Browsing by Author "Lamba, Navjot"

Now showing 1 - 7 of 7
  • Thumbnail Image
    ItemOpen Access
    A profile of Albertans experiencing different client pathways in the income support and income support learners programs
    (PolicyWise for Children & Families, 2019-06-18) Lamba, Navjot; Bhatt, Hitesh; Cui, Xinjie
    A large proportion of individuals using income support programs face barriers to permanent employment and often re-enter income support programs. This report profiled 35,368 Albertan’s (18 to 25 years old) use of and transition between Income Support and Income Support Learners programs using administrative data from 2005/06 to 2010/11. Analyses examined these individuals’ sociodemographic characteristics and public service use patterns. This report found that individuals receiving income support had higher rates of residential mobility, injury/harm diagnoses, hospitalizations, corrections-involvement, and non-full-time healthcare registration than persons not accessing income supports. This report also found that income support access patterns varied by an individual’s demographic characteristics. These findings provide policy-relevant evidence that public authorities may consider as they seek to reduce young adults’ sustained reliance on income support programs.
  • Thumbnail Image
    ItemOpen Access
    A profile of income support learners clients
    (PolicyWise for Children & Families, 2019-07-17) Lamba, Navjot; Cui, Xinjie
    A large proportion of individuals using income support programs face barriers to permanent employment and re-enter income support programs after leaving them. This report used administrative data to profile Albertan youth (18 to 25 years old) who were Income Support Learners (ISL) clients at some point between 2005/06 and 2010/11. Analyses examined these individuals’ sociodemographic characteristics and public service use patterns. This report found that ISL clients were more likely to not complete high school, live in the lowest socioeconomic neighbourhoods, suffer from injuries, move residences, and have high-cost health and mental health service use than those not in the ISL program. This report also found that ISL clients without children had less household moves than ISL clients with children. These findings provide policy-relevant evidence that public authorities may consider as they seek to better assist Income Support Learners clients. 
  • Thumbnail Image
    ItemOpen Access
    A profile of post-secondary students in Alberta
    (PolicyWise for Children & Families, 2019-01-17) Lamba, Navjot; Twilley, Leslie; Cui, Xinjie
    Many benefits are associated with obtaining a post-secondary education. This report used administrative data to profile students (18 to 25 years old) enrolled in publicly-funded post-secondary institutions in Alberta from the 2005/06 to 2010/11. Analyses examined these individuals’ sociodemographic characteristics and public service use patterns based on their enrollment status (full-time or part-time) and credential type. This report found that (1) almost one-third (120,000 to 130,000 a year from 2005/06 to 2010/11) of Albertan individuals 18 to 25 years old were enrolled in publicly-funded post-secondary institution, (2) there was a greater representation of female than male students, (3) about 3% of full and part-time students identified as Aboriginal, (4) part-time students were more likely to use mental health services than full-time students and non-students, (5) students were less likely to be high-cost health service users than individuals not enrolled in post-secondary studies, and (6) students enrolled in post-secondary studies, but not in credential programs, were more likely to use social services and income supports than other students. These findings provide policy-relevant evidence that public authorities may consider as they seek to better support post-secondary students.
  • Thumbnail Image
    ItemOpen Access
    A profile of students receiving English as a Second Language (ESL) instruction
    (PolicyWise for Children & Families, 2019-10-18) Lamba, Navjot; Cui, Xinjie
    English as a Second Language (ESL) learners require special instructional supports to reach educational expectations and realize their full potential. This report used administrative data to profile ESL learners in the education system (kindergarten to 12th grade) in Alberta between 2005/06 and 2010/11. Analyses examined these individuals’ sociodemographic characteristics and public service use patterns. This report found that students receiving ESL instruction (1) increased in number over the report period, (2) were more likely to be younger students, (3) were composed of proportionally more males and residents of Calgary, and (4) were less likely to be high-cost health, mental health service users, child intervention recipients, and child disability supports recipients than non-ESL students. These findings provide policy-relevant evidence that public authorities may consider as they seek to better support ESL learners. 
  • Thumbnail Image
    ItemOpen Access
    A profile of students with special needs in Alberta
    (PolicyWise for Children & Families, 2019-10-18) Lamba, Navjot; Bhatt, Hitesh; Cui, Xinjie
    Students with special needs require instructional supports to reach their full potential. This report used administrative data to profile about 72,000 Albertan students (kindergarten to 12th grade) with special needs between 2005/06 and 2010/11. Analyses examined these individuals’ sociodemographic characteristics and public service use patterns based on their grade year and disability type. This report found that (1) the highest proportion of students with special needs lived in Northeast Alberta, (2) a greater proportion of students with special needs were male, performed below educational expectations, lived in the lowest socioeconomic neighbourhoods, moved residences, and were high-cost health and mental health users than those without special needs. This report also found that student's public service use patterns significantly varied by disability type. These findings provide policy-relevant evidence that public authorities may consider as they seek to better support students with special needs. 
  • Thumbnail Image
    ItemOpen Access
    Early childhood services and outcomes for Albertan children with disabilities
    (PolicyWise for Children & Families, 2019-07-19) Russell, Matthew; Zhang, Yunqi; Lamba, Navjot; Zwicker, Jennifer; Tough, Suzanne; Cui, Xinjie
    Early support for children with disabilities is thought to be more impactful than later support. This report examined how preschool and kindergarten children (3 to 5 years old) with disabilities’ early service use related to their educational achievement and mental health service use outcomes. Analyses tested for differences in outcomes between children based on their special education disability type and severity and public service use patterns. This report found that (1) children with severe disability were more likely to be below educational expectations and to use mental health services as well as that these outcomes differed based on type of disability, and (2) non-educational and educational service use patterns predicted educational achievement and mental health service use. In addition, this report found that families in poorer neighbourhoods were less likely to use family disability supports when their child with a severe disability was not meeting educational expectations than families in richer neighbourhoods. These findings provide policy-relevant evidence that service providers can use to plan early services to support children with disabilities. 
  • Thumbnail Image
    ItemOpen Access
    Mental health service use among post-secondary students in Alberta
    (PolicyWise for Children & Families, 2019-07-17) Lamba, Navjot; Cui, Xinjie
    Rising rates of mental health issues among post-secondary students is a growing concern in Canada. This report profiled students (18 to 25 years old) enrolled in publicly-funded post-secondary institutions in Alberta who received mental health services between 2005/06 and 2010/11. Analyses examined these individuals’ sociodemographic characteristics and public service use patterns based on their enrollment status (full-time or part-time) and credential type. This report found that 7% of post-secondary students in Alberta (5,500 to 6,000 a year from 2005/06 to 2010/11) received mental health services. This report found that students receiving mental health services were more likely to use social services and income supports, have corrections involvement, suffer from injury/harm, have chronic disease, and have a disability than those not receiving services. The report also found that a greater proportion of part-time students were diagnosed with an anxiety disorder or depression than full-time students. These findings provide policy-relevant evidence that public authorities may consider as they seek to better support post-secondary students.