Leave No Youth Behind: Opportunities for Congress to Reach Disconnected Youth

This report discusses six programs being considered by the 108th Congress for reauthorization, focusing on policies designed to assist disconnected and at-risk youth. The review seeks to identify how the programs do or do not consider at-risk or disconnected youth ad how such programs might be improved. After an introduction by Alan Houseman, six papers include: "The Adult Education and Family Literacy Act and Disconnected Youth" (Cynthia G. Brown and Andy Hartman); "The Higher Education Act and Disconnected Youth" (Thomas R. Wolanin); "The Individuals with Disabilities Education Act and Disconnected Youth" (Cynthia G Brown and Jennifer Mezey); "The Runaway and Homeless Youth Act and Disconnected Youth" (Bob Reeg); "The Temporary Assistance for Needy Families Program and Disconnected Youth" (Jodie Levin-Epstein); and "The Workforce Investment Act and Disconnected Youth" (Nisha Patel and Steve Savner)

Falling Through the Cracks: Homeless Youth Need Natural Mentors

The current Every Student Succeeds Act (ESSA), which contains the most recent reauthorization of the McKinney Vento Act (M-V), places a focus on homeless youth that is intended to facilitate access to K-12 education, higher education and eliminate barriers in-between the two. Through each reauthorization of the McKinney Vento Act since its enactment in 1987, homeless youth have gained more and more access to key school personnel and academic support. Yet homeless youth still face barriers to accessing education and postsecondary success. Currently homeless liaisons, specially designated people in K-12 settings, work daily to assist youth who are homeless with issues surrounding barriers to housing, transportation, public education and higher education access. This paper examines homeless liaisons along with other school personnel as natural mentors with practices found in the McKinney Vento Act to support this vulnerable, invisible population with appropriate steps to eliminate the youth homeless to adult homeless pipeline.Educatio

The Effects of Permanency on Youth in Foster Care: The Successes They Achieve After Exiting the System

This study reported on the connection between the permanency a youth in the foster care system experienced and the success they achieved as they transitioned out of the system. Housing, education, and employment were factors addressed. Data was gathered through four interviews with youth who had recently transitioned out of the foster care system and 435 surveys were collected in the months of April and October 2010. Results revealed that youth often use state programs to supplement their needs during the treatment process. Youth that attained success created and maintained relationships with workers who become adult supporters for them. Implications of this research can address policy and practice, specifically in the areas of more support from state programs in the areas of employment and education

Financial education in adult and youth education

This article aims to present the problem situations carried out by students of youth and adult education (YAE) in a municipal school in Juiz de Fora (Brazil), during the second term in 2011, in a pilot study conducted in order to check how these students (individuals-consumers) were taking their financial and economic decisions facing the consumer situations, present in their daily lives. This pilot is part of the dissertation "Financial education in adult and youth education", which is at the stage of qualification is included in the professional masters in Math Education at Federal University Juiz de Fora (UFJF)

Young people and sexting in Australia: ethics, representation and the law

The Young People and Sexting in Australia report presents the findings of a qualitative study of young people’s understandings of, and responses to, current Australian laws, media and educational resources that address sexting. The project, led by Dr Kath Albury involved a review of both international local and academic research as well as popular media addressing sexting, and a review of educational resources for young people. Three focus groups were conducted with young people aged 16 and 17 in 2012, and a working paper based on those findings was then distributed to adult stakeholders in the fields of law enforcement, youth and children’s legal support, education, criminology, media and communications, youth work, youth health care, counseling and youth health promotion

General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle

Policy debates about the balance of vocational and general education programs focus on the school-to-work transition. But with rapid technological change, gains in youth employment from vocational education may be offset by less adaptability and thus diminished employment later in life. To test our main hypothesis that any relative labor-market advantage of vocational education decreases with age, we employ a difference-in-differences approach that compares employment rates across different ages for people with general and vocational education. Using micro data for 18 countries from the International Adult Literacy Survey, we find strong support for the existence of such a trade-off, which is most pronounced in countries emphasizing apprenticeship programs. Results are robust to accounting for ability patterns and to propensity-score matching.vocational education, apprenticeship, employment, wages, life-cycle, adult education, International Adult Literacy Survey (IALS)

General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle

Policy debates about the balance of vocational and general education programs focus on the school-to-work transition. But with rapid technological change, gains in youth employment from vocational education may be offset by less adaptability and thus diminished employment later in life. To test our main hypothesis that any relative labor-market advantage of vocational education decreases with age, we employ a difference-in-differences approach that compares employment rates across different ages for people with general and vocational education. Using micro data for 18 countries from the International Adult Literacy Survey, we find strong support for the existence of such a trade-off, which is most pronounced in countries emphasizing apprenticeship programs. Results are robust to accounting for ability patterns and to propensity-score matching.vocational education, apprenticeship, employment, wages, life-cycle, adult education, International Adult Literacy Survey (IALS)

UFO Presents! A viral hepatitis prevention and education program for young adult IDUs

UFO Presents! is a Center for Disease Control and Prevention (CDC)-funded program providing much needed hepatitis education, prevention and care services for youth and young adults with injection risk in San Francisco, CA. We aim to meet the broader needs of youth and young adults through comprehensive health and psychosocial support. We are the most experienced group in San Francisco in providing hepatitis, HIV and STI prevention services tailored to young adult IDU, a group with few other health-related resources or programs tailored directly to them

The new, longer road to adulthood: schooling, work, and idleness among rural youth

This report focuses on the education and work experiences of rural youth during the emerging adult years (age 20 to 24), as they make the transition from adolescence to adulthood. It documents how rural emerging adults combine work and school and experience idleness, closely examines their educational attainment, and compares their experiences with those in central city and suburban areas

Youth and Adult Education and Evaluation Methodology

In the present work we analyze how the practice of learning assessment occurs in Youth and Adult Education EJA in order to answer the problem question which is to what extent the assessment process contributes to the exclusion of students from Youth and Adult Education Adults EJA Outlining the profile of these students and making them understand the ways that enable their exclusion inclusion in school from the evaluation process The method used to prepare this article includes the research of important theoretical foundations based on authors such as Freire 1998 Hoffmann 2002 Perrenoud 1999 and Luckesi 199