Utilization of Income Tax Credits by Low-Income Individuals

The Internal Revenue Service-a sub-agency that exists to collect revenue-has the task of administering and enforcing a wide array of social policy: from subsidies for college and child care expenses, to creating jobs in depressed areas, and assisting welfare recipients with employment. While these new or expanded credits represent a new paradigm in the delivery of social policy, little is known about who uses these programs and, equally important, who does not use these programs. Understanding utilization is a key to understanding how effective this means of transferring income is and whether we are reaching the targeted populations. This paper provides a framework for thinking about utilization of tax credits among low-income individuals, supported by existing research on credit utilization. With the existing data, it appears that utilization is by far the largest for the EITC, possibly because it is the oldest of these programs, the only refundable program, and the best targeted at low-income individuals. Utilization is low among low-income individuals in some tax credits because low-income individuals are not eligible. A redesign, including reducing complexity and administrative burdens or making these programs refundable, would result in the programs reaching those that they are ostensibly targeted towards. Conditional on being eligible, one common factor associated with increasing participation in many of these programs is a high benefit to cost ratio and sophistication with the tax system, whether that be through the use of a paid preparer, higher education levels, or experience with the tax system. Policymakers should think creatively about reducing filing burdens to increase participation, such as through wider use of electronic filing

Living a burdensome and demanding life: a qualitative systematic review of the patients experiences of peripheral arterial disease

<div><p>Background</p><p>Peripheral arterial disease (PAD) has a significant negative impact on the quality of life of individuals. Understanding the experiences of people living with PAD will be useful in developing comprehensive patient-centred secondary prevention therapies for this population.</p><p>Aim</p><p>The aim of this study is to identify first-hand accounts of patients’ experiences of living with PAD.</p><p>Methods</p><p>Six databases (CINALH, PsyclNFO, MEDLINE, AMED, EMBASE, Social citation index/Science citation index via Web of Science (WOS)) and reference lists of identified studies were searched until September 2017 (updated February 2018). Qualitative studies reporting patients’ account of living with PAD were eligible for inclusion. A framework thematic synthesis was implemented.</p><p>Results</p><p>Fourteen studies with 360 participants were included. Pain and walking limitation were recurrent among the varied symptom descriptions. Patients’ ignorance and trivialisation of symptoms contributed to delays in diagnosis. Inadequate engagement in disease understanding and treatment decisions meant patients had poor attitudes towards walking treatments and unrealistic expectations about surgery. Depending on symptom progression, patients battle with walking impairment, powerlessness, and loss of independence which were a source of burden to them. Lack of disease understanding is central through patients’ journey with PAD and, although they subsequently began adaptation to long term living with PAD, many worried about their future.</p><p>Conclusions</p><p>Disease understanding is vital across the illness trajectory in patients with PAD. Although certain experiences are common throughout patient journey, some might be unique to a particular stage (e.g. unrealistic expectation about surgery, or rationale of walking in spite of pain in a supervised exercise program). Given that PAD is an overarching construct ranging from the mildest form of intermittent claudication to severe critical limb ischemia with ulceration and gangrene, consideration of important patient constructs specific to each stage of the disease may enhance treatment success. Systematic review registration CRD42017070417.</p></div

Metropolitan Boston Housing Partnership’s Family Self-Sufficiency Program Evaluation, July 1, 2010 – June 30, 2015

The final report on Metropolitan Boston Housing Partnership\u27s (MBHP) Family Self-Sufficiency (FSS) program evaluation aims to improve our collective understanding of how the FSS program works, who benefits from the program and how they benefit, and the circumstances that are associated with success. The research findings are divided into five sections: A comparison of MBHP’s FSS program outcomes to the national average A description of how FSS graduates spend their escrow savings A comparison of FSS graduates with those who terminate from the program Mini-case examples on MBHP partnerships An assessment of goals and outcomes for MBHP under the TBF grant The Center for Social Policy used a developmental evaluation framework to design our research on the Family Self-Sufficiency program at the Metropolitan Boston Housing Partnership. We investigated a series of questions developed in collaboration with key decision makers at MBHP and we tracked their progress towards the goals they set under the grant from the Boston Foundation. CSP worked together with MBHP to develop the research questions, establish priorities for data collection, synthesize the research findings and develop policy recommendations. This work has resulted in three reports, an evaluation brief, an interim report, and now a final report

Applying and Combining Three Different Aspect Mining Techniques

Understanding a software system at source-code level requires understanding the different concerns that it addresses, which in turn requires a way to identify these concerns in the source code. Whereas some concerns are explicitly represented by program entities (like classes, methods and variables) and thus are easy to identify, crosscutting concerns are not captured by a single program entity but are scattered over many program entities and are tangled with the other concerns. Because of their crosscutting nature, such crosscutting concerns are difficult to identify, and reduce the understandability of the system as a whole. In this paper, we report on a combined experiment in which we try to identify crosscutting concerns in the JHotDraw framework automatically. We first apply three independently developed aspect mining techniques to JHotDraw and evaluate and compare their results. Based on this analysis, we present three interesting combinations of these three techniques, and show how these combinations provide a more complete coverage of the detected concerns as compared to the original techniques individually. Our results are a first step towards improving the understandability of a system that contains crosscutting concerns, and can be used as a basis for refactoring the identified crosscutting concerns into aspects.Comment: 28 page

A New-Institutional Analysis of Inclusion Policy Enactment in a Teacher Education: A Case from Ontario

This qualitative single case study aimed to examine the logics of one teacher education program towards preparing pre-service teachers for inclusive teaching from the perspectives of the program’s coordinators. In particular, the study aimed to understand the practices of these coordinators and how these practices are influenced by inclusive education and teacher education policies. This examination would reveal how education policies are enacted in this particular case. New-Institutionalism (NI) theory (DiMaggio &amp; Powell, 1991) constituted the theoretical framework that guided the methodology as well as the analysis of the findings. The study revealed that the coordinators’ understanding and practices around the existing inclusion and teacher education policies emerge from their own experiences in this particular program, intermingled with their beliefs about how inclusion should be enacted in teacher education and schools. Key findings included coordinators developing inclusive mindsets among pre-service teachers, negotiating their logics towards inclusion through modeling inclusive teaching practices in the university classroom, and engaging them in critical discussions around inclusion policy practice in schools, and coordinators calling for a curriculum policy change. Recommendations for future teacher education programming in response to the evolving inclusive education are offered.&nbsp

Adobe Youth Voices Literature Review

Education Development Center, Inc. (EDC) received a grant from Adobe to conduct an evaluation of the Adobe Youth Voices (AYV) program. As part of the evaluation, EDC conducted a review of relevant literature to situate AYV in a broader context, provide stakeholders with a framework for understanding goals and outcomes, and frame and inform the evaluation questions. EDC reviewed scholarly articles, program reports and evaluations, and research studies that addressed youth media programs, youth development, teacher professional development, and other areas related to AYV's goals.Among the findings, the literature review includes 6 key points that speak to the AYV program:1. The goals of youth media programs most commonly cited can be grouped into several categories: Youth voice -- the capacity for self-expression Youth development -- the process of developing the skills and personal attributes that enable young people to become successful adults Media literacy -- the ability to analyze, evaluate and produce information in a variety of media forms Skill development -- such as communication, critical thinking, technology, and media production skills Social action or civic engagement 2. Outcomes and impacts on participants of youth media programs commonly found in the literature include: Improved skills Improved community perception of youth Positive youth development Increased social action and civic engagement 3. Outcomes and impacts on participants of youth development programs frequently cited include:Improved communication, critical thinking, and related skills Increased self-esteem More positive attitudes towards school and their futures 4. There is broad agreement that traditional educational approaches do not adequately address 21st century skills. Education must adapt to be more compatible with the ways in which young people think and learn, as well as the tools and media that are part of their environment.5. Student engagement in education has been associated with positive youth development and 21st century skills. Engaging instruction often includes inquiry- or project-based, multidisciplinary, and authentic learning activities.6. Educator professional development is believed to be a key step toward improving student outcomes. While there is little research that can demonstrate this connection, there is new focus on evaluating the effectiveness of professional development activities. Elements of effective professional development include learning communities and collaboration, ongoing support and assistance, and active or applied learning

Trajectories of ethnic neighbourhood change : spatial patterns of increasing ethnic diversity

European Research Council under the European Union's Seventh Framework Program; ERC Grant Agreement, Grant/Award Number: 615159 (ERC Consolidator Grant DEPRIVEDHOODS, Socio‐spatial inequality, deprived neighbourhoods, and neighbourhood effects); Marie Curie program under the European Union's Seventh Framework Program; Career Integration, Grant/Award Number: PCIG10‐GA‐2011‐303728 (CIG Grant NBHCHOICE, Neighbourhood choice, neighbourhood sorting, and neighbourhood effects)Western cities are increasingly ethnically diverse, and in most cities, the share of the population belonging to an ethnic minority is growing. Studies analysing changing ethnic geographies often limit their analysis to changes in ethnic concentrations in neighbourhoods between 2 points in time. Such a temporally limited approach limits our understanding of pathways of ethnic neighbourhood change and of the underlying factors contributing to change. This paper analyses full trajectories of neighbourhood change in the 4 largest cities in the Netherlands between 1999 and 2013. Our modelling strategy categorises neighbourhoods based on their unique growth trajectories of the ethnic population composition, providing insight in processes of ethnic segregation and its drivers. Our main conclusion is that the ethnic composition in neighbourhoods remains relatively stable over time. We however find evidence for a slow trend towards deconcentration of ethnic minorities and increased population mixing in most neighbourhoods. Spatial mixing appears to be driven by the selective mobility patterns of the native Dutch population as a result of urban restructuring programmes. However, these pathways towards deconcentration are mitigated by processes of ethnic natural growth that reinforce existing patterns of segregation. Despite an increasing inflow of the native Dutch into ethnic concentration neighbourhoods, segregation at the top and bottom ends of the distribution seems to be persistent: High concentrations of ethnic minorities in disadvantaged neighbourhoods versus high concentrations of the native population in more affluent neighbourhoods continue to be a feature of Dutch cities.Publisher PDFPeer reviewe

Literature review of the interplay between education, employment, health and wellbeing for Aboriginal and Torres Strait Islander people in remote areas

The availability of timely, comprehensive and good quality data specifically relevant to remote Aboriginal and Torres Strait Islander notions of health and wellbeing has been a significant obstacle to understanding and addressing related disadvantage in a meaningful way. This literature review for the CRC-REP Interplay Between Health, Wellbeing, Education and Employment project explored existing wellbeing frameworks at global and local levels that are relevant to Aboriginal and Torres Strait Islander people in remote Australia.Current government frameworks that collect data about Aboriginal and Torres Strait Islander people often produce a narrative that describes deficit, disadvantage and dysfunction. The frameworks include the Aboriginal and Torres Strait Islander Health Performance Framework, the Overcoming Indigenous Disadvantage Framework, the Australia Bureau of Statistics Aboriginal and Torres Strait Islander Wellbeing Framework and the National Aboriginal and Torres Strait Islander Social Survey. These frameworks gather statistical information for the purposes of policy analysis and program development and therefore use indicators that are important to policy. Increasingly, government frameworks are including holistic measures of health such as cultural health, governance and the impacts of colonisation.This literature review has identified the need to develop a wellbeing framework that not only accurately represents education, employment, health and wellbeing and the interplay between these and other factors, but that also recognises the strengths and resilience of Aboriginal and Torres Strait people as well as reflecting their worldviews, perspectives and values. For example, a definition of ‘wellbeing’ that highlights the importance of physical, social, emotional, cultural and spiritual influences at the level of the individual and the community has been endorsed by Aboriginal and Torres Strait Islander groups and governments alike and sustained for over 20 years. Accordingly, this literature review has been organised along these topics.In addition, the literature suggests that optimal wellbeing occurs when there is strong cultural identity in combination with control, achievement and inclusion at a wider societal level, such as through successful engagement in education and employment. Listening to Aboriginal and Torres Strait Islander people to learn of their conceptual thinking, knowledge and understanding, and responding to their priorities and ideas are crucial parts of the policy equation to improve outcomes across education, employment, health and wellbeing. The challenges in developing an appropriate wellbeing framework, then, are ensuring the active involvement and participation of the Aboriginal and Torres Strait Islander people.One example of how this has worked is provided by the Community Indicators Victoria Project, which used local-level data to address issues that the local community identified as important. A focus on strengths is also important, and is exemplified in the Social and Emotional Wellbeing Framework of the National Aboriginal and Torres Strait Islander Health Council and National Mental Health Working Group. Various existing programs – such as ‘Caring for Country’ – can be adapted to capture data about connection to country, for example, and how that impacts on physical and mental health. Critically, the core domains of education, employment and health need to be extended to include activities and concepts that Aboriginal and Torres Strait Islander people consider important to these areas.Recommendations for the development of a wellbeing framework are proposed here, derived from information available in the literature. Rather than being definitive, these recommendations provide a starting point for consultation and adaption towards establishing a wellbeing framework and operational system for collecting and analysing long-term health and wellbeing data for Aboriginal and Torres Strait Islander people in remote Australia as part of the research conducted by CRC-REP

Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms

The studies in this dissertation were designed to develop an understanding of the impact of personalized professional learning experiences for K-12 teachers. These studies took place in a large, preK-12, public school district in the Southwest region of the United States. Through a combination of quantitative and qualitative methodology, these studies measured the growth of teachers’ perceptions of their ability to work with technology tools and their self-efficacy towards integrating technology purposefully to improve the learning experiences of their students, as well as delving into the personal experiences of select teachers in the program. The Core Conceptual Framework for teacher professional development (Desimone, 2009), theories of personalized learning (Pane, Steiner, Baird, & Hamilton, 2015), and self-efficacy theory (Bandura, 1997) served as the theoretical framework for examining these experiences. The quantitative results of both studies showed a significant improvement in teachers’ technology skills and self-efficacy toward integrating technology in the classroom after the personalized professional learning program. The interview findings of the second study revealed that the elements of personalization that produced the most positive learning experiences for the teachers interviewed were choice, coherence, and support. The challenges that were revealed in the interview process were an increased need for content specific courses demonstrating technology integration, a desire for increased community of practice among teachers in the program, and the overarching struggles of teaching as a practice. Based on the findings of these studies, recommendations were developed to support increased personalization and improved teacher learning experience