Achieving the Ultimate Goal: School-based Support Services for Pregnant and Parenting Students in the Newark Public Schools District

Abstract

Background Nearly 1 in 10 young women in the U.S. still gets pregnant at least once before age 20, and even higher rates are reported among low-income and minority youth in working-class urban areas. When schools discriminate against or fail to accommodate pregnant and parenting teens in the manner reported by myriad sources, they not only miss a valuable opportunity to provide the types of support that have been shown to improve educational outcomes for these students, but also fundamentally violate federal Title IX standards. Thus, it is imperative that pregnant and parenting students in schools across the nation receive adequate access to school-based support services that are in compliance with Title IX.

Objectives This thesis addresses questions regarding the scope of school-based support services offered to pregnant and parenting students in the Newark Public Schools District. Specifically, this study assesses whether there is a gap between the standards and best practices established nationally and the actual services provided in the district. In addition, this thesis explores the potential factors that shape the range of services available in NPS, and proposes a core set of policy efforts to further improve the provision of school-based support moving forward.

Methods Research was conducted in three distinct phases: the first involving a comprehensive review of the standards established at the federal level; the second involving an identification of exemplary or “model” school districts with student demographics comparable to those found in Newark; and the third involving a series of in-depth interviews with twenty NPS contacts at both the district and school levels.

Results All pregnant and parenting students who request services in NPS receive support through a traditional approach that combines in-school services with out-of-school partnerships or referrals. Though services were wide-ranging and in compliance with Title IX obligations, there was much greater variability in schools’ implementation of national best practices. A wide array of factors was cited as influencing the range of support in NPS, including insufficient resources or funds, competing budgetary or administrative priorities, and a lack of awareness of pertinent standards and best practices.

Conclusions Though all pregnant and parenting students who request services in NPS receive access to a wide range of school-based or school-recommended support that is generally consistent with Title IX, there remain significant difficulties, barriers, and opportunities for improvement. Accordingly, this thesis offers six key recommendations for officials at the state, district, and school levels. As teen pregnancy rates remain disproportionately high in working-class urban areas, these recommendations should be immediately implemented in NPS and ultimately emulated in any and all school districts with similar demographic profiles.