To search for model legislation, research, reports, and more, type your area of interest into the search bar above. You can filter your search by state, level of government, document type, and policy area to match the info you need to your unique community’s progressive goals.
Quality preschool improves children’s educational outcomes into the elementary grades. Good programs with wraparound childcare anchor family financial stability today by enabling parents to work. Yet too few Cincinnati children have access to a good preschool or any preschool at all. A levy on this November’s ballot seeks to change that by adding new local funding source to available resources for both preschool and K-12 education.
This report summarizes key opportunities and barriers for Boys and Men of Color(BMoC) in allied health professions. Through a literature review and interviews with key stakeholders, we have identified three areas — public K-12 education, the juvenile justice system, and men’s health — that have significant impacts. By coordinating state and regional efforts, California can increase the diversity of its health sector while simultaneously creating a viable solution to chronic unemployment in communities of color. Recommendations include: (1) Creating a trust fund for sustained, long-term funding for linked-learning pathway programs for BMoC; (2) Creating industry buy-in to support linked-learning pathway programs in partnership with hospitals, health insurance providers, and health clinics; (3) Adjusting employment law to assess criminal background information on an individual basis, rather than being a blanket barrier to employment; (4) Creating targeted hiring agreements with local governments and health sector employers to encourage BMoC employment, and (5) Attending to the physical, emotional, and mental health of BMoC in employment and linked-learning programs.
Live-near-your-work policies can benefit all stakeholders: shorter commute times and lowered housing costs save time and money for employees; improved employee morale, productivity, and retention reduce turnover and training costs for employers; communities can see better air quality, less urban sprawl and decreased traffic congestion.
This policy brief examines several case studies depicting how school districts have aligned diverse state and federal funding to increase the quality and capacity of after school programs.
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.
This report highlights existing data on Indigenous student academic achievement, school-based mental health supports, and school push-out from school districts across Humboldt County. Educational outcomes for Native American students in Humboldt County are far worse than educational outcomes for other students. A high number of Native students graduate from Humboldt County high schools unprepared to enter the workforce or higher education. The solutions and resources in this document can help counties develop approaches for improving education for indigenous students.
This report focuses on the problems of school bias and pushout, how vulnerable youth populations intersect with one another, and the need to address these complex and overlapping issues in a manner that is respectful of all students served by our education system. The report suggests that a focus on youth leadership and restorative justice can support healthy student interactions and conflict resolution, while improved professional development can better equip teachers and staff to address school environment and culture issues that negatively affect students.
There is evidence that placing law enforcement in schools increases referrals to the criminal legal system. The presence of law enforcement makes it more likely that students of color will be arrested for low-level offenses, and increases the formal processing of exclusionary disciplinary responses. This report outlines the results of a survey conducted to reveal students’ experiences, interactions, and feelings about police and security at school, and their vision for supportive and well-resourced schools. Results show that police and security at schools do not make students feel safe, and that students value more support and resources over police and security. This report also features transformative, anti-racist policies that would dismantle the school-to-prison-and-deportation pipeline and guides school districts towards more inclusive learning environments.
This document presents a model school district policy on transgender and gender nonconforming students, which outlines best practices for schools to ensure that all students are safe, included, and respected in school, regardless of their gender identity or expression. The model presents some policy objectives, key points, and alternatives to consider, and covers a wide range of issues. Model language in some example areas include prohibiting bullying, harassment, and discrimination on the basis of gender identity, calling for pronouns and school records to correspond with students’ expressed identity, and expanding professional development for staff.
Almost everyone believes that afterschool programs are one of those good things for youngsters. And yet many kids are left out: Only 15 percent - 8.4 million - of the country's school children participate, according to a report, "America After 3 PM," by the advocacy organization Afterschool Alliance. That leaves millions more students returning to empty houses, or worse. At a Feb. 21-22, 2013, conference in Baltimore, close to 400 people invited from 57 U.S. cities gathered to discuss what they could do to push for better afterschool programs - and make sure that programming is available to all the kids who need it.