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Over the past 15 years, New York City has made strong progress in improving education outcomes for students,particularly related to high school graduation and college enrollment. But we still see drastic disparities for youngpeople in the areas of college completion and employment across lines of race, ethnicity, and household income.These inequities have sharpened during recent periods of overall economic growth, highlighting how increasinginequality, gentrification, and community segregation remain persistent challenges to inclusivity and sharedprosperity. This report will discuss how an expansion and enhancement of work-based learning can combatthese trends.
The roster of enrolling and planned pediatric tuberculosis (TB) treatment studies is growing. Emerging results from pharmacokinetics (PK) and safety studies continue to inform optimal dosing strategies in children and to highlight areas in need of further investigation. New pediatric formulations continue to advance to market, and consensus has begun to form around the need for efficacy studies of simplified multidrug-resistant TB (MDR-TB) treatment regimens in children.
Childhood Development Initiative (CDI);
Youth mental health is significant issue nationally as well as within South County Dublin. There is aperception amongst both service providers and parents that many children and young people are beingexposed to increasingly complex stressors and that the range of influences on their wellbeing are agrowing challenge. Whether this is the case or not, we do know that services are under pressure to respondeffectively, quickly and appropriately.This Report is the result of strong inter-agency working, bringing together statutory services with the community and voluntary sector, engaging with hospitals and community based providers, andoffering an opportunity for a number of disciplines and services to share their collective wisdom andinsights to better understand local dynamics.
Dehumanization is the cause of generations of historical trauma. The cycle begins with negative narratives that label people of color—particularly boys and young men—violent, criminal, and animalistic. To combat the perceived threat, dangerous actions are taken by the majority culture and systems which further dehumanize BYMOC. As a result, BYMOC and their villages often hold harmful internal feelings of unworthiness taught by their oppressors. It is not uncommon for them to engage in various forms of self-harm or to harm others. These destructive external reactions are not explained as normal responses to trauma. Stories of their negative reactions become justification for more negative narratives and the cycle begins again
Stanford Center for Education Policy Analysis;
The My Brother's Keeper (MBK) Challenge developed by President Obama supports communities that promote civic initiatives designed to improve the educational and economic opportunities specifically for young men of color. In Oakland, California, the MBK educational initiative features the African American Male Achievement (AAMA) program. The AAMA focuses on regularly scheduled classes exclusively for Black, male students and taught by Black, male teachers who focus on social-emotional training, African-American history, culturally relevant pedagogy, and academic supports. In this study, we present quasi-experimental evidence on the dropout effects of the AAMA by leveraging its staggered scale-up across high schools in the Oakland Unified School District (OUSD). We find that AAMA availability led to a significant reduction in the number of Black males who dropped out as well as smaller reductions among Black females, particularly in 9th grade.
Childhood Development Initiative (CDI);
The document specifically recognises the "stigma and life disruption experienced by many children and young people on the imprisonment of a parent." This report also presents compelling evidence that imprisonment can have pernicious effects on the ability of individuals to parent confidently.
This report summarizes findings from a decade of surveys conducted after the Millennial Impact Project was launched in 2009 to explore how Americans born between 1980 and 2000 engage with causes. This research – which created the largest body of data and analysis on how U.S. millennials interact with causes – demonstrates why and how the nation's youngest generation of adults has engaged in doing good, how they have changed philanthropy, what they expect of the public, private, nonprofit and government sectors in addressing societal challenges and the consequences of ignoring their powerful influence.
Provides background research about the current state of physical activity in the nation and highlights organizational practices and public policies to improve physical activity among children and youth. The report serves as a launching pad for action for practitioners and advocates who are interested in engaging in systems and environmental change approaches in four key arenas: schools, early childcare and education settings, out-of-school-time programs, and communities.
Commissioned by the Convergence Partnership, a national collaborative of health funders in the U.S., the report was informed by research and key informant interviews. Reflecting the Convergence Partnership's vision, the report's analysis of policy opportunities at the federal, state and local level emphasizes ways to ensure that health equity is at the forefront of collaborative efforts.
This document is part of a larger strategy to identify high-impact approaches that will move the Convergence Partnership closer to the vision of healthy people in healthy places. In addition to this document, the Partnership has released other policy briefs on topics such as the built environment and access to healthy food.
Burton D. Morgan Foundation, The;
Entrepreneurship education shouldn't be a luxury. It should be a critical component in all students' academic careers. It prepares them to produce creative solutions to problems, work collaboratively toward shared goals, adapt to ever-changing conditions, and develop the grit and resilience to forge their own paths. But what is entrepreneurship education? Historically, it involved a standalone course in which students learned how to run a business. While that approach still has tremendous value in the development of entrepreneurial knowledge and skills, the field is now aligning with a variety of educational methodologies that share similar goals. Touted as avenues to cultivate 21st century skills, the ways in which we can help students think and act entrepreneurially are immeasurable, and the time to embrace them is now. As traditional jobs are replaced with advanced technology and individuals must navigate increasingly complex paths, it is vital that we prepare youth for an unpredictable landscape ahead. The four case studies presented in the Foundation's most recent Intersections publication, Connecting Entrepreneurship with 21st Century Learning, each outline a different model of excellence within our portfolio and demonstrate that championship of the entrepreneurial spirit comes in many forms.
John S. and James L. Knight Foundation;
This report examines trust in media, showing that many young adults use news media to make decisions on policies and voting. It reveals that a majority of young adults are concerned about the impact of news on democracy and unity in the country, expressing that news organizations might divide and polarize citizens. Conducted by NORC at the University of Chicago, the report analyzes the findings of a survey of 1,660 adults between the ages of 18 and 34. It also surveyed large samples of African American and Hispanic participants to explore beliefs and behaviors across races and ethnicities.
The study shows that young people believe some news sources are actively hurting democracy and corroding national unity. Sixty-four percent of young adults say their least-liked news source hurts democracy and 73 percent say their least-liked news source divides the country. Only 47 percent say their favorite news source helps unite it. When comparing partisan attitudes, 51 percent of Democrats say their favorite source unites the public, while 42 percent of Republicans say the same.
Mathematica Policy Research, Inc.;
There is growing recognition that youth need more than formal or vocational education to thrive in school, work, and life. They also need life skills - a set of cognitive, personal, and interpersonal strengths that position them for success in their lives and livelihoods. To leverage the growing momentum and give youth access to these vital tools for success, the Partnership to Strengthen Innovation and Practice in Secondary Education (PSIPSE) supports grantee partners testing diverse approaches to strengthening life skills. The PSIPSE commissioned an in-depth study of 18 projects in 7 countries, uncovering actionable lessons on how to design, implement, assess, and scale youth life skills programming in low- and middle-income countries. The study is intended for practitioners and government officials interested in building, improving, and expanding work around life skills, as well as donors looking to advance this field and provide useful guidance to their grantees.
Mathematica Policy Research, Inc.;
There is growing recognition that youth need more than academic knowledge to transition successfully into employment and adulthood (Dupuy et al. 2018). They also need "life skills," a set of cognitive, personal, and interpersonal strengths that position them for success in their lives and livelihoods. Life skills can enhance young people's agency and resilience, improve their psychosocial well-being, and predict a range of long-term outcomes, including health, job performance, and wages (Kwauk et al. 2018; OECD 2018, Kautz et al. 2014). The Partnership to Strengthen Innovation and Practice in Secondary Education (PSIPSE), a donor collaborative, has invested in 18 projects to strengthen life skills in young people. This brief offers eight lessons based on the experiences of these projects—on the design, delivery, measurement, and scale-up of youth life skills programming in lowand middle-income countries (LMICs).