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National League of Cities Education Alignment for Young Children Case Studies

Yet the benefits of a high-quality early education can dissipate if these programs are not designed to meet criteria or standards for school readiness within the public schools or if the child transitions into an elementary school that does not adequately support their development.” This report covers five case studies who are working to create a seamless educational pipeline for the 0-8 age group.

Monday, April 2, 2012
Short Description: 
According to the introduction of this report, “Early childhood investments are the starting place for a high-quality, aligned system of pre-K-16 education, providing the necessary skills to allow all children to succeed throughout their schooling.
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Child and Youth Policy Coordinating Bodies in the U.S.

The study identified 110 coordinating bodies and reported initial findings on the breadth of their partnerships and goals, how well they use data, and their effectiveness in using innovative strategies to support children and youth.

Friday, June 15, 2012
Short Description: 
While child and youth coordinating bodies such as Children’s Cabinets, P-20 Councils, and Early Childhood Councils are critical in providing seamless, effective and efficient services to children and youth, there is little research on them. Which is why the Forum conducted the Ready by 21 State Policy Survey: Child and Youth Policy Coordinating Bodies in the U.S.: the first comprehensive biennial survey of state child and youth policy coordinating bodies, conducted with assistance from the RAND Corporation.
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A Shared Vision for Youth Common Outcomes and Indicators

The National Collaboration for Youth, which is the longest-standing coalition of national agencies committed to positive youth development, has begun to tackle this challenge and documented the findings in this publication.

Tuesday, October 2, 2012
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Problems affecting kids are well-documented. How do we know how well children in a given community are progressing, considering that school, child care, afterschool programs and so many other community resources are a part of kids’ lives? Are there desirable outcomes for all children that the entire community is aiming for? There should be.
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Out-of-School Time Policy Commentary #17: The Common Core Standards: What do they Mean for Out-of-School Time?

The standards are front and center on the national stage as states, districts, schools and teachers prepare for their rollout over the next several years. Many OST programs are trying to figure out what exactly the standards cover, and how to support schools and districts in implementing them.

Tuesday, July 31, 2012
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The expansion of the Common Core State Standards in education opens new doors for out-of-school time (OST) providers to align their work with schools.

Continuous Quality Improvement in Afterschool Settings: Impact Findings from the Youth Program Quality Intervention

 This study, Continuous Quality Improvement in Afterschool Settings: Impact Findings from the Youth Program Quality Intervention, shows how a cycle of assessing staff practices, planning based on the assessment and targeted training improves the quality of services delivered to young people. It says the Youth Program Quality Intervention model increases program quality among a wide range of afterschool systems, is sustainable and cost-effective, and might boost staff retention.
 

Monday, April 9, 2012
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Looking for a systematic way to improve afterschool program quality?
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Youth Organizing for Education Change

They show what can happen when adults create the expectations that young people be both informed educational consumers and engaged changed-makers. As momentum spreads for community leaders to organize for collective impact to improve youth outcomes, it is imperative that we not just invite but expect and support young people’s participation as learners and leaders.

 

Thursday, November 17, 2011
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Should young people be considered actors in school change, or simply the recipients of changed schools? Growing evidence and our own experience in the field suggest the former. Youth-led efforts to create change in schools, districts and education policy are on the rise. Youth Organizing for Educational Change features brief case studies of seven youth organizing efforts across the United States that we hope will inform, instruct and inspire.
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From Soft Skills to Hard Data: Measuring Youth Program Outcomes

The guide addresses a common problem throughout the youth field: We know that out-of-school time (OST) programs can help youth develop skills and attributes they need to be ready for college, work and life – skills and attributes like communications, relationships and collaboration, critical thinking and decision making, and initiative and self-direction. But few OST programs have the tools to effectively measure those outcomes. Finding the right one can be daunting.

Thursday, January 16, 2014
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Everyone who runs a youth program believes in their hearts that their program helps kids – but in their heads, they know they need convincing data to prove it. This guide from the Forum for Youth Investment – From Soft Skills to Hard Data: Measuring Youth Program Outcomes – updated from 2011, is here to help them get it.

Voices for the Common Good: America Speaks Out on Education

This United Way Worldwide report highlights the voices of everyday Americans concerned about education in the United States. Above all, the opinion was that there is so much acrimony, divisiveness and negativity in our debates on the issues of education. Everyday people are hungry to get past the posturing and get on to doing whatever it takes to set children up for success. While so much attention lately has been placed on schools, the people in this report said that while schools play an important role, communities and indivduals have to step forward in a different way.

Friday, April 1, 2011
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This report shares the aspirations and concerns of everyday people across America about their communities and what it will take for children to succeed in life. It's based on a series of community conversations local United Ways hosted across the country last fall, as well as on some focus groups and a national poll.

Getting to Outcomes: 10 Steps for Achieving Results-Based Accountability

GTO consists of 10 steps that empower program developers to do the following:

Wednesday, August 1, 2007
Short Description: 
Developed by the RAND Corporation, Getting to Outcomes outlines a step-by-step process to plan, implement and evaluate effective programs that are intended to achieve outcomes in a community. Developed for the substance abuse prevention field, Getting to Outcomes can be applied to the process of goal-setting and intervention selection for many social issues. This report briefly describes GTO's 10 Steps.

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