A collaboration of the University of Illinois School of Social Work/Children and Family Research Center and Cunningham Children's Home, the research described in this report analyzes empirically the status of Cunningham's existing vocational programming for foster children and youth. Data reported here primarily come from a survey of 58 Cunningham clients, supplemented by focus group data from a smaller group of Cunningham clients and information on occupational interest from a commercial computer-based career planning program (Career Cruising) used by Cunningham youth. Initially, researchers also planned to develop a supported education/employment pilot model designed to serve the specific population of foster children and youth. However, findings from the research suggest the need for a structure and curriculum more compatible with currently accepted models in community mental health and adult education than with the resources and supports available in a largely residential program like Cunningham. This represents a significant barrier to quick implementation of supported education/employment for the foster population, and so development of the pilot model has been deferred. Meanwhile, the authors have incorporated findings from this study into the Children and Family Research Center's ongoing research agenda on transitioning foster youth, expecting these results will continue to inform both research and practice supporting the progress of these young people toward successful adulthood.

Very early results from a random assignment evaluation of the National Guard Youth ChalleNGe Program, an intensive, "quasi-military" residential program for high school dropouts, show that the program has large impacts on high school diploma and GED attainment and positive effects on working, college-going, health, self-efficacy, and avoiding arrest.

Very early results from a random assignment evaluation of the National Guard Youth ChalleNGe Program, an intensive, "quasi-military" residential program for high school dropouts, show that the program has large impacts on high school diploma and GED attainment and positive effects on working, college-going, health, self-efficacy, and avoiding arrest.

Very early results from a random assignment evaluation of the National Guard Youth ChalleNGe Program, an intensive, "quasi-military" residential program for high school dropouts, show that the program has large impacts on high school diploma and GED attainment and positive effects on working, college-going, health, self-efficacy, and avoiding arrest.

At the Ford Foundation, we know that young people are a formidable force for positive social change in the world. Yet we have also seen how unequal access to economic and social resources limits many talented young people, and keeps them from reaching their full potential.

This resource guide is intended to illustrate how scholarship programs can make higher education more open and inclusive to all—and how they can fuel social change. The impact of well-designed scholarships can extend far beyond individual scholars. These scholarships help recognize and cultivate untapped talent, and address the inequality that too often thrives both in higher education institutions and in communities around the world.

This donor resource guide will be helpful to anyone who wants to start or improve a scholarship or fellowship program and we hope the guide—with its resources and examples from past programs like the foundation's International Fellowships Program—inspires donors and institutions alike to take risks and initiate transformational programs.

Ideas 42 issued a report in June 2016, sponsored in part by Kresge, that presented 16 case studies based on behavior science that show how stuble, sometimes hidden barriers can, over time, result in a student not completing a postsecondary degree. 

Ideas 42 issued a report in June 2016, sponsored in part by Kresge, that presented 16 case studies based on behavior science that show how stuble, sometimes hidden barriers can, over time, result in a student not completing a postsecondary degree. 

In December 2012, the University of Pennsylvania Center for the Study of Race and Equity in Education released our inaugural report on Black male student-athletes and racial inequities in National Collegiate Athletic Association (NCAA) Division I college sports. The study received extensive coverage on ESPN as well as in The Washington Post, Sports Illustrated,USA Today, and over 400 other media outlets. This 2016 edition includes updated statistics from 65 universities, and reflects the conference realignment that has occurred over the past four years. 

The purpose of this report is to make transparent racial inequities in the Power 5 conferences: Atlantic Coast Conference (ACC), Big Ten Conference, Big 12 Conference, Pac 12 Conference, and the Southeastern Conference (SEC). Data from the NCAA and other sources are presented for the 65 institutional members of these five conferences. Specifically, the author offers an analysis of Black men's representation on football and basketball teams versus their representation in the undergraduate student body on each campus. He also compares Black male student-athletes' six-year graduation rates (across four cohorts) to rates for student-athletes overall, Black undergraduate men overall, and undergraduate students overall at each university. 

The report begins with a summary of previously published studies on Black male student-athletes and details about the research methods. The author then presents lists of winners and losers (universities with exceptionally high and low statistical indicators of equity for Black male student-athletes). Statistics are also furnished for each individual university in the Power 5 conferences. The report concludes with recommendations for the NCAA and Power 5 conference commissioners, university leaders, coaches and athletics directors, journalists, and Black male student-athletes and their families.