PROGRAM RESEARCH - NATIONAL .us



program policy & finance committee ResearchPROGRAM RESEARCH - NATIONALREGIONEDUCATION & EMPLOYMENT PROGRAMS - KEY WORD SEARCHNATIONALRe-enrollment programs for out of school HS studentsRe-enrollment programs for HS dropoutsHS student re-enrollment programsHS dropout retrieval programsPrograms combining education and work for out of school HS studentsRe-engagement centers for out of school HS studentsSummer youth employment programsYear-round youth employment programsEmployment combining education and workInternships (paid/unpaid) for out of school HS studentsInternships (paid/unpaid) for re-enrolled HS studentsNPR – “Food, Housing Insecurity May be Keeping College Students from Graduating” (April 3, 2018) - – “Millions of young adults have entered the workforce with no more than a high school diploma” (January 31, 2018) - Mentoring Partnership – “Elements of Effective Practice for Mentoring: Research-Informed and Practitioner-Approved Best Practices for Creating and Sustaining Impactful Mentoring Relationships and Strong Program Services” Education Commission of the States – “Rethinking Dual Enrollment to Reach More Students” (May 2018) – Proposal to broaden dual-enrollment access to middle-achieving students, including students who are college ready but uncertain about their post-high school plans, and students who are not college-ready but would succeed in a dual enrollment course with some support. Dept of Labor “Career and Technical Education Programs in Public School Districts: 2016-17” – Provides nationally representative data on career and technical education (CTE) programs. – “Barriers to Employment for Out of School Youth: Evidence from a Sample of Recent CET Applicants” – examines employment and earnings over a 4-year period for a group of disadvantaged and out of school youth who entered the Evaluation of the Center for Employment Training (CET) Replication Sites between 1995 and 1999 – examines 3 key factors: lack of HS diploma, having children, and having an arrest record. MDRC – High School Dropout reports: – “Serving Out-of-School Youth Under the Workforce Innovation and Opportunity Act (2014)” – summarizes existing knowledge that can guide implementation of key WIOA provisions on serving out-of-school youth. Regional Education Laboratory at WestEd – “Reenrollment of high school dropouts in a large, urban school district” (July 2008) – follows a cohort of first-time 9th graders in one large urban school district from 2001/2 to 2005/6 and documents their dropout, reenrollment, and graduation rates. Department of Education – “Bringing Students Back to the Center: A Resource Guide for Implementing and Enhancing Re-Engagement Centers for Out-of-School Youth” for Promise – “Supporting Young People’s Success in HS Re-Engagement Programs: The Role of Social Support and Self-Efficacy” for Excellent Education – “Every Student Succeeds Act primer: High School Dropout Prevention and Reengagement of Out-of-School Youth” – outlines provisions that support state and district efforts to (1) prevent students from dropping out of high school and (2) reengage out of school youth. – “Re-enrollees on the Radar: Supporting High School Dropouts Who Return to School” Reengagement strategies include offering credit-recovery options and providing case management for individual re-enrollees. WestEd – “What Happens to High School Dropouts Who Reenroll?” League of Cities – “Re-Engagement Policy Brief: Cities Setting Goals for Opportunity Youth – October 2017 (Philadelphia, Seattle, San Diego, Chicago). America’s Promise. “The Economic Value of Youth.” Harrington, Drexel University“Has the First Job Disappeared? Connecting Young Workers to Employers and Career-Building Work Experiences” “How Employers and Policymakers can Improve Job Opportunities for Young People” “The 2018 Summer Job Outlook for American Teens” “The Collapse of the Labor Market for 16-to-24-Year Olds” RESEARCH - STATESTATERe-enrollment programs for out of school HS studentsRe-enrollment programs for HS dropoutsHS student re-enrollment programsHS dropout retrieval programsPrograms combining education and work for out of school HS studentsRe-engagement centers for out of school HS studentsSummer youth employment programsYear-round youth employment programsEmployment combining education and workInternships (paid/unpaid) for out of school HS studentsInternships (paid/unpaid) for re-enrolled HS studentsCaliforniaYouthBuild Charter School of California – job training programs:?? Prevention and Student Re-Engagement Tools & Resources. IllinoisSum, Andrew & Ishwar Khatiwada, Center for Labor Market Studies, Northeastern University. “High School Dropouts in Chicago and Illinois and Their Persistent Labor Market Problems.” ?Illinois Workforce Investment Board. “Report of the Illinois Disadvantaged Youth Task Force.” 2016. Mentoring Partnership – “State of Mentoring in Illinois.” Task Force on Re-Enrolling Students Who Dropped Out of School. “Final Report, January 2008.” Department of Human Services. “Community Youth Employment Program (CYEP).” Grant Program. ?IndianaIndiana’s FastTrack Program: authorizes post-secondary institutions to offer a high school completion program for students ages 19+ to earn a high school diploma while simultaneously earning credit toward an associate’s degree or certificate program. Indiana also has the School Flex program, which encourages the creation of education options during which students may work while completing high school. (from NYEC – Expanding Options report)Goodwill Industries (PDFs in email from Jack). “This study provides a cohort analysis of those students who attended the Excel Charter Academy from 2009-2013 (both graduates and non-graduates) and compares these groups against a baseline of all Indiana adults without a high school diploma or equivalency.”MassachusettsCommonwealth Corporation: Building Skills for a Strong Economy. “Understanding and Addressing the Youth Employment Crisis.” – “The Effect of Career and Technical Education on Human Capital Accumulation: Causal Evidence from Massachusetts” News Hour – “This High School finds success combining college-ready classes with career training” Center Education Research & Policy – “Forgotten Youth: Re-Engaging Students Through Dropout Recovery.” Massachusetts, Boston Public Schools, the Re-Engagement Center. MinnesotaMinnesota Youth Program (MYP). The Minnesota Youth Program serves low-income and at-risk youth ages 14 to 24 who lack academic and "applied skills" considered critical for current and future workplace needs. Spark Music Studio partners with Jimmy C. Jenson Youth in Music Scholarship to provide music lessons for At-Risk Youth in Northwest Metro. North CarolinaLearn & Earn – a statewide initiative offering a five-year dual enrollment option for students wishing to obtain an associate’s degree while completing high school at no cost to the student. The Learn & Earn program targets students who are low-income, first generation, or not previously successful in traditional schools, to go to college. (from the NYEC Expanding Options report)Washington (state)Paragon Education Network. Washington Student Oral Histories Project. "Pathways to Dropping Out” 4-parts PROGRAM RESEARCH - COUNTYCOUNTYRe-enrollment programs for out of school HS studentsRe-enrollment programs for HS dropoutsHS student re-enrollment programsHS dropout retrieval programsPrograms combining education and work for out of school HS studentsRe-engagement centers for out of school HS studentsSummer youth employment programsYear-round youth employment programsEmployment combining education and workInternships (paid/unpaid) for out of school HS studentsInternships (paid/unpaid) for re-enrolled HS studentsPROGRAM RESEARCH – CITY/TOWNCITY/TOWNRe-enrollment programs for out of school HS studentsRe-enrollment programs for HS dropoutsHS student re-enrollment programsHS dropout retrieval programsPrograms combining education and work for out of school HS studentsSummer youth employment programsYear-round youth employment programsEmployment combining education and workInternships (paid/unpaid) for out of school HS studentsInternships (paid/unpaid) for re-enrolled HS studentsChicago, ILNational League of Cities. “Chicago Dropout Reengagement Centers Part of a Growing National Trend.” for Youth. Supports vulnerable adolescents in the Chicago area and helps them create positive options for their futures. Cities Institute. “A Lost Generation: The Disappearance of Teens and Young Adults from the Job Market in Cook County” (2016)Great Cities Institute. “Lost: The Crisis Of Jobless and Out Of School Teens and Young Adults In Chicago, Illinois and the U.S.” (2016)Great Cities Institute. “Abandoned in their Neighborhoods: Youth Joblessness amidst the Flight of Industry and Opportunity” (2017) Great Cities Institute. “The High Costs for Out of School and Jobless Youth in Chicago and Cook County” (2017)Chicago May Become Largest City in U.S. to Try Universal Basic Income - Public Schools. Student Outreach and Re-engagement Centers (SOAR). Chicago Urban League Opportunity Works Youth Jobs Initiative. The Opportunity Works Youth Jobs Initiative assists economically disadvantaged young people between the ages of 18-24*, who are out of school and out of work, and face significant barriers to education and workforce success, with year-round employment and training services. Los Angeles, CAHarrington, Paul and Neeta Fogg. “Opportunity Rising: Increases in Human Capital Investment and Declines in Disconnection Among Teens and Young Adults in Los Angeles.” Harrington, Paul and Neeta Fogg. “Rising School Enrollment among Teens and Young Adults in Los Angeles.” Harrington, Paul and Neeta Fogg. “Experience Required: The Diminished Employment Prospect of Teens and Young Adults in Los Angeles.” Harrington, Paul and Neeta Fogg. “The Human Capital Investment Gap: Understanding the Diminished Prospects of Disconnected Youth in Los Angeles.” Milwaukee, WITransCenter for Youth – Transforming Lives. Earn & Learn – summer youth employment program initiated by Mayor Tom Barrett in partnership with local businesses, non-profit, and community- and faith-based organizations. New York CityJobs First NYC – “Barriers to Entry: Fewer Out of School, Out of Work Young Adults, As Warning Signs Emerge” First NYC – “Online but Disconnected: Young Adults’ Experience with Online Job Applications” Employment Task Force Report – City of New York. University. “The Human Capital Deficit of Disconnected Youth in Philadelphia” Neeta Fogg & Paul Harrington. New Orleans, LACowen Institute. “This new report outlines the challenges facing 16-24 year olds in New Orleans who are disconnected from employment and education. These young people are often referred to as opportunity youth. The report found that there are 6,820 opportunity youth in New Orleans, which was 14 percent of all 16-24 year olds in the city. Those youth faced significant economic barriers: a third lived below the poverty line and these young people also received food stamps and were uninsured at high rates. To address a challenge as complex as youth disconnection, the report recommends expanded efforts to leverage the educational experiences of the city’s opportunity youth to link them to employment. (PDF) No Longer Invisible: Opportunity Youth in New Orleans. Available from: Cowen Institute & Tulane. “Reconnecting Opportunity Youth.” “New Orleans jobless, out-of-school youth outnumber high school grads 3 to 1: report.” Seattle, WAOpen Doors Youth Reengagement Tuscon, AZTucson Unified School District. “Steps to Success: a project of Tucson’s Dropout Prevention.” POLICY RESEARCH - NATIONALREGIONPOLICY - KEY WORD SEARCHNATIONALRe-enrollment policies for out of school HS studentsRe-enrollment policies for HS dropoutsHS student re-enrollment policiesHS dropout retrieval policiesPolicies for programs that combine education and work for out of school HS studentsRe-engagement centers for out of school HS studentsSummer youth employment policiesYear-round youth employment policiesEmployment combining education and workInternships (paid/unpaid) for out of school HS studentsInternships (paid/unpaid) for re-enrolled HS studentsFederal LegislationHouse Resolution 2209 - Helping to Encourage Real Opportunities (HERO) for At-Risk Youth Act: This bill amends the Internal Revenue Code, with respect to the work opportunity tax credit to change the credit for summer youth employees to a credit for youth employees who will be employed for not more than 20 hours per week during any period between September 16 and April 30 in which the individual is regularly attending any secondary school, to increase the amount of the credit for youth employees, and to expand the credit to include at-risk youth. Bill 984 - Creating Pathways for Youth Employment Act: This bill amends the Workforce Innovation and Opportunity Act to authorize the Department of Labor to make available up to $1.5 billion to provide youth ages 14-24 with subsidized summer employment opportunities and up to $2 billion for subsidized year-round employment opportunities. “Using TANF Funds to Support Subsidized Youth Employment: The 2010 Summer Youth Employment Initiative.” July 29, 2011. Drexel University Center for Labor Markets and Policy. Paul Harrington and Neeta Fogg. “The Summer Jobs Outlook for Teens in the US.” National Youth Employment Coalition – “Expanding Options: State Financing of Education Pathways for Struggling Students and Out-of-School Youth” points: Drawing from NYEC’s policy analysis in several states, research, and input from a broad network of local, state, and national policymakers, educations, and practitioners we have crafted the following set of principles. Education pathways/options should:Be operated by institutions that can award education credentials and include multiple pathways to a credential.Offer competency-based and applied learning approaches.Employ relevant performance indicators for student achievement and for programs/schools.Be supported by a combination of pathways and structures, such as partnerships with departments of education, community based organization (CBO) schools, and charter schools.Award credit based upon proficiency and competency.Use measures that consider student progress over time and relative gains.Collaborate with a myriad of partners, including, but not limited to education systems/programs, community-based organizations, community colleges etc.Education pathways/options should include characteristics and elements that encourage students to stay in an education program or school.Include work-based learning, career preparation, internships and other opportunities to help prepare youth for paid employment in the 21st century workplace.The long-term economic health of our national depends on investments we make in young people, especially investments aimed at increasing their participation in a knowledge-based economy. We should engage all of our youth, including those who at times become disconnected from school and community, in order to maintain and grow America’s competitive edge in the global economy High school graduation rates: one-third of our nation’s youth do not complete high school (Urban Institute and Manhattan Institute); “Students of color have little more than a 50% chance of earning a high school diploma.”Without the higher level of skills demanded by employers in the current labor market, opportunities for employment at a living wage, and, ultimately, self-sufficiency, are dismal for young people lacking a high school diploma. Roughly five million 16- to 24-year olds (about 15%) have left school and are unemployed. There has been much recent federal and state attention to low high school graduation rates and the need to redesign high schools, but little attention has been paid to the large number of students who have dropped out and whose needs, in many cases, simply cannot be addressed by traditional high schools.“Alternative” education options, offered by public school districts and community-based organizations, are schools and programs that provide students who are struggling in or have left a traditional high school environment with the opportunity to complete high school or its equivalent, obtaining the necessary credentials to enter employment and/or postsecondary education and training. Such schools usually offer innovative programming, a low student-to-teacher ratio, extensive student supports, and schedule flexibility. They are often career-based,offering students internship and work experiences as part of their high school program. These schools and programs provide many students who are struggling in traditional high schools the supports needed to stay on track to graduation. Many also offer a second (or third or fourth) chance to students who have previously fallen off track, offering a different educational environment and program from the one that failed these students in the past. Unfortunately, some district-run alternative schools serve merely as detention facilities for students who have engaged in disruptive or violent acts in school; these are not education options which serve to re-engage students in an atmosphere of high academic expectations, and we do not consider such programs here.National Conference of State Legislators (NCSL) Education Committee points: Important federal-state educational programs supported by the states, such as the Perkins Act programs and the TRIO program, must be better integrated with state postsecondary policy. The federal government has a significant role and responsibility in working with states and supporting state efforts in college readiness and providing research and technical assistance.Labor & Economic Development Committee points:NCSL encourages efforts to promote a greater state role in administering federal housing programs, subject to sufficient funding and flexibility.Additionally, we urge the Congress to sustain funding levels sufficient to maintain existing vouchers, including the Department of Housing and Urban Development-Veterans Affairs Supportive Housing (HUD-VASH) programs and already committed project based Section 8 subsidies.The Federal Role in Career and Technical Education Training (CTE): The federal government should provide additional funding and support the authority of states for flexibility to allocate some funds through a competitive grant administered by the state in pursuit and support of innovative, high quality and effective programs. NCSL believes that CTE competitive grant programs should be used to incentivize and modernize state and local programs in order to meet the evolving needs of students. NCSL supports adequate funding for CTE competitive grant programs. These funding decisions can best be handled at the state level rather than by individual schools and/or districts. States should continue to have the authority to determine the split between secondary and postsecondary CTE programs. The existing CTE funding formula for the allocation of federal funds to the state should be maintained.United States Conference of MayorsJobs and Education WorkforceThis committee focuses on the education and workforce development needs of cities in order to build a skilled workforce for a 21st Century global economy. Specific issue areas included: Education; Workforce Development; Public Service Employment; STEM; At-Risk Youth; Summer Jobs; Youth Employment and Development; National Service; Dislocated Workers and Advanced Manufacturing among others. League of Cities (NLC)Human Development Federal Advocacy CommitteeSee attached PDF “NLC - 4-HD-Section-2018-pg.124-150 Res.21-27”, specifically page 128 – “Poverty Reduction/Income Support, Section B”:B. Education and Skills Development.NLC urges Congress to permit individuals to use their welfare grants for education and skills training. Allowable activities should include basic and remedial education, with an emphasis on literacy; vocational, technical, and higher education; English language training; work experience; job search and placement assistance; affordable day care; health insurance; substance abuse treatment; entrepreneurial opportunities; and transportation. The federal government should provide adequate funding to help individuals make the transition from welfare to work by: Meeting the diverse and often complex needs of families and childrenProviding families and children with choices of avenues to self-sufficiency; andRecognizing that some families have multiple barriers to employment and providing realistic time frames based on assessments.Therefore, NLC urges Congress to:Facilitate better coordination of serves offered under existing federally supported financial aid programs for the disadvantaged with the educational needs of citizens qualifying for TANF;Target low-income workers for job training and transitional jobs, if appropriate; andRecognize that some individuals who suffer from physical disabilities, health limitations, or mental health disorders may not be able to work under any circumstance and should receive sufficient financial support to maintain an adequate standard of living.As part of the federal government’s efforts to reduce poverty and lower welfare caseloads, the federal government should require states to use whatever mechanisms that are legal and necessary, including Social Security numbers and state tax records, to track people leaving welfare to determine how many have jobs paying enough to sustain self-sufficiency. The federal government must increase the EITC to relieve more low-income workers of tax obligations and/or to provide larger refunds to those that qualify. The federal government should increase the Earned Income Tax Credit (EITC) to relieve more low-income workers of tax obligations and provide larger refunds to those who qualify. In addition, the federal government should support working families by increasing the minimum wage.C. Supportive ServicesThe federal government should provide sufficient funding so that essential supportive services can be continued for a period of time after job placement and until wages increase to a family sustaining level.See “NLC - 4-HD-Section-2018-pg.124-150 Res.21-27” (PDF), specifically pages 130-131 – “4.04 Employment”:4.04 Employment NLC believes that the federal government should maintain an economic environment that promotes job creation and job access. To support America’s workers and employers, the federal government should: Create meaningful jobs in areas of high unemployment; Make work pay by setting the minimum wage and Earned Income Tax Credit (EITC) at levels that in combination allow families to support themselves above the poverty level; and Protect the financial integrity of the Unemployment Insurance program and maintain the Employment Service, which is responsible for distributing unemployment checks and providing job placement services. Workforce Development The federal government should provide resources for a range of services, including basic educational and job skills training for welfare recipients, structurally unemployed individuals, dislocated workers, and at-risk youth, and job placement services for all Americans to ensure that all Americans have access to higher paying and higher skills jobs. To ensure that these goals and objectives are met, Congress should fully fund workforce development programs like the Workforce Innovation and Opportunities Act (WIOA) and should: ? Allow cities and towns working individually or together to utilize funds in ways that reflect the local workforce, available jobs, and the needs of the business community; ? Ensure that a portion of the funds are targeted to those most in need: persons living in poverty, those who are structurally unemployed and are not likely to return to their previous jobs, ex offenders, and disconnected youth who are at-risk of long-term poverty; ? Establish workforce development areas that are based on regional economies rather than arbitrary measures such as population or political boundaries; ? Prohibit states from diverting all federal funds toward those who are already employed or job ready rather than those in greatest need; ? Ensure that local elected officials play a significant role in the planning, development, and implementation of regionally-based workforce development programs; ? Encourage collaboration between governments, education agencies including community colleges, organized labor, and the private sector to provide job skills training that meets the needs of workers and employers alike; ? Establish a permanent summer jobs program for young people ages 14 through 24 that is designed to provide economically disadvantaged and disconnected youth with paid jobs that provide measurable world-of-work training and job skills development; ? Provide two-year base funding so that programs may provide long-term training and services across program years; and ? Allow local governments and workforce development programs to use a variety of training approaches including, but not limited to: individual training accounts, 2018 Human Development 131 classroom training, and on-the-job training. When the federal government closes military bases or major federal facilities, the federal government should provide direct assistance to ensure that individuals receive the retraining and job placement assistance they need. Job Creation To reduce poverty, the federal government should provide resources to help local communities address the shortage of living wage jobs. In addition, the federal government should assist in areas of high unemployment to promote job creation, including tax credits and other incentives to business and industry to hire disadvantaged youth and other hard to employ populations. NLC also supports transitional jobs, or public sector jobs that are designed to provide individuals with temporary employment that will lead to full-time permanent employment after a period of classroom, on-the-job, and other types of training consistent with permanent, full-time employment. The President and Congress should establish a national infrastructure program with the goal of stimulating job growth, retraining the workforce, and boosting local economies.Job Elimination When employers downsize, relocate or close businesses they should be required to give advance notice to employees and the local government in which the business resides so that appropriate preparations may be made to meet the needs of the dislocated workers. Therefore, NLC supports federal laws that require public and private sector employers to: ? Provide advance notice of relocations, reductions in workforce or business closings; ? Consult with local municipal officials so that the individuals and communities affected can plan for needed adjustments; and ? Make supplemental financial contributions to support the unemployment insurance fund to assist in worker transition.National Governors’ AssociationEducation & Workforce CommitteeJob Training & Higher Education Policy Positions points:Allow flexible use of federal funds for work-based learning opportunities.Provide flexibility and support for states to develop and maintain workforce data systems while aligning and integrating them with early childhood, K-12 and higher education data systems – the whole of the talent pipeline development system.Support and incentivize state-, local- and industry-led partnerships to create and scale work-based learning and apprenticeship programs.Strengthen connections between education, job training and work participation in Temporary Assistance for Needy Families and federal welfare policy.Career and Technical Education Policy Positions points: Governors recognize career and technical education as a powerful tool to fuel state economies and prepare students for rewarding and productive careers. Thoughtful alignment of these programs to state industry and workforce needs provides governors with the talent pipeline to jumpstart existing businesses and make states more attractive sites for private sector investment and innovation. Career and technical education programs grant students a wide range of educational options to meet their career goals and opportunities to develop in- demand skills that prepare them for a successful life. Federal investment in career and technical education allows states to maximize the impact of these programs and scale successful programs statewide. As Congress and the Administration consider reauthorization of the Carl D. Perkins Career and Technical Education Act (Perkins), governors offer the following principles to guide that work.POLICY RESEARCH - STATESTATERe-enrollment policies for out of school HS studentsRe-enrollment policies for HS dropoutsHS student re-enrollment policiesHS dropout retrieval policiesPolicies for programs that combine education and work for out of school HS studentsRe-engagement centers for out of school HS studentsSummer youth employment policiesYear-round youth employment policiesEmployment combining education and workInternships (paid/unpaid) for out of school HS studentsInternships (paid/unpaid) for re-enrolled HS studentsUS Department of EducationDropout Prevention Services and Programs in Public School Districts: 2010-11 Education Commission of the States Aligning K-12 and Postsecondary Career Pathways with Workforce Needs. “Policy activity summarized here establishes a process for educators and employers to convene and use workforce data to set priorities, and sets forth strategies to enhance and scale up career pathways bridging K-12 and postsecondary, designed to prepare students for high-skill, high-demand jobs.” The Importance of At-Risk Funding Progress of Education Reform 2007 – Dropout Prevention : HB 4851 – Multi-Site Charter Schools – “Amends the Charter Schools Law of the School Code – allows for a minimum of 5 additional charter schools exclusively for truants or dropouts in Chicago (which charter schools may each contain multi-site campuses)” Bill 1796 – Establishes the Illinois Hope and Opportunity Pathways through Education to develop a comprehensive system in this State to re-enroll significant numbers of high school dropouts in programs that will enable them to earn their high school diploma. Senate Bill 446 – Doubling the State Aid formula – “in a school district or educational service region with a high school dropout rate that is at least 2 time the State high school dropout rate as calculated for the latest school year” Senate Bill 2351 – Evidence Based Model Elements – “Amends the Dual Credit Quality Act” YorkTemporary Assistance for Needy Families - Youth Employment funds – the SFY 2016-17 New York State Enacted Budget appropriates $31 Million in TANF funds to support the 2016 New York State Summer Youth Employment Program (SYEP) POLICY RESEARCH - COUNTYCOUNTYRe-enrollment policies for out of school HS studentsRe-enrollment policies for HS dropoutsHS student re-enrollment policiesHS dropout retrieval policiesPolicies for programs that combine education and work for out of school HS studentsRe-engagement centers for out of school HS studentsSummer youth employment policiesYear-round youth employment policiesEmployment combining education and workInternships (paid/unpaid) for out of school HS studentsInternships (paid/unpaid) for re-enrolled HS studentsPOLICY RESEARCH – CITY/TOWNCITY/TOWNRe-enrollment policies for out of school HS studentsRe-enrollment policies for HS dropoutsHS student re-enrollment policiesHS dropout retrieval policiesPolicies for programs that combine education and work for out of school HS studentsSummer youth employment policiesYear-round youth employment policiesEmployment combining education and workInternships (paid/unpaid) for out of school HS studentsInternships (paid/unpaid) for re-enrolled HS studentsFINANCE RESEARCH – NATIONAL REGIONFINANCING/FINANCE - KEY WORD SEARCHNATIONALRe-enrollment financing for out of school HS studentsRe-enrollment financing for HS dropoutsHS student re-enrollment financing HS dropout retrieval financing Financing for programs that combine education and work for out of school HS studentsRe-engagement centers for out of school HS studentsSummer youth employment financing Year-round youth employment financing Employment combining education and workInternships (paid/unpaid) for out of school HS studentsInternships (paid/unpaid) for re-enrolled HS studentsNational Youth Employment Coalition – “Expanding Options: State Financing of Education Pathways for Struggling Students and Out-of-School Youth” points: Financing Education Options – this report details a number of finance-related areas in which states can support the development of education options that serve struggling students and disconnected youth. First, states can work to ensure that existing education funds are able to flow to support students in a range of education programs both within and outside of traditional public school settings. In addition, states can provide new or additional education funds to directly encourage public school districts to expand options for secondary education. Finally, states can ensure that legislation is flexible enough to allow for various educational approaches. Within each of these areas, we identify specific actions states can take to support the expansion of education options.Allow education funds to flow to support students in programs both within and outside of traditional public school settings. Ease the flow of state education funds to options that work… and increase resources available for these education pathways by facilitating the flow of state education funds to non-public school education providers.Provide adequate funding to support education options. States should ensure that adequate funding follows students in education programs outside of the public K-12 system. Extend education funds to support high school completion for older youth – make public education funding available to serve students until they obtain a diploma. Establish and fund statewide dropout prevention and recovery programs – to increase graduation ratesFINANCE RESEARCH – STATESTATERe-enrollment financing for out of school HS studentsRe-enrollment financing for HS dropoutsHS student re-enrollment financing HS dropout retrieval financing Financing for programs that combine education and work for out of school HS studentsRe-engagement centers for out of school HS studentsSummer youth employment financing Year-round youth employment financing Employment combining education and workInternships (paid/unpaid) for out of school HS studentsInternships (paid/unpaid) for re-enrolled HS studentsEducation Commission of the StatesState Approaches to Funding Dual Enrollment. IndianaKey points: Indiana’s Alternative Education Program Grants provide extra per pupil funds for alternative education programs run within the public school districts. Funds are meant to cover the additional cost of these programs (e.g., specialized materials, testing, field trips, and professional development for staff). Under this program districts may receive up to $750 per full-time student enrolled in an alternative education program or school within the district.Districts are required to match at least one-third of these funds. Unfortunately, due to budget constraints, the amounts of these grants have generally been well below the stated maximum amount. North Carolina’s Committee on Dropout Prevention recently awarded $7 million in one-time state grants to 60 programs across the state. While the program indicates state interest in dropout prevention, such one-time awards can do little to support alternative education options long-term. ................
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