This report is a follow-up to a 2012-2013 study (see ED611342), which found that 77 of 100 large U.S. cities were coordinating the work of out-of-school-time providers, government agencies, private funders, and others to provide high-quality afterschool programs to the children who stand to benefit most. The report provides a look at the state of…

This report highlights the critical role family literacy and learning play in breaking down barriers between different learning contexts and engaging hard-to-reach adults and children in education. This report was developed as part of a family learning project initiated by the UNESCO Institute for Lifelong Learning (UIL) in 2016. Based on the…

Historically, afterschool programs have functioned independently with little coordination among provider organizations or agencies, and public and private funders operating in isolation. Research conducted by the National League of Cities for The Wallace Foundation profiled 27 cities that were known to be taking steps to improve coordination among…

High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase…

High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase…

These guidelines for 2010-2013 relate specifically to the Partnership Brokers program. This program is part of the Australian Government's contribution to the Youth Attainment and Transitions National Partnership and will commence on 1 January 2010. These Guidelines set out the requirements for the provision of services by organisations contracted…

Outdated, unknown, or unneeded amounts of dangerous or inappropriate chemicals are often found in K-12 schools across the nation, potentially putting students and staff at risk. Because of the nature of some of the chemicals, even small amounts may present a risk. Thus, dangerous chemicals represent one of the critical environmental health and…

Discussed in this document are problems encountered primarily with the Federal bureaucracy when implementing innovative job training programs for the poor. With the focus on implementing and administering New Careers programs funded by Congress, the document offers a rationale for ensuring consistancy between legislative rhetoric and…

Representing a continuing effort to document and track legislative activity on issues critical to families, this publication provides a compilation of brief summaries of all legislation enacted up to the end of August, 1989 by 48 states and Puerto Rico. Included are bills covering 16 major public policy topics related to children, youth, and…

Standards and guidelines for academic advising are presented covering mission, program, organization and administration, human resources, funding, facilities, campus and community relations, and ethics. (MLW)

External funding can provide a valuable means of enabling an institution to augment the growth and quality of its regular program. Because the institutional benefits of special projects can be maintained only through a reasonable degree of central administration and control, Chemeketa Community College has developed this guidebook of procedures to…

Collected are seven technical assistance papers concerning the development and implementation of community school age day care programs. The first paper provides a step-by-step guide to organizing a school-age child care program and the second paper focuses on developing a high quality program. Paper 3 explores administrative, policy, and legal…

The publication serves as a supplement to the Nebraska State plan of vocational education and outlines detailed directions that are needed for a more comprehensive treatment of program development and operational procedures. The report is structured in seven sections: (1) general provisions; (2) financial participation; (3) educational programs in…

The Council for the Advancement of Standards for Student Services/Development Programs (CAS) developed and adopted standards and interpretive guidelines for specific functional areas of student services/development programs within postsecondary educational institutions. These guidelines are presented. (MLW)

From the analysis of the literature and the opinions of a jury of experts in adult education, 14 basic steps for implementing a program of noncredit, informal, continuing adult educational services were derived. A local governing board, appointed as sponsoring agency, appoints a Director of Adult Education to administer the program, and a lay…