2015 Estimate of Homeless People in Chicago

Chicago Coalition for the Homeless (CCH) has developed a new methodology for estimating the homelesspopulation in Chicago throughout the year. CCH uses a definition of homelessness which incorporatesall those considered homeless under the U.S. Department of Housing and Urban Development's (HUD)definition, and also incorporates portions of the U.S. Department of Education (DOE) McKinney-Ventodefinition of homelessness. The DOE definition includes people who are living "doubled-up," which meansstaying with others due to loss of housing or economic hardship. CCH includes doubled-up households inour definition because it more accurately captures the way most people experience homelessness.The methodology uses the U.S. Census Bureau's American Community Survey data to estimate the numberof doubled-up individuals in Chicago in 2015. It also uses data from the city's Homeless ManagementInformation System (HMIS) from 2015 to count those served in the shelter system. It then removes duplicatesby identifying individuals who experienced both forms of homelessness during the year

Factors Affecting Doctoral Educational Leadership Program Selection

Although recruitment has always been vital to sustained university admissions, it is true perhaps now more than ever as traditional public university programs face fierce competition for students from digitally-delivered and for-profit programs. Competition is fierce at every level of higher education, including the doctoral level. As competition has increased, so have the number of universities offering doctoral degrees (U.S. Department of Education [DOE], 2013). In 2011, Texas ranked fourth behind California, Florida, and North Carolina in the number of doctoral degrees granted in the United States. Furthennore, the number of doctoral degrees conferred in Texas grew from 8,959 in 2008 to 9,705 in 201 l(DOE, 2013) - a similar trend to most states across the nation that year. Of those, Texas has 26 public and private institutions - not including online universities - granting doctoral degrees in Educational Leadership (DOE, 2013). With the increase in traditional, online, and for-profit doctoral programs in Texas, existing programs may need to reevaluate efforts to stay competitive to survive in the current climate

“Creating a New Mythos”: Reassessing Race Standards and Latina/o Students

This research will focus on the race and ethnicity categories used to classify people in the United States in relation to school age students. The Office of Management and Budget (OMB) first standardized federal race and ethnicity categories in 1977 in order to enforce compliance with civil rights laws. In 1997 revisions were made to these standards due to increasing criticism by the public, advocacy groups, and government agencies (Williams, 2006). The 1977 decision by the OMB designated the category of Hispanic, or Latino, as an ethnicity rather than a race which was once again upheld in the 1997 update. The U.S. Census Bureau complied with these changes with each decennial questionnaire released thereafter and by the 2010-2011 school year the U.S. Department of Education (DOE) required all schools to do the same. The OMB\u27s admission that these categories are of no scientific or biological backing brings to question their ability to speak to the lived experience of people in the U.S. Additionally research shows that since the United States began counting its population, race categories were frequently altered with each census in order to exclude some members of society from opportunities based on their identity. Given this burdensome legacy the question arises-- does a variation in measurement policy, of the race definitions outlined by the Office of Management and Budgets, change the number of students identified under each race within the U.S. Department of Education and U.S. Census Bureau? Using Census 2010 data of people identified younger than the age of 18 and U.S. Department of Education (DOE) data, this research will attempt to understand how designating people that racially identify as Latino into their own category has the ability to change the total count of those belonging to other races

Preschool inclusion: Key findings from research and implications for policy

A recent policy statement issued by the U.S. Department of Health and Human Services (HHS) and U.S. Department of Education (DOE) on early childhood inclusion presents extensive recommendations for state and local actions that could improve young children's access to high quality inclusive preschool programs (HHS/DOE, 2015). This brief builds on the research review and policy recommendations in the HHS/DOE policy statement. It highlights research relevant to three questions, outlined below: 1) What are the effects of inclusive preschool on children's early learning and development? 2) What is known about the quality of inclusive preschool programs? 3) What is known about how to improve the quality of inclusive preschool? In a final section, this brief presents recommendations for policies that are supported by research, including policies related to the funding of early care and education programs, states' professional development systems, and investments in gathering critical information about inclusive preschool programs for ongoing monitoring and quality improvement

Mortgaging Human Capital: Federally Funded Subprime Higher Education

The for-profit higher education sector, primarily funded by federal student aid dollars, produces both the highest debts and defaults and lowest completion rates for its students. In response, the U.S. Department of Education (DOE) has promulgated the Gainful Employment Rule to require for-profit colleges and universities to meet either repayment or debt-to-income benchmarks to remain eligible to receive federal Higher Education Act funding. This Article describes the business model of the career colleges and their rapid growth over the last decade, the history of proprietary school regulation, the limited remedies for overindebtedness of former students, and the tests imposed by the DOE rule. Although weakened after a massive lobbying effort, the Gainful Employment Rule as promulgated still promises to put some of the worst performing for-profit programs out of the business of operating on a federal dole. This Article compares the bubbles in for-profit higher education and subprime mortgages, both of which involved federal encouragement of high risk-taking to achieve the American Dream. It concludes by questioning the federal policy of relying on for-profit schools to meet national higher education goals

The University of Maine 2019 Annual Security & Fire Safety Report

This report provides information regarding our compliance with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. The Clery Bill (H.R.3344, S.1925, and S.1930) was introduced in Congress on September 6, 1989, and was signed into law on November 8, 1990 by President George Bush as Title 2 of the Student Right-To-Know and Campus Security Act. The bill was named for Jeanne Clery who was raped and murdered in her dorm room at Lehigh University in 1986. It took effect September 1, 1991 and the U.S. Department of Education (DOE) was charged with enforcing the law. The law requires all institutions of higher education to release campus crime statistics and security policies to their current and prospective students and employees

What makes a successful school turnaround: the story of three schools

This study examined three schools, led by five principals that were undergoing rapid school improvement under the current federal School Improvement Grant (SIG) program. The program poured billions of dollars into school improvement and required that increased achievement would occur within 2 to 3 years. There are a number of ways states can choose to utilize this money to improve their low performing schools. The state of North Carolina, the home for this particular study, decided to work with the lowest five percent of schools. Schools were required to select and implement one of the four different U.S. Department of Education (DOE) developed models: turnaround, transformation, closure, or restart. Two schools in this study utilized the turnaround model and the other used transformation. The schools were studied to examine the leadership and strategies used to reform the school. The participants in this study consisted of principals, assistant principals, teachers, counselors, and curriculum coaches. Participants were interviewed and observed interacting with students and colleagues, and school documents were collected. One of the schools in this study is a school where I once was the principal, and I collected data on my own experiences using autoethnographic methods. Data were analyzed and triangulated to determine key school improvement components and themes. Key components included: leadership, data used for accountability and to inform instruction, professional development, and parent and community involvement. Under each component there are several themes. The experiences of the principals are woven into the story of one fictitious principal who leads Grant Elementary (a pseudonym)

Measuring Operations: An Analysis of the Financial Statements of U.S. Private Colleges and Universities

As events in the business sector have highlighted, companies can play by the rules and yet produce misleading financial statements. This study examines the nongovernmental organizations that provide a substantial portion of higher education in the United States. We seek to determine whether private colleges and universities take advantage of the discretion available to them under accounting and auditing standards by presenting an operating measure in their statement of activities. We find that nearly 60 percent of schools report an operating measure but the items included or excluded from operations vary widely.This publication is Hauser Center Working Paper No. 17. The Hauser Center Working Paper Series was launched during the summer of 2000. The Series enables the Hauser Center to share with a broad audience important works-in-progress written by Hauser Center scholars and researchers

A Commentary about the Black and Latino Doctoral Experience in the United States

The Central Educational Center is a product of multiple visions, desires, and hopes. The ideal vision is outlined in a book entitled “The Eden Conspiracy” (Harless, 1997). Other perspectives include a requirement from local business that basic skills of high school graduates need to be rapidly improved, the desire of a growing local school system to provide costly industry-standard career-technical education to all high school students, the vision of a regional technical college to “dual enroll” high school students and make technical college a viable post-secondary option, and the hopes of a Governor looking for a viable model to support his desire to reform education partly through a new infusion of technical education opportunities