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Community Food Advocates;
Community Food Advocates has just completed a new report of the first year of the Universal School Lunch program, with a deep dive into how the program has worked in high schools - where the students have been the hardest to reach. We visited high schools in all five boroughs, totaling 132 high schools in 54 buildings. We met with school administrators, cafeteria staff and students. Our visits to high schools helped us identify practices that can promote the program and encourage students to eat school lunch. These findings form the basis of our recommendations to the Chancellor, the Office of Food and Nutrition Services and school administrators.We are pleased to report that high school students' participation increased by 15.2% - with little public promotion of the program. And high schools with the new Food Court-style cafeteria redesign increased participation by 31%! That is why significantly expanding the number of schools with the cafeteria redesign model remains a high priority for the Lunch 4 Learning Campaign.
This report examines the assessment and course placement practices across California's community colleges for incoming students and recommends strategies for overall improvement.Community colleges have processes in place for new student orientation, counseling, assessment, and course placement. Nonetheless, students, by and large, view their matriculation process as a one-shot deal—an isolated event that happens one day with minimal to no advance information.Yet the assessment and placement process involves very high stakes for students and can negatively impact their future success. Course placement affects not only how quickly students can earn a certificate or degree—a factor affecting the cost of their program of study—but also their likelihood of completing a credential at all.Drawing from quantitative analyses and interviews with counselors and students, the authors uncover substantial variance in assessment and placement policies statewide, as well as confusion among both students and counselors about the policies. The authors provide recommendations directed toward making assessment and placement part of overall diagnostic and learning processes that span high school and college.
National Indian Child Welfare Association;
This document outlines a basic family engagement framework for how families could be involved at all levels of the Systems of Care (SOC) structure that can be helpful when a grantee is envisioning, conceptualizing and implementing family engagement within its SOC. While every SOC community will have a tailored approach to family engagement, this document offers strategies, ideas, and tools for family advocates to support Indian Families within any SOC framework.
Casey Family Programs;
This factsheet provides national data trends for Native American and Alaska Native children in care.
Loyola University Chicago Center for Urban Research and Learning;
The project seeks to better understand challenges and obstacles faced by undocumented students at Jesuit universities and ways of eliminating those barriers. This project was done in collaboration with Fairfield University, Santa Clara University and Loyola University Chicago.
Based on the analytical work of Observatoire international de l'exploitation sexuelle (International Observatory on Sexual Exploitation), Fondation Scelles' 5th Global report on sexual exploitation around the world aims to provide a clear vision of the current situation, suitable for furthering the awareness-raising on the issues around sexual exploitation and the reflection on the urgent answers needed.It includes reports on 35 countries and 11 main topics from 2016-2018.The work produced comes from a wide range of sources, all of which reflect not only events related to studied issues and that happened over the last three years, but debates and controversies that have left their mark in the news.This study was carried out by an international writing team (USA, France, Argentina, Ukraine, Zambia…) from various backgrounds (sociology, political science, international relations, human rights, international law…), and by expert practitioners (lawyers, judges, and procurers in particular).Original report is available in French.
California Community Foundation;
This report tells the story of BLOOM, its impact, and the lessons we learned along the way. Through the initiative, Brotherhood Crusade (BHC) and Social Justice Learning Institute (SJLI) developed programs that tap into the potential of young Black males through developmental relationships with male mentors along with positive peer relationships and accountability with other young Black men. Since its launch, BLOOM has impacted the lives of nearly 800 young Black men in South L.A. Over the past six years, California Community Foundation's (CCF) commitment of $500,000 per year, totaling $3.5 million, leveraged $3.3 million from other foundations, as well as contributions from individual donors, with an additional $3.2 million pledged over the next five years.
Spurred by an expanding field of practice, increasing support from state and local governments, and astrong body of research, children's savings accounts (CSAs) have emerged in the past fifteen years as apromising strategy for building assets and educational expectations for children and youth. To be effective, all CSA programs need local partners to support various aspects of program execution, including building community connections, helping with advocacy and outreach, and assisting program delivery.In this brief, CFLeads articulates why collaboration between community foundations and CSA programs is in their mutual interest. We describe the variety of roles that community foundations can play in promoting the growth and success of CSA programs, and then identify the primary challenges encountered by community foundations in supporting CSAs. The brief concludes with key lessons learned about collaboration between community foundations and CSA programs.
The NBDCK (National Book Development Council of Kenya) project aims to raise reading outcomes by offering extracurricular reading opportunities to public school children in the Kisii area of western Kenya. This is a micro level incremental innovation which originally included comparison to a control group, but this is no longer the case. Grade six students ('mentors') are trained to read with grade 1 and 2 students ('buddies') during informal small group sessions supervised by teachers trained to this end.
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).
Mathematica Policy Research, Inc.;
There is growing recognition that youth need more than academic knowledge and technical expertise 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 that focus on developing life skills among youth (see left). Mathematica, the PSIPSE's learning partner, recently conducted an in-depth study of these projects. The study used interviews with implementing organizations, an extensive review of project documents and evaluation reports, and high-level literature and landscape scans to examine project experiences, set them in context, and draw out lessons for a range of stakeholders. This brief summarizes the lessons for government officials—on how to successfully devise, roll out, scale, and strengthen life skills policies for youth in low-and middle-income countries (LMICs).