President Notes

The confluence of events at the Naval War College has raised anew questions about our purposes and programs. As this is written, we are developing our logic for the impending Congressional field nearing at the College by a committee chaired by Congressman Ike Ske1ton of Missouri. This Committee will ask us to explain our plans to meet the requirements of the Goldwater-Nichols legislation for increased jointness

Community Development Through Career And Technical Education In The U.S. Education System For A Higher American Standard Of Living

The evolution of the public education system to include more career and life readiness skills should be a central matter of focus to education policymakers across the United States by improving the planning, implementation, and evaluation of Career and Technical Education programs. This is because improving the societal standard of living relies on proper Community Development, through the framework of developing the potential quality of America’s most vital human capital, its students entering the workforce. In its current state Career and Technical Education is an important but underdeveloped program set to accomplish building student skills in work ethics and administrative skills, without the focus and resources to accomplish these well for the majority of students. Community and Leadership Development in students through the evaluation of the federal Career and Technical Education legislation, the Perkins V and its renditions, and the logic models of those programs that are highly successful, reveal a crucial need to improve programs throughout all of the U.S. public education system. The data from the logic models of 9 award winning school CTE programs showed commonalities that less successful programs could strive for to have better results, and improving the potential of their students community development. The overall data of the three consecutive years of award winning CTE programs indicated that nearly 50% of all students served in those award winning programs were low income that successfully increased their standard of living through opportunities such as high percentiles of post-secondary education and workforce industry recognized credentials earned. Many of the schools were institutions with a higher student CTE curriculum focus. This project evaluated the American program of Career and Technical Education derived from the Perkins V legislation and found that the replication of high quality logic models of the programs at award winning schools and the increase in technology and data infrastructure metrics to study for better evaluation would best serve American students and increase the potential for success in the nation’s rapidly transforming economy

Dental Professionals in Non-Dental Settings

This report focuses on nine oral health innovations seeking to increase access to preventive oral health care in nondental settings. Two additional reports in this series describe the remaining programs that provide care in dental settings and care to young children. The nine innovations described here integrate service delivery and workforce models in order to reduce or eliminate socioeconomic, geographic, and cultural barriers to care. Although the programs are diverse in their approaches as well as in the specific characteristics of the communities they serve, a common factor among them is the implementation of multiple strategies to increase the number of children from low-income families who access preventive care, and also to engage families and communities in investing in and prioritizing oral health. For low-income children and their families, the barriers that must be addressed to increase access to preventive oral health care are numerous. For example, even children covered by public insurance programs face a shortage of dentists that accept Medicaid and who specialize in pediatric dentistry. The effects of poverty intersect with other barriers such as living in remote geographic areas and having a community-wide history of poor access to dental care in populations such as recent immigrants. Overcoming these barriers requires creative strategies that address transportation barriers, establish welcoming environments for oral health care, and are linguistically and culturally relevant. Each of these nine programs is based on such strategies, including:-Expanding the dental workforce through training new types of providers or adding new providers to the workforce toincrease reach and community presence;-Implementing new strategies to increase the cost-effectiveness of care so that more oral health care services are available and accessible;-Providing training and technical assistance that increase opportunities for and competence in delivering oral health education and care to children;-Offering oral health care services in existing, familiar community venues such as schools, Head Start programs and senior centers;-Developing creative service delivery models that address transportation and cultural barriers as well as the fear and stigma associated with dental care that may arise in communities with historically poor access.The findings from the EAs of these programs are synthesized to highlight diverse and innovative strategies for overcoming barriers to access. These strategies have potential for rigorous evaluation and could emerge as best practices. If proven effective, these innovative program elements could then be disseminated and replicated to increase access for populations in need of preventive oral health care

School Leadership Interventions Under the Every Student Succeeds Act: Evidence Review - Updated and Expanded

This RAND analysis offers guidance to states and districts on how they can choose to use the Every Student Succeeds Act to help achieve their school improvement goals by supporting principals and other school leaders

The Secrets of Massachusetts' Success: Why 97 Percent of State Residents Have Health Coverage

Analyzes the policies that helped expand coverage, including a data-driven eligibility system serving multiple programs, online applications via providers and community groups, and intensive public education. Considers national and state implications

When Does Government Limit the Impact of Voter Initiatives?

Citizens use the initiative process to make new laws. Many winning initiatives, however, are altered or ignored after Election Day. We examine why this is, paying particular attention to several widely-ignored properties of the post-election phase of the initiative process. One such property is the fact that initiative implementation can require numerous governmental actors to comply with an initiative’s policy instructions. Knowing such properties, the question then becomes: When do governmental actors comply with winning initiatives? We clarify when compliance is full, partial, or not at all. Our findings provide a template for scholars and observers to better distinguish cases where governmental actors\u27 policy preferences replace initiative content as a determinant of a winning initiative\u27s policy impact from cases where an initiative’s content affects policy despite powerful opponents’ objections. Our work implies that the consequences of this form of democracy are more predictable, but less direct, than often presumed

The Ford Foundation Working Group on Philanthropy for Social Justice and Peace: Phase Ii Report, Brussels and New York Focus Groups

This report represents a summary and analysis of the findings from the focus groups of the Ford Foundation Working Group on Philanthropy for Social Justice and Peace done in Brussels and New York