The After School Division (ASD) of the California Department of Education in collaboration with Public Profit, has released Technical Assistance for Expanded Learning Opportunities in California. This report shares high-level information about the availability of technical assistance (TA) by region, strategy, and links to Quality Standards for Expanded Learning. Regional Profiles provide at-a-glance information about providers in each of California's 11 regions.

This report will help to inform the ongoing conversations about how to support high quality Expanded Learning Opportunities in California for all youth. California is a national leader in Expanded Learning, both for the breadth of its publicly funded Expanded Learning programs and for its growing focus on quality. THe ASD is further enhancing its supports for program quality through the System of Support, including fuding for TA. Understanding the current TA landscape enahnces the ASD's ability to make strategic investments to support Expanded Learning Opportunities.

There is a pervasive anxiety in America about the future of higher education. Spiraling costs combined with seismic changes in the American workplace raise questions about whether a bachelor's degree is still worth the cost. In a recent cover story, Newsweek magazine asked: "Is College a Lousy Investment?" For a growing number of Americans, the answer appears to be yes.

Today's students accumulate an average of almost $30,000 in debt by the time they graduate. They will go into a job market that looks especially bleak for young people. Many college graduates are unemployed or working minimum-wage jobs. Still more are working in jobs that don't require a college credential.

Some of the troubles facing new graduates can be attributed to the post-recession economy. But there are larger forces at work that are transforming the nature of employment in America -- forces that colleges and universities have been slow to recognize, much less respond to.

Many people view higher education as an ivory tower, detached from the problems of the real world. This Kettering Foundation occasional paper recounts the stories of 11 faculty members (Kenneth Keller, Lorraine Guttierez, Sylvia Hurtado, Julie Ellison, John Saltmarsh, Cathy Jordan, Nan Kari, Sallye McKee, Michael Schudson, David Scobey, and Bill Doherty) who are among the growing numbers of academic professionals drawn to the civic engagement movement aimed at integrating scholarship with public purposes.

Many people view higher education as an ivory tower, detached from the problems of the real world. This Kettering Foundation occasional paper recounts the stories of 11 faculty members (Kenneth Keller, Lorraine Guttierez, Sylvia Hurtado, Julie Ellison, John Saltmarsh, Cathy Jordan, Nan Kari, Sallye McKee, Michael Schudson, David Scobey, and Bill Doherty) who are among the growing numbers of academic professionals drawn to the civic engagement movement aimed at integrating scholarship with public purposes.

In this Cousins Research Group Report, David Mathews describes two different civic engagement movements. One is underway in higher education. On campuses across the country, leadership and service learning programs are growing, and students are taught civic skills, including civil dialogue. In addition, university partnerships with nearby communities offer technical assistance, professional advice, and access to institutional resources. The other is occurring off campus, in communities that are trying to cope with natural disasters, economic change, and other problems that threaten everyone's well-being. In these places, citizens say they want to come together as communities to maintain their communities. Unfortunately, they often have difficulty finding institutions that understand their agenda.

Why are these two civic movements in danger of passing like the proverbial ships in the night? Mathews explores this disconnect, noting, "It would seem that two civic engagement movements, occurring at the same time and often in the same locations, would be closely allied -- perhaps mutually reinforcing. That doesn't seem to be happening very often." He goes on to suggest how these efforts might become mutually supportive.

Viewing higher education as an environment "ripe for change," Harry Boyte makes the case for colleges and universities to forsake their traditional bastions of cloistered scholarship to become "civic learning" organizations. Many faculty members are willing and able to pursue their interests in the public relevance of teaching and research. What is needed to undertake the democratization of the production and diffusion of knowledge, Boyte says in this report from the Council on Public Policy Education, is to stress the need for disciplines to interact across porous boundaries with the wider world.