A city thrives when its residents thrive. Yet many families, even though they are employed fulltime, continue to struggle to meet their families' basic needs. Local elected officials across the country have discovered a way to strengthen working families while bringing more federal dollars into the local economy: by connecting eligible workers to the Earned Income Tax Credit (EITC).

The research has shown that students are better served when educators work together. The interview project shows that teachers have ready to work together, but they need the support of Ohio's government. The reporters suggest how Ohio can support mechanisms that foster colaboration.

The District of Columbia has provided funding for prekindergarten programs since the 1960s. The D.C. Public Pre-Kindergarten program as it now exists serves students in schools run through D.C. Public Schools (DCPS), community-based organizations (CBOs), and charter schools authorized by the D.C. Public Charter School Board (PCSB). The Pre-Kindergarten Enhancement and Expansion Amendment Act, passed in 2008, aims to provide high-quality, universally available prekindergarten education services through a mixed delivery system across all education sectors. The distribution of program funds by the D.C. Office of the State Superintendent of Education (OSSE) is based on a per-pupil funding formula with additional funds for serving children who receive special education services or are English Language Learners. Charter schools receive a separate facilities allowance per child. DCPS piloted blended classrooms that enroll pre-K students funded through various sources in the pre-K program during the 2010-2011 school year. Additional freedom was also granted to non-public providers to manage their own contracts for technical assistance and comprehensive health service consultations. The PCSB provides oversight to participating pre-K programs.

The ordinance prohibits discrimination based on race, color, age, religion, sex, familial status, disability, sexual orientation, gender identity or expression, national origin or ancestry in housing, employment, education, services, public accommodations, and real property transactions and uses.

Career college programs cost more than similar programs offered through public institutions. The state should eliminae student aid to institute real oversight measures. The report shows comparisons betweent different programs and gives recommendations on how to resolve the problems.

Even though high education leads to higher wages and more productivity, its unafordbility block many students from it. The state should cover a part of cost of college to make it more affordable. The state need to reforem Ohio College Opportunity Grant to better serve for long-term higher education for poor students. The report lists recommendations on how Ohio can help more studnets to access and complete college.

Researchers and policymakers alike want to better understand the long-run effects of investments in children's well-being. Yet, only a few studies have examined how participants in early childhood interventions fare as adults. These studies suggest that early investments may have sizable payoffs for children's later success. Such studies are valuable, but also rare and costly. In the absence of long-run data on children's outcomes, how can we determine the long-run monetary value of improvements in young children's well-being? In this report we describe a way to estimate the connections between improvements in aspects of children's early health, achievement, and behavior, as well as early parenting, to improved labor market outcomes when they become adults. Our results suggest that investments in early childhood that improve these aspects of development will likely have important payoffs. However, the magnitude of these payoffs is strongly dependent on the extent to which early program effects are maintained over time.

The Collaboration for Early Childhood is a model public/private partnership that leverages the resources of more than 40 local agencies to create a community-wide system of high-quality programs and services that foster physical, cognitive and social-emotional development during the critical first five years of life.

As part of the strategic planning process engaged in during 2008-2009, the Collaboration adopted benchmarks for the Oak Park Early Childhood System. The benchmarks were chosen because they are relevant, measurable and provide data that can be used and acted upon to further system development and better prepare children for success in school and in life. The benchmarks allow for targets and dates to be specified. The Collaboration will define these measures in increasing increments, based on funding levels.

Today more than ever, businesses need employees who are well prepared to succeed in a competitive economy. But the current workforce pipeline is not sufficient - not for businesses that need highly-skilled staff, not for young people who need good paying jobs, and not for the nation that needs a growing economy. When processes fail, business leaders do not look for solutions after the fact - they look upstream to prevent them from happening in the first place. The foundation for success starts in the earliest years of children's lives, when they begin to develop the knowledge, skills, and behaviors they need to do well in school and beyond. To fix our failing workforce pipeline, we need to help our children get the good start in life that will enable them to succeed.