ethanporcaro/eric-fulltext-meta huggingface dataset:
Head Start Impact Evaluation Report Finally Released. Issue Brief No. 3823
Author: Burke, Lindsey M.
Date: 2013-01-10
Type: Reports - Descriptive
Subjects: Program Effectiveness,Program Evaluation,Preschool Education,Preschool Children,Disadvantaged Youth,Federal Government,Followup Studies,Grade 3,Elementary School Students,Outcomes of Education,School Readiness,Kindergarten

In 2008, the Department of Health and Human Services (HHS) completed data collection for its third-grade follow-up study of Head Start, a federal preschool program designed to improve the kindergarten readiness of low-income children. Four years later, just before Christmas, the agency finally published the results of the congressionally mandated evaluation. Since 1965, taxpayers have spent more than $180 billion on Head Start. Yet, over the decades, this Great Society relic has failed to improve academic outcomes for the children it was designed to help. The third-grade follow-up evaluation is the latest in a growing body of evidence that should urge policymakers to seriously consider Head Start's future. HHS has released definitive evidence that the federal government's 48-year experiment with Head Start has failed children and left taxpayers a tab of more than $180 billion. In the interest of children and taxpayers, it's time for this nearly half-century experiment to come to an end. "If" the federal government continues to fund Head Start, policymakers should allow states to make their Head Start dollars portable, following children to a private preschool provider of choice. (Contains 17 footnotes.)
Comprehensive Community Mental Health Services for Children and Their Families Program, Evaluation Findings: Annual Report to Congress 2010
Author: Substance Abuse and Mental Health Services Administration (DHHS/PHS)
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Child Health,Financial Support,Individual Characteristics,Outcomes of Treatment,Behavior Problems,Anxiety,Depression (Psychology),Symptoms (Individual Disorders),Suicide,Psychological Patterns,Health Services,Program Effectiveness,Mental Health,Cooperation,Emotional Disturbances,Caregivers,Juvenile Justice,Data Analysis,Fidelity,Community Programs,Family Programs,Program Evaluation,Residential Programs,Access to Health Care,Program Implementation,Family Involvement

This report to Congress provides critical information about the Comprehensive Community Mental Health Services for Children and their Families Program (CMHI), including the characteristics of children, youth, and families as they enter the CMHI; the outcomes attained for children and youth, and their caregivers and families after entry into the CMHI; their CMHI service use and service experience; how well communities have implemented system of care principles, particularly interagency collaboration; the sustainability of systems of care; and caregiver and youth satisfaction with services. Data from the national evaluation demonstrate that funded systems of care: (1) Reach and provide services to many children and youth typically underserved by the mental health system; (2) Improve outcomes for children and youth; (3) Enhance family outcomes; (4) Expand the availability of effective supports and services; (5) Implement and maintain fidelity to the principles of family-driven, youth-guided, individualized services; (6) Save money by reducing the amount spent on residential treatment and juvenile justice services; and (7) Incorporate processes and resources that have a positive impact on sustainability. The national evaluation and this report to Congress have addressed the authorizing legislation's mandate to assess the effectiveness of the systems of care with regard to outcomes for children, youth, and families served by the CMHI. The report examined the use of hospitalization and other institutional settings, described the role and importance of interagency collaboration, and summarized parental assessments of the effectiveness of systems of care. Further, this report provided a description of how communities are carrying out the goal of the cooperative agreements by providing the types of services outlined in the legislation using an individualized, culturally and linguistically competent, and collaborative approach. Appended are: (1) Glossary of Terms; (2) SAMHSA's 8 Strategic Initiatives; (3) System of Care Communities of the Comprehensive Community Mental Health Services for Children and Their Families Program, 1993-2009; (4) Performance Measurement; (5) Description of Study Components; (6) Measures; (7) Data Analysis Techniques Used in This Report; and (8) Descriptive and Outcome Data Tables. (Contains 14 figures, 14 tables, and 27 endnotes.)
Results from the 2010 National Survey on Drug Use and Health: Summary of National Findings
Author: Substance Abuse and Mental Health Services Administration (DHHS/PHS)
Date: 2011-09-00
Type: Numerical/Quantitative Data
Subjects: Smoking,Mental Health,Incidence,Drug Use,Dormitories,Place of Residence,National Surveys,Drinking,Trend Analysis,Emergency Shelters,Statistical Analysis,Substance Abuse

This report presents a first look at results from the 2010 National Survey on Drug Use and Health (NSDUH), an annual survey of the civilian, noninstitutionalized population of the United States aged 12 years old or older. The report presents national estimates of rates of use, numbers of users, and other measures related to illicit drugs, alcohol, and tobacco products. The report focuses on trends between 2009 and 2010 and from 2002 to 2010, as well as differences across population subgroups in 2010. NSDUH estimates related to mental health, which were included in national findings reports prior to 2009, are not included in this 2010 report. A separate report focusing on 2010 mental health data, including co-occurring mental and substance use disorders, will be published later in 2011. NSDUH is the primary source of statistical information on the use of illegal drugs, alcohol, and tobacco by the U.S. civilian, noninstitutionalized population aged 12 or older. Conducted by the Federal Government since 1971, the survey collects data through face-to-face interviews with a representative sample of the population at the respondent's place of residence. NSDUH collects information from residents of households and noninstitutional group quarters (e.g., shelters, rooming houses, dormitories) and from civilians living on military bases. The survey excludes homeless persons who do not use shelters, military personnel on active duty, and residents of institutional group quarters, such as jails and hospitals. Appended are: (1) Description of the Survey; (2) Statistical Methods and Measurement; (3) Other Sources of Data; (4) References; and (5) List of Contributors. (Contributors at SAMHSA listed alphabetically, with chapter authorship noted, include Peggy Barker, Jonaki Bose (Chapter 1), Joseph Gfroerer (Chapter 8), Beth Han (Chapter 7), Sarra L. Hedden, Arthur Hughes (Chapter 5), Michael Jones (Project Officer) (Chapter 4), Joel  Kennet (Chapter 3), Pradip Muhuri (Chapter 6), Dicy Painter, and Peter Tice (Chapter 2). Contains 57 figures, 11 tables, and 15 footnotes.) [This survey was prepared with the Center for Behavioral Health Statistics and Quality (CBHSQ).]
PLENATITUDE Teacher Education for Effectiveness and Well-Being with Neuro-Linguistic Programming
Author: Vieira, Cristina Rocha
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,School Effectiveness,Teacher Behavior,Teacher Effectiveness,Academic Achievement,Influences,Teacher Characteristics,Evidence,Self Efficacy,Communication Skills,Faculty Development,Classroom Environment,Interpersonal Communication,Feedback (Response),Sociolinguistics

The role and functioning of schools are changing as well as what is expected of teachers (who face growing and diversified challenges); consequentially, well-being at the schools is endangered. As teachers and teachers' educators concern is: How to improve schools' and teachers' effectiveness and promote well-being. Believing that the path to effectiveness is through evidence-based practice, according to research results (meta-analysis and effect-sizes), the authors analyzed which factors have more impact on schools effectiveness; teachers arise as a significant factor, accounting for about 30% of the variance on pupils' achievement. So, the authors have searched for factors that have significant impact on teachers' effectiveness. Evidence shows that, among other factors, giving/receiving feedback, beliefs and expectations, self-efficacy, establishing clear goals, effective interpersonal communication, and classroom climate are determinant. In face of these findings, the authors have explored how NLP (neuro-linguistic programming) can contribute to improving teachers' effectiveness, through professional training. (Contains 2 tables, 8 figures, and 15 footnotes.)
Tips for Talking with and Helping Children and Youth Cope after a Disaster or Traumatic Event: A Guide for Parents, Caregivers, and Teachers
Author: Substance Abuse and Mental Health Services Administration (DHHS/PHS)
Date: 2012-11-00
Type: Guides - Non-Classroom
Subjects: Youth,Parents,Caregivers,Coping,Natural Disasters,Guides,Teachers,Violence,Psychological Patterns,Young Children,Infants,Toddlers,Children,Adolescents,Age Differences,Counseling Techniques

Children and youth can face emotional strains after a traumatic event such as a car crash or violence. Disasters also may leave them with long-lasting harmful effects. When children experience a trauma, watch it on TV, or overhear others discussing it, they can feel scared, confused, or anxious. Young people react to trauma differently than adults. Some may react right away; others may show signs that they are having a difficult time much later. As such, adults do not always know when a child needs help coping. This tip sheet will help parents, caregivers, and teachers learn some common reactions, respond in a helpful way, and know when to seek support. (Contains 3 endnotes and 9 resources.)
Philadelphia Youth Network Annual Report 2004: A Year in Lists
Author: Philadelphia Youth Network
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Technical Assistance,Educational Change,Annual Reports,Enrichment Activities,Learning Activities,Program Descriptions,Workplace Literacy,Skill Analysis,Skill Development,Leadership,Donors,Program Effectiveness,Stakeholders,Professional Training,Training Methods,Training Objectives,Partnerships in Education,Audits (Verification),City Government,Outcome Measures,Career Readiness,Career Planning,Youth Opportunities,Youth Programs

This paper presents the annual report of Philadelphia Youth Network (PYN) for 2004. To underscore and celebrate the convergence of so many key elements, this year's annual report is structured as a series of lists, describing many of the essential components of PYN's work, and representing the combined efforts of many dedicated individuals and organizations. As readers review these lists, PYN believes that they will be heartened by the progress that they are making together, and also challenged by what remains to be done. This report contains: (1) PYN's work; (2) Workplace skills; (3) Citywide leadership; (4) Funders; (5) Performance; (6) Service providers; (7) Training and technical assistance; (8) Employer partners; (9) Home-grown talent; and (10) Financial reports.
Philadelphia Youth Network. 2005 Annual Report
Author: Philadelphia Youth Network
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Annual Reports,Youth Opportunities,Youth Programs,Access to Education,Career Readiness,School Readiness,Developmental Studies Programs,Partnerships in Education,Stakeholders,Program Descriptions,Human Capital,Social Capital,Enrichment Activities,Transitional Programs,Network Analysis,Social Networks

This paper presents the annual report of the Philadelphia Youth Network (PYN) for 2005. Throughout the year, PYN's members continued their focus on linking work and education in ways that promote access for young people to Philadelphia's growth economy, and supply a high-quality workforce to power the City's continued economic development. [For the 2004 Annual Report, see ED540214.]
Philadelphia Youth Network Report for the Year Ending December 08: On the Map
Author: Philadelphia Youth Network
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Access to Education,Youth Opportunities,Youth Programs,Social Networks,Annual Reports,Developmental Studies Programs,Career Readiness,School Readiness,Improvement Programs,Concept Mapping,Geographic Location,Network Analysis

This year's annual report of Philadelphia Youth Network (PYN) celebrates the continuing expansion of opportunities for high-quality education and career preparation available to Philadelphia youth. These opportunities--offered by an ever-growing set of partners and program providers--are present in neighborhoods and communities all across the City. This report--On the Map--presents a graphic representation of these opportunities. With more than 1,200 WorkReady Philadelphia worksites, five community-based E[3] Centers, six accelerated high schools for over-age and under-credited youth, eight Student Success Centers that promote high school graduation and college access, and dozens of contracted youth-serving organizations, PYN's continued progress in moving the City's youth-serving systems toward scale is increasingly evident. PYN's cartographic approach to representing PYN's work in 2008 also includes a look at the state-wide and national reach of its efforts. As more and more cities and regions seek to learn from its approach as an intermediary, PYN staff have begun to offer capacity-building services and continue to participate in peer-learning opportunities. By helping other areas learn from their experience, they also hone their own skills and bring back lessons learned in other places for local application. They continue to be honored by the opportunity to work with so many committed and caring individuals who manage programs, coordinate services and advocate for effective policies on behalf of Philadelphia young people, and we look forward to continuing our collective efforts on behalf of youth all across the City.
Getting Started with Evidence-Based and Promising Practices. Supported Education: A Promising Practice. Evidence-Based Practices KIT (Knowledge Informing Transformation)
Author: Unger, Karen V.
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Evidence,Stakeholders,Mental Health,School Community Relationship,Agency Cooperation,Change Strategies,Organizational Change,Best Practices,Integrated Activities,Cultural Relevance,Mental Health Programs,Educational Resources,Program Attitudes,Educational Needs,Needs Assessment,Program Effectiveness,Program Evaluation,Community Coordination,Program Administration

Within a system, change affects stakeholders differently. Consequently, when making changes in the mental health system, mental health agencies should expect varied reactions from staff, community members, consumers, and families. Since misunderstandings can stymie efforts to implement evidence-based and promising practices, it is important to build consensus in the community. "Getting Started with Evidence-Based and Promising Practices" gives an overview of the activities that are generally involved in implementing evidence-based and promising practices and tells how to make them culturally competent. This booklet is particularly relevant to the following: (1) Mental health authorities; and (2) Agency staff who develop and manage these programs. A list of resources is included.
Training Frontline Staff. Supported Education: A Promising Practice. Evidence-Based Practices KIT (Knowledge Informing Transformation)
Author: Unger, Karen V.
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Job Training,Specialists,Mental Disorders,Inclusion,Postsecondary Education,Adult Education,Decision Making,Referral,Goal Orientation,Meetings,Student Financial Aid,Admission (School),Eligibility,Enrollment,School Policy,Student Personnel Services,Academic Accommodations (Disabilities),Counseling Services

This four-part workbook will help program leaders teach education specialists the principles, processes, and skills necessary to deliver effective Supported Education services. The workbook includes the following: (1) Basic elements and practice principles of Supported Education; (2) Knowledge and skills to help consumers make informed choices about returning to school; (3) Skills and supports to help enrollment activities; and (4) Follow-along activities to support educational goals. It also includes exercises and activities that education specialists can complete to master necessary skills. Use this workbook to train your Supported Education staff.
The Evidence. Supported Education: A Promising Practice. Evidence-Based Practices KIT (Knowledge Informing Transformation)
Author: Unger, Karen V.
Date: 2011-00-00
Type: Information Analyses
Subjects: Educational Opportunities,Evidence,Stakeholders,Mental Disorders,Supported Employment,Employment Programs,Best Practices,Educational Practices,Literature Reviews,Community Based Instruction (Disabilities),Transitional Programs,Educational Resources,Citations (References),Job Skills,Job Training,Program Implementation,Models,Mental Health Programs

Supported Employment is an evidence-based practice that helps people with mental illness find and keep meaningful jobs in the community. Given these outcomes the challenge for Supported Employment programs is to rethink the emphasis on immediate work for everyone and help consumers utilize appropriate education and training opportunities available in their communities so they can, over time, qualify for skilled jobs and professional careers (Baron & Salzer, 2000; Bond et al., 2001). This paper introduces all stakeholders to the research literature and other resources on Supported Education. This booklet includes the following resources: (1) Review of the research literature; (2) Selected bibliography for further reading; (3) References for the citations presented throughout the KIT; and (4) Acknowledgments of KIT developers and contributors.
Using Multimedia to Introduce Your Promising Practice. Supported Education: A Promising Practice. Evidence-Based Practices KIT (Knowledge Informing Transformation)
Author: Unger, Karen V.
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Multimedia Materials,Publications,Visual Aids,Mental Disorders,Inclusion,Postsecondary Education,Adult Education

Supported Education is a promising practice that helps people with mental illnesses who are interested in education and training return to school. Current research shows that Supported Education has demonstrated results. While more research is needed, Supported Education services show promise of becoming an evidence-based practice. Education specialists can help: (1) Choose an education program; (2) Complete enrollment and financial aid forms; and (3) Secure supports to help consumers stay in school. "Using Multimedia to Introduce Your Promising Practice" is a collection of educational tools to help in introducing Supported Education to a variety of stakeholder groups, including the following: (1) Mental health authorities; (2) Community members; (3) Consumers; (4) Families and other supporters; and (5) Agency-wide staff. Anyone who is trained in the Supported Education model (including program leaders, education specialists, and advisory group members) should be able to use these tools during inservice training meetings or for community presentations to educate stakeholder groups. Appended are: (1) Sample Brochure; and (2) PowerPoint Presentation.
Evaluating Your Program. Supported Education: A Promising Practice. Evidence-Based Practices KIT (Knowledge Informing Transformation)
Author: Unger, Karen V.
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Disabilities,Evidence,Outcome Measures,Quality Control,Stakeholders,Measures (Individuals),Fidelity,Best Practices,Program Effectiveness,Program Evaluation,Readiness,Quality Assurance,Educational Principles,Program Improvement,Improvement Programs,Mental Health Programs,Research Methodology,Evaluation Criteria,Evaluation Methods,Evaluation Needs,Evaluation Research

Key stakeholders who implement Supported Education may find themselves asking two questions: (1) Has Supported Education been implemented as planned?; and (2) Has Supported Education resulted in the expected outcomes? Asking these two questions and using the answers to help improve Supported Education are critical for ensuring the success of one's program. "Evaluating Your Program" shows quality assurance team members how to evaluate the effectiveness of Supported Education. It includes the following: (1) A Readiness Assessment; (2) The Supported Education Fidelity Scale; and (3) Outcome measures that are specific to Supported Education. Readers will also find instructions for conducting assessments and tips on how to use the data to improve one's program. Appended are: (1) Cover Sheet--Supported Education Fidelity Scale; (2) Supported Education Fidelity Scale and Scoresheet; (3) Supported Education Fidelity Scale Protocol; (4) Outcomes Report Form; (5) Instructions for the Outcomes Report Form; and (6) Assessor Training and Work Performance Checklist. (Contains 2 figures and 2 tables.)
Building Your Program. Supported Education: A Promising Practice. Evidence-Based Practices KIT (Knowledge Informing Transformation)
Author: Unger, Karen V.
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Disabilities,Evidence,Mental Health,Best Practices,Program Descriptions,Program Design,Program Development,Mental Health Programs,Stakeholders,Models,Program Implementation,Sustainability,Institutional Role,Role Perception,Administrator Guides,Program Guides,Leaders Guides,Guidance Programs,Developmental Studies Programs,Transitional Programs,Community Based Instruction (Disabilities),Design Preferences

"Building Your Program" is intended to help mental health authorities, agency administrators, and program leaders think through and develop Supported Education. The first part of this booklet gives you background information about the Supported Education model. Specific information about your role in implementing and sustaining Supported Education follows. Although you will work closely together to build your program, for ease, the author separated tips into two sections: (1) Tips for Mental Health Authorities; and (2) Tips for Agency Administrators and Program Leaders. In preparing this information, the author could think of no one better to advise you than people who have worked successfully with Supported Education. Therefore, the author based the information in this booklet on the experience of veteran program leaders, administrators, and consumers and end the booklet with words of advice.