The Alliance for Excellent Education is host four upcoming webinars: • Thursday, October 25, 2012: Digital Strategies for Increasing Access and Opportunity in Rural Schools • Monday, October 29, 2012: Perspectives on the Federal Student Aid System Promise and Problems • Tuesday, October 30, 2012: Building on the Common Core State Standards to Improve Learning for English Language Learners • Wednesday, October 31, 2012: The Role of Business Leaders: Expanding Learning Opportunities Through Digital Learning: The Alliance for Excellent Education is a Washington, DC-based national policy and advocacy organization that works to improve national and federal policy so that all students can achieve at high academic levels and graduate from high school ready for success in college, work, and citizenship in the twenty-first century. For more information about the Alliance, visit http://www.all4ed.org.
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.
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 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.
Jobs for the Future has created a tool kit to provide resources support the recruitment, training, and retention of women in jobs in the green economy. This toolkit can be used by program planners, managers, and frontline staff conducting outreach and assessment, training, case management, and job development to ensure that each stage of the employment process—from recruitment through retention—looks at how the workplace environment can be responsive to women of many backgrounds and how systems can be created or improved to address the barriers women face. The materials can help build the capacity of organizations to attract women to programs providing education, training, and support services targeted to women’s needs, and to offer assistance that helps industry partners incorporate policies and practices supporting equity and diversity. The resources also can be used to build on and strengthen existing activities, customize strategies, establish new practices and policies, and deepen effectiveness at serving all participants in an equitable manner.
Celebrate My Drive, Saturday, September 15, 2012, is a day for the community to rally around and support teens everywhere as they learn to drive and get ready for the road ahead. By turning out and getting others to attend, teens can have fun and win prizes, learn about safe driving in a celebratory way, and help their school compete for a $100,000 grant. Like Celebrate My Drive on Facebook to learn more:
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.
KU’s Center on Online Learning and Students with Disabilities has developed a new tool to help schools and others involved in education identify online products that are accessible for students with disabilities. The tool, Access for All Students: A Representative Sampling of Technologies Employed in K-12 Online Education, lists products that are frequently used in schools and identifies those for which accessibility information is readily available.
American high school graduates cannot find employment
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.
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.
Key topics include: • Ongoing implementation of the common core state standards in English language arts and mathematics. Adopted by forty-six states and the District of Columbia, the common core state standards present tremendous challenges and opportunities for state legislatures to make changes to their education delivery systems. From assessments to teacher training, states must make critical decisions on a range of implementation issues in order to fulfill the promise of college- and career-ready standards. • Teacher evaluation. This topic is of tremendous interest in states and fueled by state applications for the Race to the Top program, as well as for waivers from the No Child Left Behind Act.
Workforce Recruitment Program (WRP) is a recruitment and referral program that connects federal and private sector employers nationwide with highly motivated college students and recent graduates with disabilities who are eager to prove their abilities in the workplace through summer or permanent jobs. The U.S. Department of Labor's Office of Disability Employment Policy (ODEP) and the U.S. Department of Defense's Office of Diversity Management & Equal Opportunity (ODMEO) manage the program, which continues to be successful with the participation of many other federal agencies and sub-agencies. Since the program's expansion in 1995, over 6,000 students and recent graduates have received temporary and permanent employment opportunities through the WRP.
WASHINGTON — From an event at a YouthBuild facility in Chicago, Secretary of Labor Hilda L. Solis today announced grants totaling $75,848,000 from fiscal year 2011 appropriations to fund 76 YouthBuild programs in 36 states, the District of Columbia and the U.S. Virgin Islands. Of that amount, $75,411,688 represents total funding for 74 programs. The remaining amount supplements awards for two programs partially funded earlier this year from fiscal year 2010 appropriations. "Every day in America, 7,000 students drop out of high school. Our nation cannot afford to lose these young people," said Secretary Solis. "YouthBuild provides an important second chance to earn an education while also developing valuable skills for the jobs of today and tomorrow." YouthBuild is an alternative education program that offers individuals ages 16-24 training and practical experience for "in-demand" industry careers. Participants, who also earn high school diplomas or GED certificates through the program, have been in the juvenile justice system, are aging out of foster care, are high school dropouts, and are otherwise at-risk of failing to reach key educational milestones and opportunities that lead to career fulfillment. In addition to receiving academic and occupational skills training, participants develop leadership skills and contribute community service. The Labor Department has administered the YouthBuild program since 2006, awarding its first grants in 2007. In that time, more than 16,000 youth have been served by YouthBuild programs nationwide. The two previously funded programs now receiving supplemental funding are Prologue in Chicago and BCFS Health and Human Services in San Antonio.
“The Transition to Adulthood: How States Can Support Older Youth in Foster Care” highlights effective strategies and promising approaches aimed at improving outcomes for youth as they age out of the foster care system. The report, published by the National Governor's Association Center for Best Practices, touches briefly on comparative outcomes for foster youth and youth in the general population, possible reasons for the differing outcomes, and state strategies to improve prospects for youth in the transition to adulthood. The chapters that follow detail state strategies in the following five areas: education, employment, housing, health care, and relationships. Examples of successful state and local efforts are provided throughout the report.
The presenters will share what they see as new and emerging trends in the field of children's mental health in 2011