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Employers, Low-Income Young Adults, and Post-Secondary Credentials - Workforce Strategy Center (Oct. 2009)

This report investigates a number of education and training programs involving employers in efforts to help disadvantaged young adults attain postsecondary credentials leading to career track employment. Our model programs meet four basic criteria: 
  1) Getting low-income youth and young adults postsecondary credentials that will allow them to enter and advance in career track employment. 
  2) Working with employers in industry sectors important to the region's economy. 
  3) Maximizing employer roles and commitment.
  4) Demonstrating portability, scalability, and replicability.

Estimating the Number of High School Dropouts in Connecticut and in Sub-State Areas in 2005-2007: Findings for Young Adults (18-24) and All Working Age Adults (18-64) - Oct. 2009

Connecticut's Dropout Crisis - This crisis not only ensures a life of poverty for too many of our young people but also is weakening our economy by depleting the workforce of capable employees.  It's also costing the government billions of dollars in social services and lost tax revenue. Realizing that improving dropout rates is a key to the area's economic success, Our Piece of the Pie, in conjunction with Capital Worforce Partners and with additional funding from the Nellie Mae Education Foundation and the Connecticut Office of Workforce Competitiveness, commissioned a study to examine the problem. The study, conducted by Dr. Andrew Sum of the Center for Labor Market Studies at Northeastern University, examined the social and economic impact of high school dropouts. He presented his findings at the Governor's Dropout Summit on October 19. The numbers are staggering.

Prepared By: Joseph McLaughlin,  Andrew Sum, Ishwar Khatiwada - Center for Labor Market Studies, Northeastern University, Boston, Massachusetts
Prepared for: Our Piece of the Pie, Hartford, Connecticut

Everyone Wins: How Charter Schools Benefit All New York City Public School Students (Oct. 2009)

Using student-level data, this paper examines the impact of charter schools on the academic performance of students who remain in the local public schools of New York City, instead of joining its rapidly expanding charter sector. In particular, it tests whether there is a relationship between how much math and reading skill a regular public school student has acquired during a school year and the percentage of his or her classmates who left for a charter school at the end of the previous school year, controlling for both observed and unobserved factors pertaining to the student and his or her school. The analysis reveals that students benefit academically when their public school is exposed to competition from a charter. Findings include:
- For every 1 percent of a public school's students who leave for a charter, reading proficiency among those who remain increases by about 0.02 standard deviations, a small but not insignificant number, in view of the widely held suspicion that the impact on local public schools of students' departures for charter schools would be negative.

- Competition from charter schools has no effect on overall student achievement in math.

- In both math and reading, the lowest-performing students in public school benefit from competition from charter schools.

From Basic Skills to Better Futures: Generating Economic Dividends for New York CIty, Community Service Society

This report looks at how individuals too old or too far behind to earn a conventional high school degree can pursue other routes to show mastery of the basic skills necessary for success in the workplace‚??in particular, by attaining a GED.  This report aims to shed light on the ‚??GED system,‚?Ő including not only programs explicitly designed to prepare individuals for the exam, but also the broad range of adult basic education and other programs that seek to raise students‚?? basic skills to the level where they can pass the GED and take the next step in their educations and careers. We divide our analysis into three sections:
   1. Why are basic skills and the GED important for New York City? 
   2. How does our basic skills development system currently perform?
   3. What can we do to improve our efforts to build and certify basic skills and put people on track for successful careers?

Key Social, Income, Housing, Civic, Health and Incarcerations Consequences of Dropping Out of High School: Findings for Connecticut Adults in the 21st Century

Key Social, Income, Housing, Civic, Health and Incarcerations Consequences of Dropping Out of High School: Findings for Connecticut Adults in the 21st Century

Public School Graduates and Dropouts From the Common Core of Data: School Year 2006-07 (Oct. 2009)

This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools in school year 2006-07. The counts of graduates, dropouts, and enrollments by grade (which serve as the denominators for the graduation and dropout rates) are from the National Center for Education Statistics (NCES), Common Core of Data (CCD) nonfiscal surveys of public elementary/secondary education. The data for this collection were reported to the NCES through the U. S. Department of Education's EDFacts data collection system by state education agencies (SEAs). These data represent high school graduates receiving regular diplomas and dropouts for the 2006-07 school year.

Road to Reintegration: Ensuring Successfull Community Re-Entry for Former Offenders

Goodwill Industries calls upon key stakeholders -- including state and federal policymakers, judges, law enforcement officials, service providers (including local Goodwill agencies), educators, employers, and victims -- to come together to create an environment that will hold people accountable and support individuals with criminal backgrounds who want to reintegrate into their communities and make positive contributions.

Staying in School: Arts Education & NYC High School Graduation Rates (Oct. 2009)

This report takes the first ever look at the relationship between school-based arts education and high school graduation rates in New York City public schools. The findings, based on data collected by the New York City Department of Education (DOE), strongly suggest that the arts play a key role in keeping students in high school and graduating on time.

The Consequences of Dropping Out of High School Joblessness and Jailing for High School Dropouts and the High Cost for Taxpayers: 22% Daily Jailing Rate for Young Black Men Who Drop Out of High School (Oct. 2009)
Prepared By: Andrew Sum, Ishwar Khatiwada, Joseph McLaughlin, with Sheila Palma, Center for Labor Market Studies, Northeastern University, Boston, Massachusetts - October 2009
The Fiscal Consequences of Dropping Out of High School and Failing to Complete Additional Years of Post-Secondary Schooling in Connecticut - Oct 2009

The Fiscal Consequences of Dropping Out of High School and Failing to Complete Additional Years of Post-Secondary Schooling in Connecticut

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