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When I was City Council President, I was invited by the Jessie Ball duPont Fund to an Asset Building Conference, where I joined a team of colleagues from Jacksonville. We were challenged to set a bold goal around poverty in our community. We decided that our goal had to be big – we chose 1,000 people – and our goal had to have a time limit – we chose 1,000 days and that is how 1,000 in 1,000 was born.
I assumed that this initiative would be like most, where a group comes up with some great ideas, but then we get back home our good intentions wither. But Team Jacksonville was different. We completed research on the latest learnings on poverty, including literature reviews and national site visits. We ran pilots, working with 100 families over 3 years, to determine what specific strategies were the most powerful for building assets.
We learned from the families directly. They told us that their top goal was to provide a better life for their children than their own. They wanted a job that paid a living wage and were willing to work for it, but needed child care and reliable transportation to get to job training. They emphasized the need for life management skills, including goal setting, budgeting, parenting andinterpersonal skills. Families were frank that many of them had a past criminal arrest or conviction, but for relatively minor offenses that were still classified as a felony, such as bouncing a check or driving with a suspended license.
Poverty is everyone's problem. I am justifiably proud of our community for examining poverty through the magnifying glass of our collective vision.
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.
Loyola University Chicago Center for Urban Research and Learning;
The Domestic Violence Outcome Project had a two-fold purpose: first, to identify the long-term outcomes and needs of those who receive services from domestic violence agencies, and second, to establish procedures for on-going evaluation within agencies. Working closely with 15 agencies that are members of the Chicago Metropolitan Battered Women's Network, the researchers developed a survey to evaluate services and identify client needs. The services evaluated included court advocacy (e.g., assistance from an advocate in obtaining an order of protection), legal services (assistance from a licensed attorney with divorce or other court proceedings), emergency shelter, and counseling.
Development of the survey benefited greatly from extensive feedback from service providers and clients and from previous evaluation research. The Chicago Metropolitan Battered Women's Network and the participating agencies administered the survey, which had both an on-line and paper option. Agency staff recruited participants, maintained contact with them over about 6 months, and then had them complete the survey. Here we present findings from analysis of data provided by 450 participants. We also include a discussion of the challenges encountered in sustaining ongoing evaluation in agencies.
One of the key findings of this report is that emergency safety needs (i.e., emergency shelter and getting an order of protection) are no longer the most prominent issues of concern for participants. Fewer than 5% of the sample reported currently needing shelter and fewer than 10% reported needing help getting an order of protection. In contrast, counseling/therapy is now the primary need reported by about 46% of participants. In addition, about a quarter of participants reported a need for help with those things that enable one to sustain a stable and independent household, which is critical to maintaining safety: economic assistance, either in the form of emergency cash, help with credit history, financial planning/literacy, food/clothing, health care, or work. Also, a sizeable minority of participants reported needs (both new and continuing from when they initially sought services) regarding divorce, child support, and visitation. These legal issues are likely to be related to the one outstanding safety concern reported by a substantial minority of survivors, managing contact with the abuser. Few differences among reported needs existed by race/ethnicity, parenting status, or level of socioeconomic resources.
This report begins with a brief introduction to how the project came about and a description of our research methods. Next we present the current needs reported by participants and consider whether there are differences in needs among participants by race/ethnicity, education and income resources, and whether or not they have children. We then examine the relationship of past services to current needs and satisfaction with past services. After that, we consider outcomes of receiving services (e.g., "As a result of receiving services, I feel safe from violence in my home"). Finally, we describe difficulties encountered in sustaining ongoing evaluation in agencies, such as high staff 7 turnover rates and the need for a program coordinator to maintain staff motivation. We conclude with a summary of the findings.
IIE Center for Academic Mobility Research & Impact;
Despite the growing focus on gender parity in higher education and the fact that in many wealthy nations women outpace men in tertiary enrollments, statistics show that in parts of the developing world, women are still underrepresented. In South and West Asia, for example, only 74 women are enrolled in higher education for every 100 men, whereas in sub-Saharan Africa, there are only 62 women enrolled for every 100 men (UNESCO, 2010).
Even in countries where they have achieved parity, women face other issues of inequity and marginalization, from domestic violence to a lack of female leadership in government. While there are no simple solutions for these complex and wide-ranging problems, promoting advanced education for women—particularly those that are devoted to ameliorating such issues at the grassroots level—is a crucial step. Not only does it build the skills and capacities of those working to promote gender equity, it increases their chances of advancing to positions of power from which they can affect change.
As part of its mission to provide higher education access to marginalized communities, the Ford Foundation International Fellowships Program (IFP) sought to address gender inequality by providing graduate fellowships to nearly 2,150 women—50% of the IFP fellow population—from 22 countries in the developing world. This brief explores how international fellowship programs like IFP can advance educational, social, and economic equity for women. In addition to discussing the approach the program took in providing educational access and opportunity to women, the brief looks at two stories of alumnae who have not only benefitted from the fellowship themselves, but who are working to advance gender equity in their home communities and countries.Activists, advocates, and practitioners can draw upon the strategies and stories that follow to better understand the meaning of gender equity and advance their own efforts to achieve social justice for women and girls worldwide.
Women and Girls Collective Action Network;
CURL formed a partnership with Women and Girls' Collective Action Network and Chicago Girls' Coalition to conduct a secondary data analysis to determine how young women and girls are faring in Illinois. This project aims to provide statistical evidence that will inform on the issues, needs, and solutions required to ensure the healthy development of all young women and girls in Illinois.
With recent developments in federal education policy, school turnaround has become an increasingly prominent area of focus for practitioners and policymakers nationwide. However, what we know about effectively turning schools around is limited.
In this archived webinar, we explore strategies at the school and district level to improve the most struggling schools. (Note that our focus is not on the lowest five percent of schools but on schools in the lowest third of school performance in California.)
This webinar focuses on:
Effective strategies cited by 9 turnaround school principals
The role the district can play in both contributing to and reversing school failure
A practitioner perspective on what is required for dramatic school change
The achievement gap between English language learners and their English-proficient peers in U.S. schools is persistent and well documented (California Department of Education, 2004; Lee, Grigg, & Donahue, 2007; Siegel, 2002). Research shows that among in-school factors that contribute to student achievement, teachers have the biggest impact. Given this, it is imperative that all teachers know how to make academic content comprehensible to learners who are not yet proficient in English.One promising approach to improve the academic performance of English language learners is the SIOP (Sheltered Instruction Observation Protocol) Model, an empirically tested, research-based model of sheltered instruction developed by researchers at California State University, Long Beach, and the Center for Applied Linguistics under the auspices of the National Center for Research on Education, Diversity & Excellence (Echevarria, Vogt, & Short, 2008). The SIOP Model is a lesson planning and delivery system that incorporates best practices for teaching academic English and provides teachers with a coherent approach for improving the achievement of their students. Using strategies and techniques that make academic content comprehensible to students, teachers present curricular content concepts that are aligned with state standards. While doing so, teachers are developing students' academic English skills across the four domains—reading, writing, listening, and speaking—in addition to building their academic vocabulary
One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers. The first part of this section makes a research-based case for why the complexity of what students read matters. In brief, while reading demands in college, workforce training programs, and life in general have held steady or increased over the last half century, K–12 texts have actually declined in sophistication, and relatively little attention has been paid to students' ability to read complex texts independently. These conditions have left a serious gap between many high school seniors' reading ability and the reading requirements they will face after graduation. The second part of this section addresses how text complexity can be measured and made a regular part of instruction. It introduces a three-part model that blends qualitative and quantitative measures of text complexity with reader and task considerations. The section concludes with three annotated examples showing how the model can be used to assess the complexity of various kinds of texts appropriate for different grade levels.
What instructional practices are most likely to lead African American male students to excel academically?
The quality of instruction influences the quality and quantity of learning for all students, but especially for African American males.
For the past six years, the National Center for Urban School Transformation has been identifying and studying urban schools that achieve outstanding academic results for all students, including African American males. These studies have pinpointed practices that lead African American male students to excel.
This webinar provides information about the instructional practices that make a difference, and also discusses strategies for changing instructional practices in schools.
Specific topics addressed are:
Key instructional practices that influence the extent to which African American males are likely to learn rigorous academic content
Key instructional practices that influence the commitment and engagement of African American males
Schoolwide practices that influence changes in classroom instruction
This archived webinar is the fourth in a four-part series designed to help school, district, and state administrators implement the Four Domains for Rapid School Improvement, a framework developed by WestEd's Center on School Turnaround.
Effective leadership is critical for sustained improvement in schools and districts. Education leaders — individually and as members of a leadership team — spearhead the design and implementation of processes that strengthen culture, capacity, and skill to improve student outcomes.
Learn about WestEd's approach to Transformational Leadership using the Four Domains for Rapid School Improvement. Our Transformational Leadership team guides viewers to enhanced understanding of leading for change, as well as adjusting and prioritizing instructional approaches and practices. They share research-informed strategies for:
Diagnosing and responding to student learning needs
Providing rigorous evidence-based instruction
Removing barriers and providing opportunities for all students
Action Change Transform (ACT);
Experiences of working with grassroots peace structures to address electoral conflicts and violence in Kenya.
Asia Philanthropy Circle;
After years of isolation from the world, Myanmar began officially re-engaging with the international community in 2011, as the country started to move towards democracy. In the years since, interest in philanthropy to the country has risen sharply among international donors – corporations, foundations, and individuals alike.
Despite being named one of Asia's fastest-growing economies in 2017, the country still has many challenges to overcome. Poverty, an education system that is out of sync with the current demands of the country, a weakened healthcare system and ethnic conflict are among its many challenges.
Myanmar is ranked 145 out of 188 countries and territories in UNDP's Human Development Index 2015. The mean years of schooling is less than five years. According to a 2017 Asian Development Bank report, 26% of the population lives below the national poverty line and four out of every 100 babies born in Myanmar die before their first birthday. Ethnic violence against the minority Rohingya community has also been in international news for most of this past year.
Against this backdrop, Asia Philanthropy Circle (APC) is pleased to launch the first of several cross border giving guides to increase the impact of philanthropic giving in Asia. Interviews were conducted with philanthropists, civic leaders, and other stakeholders from Singapore, the US, and Myanmar to best capture the issues and trends on the ground.