Left Out: The Struggle of Newly Arrived Haitian Immigrant Youth Enrolling in New York City High Schools Through Family Welcome Centers

On April 26, 2019, CDP and Flanbwayan Haitian Literacy Project (Flanbwayan) released "Left Out: The struggle of newly arrived Haitian immigrant youth enrolling in New York City high schools through Family Welcome Centers." When immigrant high school students arrive in New York City, their high school admissions are processed through Family Welcome Centers, offices set up by the Department of Education to provide transition services for immigrants and others who are new to New York City. This process is fraught with challenges, and often gives young people little, if any, choice in what school they attend.  The report, based on over 150 surveys conducted by Flanbwayan, details the experiences of Haitian youth who enrolled in high schools though Family Welcome Centers. The research reveals significant barriers to education for Haitian immigrant students in New York City. Findings from the report include that Haitian students enrolling in school through Family Welcome Centers are not being asked about their academic preferences and interests, are being placed in schools that are incompatible with their needs and are faced with a lack of information to make informed choices about their academic futures. The report offers policy recommendations and reforms to address the systemic challenges faced by immigrant students enrolling through Family Welcome Centers

AGENDA: Drawing the Blueprint for a Sustainable Natural Gas Future

A stakeholder-led forum discussing the key topics affecting natural gas as a safe and sustainable energy resource. Participants learned about the current research and related resources at Colorado’s three research universities and participated in designing future research needs

The role of supportive supervision on immunization program outcome - a randomized field trial from Georgia

<p>Abstract</p> <p>Background</p> <p>One of the most common barriers to improving immunization coverage rates is human resources and its management. In the Republic of Georgia, a country where widespread health care reforms have taken place over the last decade, an intervention was recently implemented to strengthen performance of immunization programs. A range of measures were taken to ensure that immunization managers carry out their activities effectively through direct, personal contact on a regular basis to guide, support and assist designated health care facility staff to become more competent in their immunization work. The aim of this study was to document the effects of "supportive" supervision on the performance of the immunization program at the district(s) level in Georgia.</p> <p>Methods</p> <p>A pre-post experimental research design is used for the quantitative evaluation. Data come from baseline and follow-up surveys of health care providers and immunization managers in 15 intervention and 15 control districts. These data were supplemented by focus group discussions amongst Centre of Public Health and health facility staff.</p> <p>Results</p> <p>The results of the study suggest that the intervention package resulted in a number of expected improvements. Among immunization managers, the intervention independently contributed to improved knowledge of supportive supervision, and helped remove self-perceived barriers to supportive supervision such as availability of resources to supervisors, lack of a clear format for providing supportive supervision, and lack of recognition among providers of the importance of supportive supervision. The intervention independently contributed to relative improvements in district-level service delivery outcomes such as vaccine wastage factors and the DPT-3 immunization coverage rate. The clear positive improvement in all service delivery outcomes across both the intervention and control districts can be attributed to an overall improvement in the Georgian population's access to health care.</p> <p>Conclusion</p> <p>Provider-based interventions such as supportive supervision can have independent positive effects on immunization program indicators. Thus, it is recommended to implement supportive supervision within the framework of national immunization programs in Georgia and other countries in transition with similar institutional arrangements for health services organization.</p> <p>Abstract in Russian</p> <p>See the full article online for a translation of this abstract in Russian.</p

Tenants' campaigns for tenure neutrality and a general needs model of social housing: making universal claims

The policy of tenure neutrality championed by the International Union of Tenants as essential to a right to adequate housing advances a model of general needs or, in other words, universal social rented housing provision unrestricted by income limits or needs-based rationing. Support for this model has been severely undermined by recent European Commission rulings that have restricted access to social housing to those least capable of coping in a competitive market place. As general needs demand for affordable housing continues to swell, the challenge for adherents of tenure neutrality is to demonstrate that universal social housing can meet both the needs of the most vulnerable and the demands of those excluded from homeownership by price inflation and credit limits. This paper examines the promotion of universal social housing by tenants’ organisations and challenges the extent to which this model is intended ‘for all’. In a case study of the defence of municipal housing by English tenants’ movements, it identifies the exclusionary narratives that render the particular housing needs of advantaged social groups as universal. The paper concludes by reviewing strategies to resolve the tensions between the universal and the particular to reinvigorate support for tenure neutrality in arguments for widening access and supply of social housing

Community development Socialism in practice?

On cover: Farset Community Think Tanks ProjectAvailable from British Library Document Supply Centre- DSC:4583. 10365(50) / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Effect of Local Education Authority Resources and Policies on Educational Attainment, 1972-1974

Abstract copyright UK Data Service and data collection copyright owner.The purpose of this study was to construct a data base as a preliminary to the multivariate analysis of the inter-relationship between local education authority resources and policies, the education provision they make, and the attainment of children in their areas. Data utilized include: census data on the socio-economic class structure of LEAs; census data on housing conditions; data on the financial behaviour of LEAs drawn from rating returns; a variety of measures of educational provision drawn from the Institute of Municipal Treasurers and Accountants' Education Statistics; the Dept of Education and Science's Statistics of Education; and data relating to rates of `staying on' and uptake of further and higher education derived from the Dept of Education and Science Statistics of Education, vols 1 and 5.Main Topics:Variables Local education authority, rates of girls and boys remaining at school over 16 and over 17 in 1970, proportion of 13 year old girls and boys in secondary modern/grammar schools in 1970, entrance to university/further education or teacher training. Pupil/teacher ratios for primary and secondary schools in 1970, teachers' salaries per pupil for primary and secondary schools, non-teaching staff salaries per pupil for primary and secondary schools. Expenditure in primary and secondary schools: fuel and light, repairs, furnishings, rent and rates, textbook and library, educational equipment, stationery, other supplies, miscellaneous, debt charges and total costs (expressed as cost per pupil). Industrialisation index, total rateable value, resources element of rate support grant, population size and density, Labour control (i.e. proportion of the years 1957 - 70 during which LEA was controlled by the Labour party). Proportion of males and females of 25 years and over who left school at the age of 15 or under in 1961. Class structure of LEAs (Registrar General's socio-economic groups). Proportion of owner occupiers, council tenants and private tenants in LEAs. Household density, amenities. 16 plus, 17 plus and 19 plus cohorts; proportion of 13 year old girls and boys in secondary modern/comprehensive or grammar schools in 1967; pupil/teacher ratio in primary schools between 1959 and 1965. Total expenditure, teachers' salaries and debt charges in primary schools between 1959 and 1965. Pupil/teacher ratio in secondary schools between 1966 and 1969. Total expenditure, teachers' salaries and debt charges in secondary schools between 1966 and 1969. Overcrowding in both secondary and primary schools, percentage of teachers in each LEA who were graduates 1964/1967/1970