|Education data web site - U.S. Department of Education||
ED Data Express is a Web site designed to improve the public's ability to access and explore high-value state-level education data collected by the U.S. Department of Education. |
This site has tremendous power to show data. This link points to a profile of Washington, DC. http://www.eddataexpress.ed.gov/state-report.cfm?state=DC&submit.x
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|Entrepreneurship Education: Enabling Teachers||
This 2011 European Commission report defines "Entrepreneurship as an individual's ability to turn ideas into action. It includes creativity, innovation, showing initiative and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives."|
It also says "entrepreneurship education means developing a culture which is through, for and about entrepreneurship. Such competencies are best acquired through people-led enquiry and discovery that enable students to turn ideas into action."
Educators and Business Leaders in the US should be reading this and developing US strategies to accomplish the same goals.
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|Facts showing racial disparities - and education gap in US||
The Black Star Project web site has a wealth of statistical information, articles and other information that communities can use to build a better understanding of the challenges facing minority communities. Use this information to support your own involvement in solving this problem by providing a wider range of learning and employment resources to young people and adults in these communities.|
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|Redefining Child and Family Services: Directions for the Future||
This report published by The Center for Children at Chapin Hall in 1994 was originally issued as a white paper in December 1992.|
The Tutor/Mentor Connection used the recommendations in this report as some of the fundamental reasons to launch the T/MC strategy in 1993. In 2011 the strategy was moved into the Tutor/Mentor Institute, LLC
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|Social Capital Role in Empowering Low-Status Youth||
The full title of this paper is "A Social Capital Framework for the Study of Institutional Agents & Their Role in the Empowerment of Low-status Students & Youth"|
Written by Ricardo D. Stanton-Salazar, Ph.D.
Associate Professor of Education Rossier School of Education University of Southern California 3470 Trousdale Parkway Los Angeles, California 90089-4036
This paper provide rich thinking about the role "that non-family adults agents play in the social development, socialization, formal and informal education, and social mobility of adolescents" and provides many reasons to support mentor-rich non-school tutor/mentor programs operating in high poverty neighborhoods.
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|Widening Achievement Gap between Rich and Poor||
This report by Sean Reardon, a Stanford professor of education and sociology, shows that the income achievement gap--the difference in the average standardized scores between children from families at the 10th percentile of income distribution and children at the 90th percentile--is now "nearly twice as large as the black-white achievement gap."|
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| The Effects of Homicide on Life Expectancy ||
The title of this study is "Years off Your Life? The Effects of Homicide on Life Expectancy by Neighborhood and Race/Ethnicity in Los Angeles County"|
This study shows that "Homicide was estimated to reduce life expectancy by 0.4 years for Los Angeles County residents and by 2.1 years for black males. The impact of homicide on life expectancy was higher in low-income neighborhoods."
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|“The Role of Risk” a 2013 Study from Washington State Mentors||
From MENTOR newsletter: "This report presents results from the first large-scale evaluation to examine how the levels and types of risk youth face may influence their mentoring relationships and the benefits they derive from mentoring programs. The study looked closely at the backgrounds of participating youth and their mentors, the mentoring relationships that formed, the program supports that were offered, and the benefits youth received — and assessed how these varied for youth with differing “profiles” of risk.|
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|A look at public school enrollment numbers|
This data table is from 1993, but it shows the enrollment of the largest school districts in the country. It is critically important to understand the size of the population and geography to understand the challenges of improving education opportunities.
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|A New Day for Learning - |
New Day for Learning is not a curriculum or one-size fits all program; it's a 21st century vision for learning that builds on a foundation of core academics by leveraging community resources to incorporate strategies such as hands-on learning, working in teams and problem solving. Many programs that take place before the school day, after school and during the summer are already using these innovative learning approaches to engage students and increase their chances for success.
Visit the web site and learn more about this initiative.
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|A SOCIAL CAPITAL THEORY OF CAREER SUCCESS|
A SOCIAL CAPITAL THEORY OF CAREER SUCCESS
A theoretical model that integrates previously competing theories of social capital with the literature on career success was developed and tested with a sample of 448 employees in a range of occupations and organizations. Social capital was conceptualized in terms of network structure (weak ties and structural holes) and social resources (contacts in other functions and contacts at other
organizational levels). Results of a SEM showed that network structure was related to social resources and that the effects of social resources on career success were fully mediated by three network benefits: access to information, access to resources, and career sponsorship.
Tutor/Mentor Connection Comment: If this is true for people in the workforce, can a case be made for mentoring as a strategy to expand social networks for disadvantatged youth, or to expand the networks for workplace volunteers?
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|Addressing Barriers to Learning and Teaching - UCLA Center Resource||The attached policy brief, titled Promoting a Systematic Focus on Learning Supports to Address Barriers to Learning and Teaching, argues that more supports are needed for comprehensive and systemic learning supports. The piece suggests that both personnel and programmatic resources should come through "enhanced connections within community resources" . For more information, please view the attachments and/or contact: Howard Adelman, Ph.D. Professor of Psychology & Co-director, School Mental Health Project/ Center for Mental Health in Schools Dept. of Psychology, UCLA Box 951563 L.A., CA 90095-1563 Ph: 310/825-1225 Fax: 310/206-8716 Web: http://smhp.psych.ucla.edu |
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|Addressing Social and Emotional Needs (ppt)||
This link points to a ppt created by Michael E. Woolley, Ph.D., University of Chicago School of Social Service Administration |
In this ppt,
* Research consistently shows that a student’s attitudes and beliefs about school predict better behavior and academic performance "
* When student report more supportive adults—at home, in their neighborhood , and at school—they have higher levels of positive attitudes and behaviors about school.
*The presence of supportive adults reduces the impact of environmental risk factors.
* When student reported levels of risk factors and supportive adults are taken into account, race/ethnicity differences disappear, and family SES differences reduce.
How can leaders of volunteer-based tutor/mentor programs use this information to build funding support for volunteer-based tutor/mentor programs operating in non-school hours and at schools or community based organizations?
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|American Youth Policy Forum||
The American Youth Policy Forum (AYPF), a nonprofit, nonpartisan professional development organization based in Washington, DC, provides learning opportunities for policymakers, practitioners, and researchers working on youth and education issues at the national, state, and local levels.|
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|American Graduate - Let's Make it Happen (WTTW Chicago)||
From the web site: "WTTW, along with CPB and America’s Promise Alliance, are working to raise awareness and community engagement around the dropout crisis. Through public service announcements, youth-generated videos, resources on this website, and special segments on our flagship nightly news magazine Chicago Tonight, we will build awareness of the drop out crisis in Chicago. Through partnerships with community organizations dedicated to educating, empowering, and supporting bright futures for young people in Chicago we will work to dispel the myth that this problem is too big to solve and bring people together to help students stay on the path to a high school diploma."|
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|American Graduate - Let's Make it Happen||
American Graduate: Let’s Make it Happen is a multi-year public media initiative, supported by the Corporation for Public Broadcasting (CPB), to help local communities identify and implement solutions to the high school dropout crisis.|
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|Annie E. Casey Foundation (AECF)||
Annie E. Casey Foundation (AECF) works to build better futures for disadvantaged children and their families in the United States. The primary mission of the Foundation is to foster public policies, human service reforms, and community supports that more effectively meet the needs of today's vulnerable children and families. The web site has extensive resources, such as the Kids Count Data Book. |
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|Anyone mapping youth network changes?|
The articles in this section of the web site are about social capital and how high amounts of "bonding" social capital and/or "bridging" social capital can have an influence on youth aspirations, habits and development. The Tutor/Mentor Connection is looking for university and funding partners to develop a long-term study of tutor/mentor programs, to show changes in a youth and volunteer's network resulting from on-going participation in a mentor-rich program. Visit the link and read more.
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