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About Our Areas of Work
We organize our work into three areas to help low-income youth & adults:

Blog

Tuesday April 26, 2016
The Department of Justice has designated this week, April 25-29 as National Reentry Week in an effort to highlight the difficult and critical work that takes place across the country to enable youth and adults to successfully reenter their communities after incarceration. Getting a good job is critical to successful reentry, and in today’s economy people need a postsecondary credential to secure steady employment with a livable wage. Strong education and training programs are needed to make good on the promise of a second chance after incarceration.  The Department of Education has made...
Tags: Opportunity Youth, Career Pathways
Monday April 11, 2016
By guest
Park land is the original "urban green infrastructure."  The ecological, economic, and social benefits of parks and green spaces in the nation's cities are well documented. As the green stormwater infrastructure movement has grown throughout the nation, stormwater and watershed professionals are teaming up with parks managers to maximize the stormwater retention value of city parks through creative partnerships, including shared approaches to maintenance. In this NatureWORKS blog, Adrian Benepe from the Trust for Public Land explores some of the possibilities that emerge when "parks are...
Thursday April 7, 2016
A professor is helping two students in a classroom
Principle 4. Additional academic support should be integrated with gateway college-level course content — as a co-requisite, not a pre-requisite. Principle Four opens the question of what needs to be done for students who enter college with skills so low that it is not likely they can benefit from default placement in a college-level course. The honest answer is that we don’t know. Whatever the eventual solutions, student supports will need to be a central feature. Principle Four focuses on “additional academic support,” but I argue that “additional support” needs to go far beyond the...
Tags: Credentials, Developmental Education, Dropout Recovery, Opportunity Youth
Wednesday April 6, 2016
Students in a Math classroom
Principle 2: Enrollment in college-level math and English courses or course sequences aligned with the student’s program of study is the default placement for the vast majority of students. In plain English, Principle 2 states that most students should be placed in credit-bearing college courses rather than developmental education course sequences, even when their placement scores indicate that they will need additional supports to succeed in college-level courses. This practice is referred to as acceleration because it shortens or eliminates entirely the time a student spends in...
Tags: Credentials, Developmental Education, Dropout Recovery
Tuesday April 5, 2016
College students taking a test
The first of the Core Principles states: Every student’s postsecondary education begins with an intake process to choose an academic direction and identify the support needed to pass relevant credit-bearing gateway courses in the first-year. This dry, bureaucratic statement conceals a call for radical transformation of the entire intake and advisement process at community colleges across the nation. Historically, the intake process was designed to weed out students deemed “not ready” for college-level work. Such students were directed into developmental education courses that could take...
Tags: Credentials, Developmental Education, Dropout Recovery