Sentences with phrase «how youth outcomes»
To determine the real value of rising high school graduation rates in the wider societal context, it is important to look at how youth outcomes have changed across other indicators.
http://www.americaspromise.org/ Not exact matches
New Evidence on How Skills Influence Human Capital Acquisition and Early Labor Market Return to Human Capital between Canada and the United States Steven F. Lehrer, Queen's University and NBER Michael Kottelenberg, Huron University College Lehrer and Kottelenberg analyze the roles played by cognitive and non-cognitive skills in educational attainment and early labor market outcomes using the Youth in Transition Survey from Canada and earlier results from a study of the National Longitudinal Survey of Youth in the United States.
Topics at the summit will include injury prevention strategies in youth sports, overuse injuries, how to prevent bullying and gender influences on sport - related concussions and outcomes.
«When it comes to understanding how well our nation is helping youth affected by autism, our situation is like driving a car through the fog with no dashboard,» said Paul Shattuck, PhD, leader of the Life Course Outcomes Research Program and an associate professor at Drexel.
In their study, Lundgren and Adams sought understanding of the processes by which youth are socialized into gender norms and how these gender norms are associated with violence and other negative health outcomes.
October 6th - 8th (Saturday — Monday) FOUNDATIONS: $ 650 An introduction to Bent On Learning's history, curriculum, and impact on youth development outcomes, discussions on the role of yoga teachers in schools, and instruction on how kids learn and how to set them up for success.
The National Assessment of Educational Progress should be broadened to gauge how American youths are faring on a range of academic, social, health, and cultural indicators, contends a report that calls for new measures of educational outcomes and equity.
The National Center of Education and the Economy, through its Center on International Education Benchmarking, is working to build a community of researchers interested in investigating how a small set of countries and states have managed to build and sustain educational systems that manage routinely to produce higher and more equitable outcomes for children and youth.
How do the social contexts of family, neighborhood, and school in the early years relate to life outcomes for urban youth?
Now, BLOCS is focused on understanding how program quality improvement yields positive impact on youth outcomes including academic, behavioral, and college and career readiness outcomes.
Shift our education culture to one of blame (not good enough, not enough $, what's wrong within the bureaucracy and within school walls) to one of ownership, where EVERYONE (individuals and organizations) reflects on how they can contribute to better outcomes for youth and how we each can play a meaningful role in the development of children from pre-natal to adulthood.
This workshop will describe how social and emotional assessment data can help foster positive outcomes in the youth you serve.
This brief provides state and local policymakers as well as education and juvenile justice leaders with information about how they can use requirements under the Every Student Succeeds Act (ESSA) to improve education and workforce outcomes for youth in long - term juvenile justice facilities.
For at least a decade, the dominant idea about how to improve outcomes for children and youth has focused on control and compliance; holding adults accountable for raising test scores.
Leveraging Public Dollars to Support Community School Outcomes: An example from Youth Ventures Joint Powers Authority of Oakland, CA Josephina Alvarado Mena, Chief Executive Officer, Youth Ventures Joint Powers Authority - PowerPoint Presentation - Safe Passage Joint Powers Authority One - pager - Elev8 Oakland One - pager - Stanford Social Innovation Review - Integrating Youth Services Preparing High School Students for Post-Secondary Success Jimmy Casas, Principal, Bettendorf High School Joy Kelly, Associate Principalt, Bettendorf High School Tim Carlson, Principal, Sycamore Community School District 427 - Creating Career Academies PowerPoint Presentation Project - based Learning Jaime Stephanidis, Consultant, American Institute for Research Fausto Lopez, Consultant, American Institute for Research - PowerPoint Presentation - Essential Elements of Project Based Learning - Project Planning Form - Tips for Effective Facilitation - Things to Consider When Developing a Project Ensuring a Continuum of Care and Support for Students: How one community is developing a strategic collaboration between their middle schools and high schools Fanny Diego, Contracts Administrator, Enlace Chicago P - 20 Council: A systems - level scale - up of education initiatives across Illinois Miguel del Valle, Chair, Illinois P - 20 Council - Illinois P - 20 Council Executive Report - Illinois P - 20 Council Full Report - Illinois P - 20 Org.
This article, published in the first issue of the International Journal for Research on Extended Education, focuses on how we can measure the impact out - of - school time (OST) programs have on youth development outcomes and how we can use those outcomes to better inform OST programming in a way that will benefit the youth the program is currently serving.
Leveraging the Every Student Succeeds Act to Improve Educational Services in Juvenile Justice Facilities This brief provides state and local policymakers as well as education and juvenile justice leaders with information about how they can use requirements under the Every Student Succeeds Act to improve education and workforce outcomes for youth in long - term juvenile justice facilities.
William T. Grant Foundation, Spencer Foundation & Child Trends: Research - Practice Partnerships: Building Two - Way Streets of Engagement This report discuss how RPPs challenge researchers and practitioners to work together in new ways, as well as how to improve these relationships to enhance youth outcomes.
Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1995)
We also have logic models for programs and track how programs perform and use Outcomes Star to measure youth progress.
Judicial, legal, law enforcement, justice, social service and school professionals should understand positive youth development principles and how they can be used to achieve better outcomes for court - involved youth.
More specifically, his work examines the risk and protective factors that impact the academic and behavioral development of children and youth, with a focus on how the school and family environments influence student outcomes.
This article compares U.S. and German schooling processes, noting how the countries socialize their youth to adulthood and employment; mentions key elements in achieving good outcomes and preparing productive adults; recommends creating an appropriate balance between the country's labor force needs and the developmental needs of its individuals.
The Ramsey County CFA Model is a conceptual map and organizational philosophy that includes definitions and explanations regarding how staff partner with families, service providers, and other stakeholders in the delivery of services to achieve positive outcomes for youth and their families.
The following resources address how the use of data improves outcomes for children, youth, and families, including State and local examples.
Creating and Sustaining Effective Respite Services: Lessons From the Field (PDF - 1,280 KB) AdoptUSKids (2012) Provides States, Tribes, and parent support organizations with tools to help them understand the value of respite care in achieving improved outcomes for parents and youth, as well as ideas for how to build their capacity to sustain such programs after time - limited grants have ended.
In fact, the local school system in my rural, seaside community is convening a team of educators to consider how SEL can inform and improve what teachers are already doing to promote positive youth outcomes.
This course will help make even your most challenging child and adolescent clients easier to treat by showing you step by step how you can use DBT in a fluid and flexible way specific to your client population — so you can help transform treatment outcomes and improve the health, well - being and happiness of today's youth.
In addition to working on research aimed at improving outcomes for youth and foster and biological families, she is interested in how to support child public service systems to improve the efficiency of their routine practices.
In the current economic and political climate, knowing how to identify and select evidence - based programs adds value to any organization seeking to improve outcomes for children and youth.
Information yielded from these studies will assist ESE and MDE in making decisions on how to further develop and support the 21st CCLC grantees to maximize the achievement of a variety of desired youth outcomes associated with youth development and school success while expanding the evidence base for the merit of continued investment in the 21st CCLC program and OST more broadly.
This week, the RAND Corporation issued a report describing how federal child welfare policy could be changed to improve outcomes for children and youth while saving $ 12.3 billion.
In this report, we present the psychometric properties of this new instrument and provide results related to how this new instrument correlates with individual, family, and diabetes - specific variables related to glycemic outcomes in youth.
In order to definitively answer whether «trust but verify» is the preferred strategy, a better understanding of how competent parents gather knowledge regarding their child's behavior and how these strategies are related to youth outcomes is needed.