Christy Roix Daggett
Connect with Christy
About Christy
Daggett’s special interests are rural public health, low-income children’s public health, and public health financing. Prior to joining Aroostook, Daggett served as a policy analyst for the Maine Center for Economic Policy. Her work and her research at Muskie School of Public Service were both focused on reducing the chronic disease burden in rural communities. She also volunteers her time for the Maine affiliate of the Susan G. Komen Foundation for the Cure, as well as serving as a math tutor in local schools.
Contributions
Debunking Myths about Health Reform Dollars for Maine
In the News
Publications
Poster presentation
, 2012 Annual Conference of the National Assembly on School-Based Health Care (NASBHC) and the 2012 ADVANCE Rising Tide Conference sponsored by the University of Maine and the National Science Foundation, 2012.Summarizes the state of the field in research on school-based health clinic use and correlations with improved academic behaviors in users. Concludes that there is a growing base of evidence linking SBHC usage and reduced rates of dropout, loss of seat time, rates of early dismissal, and improved daily attendance and parent-school connectedness.
Shows that school-based clinics offer a particularly effective – and cost-effective – route to finding and treating children’s mental health issues in rural Maine. This is due especially to the state’s rural nature, high mental health expenditure per capita, and high pediatric inpatient hospitalization rate.
Research proposal
, Maine Community Foundation, 2012.Examines the notable 1999-2009 decline in cardiovascular mortality in two rural counties with historically high mortality rates, and investigates known risk factors – both health behaviors and social determinants of health – to see what might drive the phenomenon. Research in process is funded by the Maine Policy Scholar student research support grant through the Maine Community Foundation.
Offers Mount Desert Island, Maine, special educators a synopsis of “lessons learned” from UNC training, especially the reasons why problematic classroom behaviors occur, and how to work with children to address their needs and strengths. Research at the University of North Carolina – Chapel Hill School of Medicine is funded by a grant from the Vincent Astor Foundation.