positive impacts of each program on reading and math test scores and reductions in special education and grade retention in each grade. Effect sizes grew or held steady across years. Positive effects held for both high- and low-poverty families, suggesting spillover of effects to nonparticipating peers.
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    Pairing nurses and social workers in schools: North Carolina's school-based Child and Family Support Teams.
    (J Sch Health, 2010-02) Gifford, EJ; Wells, RS; Miller, S; Troop, TO; Bai, Y; Babinski, L
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    Preparing for Asthma-Related Emergencies in Schools: In Reply
    (Pediatric, 2007) Hillemeier, MM; Bai, Y; Gusic, M
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    Race/ethnic disparities in symptom severity among children hospitalized with asthma
    (Journal of Health Care for the Poor and Underserved, 2007) Bai, Y; Hillemeier, MM; Lengerich, EJ
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    Rural and Urban Children with Asthma: Are School Health Services Meeting Their Needs?
    (Pediatrics, 2006) Hillemeier, MM; Gusic, M; Bai, Y
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    Subtypes of childhood social withdrawal and adult relationship and parenting outcomes
    (International Journal of Behavioral Development, 2024-01-01) Reilly, EB; Dodge, KA; Bai, Y; Lansford, JE; Bates, JE; Pettit, GS
    The aims of the current 30 year prospective study were to determine: (1) whether socially withdrawn kindergarten children are less likely than others to enter serious romantic relationships or become parents by age 34, (2) whether socially withdrawn children parent differently than non-withdrawn individuals when they grow up, and (3) whether subtypes of withdrawal are associated with different adult outcomes. Following Harrist et al. (1997), 558 kindergarten children (81% White, 17% Black) were categorized into one of the five groups: four clusters of social withdrawal (n = 95 unsociable, 23 passive-anxious, 18 active-isolate, and 25 sad/depressed) or non-withdrawal (n = 397), using directly observed school behavior and teacher ratings. About 30 years later (Mage = 34.45 years, SD = 0.62 years), participants self-reported on their romantic relationship and parent status and parenting warmth and harshness. Overall, the group of socially withdrawn children was no more or less likely than the non-withdrawn group to be in a current relationship or a parent, nor did they report any differences in parenting. However, the active-isolate subtype of social withdrawal, characterized by impulsivity and anger, was less likely than the non-withdrawn group to be in a current relationship (B = −1.24, p < 0.05). This study suggests socially withdrawn children in the United States fare similarly to non-withdrawn peers in adulthood in their romantic relationships and parenting, but a subgroup of active-isolate children may be at risk of not entering adult relationships.