Children and Youth;Education and Literacy
Education is important to former foster youth. However, while a majority of foster youth want to attend college, only a tiny minority earn any type of degree or certificate after high school. The experience of being in foster care, multiple disruptions in placements and relationships and lack of opportunities as a child continue to affect youth after they emancipate. Once emancipated, youth experience hardships that affect their ability to succeed in school, such as lack of affordable housing, difficulty maintaining permanent supportive relationships and obtaining jobs in a rough economy. While many obstacles exist, California currently has several programs that support youth with their education, and advocates are working diligently towards providing even more practical opportunities.
August 1970
Geographic Focus: North America / United States (Western) / California (San Francisco Bay Area)
For the 23rd consecutive year, the Public Policy Forum has compiled and analyzed data from Southeastern Wisconsin's school districts in order to better inform policymakers and the public about progress-or lack thereof-on commonly utilized measures of academic achievement. This year's analysis of the 2008-09 academic year indicates cause for encouragement in some areas, but also cause for significant concern.
August 1970
Geographic Focus: North America-United States (Midwestern)-Wisconsin (Southeastern), North America-United States (Midwestern)-Wisconsin-Milwaukee County-Milwaukee
Education and Literacy;Hunger
Chapter 5.5 provides data on the highest level of education attained by Feeding America clients.
Key Findings:
- 38.7% of all clients finished high school but received no further education.
- 16.9% of all clients have some college education or completed a two-year degree.
- 6.2% of all clients have completed college or beyond.
(Excerpted from Hunger in America 2010.)
August 1970
Geographic Focus: North America / United States
Computers and Technology, Education and Literacy
In a decade, virtual education in its contemporary form of asynchronous, computer-mediated interaction between a teacher and students over the Internet has grown from a novelty to an established mode of education that may provide all or part of formal schooling for nearly one in every 50 students in the US. In a non-random 2007 survey of school districts, as many as three out of every four public K-12 school districts responding reported offering full or partial online courses.
There can be little question that virtual courses in certain areas (e.g., math, English, social studies) produce tested achievement results on a par with those of their conventionally taught counterparts. Nor is it debatable that more complex areas of the curriculum (e.g., the arts) are beyond the reach of these new arrangements. Nevertheless, the rapid growth of this new form of schooling raises questions of cost, funding, and variable quality that require the immediate
attention of policymakers.
August 1970
Geographic Focus:
Children and Youth;Education and Literacy
High school students participating in 16 California multiple pathways programs generally graduated at higher rates, met university requirements in greater numbers, performed better on high school exit exams and were more engaged in school and learning. This report summarizes a 2007-2008 study of the ConnectEd Network of Schools, capturing positive results as well as challenges. Results are not considered conclusive, but provide encouragement and insight as Irvine launches a larger-scale demonstration: the California Multiple Pathways District Initiative. The report is also intended to offer insights to funders, policymakers and practitioners who, like Irvine, see great potential in California multiple pathways to help students build a strong foundation for success in college and career -- and life. The study was conducted by MPR Associates, Inc., a leading education research and consulting firm.
August 1970
Geographic Focus: North America / United States (Western) / California
Community and Economic Development, Education and Literacy, Employment and Labor
This research article provides detailed information on the effects of the escalating high school drop out rate in Philadelphia. High school dropouts impose very high costs on the broader community. This report details these costs, including: These costs include: lower tax payments to the government, intensive reliance on cash and non-cash government income transfers, and the cost of incarceration. In addition, this article demonstrates how the fiscal consequences of dropping out of high school have been exacerbated by changes in the economy.
August 1970
Geographic Focus: North America-United States (Northeastern)-Pennsylvania-Philadelphia County-Philadelphia
Community and Economic Development, Education and Literacy, Employment and Labor
What's the difference between a Philadelphia graduate and a high school dropout? About $580,000, according to this study which shows the difference in net fiscal contribution over a working lifetime (tax revenue generated vs. tax revenue received) between a Philadelphia student who earns a diploma and one who does not. This research report also offers information on the percentage of students in Philadelphia who do not graduate from high school, the difference in lifetime earnings between high school graduates and high school dropouts, and the likelihood of employment for high school graduates compared to high school dropouts.
August 1970
Geographic Focus: North America-United States (Northeastern)-Pennsylvania-Philadelphia County-Philadelphia
