Chicago Community Trust - 2008 Annual Report

Community and Economic Development;Education and Literacy;Nonprofits and Philanthropy

Chicago Community Trust - 2008 Annual Report

Contains mission statement, chair and president's message, program information, grants list, information on donor-advised grants and grants from funds, 2008 highlights, financial highlights, and lists of contributors, committee members, and staff.

May 2009

Geographic Focus: North America / United States (Midwestern) / Illinois;North America / United States (Midwestern) / Illinois / Cook County / Chicago

James Irvine Foundation - 2009 Annual Report

Arts and Culture;Education and Literacy;Nonprofits and Philanthropy

James Irvine Foundation - 2009 Annual Report

Contains mission statement, president's message, program information, grants list, message from the chief investment officer and treasurer, financial summary, financial statements, and lists of board members and staff.

August 2010

Geographic Focus: North America / United States

Major Malfunction: Racial and Ethnic Disparities in What Students Study

Education and Literacy;Employment and Labor;Race and Ethnicity

Major Malfunction: Racial and Ethnic Disparities in What Students Study

This analysis explores bachelor's degrees earned by race and ethnicity, broken down by area of study. The report identifies the majors and programs that produce the highest and lowest median incomes (both at the start of one's career and in the middle of one's career) and probes for uneven distributions of African American and Latino students. The report finds that these students disproportionately earn more degrees in low-paying majors, and fewer degrees in the highest paying majors.

August 1970

Geographic Focus: North America / United States

A College Degree is No Guarantee

Education and Literacy;Race and Ethnicity

A College Degree is No Guarantee

The Great Recession has been hard on recent college graduates, but it has been even harder for black recent college graduates. This report examines the labor-market outcomes of black recent college graduates using the general approach developed by Federal Reserve Bank of New York researchers Jaison Abel, Richard Deitz, and Yaqin Su (2014), who recently studied the outcomes of all recent college graduates.

August 1970

Geographic Focus: North America / United States

First Step: Women in the World

Aging, Education and Literacy, Women

First Step: Women in the World

Now more than ever before, women around the world are poised to make significant progress. Large-scale changes in every region could lead to advances for women -- as well as progress for countries and entire regions -- if well leveraged by societies, governments, and businesses.

This report explores women's status through the lens of shifting demographics, improving education, and stalled progress toward equality for women.

August 1970

Geographic Focus:

The New Role of Business in Global Education: How Companies Can Create Shared Value by Improving Education While Driving Shareholder Returns

Education and Literacy

The New Role of Business in Global Education: How Companies Can Create Shared Value by Improving Education While Driving Shareholder Returns

This paper articulates the case for a renewed role for business in global education through the lens of shared value. It is intended to help business leaders and their partners seize opportunities to create economic value while addressing unmet needs in education at scale. The concepts we describe apply across industries and to developed and emerging economies alike, although their implementation will naturally differ based on context

August 1970

Geographic Focus:

Historically Black Colleges and Universities Facing the Future: A Fresh Look at Changes and Opportunities

Education and Literacy;Race and Ethnicity

Historically Black Colleges and Universities Facing the Future: A Fresh Look at Changes and Opportunities

This paper reviews the status of historicallyblack colleges and universities (HBCUs) and assesses their mission in light of the changing nature of higher education and the new challenges that HBCUs and other higher education institutions must address. It is based on extensivediscussions with HBCU presidents and chancellors, campus visits, and reviews of documents and data.

HBCUs continue to play a critical role in "advancingm the race" and achieving President Obama's national goals for higher education and economic competitiveness, including a dramatic increase in college completion rates by 2020. To have the world's best-prepared workforce requires the United States to produce 10 million new college graduates and to make
sure every young person completes at least one year of postsecondary education.

Two generations ago, before desegregation, more than three-quarters of black college graduates attended HBCUs. Today, less than one-sixth of college-going black students attend these institutions, but this still representsa significant portion of a much bigger collegegoing population facing an increasingly large and complex array of educational opportunities.

August 1970

Geographic Focus: North America / United States

Graduating to a Pay Gap: The Earnings of Women and Men One Year After College Graduation

Education and Literacy;Employment and Labor;Women

Graduating to a Pay Gap: The Earnings of Women and Men One Year After College Graduation

Nearly 50 years after the passage of the Equal Pay Act of 1963, women continue to earnless than men do in nearly every occupation.Because pay is a fundamental part of everyday life, enabling individuals to support themselves and their families, the pay gap evokes passionate debate. Although the data confirming the persistence of the pay gap are incontrovertible,the reasons behind the gap remain the subject ofcontroversy. Do women earn less because they make different choices than men do? Does discrimination play a role? What other issues might be involved?

This report explores the pay gap between male and female college graduates working full time one year after graduation.
You might expect the pay gap between men and women in this group of workers of similar age,education, and family responsibilities to be small or nonexistent. But in 2009 -- the most recent year for which data are available -- women one year out of college who were working full time earned, on average, just 82 percent of what their male peers earned. After we control for hours, occupation, college major, employment sector,and other factors associated with pay, the pay gap shrinks but does not disappear. About one third of the gap cannot be explained by any of the factors commonly understood to affect earnings, indicating that other factors that are more difficult to identify -- and likely more difficult to measure -- contribute to the pay gap.

August 1970

Geographic Focus: North America / United States

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