Georgetown University Center on Education and the Workforce has produced a report looking at certificates. Certificates have swelled to become the second most common postsecondary award in the U.S.: Over 1 million are awarded each year. In the context of concerns about rising college costs and student loan debt, certificates, which are cheaper and take less time to complete than college degrees, have become of increasing interest to researchers, institutions, and other stakeholders in higher education. This report analyzes earnings by field of study, sex, race/ethnicity, and program length. One of the most important factors that affects earnings is whether certificate holders work in the same occupational field they studied in.
The U.S. Department of Labor announced a $1.1 million grant to the Institute for Educational Leadership in Washington, D.C., to manage and operate the Office of Disability Employment Policy's new National Technical Assistance and Demonstration Center on Preparing Youth with Disabilities for Employment. The center will build capacity within and across youth service delivery systems to improve employment and postsecondary education outcomes for youths with disabilities. The center will build upon ODEP's ongoing efforts to promote policies and practices that improve transition outcomes for youths, including those with disabilities. It will have three areas of focus: career exploration, management and planning; youth development and leadership; and professional development. It will provide technical assistance, training and information to organizations operating youth programs funded by the Workforce Investment Act, as well as current and former Labor Department grantees, to aid them in integrating evidence-based, effective practices for improving transitional results for young people with disabilities who are enrolled in their programs. The center will work in collaboration with federal, state and local agencies across multiple systems, including education, workforce, juvenile justice, foster care, transportation, mental health, vocational rehabilitation and others, on effective practices and issues related to the transition of youths.
Education Secretary Arne Duncan called on America’s youth to take the Stop Bullying Video Challenge. On behalf of the Federal Partners in Bullying Prevention, I am sending out this announcement so that you can help us spread the word and encourage the youth in your life to submit original PSAs, 30 to 60 seconds in length, that showcase ways they are taking action against bullying and promoting a culture of kindness and respect in their communities. We’re looking for informative and entertaining videos that a send positive message to youth about the importance of being “more than a bystander” to bullying in their schools and communities. Full details about the contest, including submission guidelines and rules for eligibility are available at stopbullying.challenge.gov. Please note that our deadline for submissions is October 14, 2012 at 11 PM ET. Youth between 13 and 18 years old are eligible to participate, however those under 18 years of age must have permission from a parent or guardian. The contest winner will receive a grand prize of $2,000, with the two runner-ups earning $500 each.
Got Transition? is a national resource for health care professionals, families, youth, and state policy makers focusing on a young adult's transition from pediatric to adult health care. This site serves as the basis for an information exchange about health care transition, particularly as pertaining to youth with special health care needs. Transition tools and tips and other resources are available under each of the main categories of Youth, Family, Providers and States. These resources will grow and develop so visit us often.
scheduled for Thursday, August 2, 2012, 1:00 p.m. to 2:30 p.m. Eastern Daylight Time. The Welfare Peer TA Network is pleased to announce a Webinar on providing services to low-income teen parents. The Webinar will: • Highlight the program design and implementation of three programs serving low-income teen parents; • Provide information to TANF organizations on program models for serving low-income teen parents; • Discuss key partnerships and strategies for developing partnerships; and • Share strategies for overcoming challenges and barriers to service delivery.
The National High School Center conducted a scan of organizations that address college and career readiness and identified more than 70 such organizations, including those focused on policy, practice, advocacy, access and research. Through this scan, the Center identified three major strands of work and created the College and Career Development Organizer. The Organizer is intended to help users traverse the vast college and career readiness landscape, encouraging conversations on each of the three strands and serving as a tool that can support the development of strategies and initiatives to better prepare all students for college and careers. Additionally, the National High School Center has created a series of tools and briefs – such as the College and Career Readiness Action Planning Template, College and Career Development Organizer Brief, and others – to extrapolate on the College and Career Development Organizer and provide further insight into the increasingly complicated field of college and career readiness. An invitation-only symposium on April 24, 2012 in Washington, D.C. encouraged further conversations about the topic and we have continued the discussion on our High School Matters blog and through our June college and career readiness Webinar series.
The Juvenile Justice Reform and Reinvestment Demonstration Program is a new initiative that is made possible through the Office of Management and Budget’s (OMB) Partnership Fund for Program Integrity Innovation (the Partnership Fund) . This solicitation will provide funds to three state and/or local administering agencies for juvenile justice to develop and implement an integrated set of evidence-based and cost-measurement tools that will enable them to make informed decisions about resources and services for justice-involved youth. OJJDP will expect awardees to fully participate in training and technical assistance and an evaluation of this initiative. The initiative will determine whether systematic use of these tools helps awardees realign services and costs and ensure the provision of the right services, for the right youth, for the right duration of time
The Office of Juvenile Justice and Delinquency Prevention (OJJDP) will conduct a comprehensive process and outcome evaluation of the Juvenile Justice Reform and Reinvestment Initiative. This new initiative is made possible through the Partnership Fund for Program Integrity Innovation (the Partnership Fund that the Office of Management and Budget (OMB)) administers. The initiative will fund as many as three sites to develop and implement an integrated set of research-based and cost-measurement tools to help them realign juvenile justice services and costs. The evaluator will track the implementation and outcome of activities and determine whether the initiative has had the intended effect. The evaluator will identify and adapt, as necessary, all measurement tools for the evaluation, including cost measurement tool(s) at the site level.
The FDIC’s Money Smart for Young Adults curriculum helps youth ages 12-20 learn the basics of handling their money and finances, including how to create positive relationships with financial institutions. Equipping young people in their formative years with the basics of financial education can give them the knowledge, skills, and confidence they need to manage their finances once they enter the real world. Money Smart for Young Adults consists of eight instructor-led modules. Each module includes a fully scripted instructor guide, participant guide, and overhead slides. The materials also include an optional computer-based scenario that allows students to complete realistic exercises based on each module.
PPV released its final publication, Making the Most of Youth Mentoring: A Guide for Funders. The mentoring field has grown and diversified immensely since P/PV's landmark 1995 random-assignment study of community-based mentoring. There are now thousands of mentoring programs, as well as many multi-service initiatives that incorporate elements of mentoring, across the country. With support from The Pinkerton Foundation, P/PV summarized key research in the mentoring field to help funders invest their mentoring resources where they can have the most impact. The resulting guide outlines: tips for determining which organizations have the capacity to implement strong mentoring programs; tips for recognizing high-quality mentoring programs; and tips for making the most of six common approaches (community-based mentoring, school-based mentoring, group or team mentoring, cross-age peer mentoring, e-mentoring, and paid mentoring).
As communities across the country revitalize their local economies with entrepreneurship and small business growth, they often call on community colleges and their partners to provide skilled training, educational services and guidance to build out innovative ideas. Many colleges establish small business incubators to nurture companies through the most challenging start-up stages of development, with an ultimate aim of increasing jobs and revenue in the local community. The development of the VIN recognizes that these services need not depend on a traditional brick-and-mortar facility. Instead the VIN’s new delivery mechanisms include support provided at the business site and hybrid in-person and technology processes. The tools created by the VIN will help community colleges grow entrepreneur talent while offering more flexible delivery to existing small business owners and start-up businesses leaders.
American high school graduates cannot find employment
Boys & Girls Clubs of America has conducted a survey entitled "Teens Speak Up: A National Youth Survey on Civic Engagement and Citizenship." The survey was conducted by teens in their own communities, with about 10,000 respondents. The results clearly demonstrate the strong voice of America's youth, with survey highlights including: --80% of teens agree that US citizens have a duty to vote, and that every vote can make a difference --85% agree that school is important and will help them achieve their career goals --More than half of teens polled believe that it is important to serve as community leaders, and to address social issues
TIhe National Career Clusters Institute, the Meeder Consulting Group released nine case studies describing in detail how typical middle and high schools can build upon a strong STEM program to create a school-wide STEM culture. The case studies were developed as part of an ongoing project, the STEM Schools Project, which is an effort to document strategies used by schools – public, middle and high schools, as well as a private high school – to implement project-based STEM (Science, Technology, Engineering & Math) programs like Project Lead The Way and move toward a more widespread adoption of STEM teaching and learning across the entire school.
Download this guide from generationOn for ideas, best practices, and strategies on building your organization's capacity to engage youth and family volunteers. These concrete strategies are the result of a five-city Ready-Set-Go! pilot and bring together the expertise of more than 20 volunteer managers
This report describes the findings of a nationally representative sample of 544 recent high school graduates from the classes of 2006 through 2011. The purpose of this study is to understand how recent high school graduates who are not attending college full time are faring in the workforce, specifically looking at those individuals who graduated before and during the difficult labor market caused by the Great Recession. The national recession officially began in late 2007 and ended in 2009. However, we classify students graduating from 2006, 2007, and 2008 as “pre-recession” graduates and students graduating in 2009, 2010, and 2011 as “recession” era graduates because the unemployment situation was dire during this entire period, even though economic growth was positive.
The Administration for Children and Families (ACF) is teaming up with four national foundations to combat family homelessness. Families comprise the fastest-growing segment of the homeless population, now accounting for more than one third of the overall group. ACF will provide $1 million per year to each of five grantees for five years ($25 million total) to demonstrate the effectiveness and potential cost-savings of projects incorporating stable housing and comprehensive services that focus on safety, positive family functioning, and child well-being. The initial funding opportunities were announced this week and selected grant recipients will be announced in September. Funding for the following four years is dependent on the availability of funds and grantees meeting certain benchmarks.
The California Library Association recognized the twenty participants in the Workforce Investment Act (WIA) grant for submitting the best video to the annual California Teen Video Challenge. The teens filmed, edited, and uploaded their video to YouTube under the guidance of Santa Ana librarians and digital media instructors from Rancho Santiago Community College. The video, entitled "Seeds to Trees," features a rap that celebrates the library as a place of reading and learning. Posted to YouTube, the video has been viewed about 16,000 times.
Certificates have swelled to become the second most common postsecondary award in the U.S.: Over 1 million are awarded each year. In the context of concerns about rising college costs and student loan debt, certificates, which are cheaper and take less time to complete than college degrees, have become of increasing interest to researchers, institutions, and other stakeholders in higher education. Georgetown University Center on Education and the Workforce has written a report to analyze earnings by field of study, sex, race/ethnicity, and program length. One of the most important factors that affects earnings is whether certificate holders work in the same occupational field they studied in. They also analyze the institutions that most commonly award certificates—such as community colleges and for-profit institutions—and the states where certificates are most prevalent and provide the highest earnings returns.