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The Cost of Quality Out-of-School-Time Programs
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The Cost of Quality Out-of-School-Time Programs
Authors: Grossman, Jean; Andrew Gersick; Cheryl Hayes; Christianne Lind; Jennifer McMaken
Published: January 2009
Analyzes the full costs of high-quality out-of-school-time programs in six cities (Boston, Charlotte, Chicago, Denver, New York and Seattle), including in-kind contributions, and discusses policy implications. Online cost calculator provides customized estimates by location, type of program, and other variables.
Subjects: Children and Youth; Children and Youth, After-School Programs; Philanthropy and Voluntarism, Program Evaluation |
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Texas Dropout Recovery Pilot Program: Frequently Asked Questions
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The purpose of Texas' Dropout Recovery Pilot Program is to identify and recruit students who have already dropped out of Texas public schools and provide them services designed to enable them to earn a high school diploma or demonstrate college readiness. |
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Clean Energy Corps: Jobs, Service, and Equal Opportunity in America's Clean Energy Economy - Dec. 2008
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Clean Energy Corps: Jobs, Service, and Equal Opportunity in America's Clean Energy Economy. This report details a proposal for a national Clean Energy Corps (CEC). The CEC will be a combined service, training, and job creation effort to combat global warming, grow local nd regional economies and demonstrate the equity and employment promise of the clean energy economy. December 2008 |
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The Cost of Doing Nothing: The Economic Impact of Recession Induced Child Poverty - December 2008
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"The Cost of Doing Nothing: The Economic Impact of Recession Induced Child Poverty", Michael Linden, Senior Director of Tax & Budget Policy, First Focus. The United States is now a year into what many predict will be a very serious recession. Economic turbulence of this type is likely to have far-ranging consequences that are not limited to the immediate future. Recent estimates are that, as a result of the economic downturn, an additional 2.6 to 3.3 million children will fall into poverty. Allowing these children to fall into poverty will prove to be a significant long-term drag on the U.S. economy. In fact, an addition of 3 million children to the ranks of the poor, would mean an overall economic loss of at least $1.7 trillion over the lifetime of these children. That amounts to a yearly loss of about 0.27% of GDP, or $35 billion dollars per year. - December 12, 2008
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Facts for Education Advocates: Price of College and Financial Aid (Nov./Dec. 2008)
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Recognizing that no tool is more important than information to help educators and other advocates improve the country's educational system, the College Board and the Alliance for Excellent Education have formed a partnership to develop a series of fact sheets highlighting the state of American schools and their students. The fourth in a multi-issue series provides a "Facts for Education Advocates" feature focusing on the price of college and financial aid.
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Connecting Youth Through Multiple Pathways (Dec. 2008)
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Presents findings from a field scan of efforts to help vulnerable youth graduate from high school, what is working, what should be done, and what opportunities exist for Casey's involvement. Explores risk factors and alternative programs. Lists resources.
Authors: Brinson, Dana; Bryan Hassel; Jacob Rosch, Annie E. Casey Foundation |
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Empowering the 21st Century Superintendent: 5 Themes & Action Steps for Technology Leadership (2008)
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This report highlights five themes and action steps for technology leadership, which emerged from the Consortium for School Networking's (CoSN) extensive conversations with superintendents and from topics that are gaining nationalâ??and internationalâ??interest among educators, parents, policymakers and the business community:
1. Strengthen District Leadership and Communications
2. Raise the Bar with 21st Century Skills
3. Transform Pedagogy with Compelling Learning Environments
4. Support Professional Development and Communities of Practice
5. Create Balanced Assessments |
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Facing the Future: Financing Productive Schools - Dec. 2008
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This is the conclusion of an extensive six-year national study funded by the Bill & Melinda Gates Foundation. The study's final report, Facing the Future: Financing Productive Schools, authored by Paul Hill, Marguerite Roza, and James Harvey, criticizes school finance systems because they are so burdened by rules and narrow policies that they commit dollars "with little regard for results, holding adults accountable for compliance but not results." Facing the Future offers a four-part action plan to overhaul today's outmoded school finance systems:
- Drive funds to schools based on student counts--the money would be given to principals to allocate and manage within their individual schools. A weighting formula could be used to provide extra funds for disadvantaged students.
- Concentrate federal funds on low-income students--direct money on the basis of student characteristics right down to the individual student's school.
- Redesign states' school finance systems for continuous improvement--demand innovation and continuous improvement, keeping what works and discarding what does not.
- Base accountability on performance--make superintendents and the chief of state schools responsible for judging school performance and finding better options for children whose schools do not teach them effectively.
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The Forgotten Middle: Ensuring that all students are on target for college and career readiness before high school
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Author(s): ACT, Inc.
Research Methods: Descriptive statistics
Publisher: ACT, Inc.
Peer Reviewed: No
Released: December 2008
The question(s): How many eighth graders were on track to be college/career ready by the end of high school? What factors best predict college/career readiness by high school graduation? What steps could students take to improve their college/career readiness during high school? How does achievement growth affect college/career readiness?
The study: Results are based on approximately 216,000 members from the high school graduating classes of 2005 and 2006 that had taken all three of ACT's longitudinal assessments from 8th to 12th grade Explorer, Plan, and the ACT test. The scores for each assessment are aligned so that it is possible to determine if a student scores high enough to be on track to be college/career ready by the 11th or 12th grade when they take the ACT test. |
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Understanding High School Graduation Rates (Nov. 2008)
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Far too many of our high school students, particularly poor and minority students, are leaving school without a high school diploma. Understanding High School Graduation Rates provides the latest graduation rate statistics, demonstrates graduation gaps between demographic groups, illustrates the discrepancies in graduation rates reported by government and independent sources, and examines the economic costs of dropouts to individuals and society.
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