A Framework for Tracking the Impacts of the Affordable Care Act in California

Recommends measures for monitoring the impact of healthcare reform on insurance coverage, affordability and comprehensiveness of coverage, and access to care; the best data source for each measure; gaps in existing data; and issues for data presentation

Degrees of Coaching: Success Boston's Transition Coaching Model, Highlights Brief

SBC coaches engage in providing the general kinds of supports proven helpful in research about beginning college outcomes for students. Connecting students to resources, helping them plan their coursework and identify a major, and developing a positive relationship with coaches have all been identified as mechanisms by which supports may improve outcomes for community college students in particular. Two-thirds of SBC coaches reported that connecting students to resources on and off campus is an important component of transition coaching. Coaches and students communicated with one another through a variety of methods; generally, coaches relied upon the modes students most preferred—text, email and in-person.In 2014-2015 the SBC program, as a whole, was providing support services on those topics aligned with prior research findings about the specific factors linked with college persistence and graduation, including financial aid support, course selection, time management, connecting students to resources, setting goals, and selecting a course of study. Importantly, students concurred that their coaches were most helpful when providing support about these same topics. Coaches described two other central components of their work with students, including helping students learn to advocate for themselves, and developing the confidence to succeed, through encouraging students to meet with professors to discuss course requirements, seek out support services, and identify and apply for internships.Prior research also suggests that the amount of communication and contact coaches have with students may contribute to improved college-related outcomes.ix SBC coaches and students communicate frequently, as evidenced by the nearly 9,000 transition support interactions recorded for the 2014-2015 school year. Yet these same data suggest variability in nonprofit organizations' expectations about how often coaches should engage with students each semester. To ensure that all students receive a consistent threshold of coaching support, perhaps stakeholders could consider whether to establish a minimum number of interactions between coaches and their students or minimum amount of one-on-one coaching each semester.The findings summarized in this brief illustrate how the SBC program has continued to help collegeentering students navigate their first years in college. They also suggest possible connections between aspects of program implementation and later accomplishments—connections to be explored in subsequent reports about key student outcomes. The findings also point to some challenges faced by the nonprofit organizations, especially in terms of managing large and sometimes widely dispersed caseloads of students. Those coaches with caseloads of 60-plus students lamented the lack of adequate time with individual students, and coaches whose caseloads were distributed across multiple campuses faced logistical hurdles in managing multiple college calendars and spending valuable time traveling between campuses. These impediments hindered coaches' capacity to support students effectively. Over the coming years, as SBC triples the number of students to be served, helping coaches and organizations manage these barriers will be even more critical

Institutionalizing Outreach: A Review of Enroll America's Get Covered Academy Training Program

Mathematica Policy Research examined the implementation of Enroll America's Get Covered Academy training program during the third open enrollment period to describe and assess the training and follow-up support delivered and to understand partners' ability to implement, use, and institutionalize Enroll America's strategies and tools. The findings in this report are based on interviews with Enroll America staff and a sample of Academy participants in spring 2016

Independent Evaluation of the Jim Joseph Foundation's Education Initiative Year 4 Report

Research indicates that well-prepared educators help produce strong learning outcomes for students. For the continued health of Jewish education, higher education institutions should have the capacity to prepare sufficient numbers of highly qualified educators and education leaders for careers in Jewish education. Teachers, division heads, and school heads represent a substantial segment of the educator population in Jewish day schools. More than 5,000 educators enter new positions in Jewish day schools every year and are in need of adequate preparation. The most frequent obstacle to instructional quality in Jewish day schools is the difficulty in recruiting qualified teachers (Ben-Avie & Kress, 2006; Jewish Education Service of North America, 2008; Kidron et al., in press; Krakowski, 2011; Sales, 2007).A similar problem has been observed in supplementary schools in congregational or communal settings. These schools enroll the majority of Jewish children and adolescents receiving a Jewish education in the United States (Wertheimer, 2008). In recent years, congregations have begun to replace traditional educational programs with new approaches that aim to raise the quality of instruction and the level of parent and student satisfaction relative to their programs. These new approaches may include greater integration of experiential Jewish education and community service, family learning, and the integration of all aspects of congregational learning under the leadership of one director (Rechtschaffen, 2011; Sales, Samuel, Koren, & Shain, 2010). High-quality programs that are updated or reconstructed across time to meet the needs of the Jewish community require well-prepared directors and educators. However, many directors and educators in congregational schools have not participated in teacher preparation programs, and the depth of Jewish content knowledge among these teachers is highly variable (Stodolsky, Dorph, & Rosov, 2008)

Becoming Adults: One-Year Impact Findings from the Youth Villages Transitional Living Evaluation

Young adults with histories of foster care or juvenile justice custody experience poor outcomes across a number of domains, on average, relative to their peers. While government funding for services targeting these groups of young people has increased in recent years, research on the effectiveness of such services is limited, and few of the programs that have been rigorously tested have been found to improve outcomes. The Youth Villages Transitional Living Evaluation is testing whether the Transitional Living program, operated by the social service organization Youth Villages, makes a difference in the lives of young people with histories of foster care or juvenile justice custody. The program, which was renamed "YVLifeSet" in April 2015, is intended to help these young people make a successful transition to adulthood by providing intensive, individualized, and clinically focused case management, support, and counseling

Guide to the Office of Institutional Research records

The Office of Institutional Research records consist of documents and data compiled for national surveys and reports, accreditation, institutional analysis and planning. These are the records compiled to use in the University of San Diego Fact Books, federal and state accreditation mandates, and planning purposes for improving the institution. These records include data compiled for the American Association of University Professors (AAUP), the Association of Independent California Colleges and Universities (AICCU), the California Postsecondary Education Commission (CPEC), the Equal Employment Opportunity Commission (EEOC), the Integrated Postsecondary Education Data Systems (IPEDS), and the Higher Education General Information Survey (HEGIS). A large portion of these records are the raw documents used to create statistical data and reports. This data covers topics such as trends in disciplines, departmental programs, overall college enrollment, grade distribution, faculty workload, faculty salaries, admission/acceptance studies, student retention and persistence analysis, graduation rate calculations, and grade distributions. Also included are articles from the Chronicle of Higher Education and USD Commencement materials dating 1980-1990. Finding Aids are tools used to aid research by describing the materials in a collection. University Records Finding Aids include historical and/or biographical information along with a description of the collection and a folder listing of the content. To view this collection please email University Archives and Special Collections staff at [email protected]://digital.sandiego.edu/findingaidsur/1031/thumbnail.jp

Evaluation of the Jim Joseph Foundation Education Initiative Year 3 Report

Launched in 2010, the Jim Joseph Foundation Education Initiative supports programs at three flagship Jewish institutions of higher education: Hebrew Union College-Jewish Institute of Religion (HUC-JIR), Jewish Theological Seminary (JTS), and Yeshiva University (YU). As part of this initiative, HUC-JIR, JTS, and YU designed and piloted new programs, enhanced existing programs, and provided financial assistance to additional programs.American Institutes for Research (AIR) is conducting an independent evaluation of the Jim Joseph Foundation Education Initiative. This report is the third in a series of five annual reports that describe progress toward accomplishing the goals of the Education Initiative

Critical Connections: Linking States' Unit Record Systems to Track Student Progress

Presents results from a national inventory of student unit record systems and examines how states use this data to track student progress. Offers recommendations on developing a national database, and linking K-12 and higher education records

The Impact of the Los Angeles Healthy Kids Program on Access to Care, Use of Services, and Health Status

Presents survey results on the impact of the Healthy Kids program, which provides uninsured children with comprehensive coverage, on access to care, unmet needs, use of specialty and dental services, health status, and parental satisfaction

Performance-Based Assessment for English Language Learners

This policy brief was drafted by Bridget Murphy, a 2017 graduate of the University at Buffalo School of Law. It examines education for English language learners in Buffalo. After setting out the language diversity in Buffalo Public Schools and the challenges for English language learners, the brief explores the benefits of performance-based assessment. Rather than insist on memorization, this approach uses critical-thinking, research skills, and problem-solving to help students break through the language barrier. In fact, in performance-based high schools, the graduation rate for English language learners is nearly 20% higher than in schools that use standardized testing. The brief argues that Buffalo Public School leaders should advocate for broader use of performance-based assessment in New York State education standards. This publication builds on Partnership for the Public Good’s work to improve language access in the Buffalo-Niagara region, including calling for a Limited English Proficiency plan in the Buffalo Public Schools, created and implemented in partnership with the community