ethanporcaro/eric-fulltext-meta huggingface dataset:
Beyond City Limits: Cross-System Collaboration to Reengage Disconnected Youth
Author: Moore, Andrew
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Agency Cooperation,Young Adults,Outreach Programs,Partnerships in Education,Educational Cooperation,Educational Needs,Needs Assessment,Student Needs,Change Strategies,Educational Strategies,City Government,Best Practices,Formative Evaluation,Disadvantaged Youth,Youth Opportunities,Youth Programs,Case Studies,Program Descriptions,Program Effectiveness,Developmental Studies Programs,Transitional Programs

For young people who have dropped out of school, are out of work, or lack connections to family or other caring adults, there are often no easy answers. Their hopes for a better life are frequently no different than those harbored by their more advantaged peers, but their path to adulthood is rendered more difficult by tangled combinations of skill deficits, impoverished neighborhoods, racial discrimination, family disintegration, and personal and behavioral challenges. As a result, strategies to help disconnected youth make successful transitions to adulthood typically are effective only when designed to address multiple needs--for continuing education, employment, mentoring, and a range of personal supports. This report describes how eight different cities have launched cross-system initiatives and what they have accomplished through these new collaborations. Their efforts vary greatly and involve a broad array of partners. Many initiatives began without clear long-term goals or fully developed blueprints for action. These early attempts to build relationships and trust, however, were crucial in setting the stage for future progress. The experience of all eight cities suggests that simply opening a dialogue about the gaps between public systems serving young people can yield major dividends, and that the benefits of collaboration become evident even when as few as two key agencies start working together. A list of resources is included.
Building Management Information Systems to Coordinate Citywide Afterschool Programs: A Toolkit for Cities. Executive Summary
Author: Kingsley, Chris
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Management Information Systems,After School Programs,Municipalities,Urban Programs,Information Utilization,Check Lists,Readiness,Information Security,Privacy,Computer Software Selection,Program Evaluation,Accountability,Resource Allocation,Program Effectiveness,Empowerment,Benchmarking,Professional Development,Federal Legislation

This executive summary describes highlights from the report, &quot;Building Management Information Systems to Coordinate Citywide Afterschool Programs: A Toolkit for Cities.&quot; City-led efforts to build coordinated systems of afterschool programming are an important strategy for improving the health, safety and academic preparedness of children and youth. Over the past decade, municipal leaders, foundations, major nonprofit intermediaries, and school and community-based providers have increasingly come together to expand the number of high-quality programs available, increase youth participation, and improve outcomes for young people. Yet even cities with strong leadership and effective coordinating entities are often challenged by the lack of reliable information to answer basic questions about the scope and impact of afterschool programs in their communities. The decision to build or enhance a management information system (MIS) raises its own set of tough questions about what information to collect and how to use it; how to negotiate data sharing agreements without violating privacy laws; how to think about the difference between evaluating youth outcomes and measuring program quality; and whether to build or buy the technology backbone that will support the data needs of policymakers, service providers, program managers, and researchers. The National League of Cities (NLC), through its Institute for Youth, Education and Families, produced this report to help city leaders, senior municipal staff and their local partners answer those questions as they work to strengthen and coordinate services for youth and families, particularly for those cities building comprehensive afterschool systems. The full report, available online at www.nlc.org/afterschoolmis, describes a number of the most promising approaches to building afterschool management information systems. (Contains 3 charts.) [For the full report, &quot;Building Management Information Systems to Coordinate Citywide Afterschool Programs: A Toolkit for Cities,&quot; see ED537007.]
Building Management Information Systems to Coordinate Citywide Afterschool Programs: A Toolkit for Cities
Author: Kingsley, Chris
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Management Information Systems,After School Programs,Municipalities,Urban Programs,Information Utilization,Check Lists,Readiness,Information Security,Privacy,Computer Software Selection,Program Evaluation,Accountability,Resource Allocation,Program Effectiveness,Empowerment,Benchmarking,Professional Development,Federal Legislation

The National League of Cities (NLC), through its Institute for Youth, Education and Families, produced this report to help city leaders, senior municipal staff and their local partners answer those questions as they work to strengthen and coordinate services for youth and families, particularly for those cities building comprehensive afterschool systems. It provides a thorough review of what it takes to build effective management information systems for youth services, including a detailed &quot;how to&quot; guide for preparing for and implementing an afterschool MIS (management information system) and strategies for addressing privacy and security concerns in collaboration with schools and families. The report concludes with a comparative analysis of six leading commercial MIS vendors and a cost calculator to help communities explore the expense of differently configured systems. In addition, city leaders and staff will find a growing library of resources on the NLC website to speed their progress, including sample requests for proposals, data sharing agreements, system architectures, and other useful tools to borrow and adapt. Fair Information Practice Principles (FIPPS) are appended. (Contains 5 charts and 6 footnotes.) [For &quot;Building Management Information Systems to Coordinate Citywide Afterschool Programs: A Toolkit for Cities. Executive Summary,&quot; see ED537006.]
Expanding Options: City Roles in Creating High School Alternatives for Struggling Students. A Report on the Helping Municipal Leaders Expand Options and Alternatives for High School Project
Author: Moore, Andrew O.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: School Community Relationship,High Schools,Nontraditional Education,At Risk Students,Local Government,Dropout Prevention,School Districts,Community Involvement,Urban Areas,Educational Change,College Preparation,Expectation,Government Role,Accountability,Educational Resources,Government Employees

Municipal leadership can make an enormous difference in expanding the range of high school options and ensuring that more students graduate prepared for work and life. This report draws upon lessons learned from a 2005-07 project on &quot;Helping Municipal Leaders Expand Options and Alternatives for High School,&quot; managed by the National League of Cities (NLC) Institute for Youth, Education, and Families (YEF Institute) with support from the Bill &amp; Melinda Gates Foundation, to show how five competitively selected cities made significant strides toward changing and expanding the high school choices available to students and parents, particularly for struggling students and those who had already dropped out. Hand in hand with school districts and community partners, mayors and other municipal leaders in Corpus Christi, Texas; Hartford, Connecticut; Phoenix, Arizona; San Antonio and San Jose, California, developed and pursued highly focused plans for expanding high school options, ranging from overhauls of existing schools to establishment of new college prep and alternative schools. Grounded in the experience of municipal efforts to expand local high school options, this report identifies several &quot;lessons learned&quot; outlining how city leaders can make a powerful impact on their community's high schools. In particular, the report finds that mayors and other municipal officials can play at least five key roles in driving systemic change: (1) Setting higher expectations; (2) Scaling up public engagement efforts; (3) Increasing the mayor's role in establishing a vision and promoting shared accountability; and  (4) Marshalling new resources to expand high school options. A glossary and list of resources are included. (Contains 7 endnotes.)
Baker: Apprenticeship Course Outline. Apprenticeship and Industry Training. 2412
Author: Alberta Advanced Education and Technology
Date: 2012-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Food Processing Occupations,Apprenticeships,Industry,Course Descriptions,Program Descriptions,Training,Safety,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Baker apprenticeship program is a certified journeyperson who will be able to: (1) prepare and bake all types of high quality yeast raised products in commercial quantities; (2) produce and decorate various types of cakes, cookies and pastries commonly available in commercial bakeries; (3) use efficiently and safely all hand and power operated equipment available in modern bakeries; (4) practice good housekeeping procedures and maintain high levels of sanitation; and (5) apply the basics of management, costing and business controls. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of the Baker Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
City Strategies to Engage Older Youth in Afterschool Programs. Strategy Guide
Author: Russell, Lane
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: After School Programs,Change Strategies,Educational Strategies,City Government,Outreach Programs,Disadvantaged Youth,Youth Opportunities,Youth Programs,Delivery Systems,Systems Building,Educational Quality,Relevance (Education),Career Readiness,College Readiness,Late Adolescents,Guidelines

A wide body of research shows that consistent participation in high-quality afterschool and summer programs, also called out-of-school time or OST, provides substantial benefits to children and youth and their communities. Youth are more prone to engage in juvenile delinquency, substance abuse and other risky behaviors after 3:00 p.m. if there are few positive OST programs available. Municipal leaders are also well aware of the impact of high school dropout rates on crime and unemployment, and are increasingly supporting out-of-school learning opportunities as a strategy for promoting school and career success. This strategy guide provides cities with guidance on how to create enriching, relevant and supportive OST environments for middle and high school youth that will help put them on a path to success. The guide outlines key strategies that show the most promise for maximizing scarce local resources for the benefit of older youth, coupled with city examples from small, midsized and large cities. The practices described in the guide draw upon research on the unique developmental needs of middle and high school aged youth and what seems to work best in recruitment and retention of these youth. Ideas are presented for creating citywide "infrastructure" to help ensure that older youth not only attend OST programs, but do so at high rates of participation in order to maximize gains. Many of the ideas require little or no additional spending, but instead encourage creative use of partnerships and policies to achieve positive results for older youth. (Contains 8 resources and 17 footnotes.)
Municipal Leadership for Afterschool: Citywide Approaches Spreading across the Country. Executive Summary
Author: Spooner, Bela Shah
Date: 2011-00-00
Type: Reports - Research
Subjects: Stakeholders,Leadership,After School Programs,Trend Analysis,Change Strategies,Partnerships in Education,Integrated Services,Integrated Activities,Agency Cooperation,Disadvantaged Youth,Youth Opportunities,Youth Programs,Systems Development,Interviews,National Surveys,Program Effectiveness,Best Practices,Program Evaluation,Public Officials,Program Attitudes

This executive summary presents the broadest look yet at a growing trend in America's cities: the emergence of city-led efforts to build comprehensive afterschool and out-of-school time (OST) systems that meet the needs of children and youth in their communities. Mayors and other municipal officials who have demonstrated leadership in this area are increasingly linking isolated programs within more coordinated citywide networks, bringing disparate stakeholders together to create and advance common strategies, and using research-based approaches to improve program quality and access. In preparing the report, commissioned by The Wallace Foundation, the National League of Cities (NLC) identified 27 cities--from Philadelphia to Portland, Oregon, and Bridgeport, Connecticut, to Jacksonville, Florida--that have made impressive strides in the development of citywide OST systems. Staff from NLC's Institute for Youth, Education and Families surveyed and interviewed representatives from each city to understand more fully the nature and pace of change within these communities. The descriptive city profiles generated through this research provide a rich portrait of what progress looks like in these leading cities, some of which have been engaged in OST system-building initiatives for only a few years while others have labored for as long as a decade to achieve their current results. (Contains 1 footnote.) [For the main report, &quot;Municipal Leadership for Afterschool: Citywide Approaches Spreading across the Country,&quot; see ED537016.]
Cook: Apprenticeship Course Outline. Apprenticeship and Industry Training. 1806.2
Author: Alberta Advanced Education and Technology
Date: 2006-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Food Service,Service Occupations,Industry,Apprenticeships,Course Descriptions,Program Descriptions,Training,Safety,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Cook apprenticeship program is a certified journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) be able to supervise, train and coach apprentices; (3) know the required sanitation standards and regulations in order to produce wholesome food; (4) have a thorough knowledge of proper cooking procedures and their relation to quality food production; (5) have a working knowledge of meat cutting and know the appropriate cooking methods for all cuts; (6) have a general knowledge of grades and classifications of meat, fish, poultry, canned and frozen foods; (7) have a thorough knowledge of trade and menu terminology; (8) do basic food and menu costing, food estimates and portion control; (9) use, with safety and competence, the hand and power tools commonly used in the trade; (10) produce pastries and desserts as are listed on menus in restaurants and institutions; and (11) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Cook Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
Setting the Stage for New High Schools: Municipal Leadership in Supporting High School Alternatives
Author: Hill, Talmira L.
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: High Schools,Nontraditional Education,Superintendents,Urban Areas,Public Officials,City Government,Leadership,Partnerships in Education,Systems Approach,Graduation,Educational Change,Academic Achievement,Educational Indicators,Dropout Rate,Graduation Rate,Young Adults,Financial Support,Funding Formulas,Educational Assessment,Politics of Education

Mayors and other municipal leaders in cities across the nation are helping expand alternatives for students who struggle in traditional high school settings. Alternatives for high school are new alternative secondary school initiatives that prepare young people to graduate from high school and achieve college and career success through programs characterized by rigor, relevance, and relationships. Progress is evident among high-quality alternatives for high school based on such indicators as increases in high school graduation rates among students participating in these programs, decreases in dropout rates, higher rates of college entry, and preliminary indications that young people will succeed in and complete postsecondary education. This report examines the leadership of mayors, school superintendents, and program innovators as these three types of leaders work together to advance system-wide education reforms and address policy conditions that facilitate the expansion of alternatives for high school. Appended are: (1) Alternative High School Initiative Profiles; (2) Methodology for Report; and (3) Top 10 Factors for Analyzing the Policy Environment for Alternatives for High School. (Contains 183 footnotes and 85 references and resources.)
Electric Motor Systems Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 3006.2
Author: Alberta Advanced Education and Technology
Date: 2006-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Engines,Paraprofessional Personnel,Apprenticeships,Industry,Course Descriptions,Program Descriptions,Training,Safety,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Electric Motor Systems Technician apprenticeship program is a certified journeyperson who will be able to: (1) understand the principles of sound and safe trade practices; (2) interpret drawings, plans, and be able to layout and develop projects according to specifications; (3) use the tools of the trade in a safe and proper manner; (4) relate to the work of other tradespeople employed in industry either on construction or in maintenance; and (5) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Electric Motor Systems Technician Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
The State of City Leadership for Children and Families: Youth in Transition
Author: National League of Cities (NLC), Institute for Youth, Education and Families
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Leadership,Urban Areas,Juvenile Justice,Employment,Transitional Programs,Youth,Homeless People,Homosexuality,Sexual Identity,Sex Role,Summer Programs,Early Parenthood,Social Services

The Institute for Youth, Education, and Families (YEF Institute) is a special entity within the National League of Cities (NLC). The YEF Institute helps municipal leaders take action on behalf of the children, youth, and families in their communities. The YEF Institute's first-ever report on The State of City Leadership for Children and Families identifies the nation's most cutting-edge city strategies to help children and families thrive. This paper highlights the broad range of innovations and trends in municipal leadership around youth in transition.        .
Municipal Leadership for Afterschool: Citywide Approaches Spreading across the Country
Author: Spooner, Bela Shah
Date: 2011-00-00
Type: Reports - Research
Subjects: Profiles,Evidence,Stakeholders,Leadership,After School Programs,Program Effectiveness,Interviews,Innovation,Student Participation,Municipalities,Outreach Programs

This report presents the broadest look yet at a growing trend in America's cities: the emergence of city-led efforts to build comprehensive afterschool and out-of-school time (OST) systems that meet the needs of children and youth in their communities. Mayors and other municipal officials who have demonstrated leadership in this area are increasingly linking isolated programs within more coordinated citywide networks, bringing disparate stakeholders together to create and advance common strategies, and using research-based approaches to improve program quality and access. In preparing the report, commissioned by The Wallace Foundation, the National League of Cities (NLC) identified 27 cities--from Philadelphia to Portland, Oregon, and Bridgeport, Connecticut, to Jacksonville, Florida--that have made impressive strides in the development of citywide OST systems. Staff from NLC's Institute for Youth, Education and Families surveyed and interviewed representatives from each city to understand more fully the nature and pace of change within these communities. The descriptive city profiles generated through this research provide a rich portrait of what progress looks like in these leading cities, some of which have been engaged in OST system-building initiatives for only a few years while others have labored for as long as a decade to achieve their current results. This report highlights in great detail many of the exciting developments associated with recent city-level, OST system-building efforts. The progress and innovation reflected in these research findings offer further evidence that cities continue to drive many of the current efforts to expand high-quality OST opportunities, and that they are likely to continue to do so in the years ahead. City Profiles are appended. A bibliography is included. (Contains 14 figures and 4 footnotes.) [For &quot;Municipal Leadership for Afterschool: Citywide Approaches Spreading across the Country. Executive Summary,&quot; see ED537011.]