ethanporcaro/eric-fulltext-meta huggingface dataset:
Youth Entrepreneurship Education in America: A Policymaker's Action Guide
Author: Aspen Institute
Date: 2008-00-00
Type: Guides - Non-Classroom
Subjects: Economics,Global Approach,International Trade,Entrepreneurship,Youth,Secondary School Curriculum,High School Students,Dropouts,Educational Technology,Human Capital,Low Income Groups,Educational Opportunities,Economic Opportunities,Public Policy

Preparing today's students for success and leadership in the global marketplace is the most important responsibility in education today. Providing them with guidance and opportunity at the most critical junctures along their educational journey can have a profound impact. Entrepreneurship Education is an important tool to achieving these objectives. This Guide makes the case for Entrepreneurship Education in the following ways: First, it details the extent of the innovation challenge facing America's young people, especially youth from low-income communities. It then details where and how Entrepreneurship Education can help engage children and teach critical skills. Thousands of local experiments in Entrepreneurship Education are underway around the globe. These experiences provide a host of useful insights about what works and what is needed in the field. Finally, the guide offers suggestions for what a policymaker can do to help prepare the youth to be economically productive members of society in the 21st century global economy. (Contains 1 table and 24 endnotes.) [This report was presented by the Aspen Youth Entrepreneurship Strategy Group.]
Program on Neighborhoods and Youth Development: Understanding How Place Matters for Kids
Author: Popkin, Susan J.
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Neighborhoods,Place of Residence,Poverty,Violence,Children,At Risk Persons,Discipline Problems,Emotional Problems,Learning Problems,Special Health Problems,Student Problems,Child Health,Dropouts,Early Parenthood,Social Services,Public Policy,Theory Practice Relationship,Urban Areas,Quality of Life

A central goal of U.S. social welfare policy is to ensure that all children have the opportunity to reach their full potential as productive adults. Yet it is increasingly clear that where children live plays a central role in determining their life chances. This paper provides an overview of The Urban Institute's Program on Neighborhoods and Youth Development, which is dedicated to understanding the relationships between neighborhood-level factors and the well-being and development of children and youth and identifying and evaluating place-based, community-wide strategies to help children grow up to reach their full potential as adults. Specifically, this paper first presents a brief overview of theory and research on how social and physical context affects the life chances of children and youth. It then discusses the goals and initial research agenda for the Program on Neighborhoods and Youth Development, including (1) better understanding the dimensions of neighborhood environments that lead to negative outcomes for children to develop targeted interventions; (2) drawing on lessons from our research on housing and community-based interventions to inform policy initiatives aimed at improving outcomes for youth, such as Choice Neighborhoods and Promise Zones; and (3) using primary and secondary data at the local and national levels to explore how place affects development, health, and risky behavior for children and youth. (Contains 1 note.)
Characteristics of the Community-Based Job Training Grant (CBJTG) Program
Author: Eyster, Lauren
Date: 2009-06-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Job Training,Grants,Institutional Characteristics,Program Evaluation,Geographic Distribution,Partnerships in Education,Educational Objectives,Activities,Competence,Models,Educational Strategies,Educational Improvement,Community Programs

This is the first report from the evaluation of the Community-Based Job Training Grants (CBJTG) being conducted by the Urban Institute, with its partners Johns Hopkins University and Capital Research Corporation. The CBJTG program focuses on building the capacity of community colleges to provide training to workers for high-growth, high-demand industries. The evaluation began in July 2008 with the purpose of documenting the different models and projects that are operating with grant funds, examining and assessing the implementation of grant-funded projects, and identifying innovative features and promising strategies. This report is based on a review of proposals and reports from 211 grantees available through the end of 2008. The information provides a comprehensive picture of the grantee organizations and the activities planned for their CBJTG-funded projects. Appendices include: (1) Descriptive Tables of Grant Characteristics and Planned Grant Activities; (2) Two-Way Contingency Tables of Grant Characteristics and Planned Activities; and (3) Descriptive Tables of CBJTG Outcomes as of June 2008. (Contains 118 tables, 5 charts, and 16 footnotes.)
Intentions and Results: &quot;A Look Back at the Adoption and Safe Families Act&quot;
Author: Urban Institute
Date: 2009-12-10
Type: Collected Works - General
Subjects: Federal Legislation,Welfare Services,Foster Care,Adoption,Child Welfare,Family Environment,Child Safety,Substance Abuse,Mental Disorders,Immigrants,Program Effectiveness,Parent Child Relationship

President Clinton signed the Adoption and Safe Families Act (ASFA) of 1997, Public Law 105-89 105th Congress, 1st session on November 19, 1997. The ambitious new law aimed to reaffirm the focus on child safety in case decision making and to ensure that children did not languish and grow up in foster care but instead were connected with permanent families. Twelve years after the law was enacted, the Center for the Study of Social Policy (CSSP) in partnership with the Urban Institute has led an effort to reflect on what has been learned about the intended and unintended consequences of ASFA and the degree to which its goals have been realized. Together the two organizations have co-sponsored a series of papers on the effects of the ASFA law and its implementation written from the distinctive perspectives of researchers, policymakers, advocates, and parents and youth with first-hand experience of the child welfare system. The papers in this series examine the consequences of ASFA for children and families and for the child welfare systems that intervene in their lives. The papers in this series include: (1) The Adoption and Safe Families Act (ASFA) (Olivia Golden and Jennifer Macomber); (2) &quot;You Have to Get it Together&quot;: ASFA's Impact on Parents and Families (by the writers of Rise magazine and compiled by Nora McCarthy and Lynne Miller); (3) &quot;I Want to Hold on to Them&quot;: ASFA's Impact on Teens (by the writers of Represent magazine and compiled by Nora McCarthy); (4) Adoption and Safe Families Act: No Second Chances? (Cassie Statuto Bevan); (5) &quot;Twenty&quot; Years with the Adoption and Safe Families Act (John B. Mattingly); (6) Judicial Viewpoints on ASFA (Ernestine S. Gray); (7) Adoption from Foster Care: A Chronicle of the Years after ASFA (Richard P. Barth); (8) The Impact of ASFA on Family Connections for Children (MaryLee Allen and Beth Davis-Pratt); (9) The Impact of ASFA on the Permanency and Independence for Youth in Foster Care (Jennifer Macomber); (10) ASFA Twelve Years Later: The Issue of Substance Abuse (Nancy Young and Sid Gardner); (11) Parents with a Mental Illness and Implementation of ASFA (Barbara J. Friesen, Joanne Nicholson, Katharine Kaplan, and Phyllis Solomon); (12) The Impact of ASFA on Immigrant Children in the Child Welfare System (Yali Lincroft and Bill Bettencourt); and (13) Sometimes Good Intentions Yield Bad Results: ASFA's Effect on Incarcerated Parents and Their Children (Martha L. Raimon, Arlene F. Lee, and Philip Genty). A concluding paper titled &quot;Building Upon the Child Welfare Reform Efforts of the Adoption and Safe Families Act (ASFA)&quot; is also included. (Individual papers contain tables, figures, references, and footnotes.) [This paper was co-produced by the Center for the Study of Social Policy.]
Urban School Board Survey: Characteristics, Structure, and Benefits. Second Survey and Report. Urban Indicator, Fall 2009
Author: Council of the Great City Schools
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,School Districts,Leadership,Governance,Boards of Education,Elections,School Surveys,Technology Uses in Education,Internet,School Organization,Institutional Characteristics,Educational Indicators,Administrative Organization,Compensation (Remuneration)

The Council of the Great City Schools surveyed its member districts in the fall of 2008 to determine the characteristics of school boards and school board members in the nation's major urban school districts. This is the second such survey that the organization has conducted in the last several years. The first was in 2005. Survey forms were prepared via the web survey tool, "Zoomerang", and a link to the survey was emailed in the fall of 2008 to school board representatives in each member district. To increase response rates, the survey link was emailed again in January 2009. Respondents were asked to provide information on a range of topics, including board governance; board structure and organization; and the demographics of school board members. The survey also included questions about board member compensation, benefits, elections, and activities. Surveys were received from 42 of the 67 member districts, for a response rate of 64 percent. All data presented in this report are in summary form, and all responses are based on an "n" of 42 unless otherwise noted. (Contains 14 figures and 1 footnote.)
Improving Special Education in the Boston Public Schools: Report of the Strategic Support Team of the Council of the Great City Schools, Spring 2009
Author: Council of the Great City Schools
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Feedback (Response),Public Schools,Disabilities,Special Education,Educational Improvement,Educational Quality,Urban Schools,Intervention,Special Needs Students,Delivery Systems,Eligibility,School Districts,School Personnel,Interviews,Audits (Verification),Incidence,Racial Differences,Gender Differences,Student Needs,Accountability,Inclusive Schools,Mainstreaming,Early Intervention,Pervasive Developmental Disorders,Educational Indicators,Transportation,Parent Participation,Teacher Student Ratio

This report presents the Council of the Great City Schools' findings and recommendations for improving the general education intervention and special education services of the Boston Public Schools. The report places special emphasis how the instructional program serves students with disabilities districtwide. The process that the Council used to conduct the review is described in this report. It also lays out the organization's observations and proposals for improving the delivery of services for students with learning and behavioral challenges and for students with disabilities across the school system. Ten appendices are included: (1) Template for RTI Planning; (2) Louisiana Department of Education Rule 1508 Eligibility Criteria; (3) Audit Feedback Provided by SPED-PAC to Team; (4) Ranking of District Incidence Rates and Staff Ratios; (5) Comparison of Staffing Ratios; (6) Individuals Interviewed; (7) Documents Reviewed; (8) Agenda for Site Visit; (9) Strategic Support Team; and (10) About the Council. (Contains 18 exhibits and 60 footnotes.) [This report was submitted to the Boston Public Schools by the Council of the Great City Schools.]
Building Public Confidence in Urban Schools: It Begins inside the District. A Guide for Administrators and Board Members. A Public Relations Executives Network Project of the Council of the Great City Schools, 2009-2010
Author: Council of the Great City Schools
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Urban Schools,School Organization,Organizational Communication,Employees,School Personnel,Information Dissemination,Reliability,Recognition (Achievement),Boards of Education,School Administration,Administrators,Guides,Interpersonal Competence

Effective organizational communication begins with employees, who should be communications ambassadors for a district. From administrators to teachers to school bus drivers to custodians, employees set the tone for a district. The informal conversations they have at church, the bowling alley, the barbershop and other venues can make or break the image of a district. Armed with information, they can dispel misinformation. Without information, they can contribute to the grapevine of discontent. With the most credible sources of information about schools coming from teachers, parents, students and other school staff members, it is critical that school districts develop, fund, implement and evaluate their internal communications programs. "Building Public Confidence in Urban Schools: It Begins Inside the District" is a guide for administrators and board members to not only understand and appreciate the need for quality internal communications, but to begin developing an internal communications system to complement effective community outreach and media relations programs. The guide is a project of the Public Relations Executives Network of the Council of the Great City Schools based on annual meetings of the district communications directors.
Succeeding with English Language Learners: Lessons Learned from the Great City Schools
Author: Horwitz, Amanda Rose
Date: 2009-10-00
Type: Reports - Research
Subjects: Advisory Committees,Instructional Improvement,Educational Change,English (Second Language),Second Language Instruction,Effective Schools Research,Achievement Gains,Language Proficiency,Reading Achievement,Educational Practices,Educational Strategies,Interviews,Administrator Attitudes,Teacher Attitudes

School districts have been struggling with the challenges of teaching English Language Learners (ELLs) for decades. Yet few studies have examined strategies for districtwide instructional reform for ELLs. To address this need, the Council of the Great City Schools sought to explore the experiences of large, urban districts with differing levels of success in raising ELL student achievement to shed light on potential strategies for ELL reform. Specifically, the study aimed to investigate the district-level policies and practices, as well as the historical, administrative, and programmatic contexts of school systems that showed growth in ELL student achievement from 2002 to 2006. At the same time, these experiences were contrasted with the experiences of districts that did not show as much growth in ELL achievement during the study period. The results suggest that programming for ELLs has to be collaborative and it has to span the curriculum. Districts need to develop and communicate a clear vision and strategy for ELL instructional improvement, and work to provide schools with the tools, support, and oversight necessary to drive these reforms into the classroom. Appendices include: (1) Members of the Research Advisory Committee; and (2) CGCS Executive Committee Officers and English Language Learners and Bilingual Education Task Force Chairs. (Contains 21 figures.)
Improving Special Education in the Rochester City Schools: Report of the Strategic Support Team of the Council of the Great City Schools, Winter 2008-09
Author: Council of the Great City Schools
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Urban Schools,Disabilities,School Districts,Special Education,Delivery Systems,Accessibility (for Disabled),Research Reports,Educational Improvement,Professional Development,Parent School Relationship,Program Development,Accountability,Educational Policy,Institutional Characteristics

This report by the Council of the Great City Schools to the Rochester City School District presents the organization's findings and recommendations for improving the special education program in the school system, placing special emphasis on the organizational structure of the program, accountability, and how the instructional program generally serves students with disabilities districtwide. The process that the Council used to conduct the review is described in the next chapter. The subsequent chapter lays out the organization's observations and proposals for improving the overall delivery of services for students with disabilities across the school system. Nine appendices are included: (1) Organization Chart; (2) Comparison of Staffing Ratios; (3) District Incidence Rates and Staff Ratios; (4) Individuals Interviewed; (5) Documents Reviewed; (6) Agenda for Site Visit; (7) Biographical Sketches of Strategic Support Team Members; (8) About the Organization; and (9) History of Strategic Support Teams. (Contains 19 footnotes.) [This report was submitted to the Rochester City School District by the Council of the Great City Schools.]
Urban School Superintendents: Characteristics, Tenure, and Salary: Sixth Survey and Report. Urban Indicator. Winter 2008/2009
Author: Council of the Great City Schools
Date: 2009-00-00
Type: Reports - Research
Subjects: Urban Schools,Employment Patterns,Superintendents,Salaries,Tenure,Administrator Characteristics,Administrator Responsibility,School Districts,Administrator Role,Fringe Benefits,Racial Differences,Gender Differences,Women Administrators

Urban school superintendents hold one of the most important and challenging jobs in America's education system. In this era of accountability and standards, superintendents are charged with making visible and rapid improvements in the academic achievement of the nation's most vulnerable children. They must break down barriers to reform and build capacity for quality teaching and learning in their schools. They must unite parents, educators, school boards, and community leaders behind a clear and coherent vision of instructional purpose. Amidst the highly politicized environments of big city school districts, superintendents must serve as mediators, statesmen, and agents of change. Given this backdrop, the Council of the Great City Schools (CGCS) prepared this report to improve public understanding of employment patterns and demographic trends among the nation's urban superintendents. The organization has been surveying its member districts approximately every two years since 1997. This, the Council's sixth report on urban superintendents, presents the results of the Council's 2008 survey. Surveys were received from 53 of the 66 CGCS member districts (over 80% percent), and all responses were included in this analysis. All data presented in this publication are reported in summary form. (Contains 12 figures and 3 footnotes.)
Youth from Distressed Neighborhoods. Vulnerable Youth and the Transition to Adulthood. ASPE Research Brief
Author: Johnson, Heidi
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Disadvantaged Youth,Neighborhoods,Disadvantaged Environment,Longitudinal Studies,Risk,Adolescents,Young Adults,Comparative Analysis,Antisocial Behavior,Sexuality,Early Parenthood,Educational Attainment,Employment,Income,Low Income Groups

The transition to adulthood can be particularly challenging for youth growing up in distressed neighborhoods. Using the National Longitudinal Survey of Youth 1997, this fact sheet compares the adolescent risk behaviors and young adult outcomes of youth from distressed neighborhoods with those of youth from non-distressed neighborhoods. All differences discussed in this paper are significant at the 95 percent confidence level or above. (Contains 1 figure, 1 table and 6 footnotes.)
Youth from Low-Income Families. Vulnerable Youth and the Transition to Adulthood. ASPE Research Brief
Author: Kent, Adam
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Disadvantaged Youth,Young Adults,Low Income Groups,Poverty,Individual Development,Risk,Adolescents,Antisocial Behavior,Comparative Analysis,Educational Attainment,Employment,Crime,Sexuality,Early Parenthood,Income,Longitudinal Studies

In 2007, nearly 40 percent of  children in the United States lived in low-income families--families with incomes at or below 200 percent of the federal poverty level (FPL). Youth from low-income families are vulnerable to poor outcomes as adults, as these youth often lack the resources and opportunities found to lead to better outcomes. This fact sheet compares the young adult outcomes and adolescent risk-taking behaviors of youth from low-income families to those from middle-income (201-400 percent of FPL) and high-income (401 percent of FPL or higher) families. All differences discussed in this paper are significant at the 95 percent confidence level or above. (Contains 1 figure, 4 footnotes, and 1 table.)
Multiple Pathways Connecting to School and Work. Vulnerable Youth and the Transition to Adulthood. ASPE Research Brief
Author: Kuehn, Daniel
Date: 2009-07-00
Type: Reports - Research
Subjects: Individual Development,Young Adults,Labor Market,Employment Patterns,Enrollment,Postsecondary Education,Risk,Antisocial Behavior,Adolescents,High School Graduates,Longitudinal Studies

Researchers are increasingly recognizing the transition to adulthood as an important developmental stage between adolescence and adulthood (Arnett 2004). Many important processes occur during this period in a young adult's life, including leaving home and forming a family. One crucial activity during the transition to adulthood is successful connection to the labor market. However, there is no &quot;typical&quot; youth connection to the labor market; there are multiple pathways, each characterized by specific causes, consequences, and policy implications. This brief explores the multiple pathways of connection to the labor market for youth transitioning to adulthood. Using data from the National Longitudinal Survey of Youth 1997 (NLSY97), the authors find that while a majority of youth successfully connect to the labor market, many distinct subgroups follow very different, and often less successful, schooling and employment pathways. They identify four distinct categories of youth transitions. Youth either consistently-connect, later-connect, initially-connect, or never-connect to work or school between ages 18 and 24. This brief describes the characteristics of each group and possible determinants of group membership. The findings suggest that targeted programs to help youth connect may be important. The brief concludes with a discussion of the multiple pathways of connection to the labor market during the transition to adulthood. (Contains 5 figures, 2 tables, and 8 footnotes.)