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As the population of Latinx students grows in U.S. public schools and our nation seeks to address systemic inequities, racism, and xenophobia, this counternarrative provides inspiration to those wishing to reinvigorate schools and build a more caring and just world. "Authentic Cariño" documents the innovative practices, successes, and struggles of a full-service community high school serving mostly low-income Latinx youth in an economically depressed California city. Based on 4 years of qualitative research, the author examines how educators, families, and community members established and sustained a social justice school that immersed youth in authentic "cariño"--a holistic blend of familial, intellectual, and critical care. By nurturing students' moral, social, personal, and academic development, the school produced college-bound graduates ready to be agents of change in their own lives and in their communities. This case study synthesizes and extends scholarship on color-conscious, healing-centered educational care and offers rich portrayals of praxis that illuminate how schools can equip marginalized youth to thrive. All royalties from this book will support Molina High School and a college scholarship for urban youth. This book: (1) Advances a fully elaborated model that specifies three fundamental dimensions of care: familial, intellectual, and critical; (2) Provides an in-depth account of a high school that successfully institutionalized authentic cariño schoolwide; (3) Advocates for "college and community readiness," conveying to students how additional schooling would enable them to become community change agents capable of contributing to collective uplift; (4) Offers insights into the structures, processes, and complications that arise when a school commits to authentic cariño as a path to promote engaged learning and social transformation; and (5) Shows what is possible when educators in partnership with local communities dare to care deeply and widely for Latinx youth. [Foreword written by Angela Valenzuela.]

The "I CAN Learn[R] Mathematics Curriculum" is designed to help ethnically diverse, inner-city students in grades 7 through 10 achieve parity in mathematics and problem-solving skills. It uses an interactive software program to teach pre-algebra and algebra. The "I CAN Learn[R] Algebra 1" course, which was used in all of the studies included in this intervention report, consists of 177 algebra lessons.

The International Learning Group on Youth and Community Development (ILG) was formed to examine the convergence of youth development and community development. In 1999, ILG commissioned a set of papers from young people involved in national efforts to engage youth in the political processes of their countries and brought ILG members together for a week to learn from programs and leaders in five Latin American partners--Venezuela, Ecuador, Mexico, Uruguay, and Paraguay. After 3 days of site visits in the five countries, ILG members and their host teams attended a conference to share lessons learned from the site visits and to share experiences from ILG members' own work. Section 1 provides an overview of the centrality of young people's participation to the health and development of communities and discusses links between youth development and community development. Section 2 presents essays by young people and program descriptions. In a neighborhood above Caracas, Venezuela, young people are the leaders in creating educational opportunities for children and youth. In Oaxaca, Mexico, teenagers and young adults are replenishing stocks of quail that had been part of the traditional livelihood of their Indigenous community. In Ecuador, young people of Cefocine helped rebuild a community ravaged by floods. In Paraguay, young activists halted a threat to democracy in their country. In Uruguay, young people are struggling to find input into broader community change. Section 3 presents lessons learned by ILG members during the Latin American experience and its impact on their youth engagement projects. An appendix presents information about ILG members. (TD)

This publication presents essays written by seven young, urban, minority students participating in an intensive writing workshop given by What Kids Can Do in collaboration with the Margins to Mainstream project. The goal of the workshop was to coach students to create short essays suitable for use as a newspaper column, radio commentary, or college essay. The essays, which speak of the youths' struggles, inspirations, challenges, and triumphs include: "My Sequel to 'Baby Boy'" (Kellon Innocent); "Naki and I Start School" (Maharai Lowe); "How a Family Turns" (Misty Wilson); "What Really Matters? A Student's Perspective on Schooling" (Christine Mendoza); "Doing the Math for the American Dream" (Nick Jackson); "Fire, Water, Family: Moving Past Fear into the Future" (Cleopatra Counts); and "The Will To Work and Where We Find It" (Bosung Kim). The final paper, "Afterword" (Kathleen Kushman), describes the process of writing these essays during the writing workshop, explaining that for most of the participants, the process demystified the act of writing for publication and allowed students to see that their own lives could yield important points for others. (SM)

This report presents both a framework for understanding positive factors that contribute to the healthy development of young people, termed "developmental assets," and a portrait of 6th-to-12th-grade youth based on that framework. The report analyzes and interprets data from 99,462 youth in 213 communities collected during the 1996-97 school year. The first chapter gives background material about the assets and the young people surveyed. The second chapter gives in-depth information about each of the eight categories of assets, and chapter 3 examines the deficits and patterns of high-risk behavior that threaten to compromise healthy development. Chapter 4 builds links between the developmental assets and the risky behaviors and shows how assets promote eight indicators of thriving. Chapter 5 pulls the pieces together to suggest an overall goal for well-being, and suggests that all elements of society share the blame and the responsibility for the problems faced by young people today. Documenting the realities of young people's lives makes it possible to build a firm foundation for their futures. Four appendixes contain background information and detailed findings on assets, deficits, high-risk behavior patterns, and thriving indicators. (Contains 44 figures and 90 tables.) (SLD)

The designated leaders of maternal and child health (MCH) in more than 70 major urban city and county health departments submitted profiles of urban MCH efforts as a requirement for federally subsidized attendance. When these profiles were reviewed, eight broad themes were apparent as lessons from MCH practice. The lessons are: (1) drawing in people and organizations from other sectors is a resource for community connections; (2) never underestimate the role of the community in identifying possible solutions; (3) collaboration with other sectors requires communication skills and is enhanced by common policies and procedures; (4) work to break down language barriers; (5) time to find and secure funding is often disproportionate to the scope of work; (6) data and information offer new and greater opportunities for successful project outcomes; (7) staff is a health department's biggest asset; and (8) planning, persistence, and long-term efforts are necessary for successful, sustainable outcomes. (SLD)

These papers share perspectives on crime and justice. The following lectures are included: (1) "Crime Control, the Police, and Culture Wars: Broken Windows and Cultural Pluralism" (George L. Kelling); (2) "Race, the Police, and 'Reasonable Suspicion'" (Randall Kennedy); (3) "The American Experience with Stimulants and Opiates" (David F. Musto); (4) "A Decade of Experimenting with Intermediate Sanctions: What Have We Learned" (Joan Petersilia); and (5) "The Epidemic of Youth Gun Violence" (Philip Cook). Each paper contains end notes. (SLD)

This introductory packet is designed to help those with an interest in preventing teen pregnancy. It opens with "A Brief Introduction to Teen Pregnancy Prevention and Support," an essay by the Center for Mental Health in Schools of the University of California, Los Angeles, that outlines the dimensions of the problem. "A Quick Overview of Some Basic Resources" follows, with lists of 29 selected references, 12 agencies and organizations (including Internet sites), and names from the Center's cadre of experts. A section titled "A Few Resource Aids" contains some fact sheets on "High Risk Factors and Adolescent Sexual Health,""Pregnancy, Poverty, School and Employment," and "How Many Adolescents Are Getting Pregnant?" Ten model programs are described, and contact persons are listed for further information. The resource packet also contains excerpts from some relevant articles, including: (1) a chapter from "Adolescent Pregnancy and Parenting in California: A Strategic Plan for Action" by Claire D. Brindis and Rita J. Jeremy for the Center for Population and Reproductive Health Policy; (2) a report from the National Adolescent Health Information Center, "Overview of Trends in Adolescent Pregnancy"; (3) excerpts from "Reframing the Issue: New Approaches to Teen Pregnancy" from Adolescent Pregnancy ChildWatch; (4) an article from the Minnesota Organization on Adolescent Pregnancy, Prevention, and Parenting (MOAPPP) "Monitor,", "Sexuality in the Multicultural Classroom" by Miriam Hecksel; and (5) an article from the MOAPP "Monitor" by Tisha Bolger, "Support Services for Pregnant Teens." (SLD)

This chart book is designed to document current differences in well-being by race and Hispanic origin and to describe how such differences have evolved over the past several decades. The charts included in this book show key indicators of well-being in seven broad categories: (1) population; (2) education; (3) labor markets; (4) economic status; (5) health; (6) crime and criminal justice; and (7) housing and neighborhoods. Each section begins with a brief introduction and overview of the charts presented. This information provides a benchmark for measuring future progress and can highlight priority areas for reducing disparities across racial and ethnic groups. All the racial and ethnic groups considered here have experienced substantial improvements in well-being over the second half of the century, but disparities between groups have persisted, or in some cases, widened. An example is the decline in the relative economic status of Hispanics over the past 25 years, reflecting the increasing proportion of Hispanics with lower average levels of education, in large part because of immigration. The section on education, which makes disparities in educational attainment and achievement clear, contains information on family participation in literacy activities and preschool education. One chart reviews computer use by elementary school children, and two charts cover reading and mathematics proficiency scores, both of which have implications for the pursuit of higher education. Three charts focus on the educational attainment of adults over 25 years old. An appendix provides a list of other government publications and Internet addresses for more information. (Contains 49 graphs and bar charts.) (SLD)

The presence of young people in public spaces and the types of activities in which they engage have generated considerable debate and discussion in Australia in recent years. This guide provides brief descriptions of a range of public space projects that have been undertaken in Australia. The aim is to outline the key elements of a youth-friendly public space strategy and then describe the basic features of the various grassroots initiatives and specific community-based projects, many of which developed in urban areas. Public space project sites include commercial areas such as shopping centers, publicly owned community spaces, multifunctional spaces such as schools, and outdoor spaces. Part 1 of the guide provides a broad strategic framework for program development that is based on a social development approach to the needs of young people. Part 2 describes eight types of public space projects and initiatives. (Contains 29 references.) (SLD)

In 1997, the Institute for Children and Poverty of Homes for the Homeless joined with more than 58 organizations from 10 cities across the country to develop a national snapshot of family homelessness in the United States. Nearly 800 families were surveyed. This report presents the results of this research. The typical homeless family in the United States is composed of a single mother, about 30 years old, with between two and three children averaging 5 years of age. African Americans are heavily over-represented among homeless families. Rates of educational attainment among homeless parents vary by city, but in 9 of the 10 cities, homeless parents over age 25 have education levels beneath those of the general population. This disparity grows even wider when all homeless parents, regardless of age, are taken into account. While 75% of persons 25 and older in the general population have completed high school, only 68% of homeless parents 25 and older have finished high school, and only 63% of all homeless parents have completed high school. In New York, less than half (47%) of homeless parents have completed high school. Most homeless parents are currently unemployed, although 72% have some work experience. The greatest single determinant of employment for these parents is education. Employment alone, however, is no guarantee that a homeless parent can support a family. Many factors contribute to undereducation, but teen pregnancy ranks among the leading explanations. The prevalence of undereducation, unemployment, and long-term welfare dependence among homeless families is dramatic, if not surprising, given findings from previous research. Nineteen percent of homeless parents had graduated from high school or earned their General Education Diplomas. Issues of education and employment clearly lie at the roots of homelessness for many families, yet no one explanation can account for the multiple and complex routes to homelessness among families. Homeless parents understand the importance of education, with over 72% recognizing that a high school diploma is necessary for independence; but the bridge between belief and action in limited, with only 19% taking steps by participating in educational programs. Local data on homeless families are presented for each of the 10 cities studied. A discussion of secondary data sources is included. (Contains 5 figures and 11 tables.) (SLD)

Research on homeless children and families carried out by the Institute for Children and Poverty over the last 6 years is compiled in this document. The contents range from programmatic solutions and policy recommendations to simple "snapshots" of homeless families. Much of the research is based on the experiences of Homes for the Homeless, which operates transitional housing facilities, and the more than 530 families who reside daily in the American Family Inns in New York (New York). Anecdotal evidence, other research, and a forthcoming report from the Institute on family homelessness in 10 cities across the country indicate that this New York-based research has wide application nationwide. The following reports are reprinted: (1) "The New Poverty: A Generation of Homeless Families"; (2) "Access to Success: Meeting the Educational Needs of Homeless Children and Families"; (3) "Homelessness: The Foster Care Connection"; (4) "Job Readiness: Crossing the Threshold from Homelessness to Employment"; (5) "An American Family Myth: Every Child at Risk"; (6) "A Tale of Two Nations: The Creation of American Poverty Nomads"; (7) "The Age of Confusion: Why Teens Are Getting Pregnant, Turning to Welfare and Ending Up Homeless"; (8) "Common Sense: Why Jobs and Training Alone Won't End Welfare for Homeless Families"; (9) "For Whom the Bell Tolls: The Institutionalization of Homeless Families in America"; (10) "Day to Day...Parent to Child: The Future of Family Violence Among Homeless Children in America"; and (11) "Homeless Families Today: Our Challenge Tomorrow." Appendixes contain two case studies, "The Dollars and Sense of Welfare: Why Welfare Alone Won't Work" and "A Trail of Tears: Trapped in a Cycle of Violence and Homelessness," and "The American Family Inn Model." (Contains 43 figures and 17 tables.) (SLD)

Mutual support groups in schools can be developed as part of strategies to provide assistance for parents or other family members, students, or school staff. These groups can also be used to provide support for newcomers and others in periods of transition. This technical aid packet describes the process as used with parents, but the procedures suggested can be adapted readily for use with students or staff. A sequential approach is described that involves working with the school to get started, recruiting members, training them to run meetings, and offering off-site consultation as requested. The following sections are included: (1) "School-Based Mutual Support Groups: An Overview"; (2) "School-Based Mutual Support Groups: Getting Started"; (3) "Getting Started"; (4) "Member Recruitment"; (5) "Parent Training" with outlines for six training meetings; (6) "Off-Site Consultation"; and (7) "Concluding Remarks." As additional resources, seven national self-help clearinghouses and two Web sites that are relevant to mutual support groups are listed. As resource data, excerpts are provided from two evaluation articles: "Latina Mothers' Help Seeking at a School-Based Mutual Support Group" by Jane M. Simoni ("Journal of Community Psychology," v21 Jul 7 1993) and "School-Based Mutual Support Groups for Low-Income Parents" by Jane M. Simoni and Howard S. Adelman ("The Urban Review," v25 n4 1993). (Contains 11 exhibits.) (SLD)

This selection of readings in the field of educational reform presents 46 articles, mostly from the news media, and 2 cartoons related to improvement of the educational system. It opens with "Network Notes," brief reports and reviews about events and recent publications of interest to those concerned with educational reform. The first set of essays, "The Front Lines," discusses school reform in practice, as it is being carried out today. The second section, "Charter Schools," looks at the charter school movement and the many obstacles charter schools are facing in 1998. As has been the case throughout the brief history, reviews of charter schools are mixed. "School Choice--And Choices" presents articles considering school choice initiatives in various parts of the country and public response to these efforts. "Standards, Tests, and Accountability" groups some articles on educational assessment and standards for achievement. A section on "Teacher Talent" considers teacher education and qualifications, and what should be done to improve teacher competence. "Curriculum and Pedagogy" presents articles on subject content and teaching methods in the context of educational reform. A section on "Higher Education" presents articles on educational equality, standards, and distance education. A "Grab Bag" section contains articles of interest in a variety of areas, including class size and parent participation. (SLD)

The articles and excerpts in this collection illustrate the complexity of the melting pot concept. Multiculturalism has become a watchword in American life and education, but it may be that in trying to atone for past transgressions educators and others are simply going too far. These essays illustrate some of the problems of a multicultural approach. The following are included: (1) "The Cost of Multiculturalism" (Carlos A. Bonilla); (2) "American Identity or Multiculturalism" (Balint Vazsonyi); (3) "On Mastering the 3Rs" (Carlos A. Bonilla); (4) "Of Preferences and Racial Equality" (excerpt from "Preferences Hinder Racial Equality," by M. Royce Van Tassell "San Francisco Chronicle," January 23, 1998); (5) "News on Race" ("San Francisco Chronicle," January 23, 1998); (6) "The Menace of Multiculturalism" (Mary Lefkowitz, book review, "The Wall Street Journal," March 24, 1997); (7) "Assumptions upon which Multicultural Education Is Based"; (8) "The Recipe for Disaster" (Sharyn Chamberlain, Jennifer Gates, Kevin Kenworthy, and Huong Nguyen); (9) "Multicultural Education: Is It Harmful or Beneficial?" (Tasleem Ali, Kevin Begnaud, Tim Fritz, and Mike Vocker); (10) "The Culture Gap" (Kyle Jensen); (11) "Attaining Individuality after Bi-lingual Education" (Bill Alessio, Sandra King, Karen Osterli, and Ed Ford); (12) "Sports Ignite Unity" (Dave Hill, Jill Holley, Ismael Perez, and Jay Whinery); and (13) "To CLAD or Not To CLAD" (Laurie Jackson). (Contains 10 references.) (SLD)

The issue of youth homelessness in Australia is examined in the context of relevant social and educational policies. The exploration is based on 8 years of research into the situation of homeless youth in Australia involving several studies, including a study of school students in 9 communities and field visits to 100 schools. In 1994, researchers found 11,000 homeless students in Australian schools. Part 1 describes the dimensions of the problem in Australia and concludes that youth homelessness is getting worse in Australia, although perhaps not at the rate at which it increased in the early 1990s. Part 2 explores early intervention and prevention and calls for a national approach to set policies that address the problems of homeless youth and their families. (Contains 39 tables, 3 figures, and 138 references.) (SLD)

This document contains the following "Abbott Opinions": (1) "Early Childhood Education"; (2) "Adequate School Facilities"; (3) "Supplemental Programs and Whole School Reform in Elementary Schools"; (4) "Supplemental Programs in Middle and High Schools"; and (5) "Planning Programs and Budgets in Abbott Schools.""Abbott Opinion #1" discusses clarification of the Supreme Court's specific rulings in "Abbott" on early childhood education and is designed to assist district administrators, teachers, and parents, community organizations, and others involved in formulating "Abbott" early childhood education plans. "Abbott Opinion #2" provides a thorough analysis of works such as "A Study of School Facilities and Recommendations for the Abbott Districts" by the New Jersey State Department of Education (November 1997) and "The Supreme Court's opinions in "Abbott v. Burke, particularly "Abbott V" (1998) and "Abbott IV" (1997). "Abbott Opinion #3" was designed to assist district administrators, teachers, community organizations, parents, and others in planning their curriculum, budget, and facilities--including their early childhood education plans and Five-Year Facilities Management plans--under "Abbott." The fourth "Abbott Opinion" reflects on thorough reading and careful analysis of the Supreme Court's rulings on supplemental programs in middle and high schools. "Abbott Opinion #5" discusses the requirements for planning programs and budgets in Abbott schools and analyzes the Supreme Court's rulings on this subject. (SLD)

This compendium of current practices contains descriptions of urban maternal and child health (MCH) programs. Many of the programs profiled have not been evaluated formally, but the profiles provide a starting point for examining what really works in MCH programs. Most of the 92 profiles are about improving access to care for urban children and families (60 programs, or 72% of profiles) or about strengthening urban public health systems for MCH (55 programs, 66% of the profiles). Five broad themes emerge from this group of profiles: (1) the importance of collaboration in community change; (2) understanding effective action; (3) building on community assets; (4) making joint investments in building human resources capacity; and (5) the importance of quality of service and information dissemination. Each profile describes the program, the obstacles it faced, and the lessons learned. Profiles are indexed by type of initiative and by essential MCH functions performed. Appendixes list CityMatCH membership and publications. (SLD)

This report, which is the eighth in a series, presents data for 1995 on high school dropout and retention rates, and examines high school completion and graduation rates. In addition to extending time series data from earlier reports, this report focuses on three specific subpopulations that are at particular risk of dropping out of school: (1) foreign-born persons attending U.S. schools; (2) young adults who have been retained one or more grades while enrolled; and (3) individuals who have some type of learning, physical, or other disability. The report is based on the best and most current data available, which includes the Current Population Survey of the Bureau of the Census and the National Education Longitudinal Study of 1988. One half million of the 9.5 million 15-through-24-year-olds enrolled in 1994 left school by October 1995 without completing a high school program. This amounts to 5.7% of these young adults, and is equivalent to the dropout percentage reported over the last 24 years. Hispanic students are more likely than White students to leave school before completion, and the estimated rate for Black students falls between the two. In 1995, young adults living in families with incomes in the lowest 20% of all family incomes were 6 times as likely to drop out as their peers from families in the top 20% of the income distribution. Youths aged 15 through 18 account for two-thirds of all those who dropped out in the preceding year, and nearly 40% of the 1995 dropouts were 15 through 17 years of age. Three appendixes contain standard error and time series notes, technical notes, and 12 supplemental tables. (Contains 5 figures and 32 tables.) (SLD)

This book describes a project, the Bede Detached Youth Work Project, that was designed to combat racism in a community in London (England). It also presents information that should be useful to community workers and activists, teachers, and others involved in antiracist work with young people. An introduction provides an overview of the project and its background, aims, and anticipated outcomes. Evidence of racist activity in the area suggested that black people were becoming easy targets for the frustrations and political impotence experienced by the local white community. Although the focus of the project was white youth, between 15 and 20 individual young people from minority backgrounds and a group of young men from Somalia also took part. With government funding, the Bede House Association began its work in the local housing estates (projects). The section "Year One: Growing Pains" describes the project's first 12 months and the challenges of program implementation. "Year Two: Successes and Setbacks" covers the project's second year, focusing on practical action and the implementation of work with young people. Two cornerstones of the effort were work with young black people to develop confidence when faced with racism and work with young people with racist attitudes and street gangs to promote antiracist ideas. "Year Three: Well, It Worked for Us" focuses on consolidation of the work and the strategies used to combat various racist ideas, including racist assumptions about immigration. The final section, "Discussion and Training Notes," suggests structured tasks and discussions that can be used for training and staff development. The illustrations include many photographs taken by project participants. Eighteen sources are suggested for further reading. (SLD)

This book reports on conversations in which elementary schoolteachers--who have taught in urban settings for an average of 20 years each--reflect on their professional work. The conversations in the book testify to the teachers' ability to engage young people in active learning--and their stories of teaching and learning verify that difference does make a difference. The conversations in the book explore issues related to teaching children from diverse backgrounds--the multiethnic teachers from the East Bay area of San Francisco met regularly to discuss educational questions. Throughout the book, comments and observations are shared about students, classroom dynamics, schools, and the larger community. In addition, many of the book's chapters conclude with a series of questions designed to guide readers in their own reflections on teaching and learning as well as annotated lists of books, articles, and other helpful resources. According to the book, socioeconomic and language constraints, as well as those institutionally imposed in the form of behavioral labels and standardized tests, do not have to keep children from making great strides in their literacy education. The book concludes with an extension of the teachers' conversations by inviting some academicians to comment on the central concern expressed in the book's title. (NKA)

The chapters in this collection, distributed to conference participants as a springboard for conference discussions, consider sustainable models for school-family-community collaboration, partnerships in education, and other ways to improve learning for urban youth. The contributions are: (1) "The Empowerment Zone and Enterprise Community" (William L. Smith); (2) "Children and the EZ/EC Implementation: Prospects and Connections" (Maynard C. Reynolds and Margaret C. Wang); (3) "Children from Zero to Six in Urban America: Challenges and Opportunities To Foster Student Success" (Jane Knitzer); (4) "Revitalizing Inner Cities; Focusing on Children's Learning" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (5) "Neighborhood Initiatives, Community Agencies, and the Public Schools: A Changing Scene for the Development and Learning of Children" (William Lowe Boyd, Robert L. Crowson, and Aaron Gresson); (6) "Service Coordination across Government Agencies" (John F. White, Jr. and Tine Hansen-Turton); (7) "The Urban University: Its Role in Community Development" (Bernard C. Watson); (8) "Serving Children and Families in the Inner Cities through the Development of Professional Human Services Workers" (Edmund W. Gordon); and (9) "Coda." Each selection contains references. (SLD)

Based on the proceedings of a national conference titled "Implementation of the Title I Program: Implications for Improving Schools' Capacity for Achieving Success," this publication is intended to bring critical attention to the issues that will improve the learning of economically disadvantaged students in urban and rural schools. Chapters provide an overview of the research base and an analysis of the current state of education practice. Each chapter contains specific proposals for policy development and research and development agendas. The chapters are: (1) "Financing Title I: Meeting the Twin Goals of Effective Resource Targeting and Beneficial Program Interventions" (Martin Orland and Stephanie Stullich); (2) "Educational Practices and Policies that Promote Achievement" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (3) "Redesigning the Federal Compensatory Education Program: Lessons from the Implementation of Title I Schoolwide Projects" (Kenneth K. Wong, Gail L. Sunderman, and Jaekyung Lee); (4) "Sustaining State Reform through Research and Recognition" (Gerald L. Richardson); (5) "Reading Achievement, Reading Instruction, and Title I Evaluation" (Richard L. Venezky); (6) "English-Language Learners and Title I Schoolwide Programs" (Diane August); (7) "Meeting Student Diversity Needs in Poor, Rural Schools: Ideal Practices and Political Realities" (Barbara L. McCombs and Bill Bansberg); and (8) "Epilogue: A Summary of Recommendations" (Margaret C. Wang and Kenneth K. Wong). Each chapter contains references. (Contains 23 tables.) (SLD)

The Young People and Community Space Project documents the ways in which young people (aged 12 through 24 years) in New South Wales (Australia) use community space and explores ways in which conflicts in the use of community space can be addressed. Community space, for purposes of the study, includes privately owned places such as shopping centers where young people often congregate. This document upholds that it is important that individuals receive education and training to make them more sensitive to the needs of young people and the issues facing them. Part 1 of this report summarizes case study from three local government areas into a number of principles and recommendations. Part 2 outlines the consultation process and the issues associated with young people's use of community space. Part 3 examines the academic literature relevant to the use of community space by young people. Findings suggest that community space represents, for many young people, a place to express themselves without close parental or adult control at little or no cost. It is important for socializing and relaxation. Young people are more likely to use community space in disadvantaged areas where fewer other facilities are available. Conflicts arise when managers of shopping centers and other community areas think that young people are not making appropriate use of the space. A review of options to improve these problems leads to the suggestion that an approach in which all young people are viewed as legitimate members of the community holds the greatest promise for addressing issues associated with the use young people make of community space. Some specific recommendations are made for local and urban planning. Appendixes contain statistical information on the case study areas, a list of those consulted, and the interview questions. (Contains 6 tables and 45 references.) (SLD)

It is projected that the population of Colorado will increase by 25% between 1990 and 2000. The Latino community will experience a slight increase in the proportion of Colorado's population, and will remain the largest ethnic group over the next 30 years. The chapters in this profile describe the Latino population of Colorado. The following essays are presented as chapters: (1) "Colorado's Growing Population (1990 to 2020)" (Georgia Pappas); (2) "Latino Youth and Tobacco Use" (Georgia Pappas); (3) "America's Youth and Race Relations" (Georgia Pappas); (4) "Preparing Latino Youth for the Workforce: School to Work Initiatives" (Georgia Pappas); (5) "Ethnic Diversity as a Measurement of Quality in Higher Education" (Georgia Pappas); (6) "Latina Women: A Family Health Perspective" (Sandra Weider and Georgia Pappas); (7) "Latino Access to Quality Health Care under Managed Care Systems" (Georgia Pappas); (8) "Employment and Training Programs: Impact on Latinos" (Georgia Pappas); (9) "A Profile of Latino Firms in Colorado - 1992" (Georgia Pappas); (10) "The Love/Hate Relationship between Latinos and Coors" (Georgia Pappas); (11) "Mexican American Christmas Holiday Celebrations" (Marley Steele-Inama); and (12) "A Highlight of National Latino Organizations" (Marley Steele-Inama). (Contains 23 figures and 2 tables.) (SLD)

The three essays of this collection explore the prevention of violence in urban schools. The first, "Preventing Violence in Schools," by Mary Hatwood Futrell and Lee Etta Powell, focuses on how to prevent violence in schools and offers recommendations on what schools and communities can do. The factors contributing to school violence are numerous, complex, and mostly community-related. A number of strategies are available for addressing the problem from a classroom or schoolwide perspective, but others can be suggested for individual students, helping them focus on discipline as positive behavior. Investment programs such as tutoring, counseling, jobs, and recreation and youth facilities would be more cost-effective in the long-run than such measures as hiring more security. The second essay, "Gang Activity at School: Prevention Strategies," by Shirley Lal, reviews what is known about gangs and their impact and consequences in schools. It also suggests a variety of strategies for preventing gang activity and altering negative gang behavior. The final essay, "School Violence and the Legal Rights of Students: Selected Issues," by Dorianne Beyer, considers the effects of the public perception of widespread and growing school violence, which leads to a situation in which the rights of school administrators come to take precedence over the rights of students when school safety is at stake. The current judicial trend highlights society's fears and disrespect for children. Contains a total of 90 references. (SLD)

The Centre for Alcohol and Drug Studies, Johannesburg (South Africa) commissioned a study of alcohol, tobacco, and other drug use among historically disadvantaged black youth aged 10 to 21 years. A national survey explored the prevalence of substance use in this age group through responses of 1,376 children and youths. An in-depth study examined use patterns and attitudes among 20 black children aged 7 to 10 years, 20 aged 11 to 14 years, and 20 aged 15 to 17 years. Half of those studied were male. Results of both studies suggest a fair amount of risk for the development of alcohol and drug related problems among these young people. The use of legal drugs, including over-the-counter medicines, alcohol, and tobacco, is fairly prevalent among young people. Drinking and smoking are far more frequent among males, and seem to be part of the entry into adulthood. They are generally linked, and initiation into drinking and smoking tends to take place in uncontrolled social situations under social pressures. These findings and the potential for increased alcohol and drug related problems mean that cost-effective and innovative alcohol and drug prevention programs are needed. An appendix contains tables of study findings. (Contains 32 tables and 45 references.) (SLD)

This study is the first effort to produce a systematic description and analysis of the experience and performance of immigrant children and youths in the U.S. educational system. Data from the High School and Beyond (HSB) study initiated in 1980 were complemented by 1970, 1980, and 1990 U.S. Census figures to compare the performance of immigrant children and youth to their native counterparts. Immigrant children and youth are as likely as their native counterparts to enroll in U.S. elementary and middle schools, but they are somewhat less likely to attend high school. This differential is accounted for by immigrant youths of Hispanic origin, primarily from Mexico. If enrolled in a U.S. high school by grade 10, immigrants are more likely than their native counterparts to make choices consistent with pursuing a college education, a pattern that is true in the aggregate and for separate ethnic groups. Immigrant children and their parents have higher educational aspirations than their native counterparts, and, once enrolled, their educational attainment overall has equaled, if not exceeded, that of native children and youths. Findings suggest that there is no need to develop policies targeted uniquely on immigrants, although this does not mean that there are no difficulties inherent in meeting the needs of immigrant children. A cause for concern is the continuing large discrepancy in educational attainment between Hispanics and other racial and ethnic groups. Two appendixes present definitions, means, and standard errors of analyses, and regression results. (Contains 2 figures, 22 tables, 6 appendix tables, and 41 references.) (SLD)

This report addresses widespread beliefs about the performance of urban students, and their family and school environments. Using data from several national surveys, it compares urban students and schools with their suburban and rural counterparts on a broad range of factors, including student population and background characteristics, afterschool activities, school experiences, and student outcomes, focusing specifically on the effects of poverty. The methodology used to explore differences among schools incorporates a control for the concentration of poverty in the school. Even after controlling for poverty, urban students compared less favorably to their nonurban counterparts on many measures. Urban high poverty schools and students performed similarly or more favorably than other high poverty schools on half of the measures studied, and high poverty concentration seemed to present equally challenging circumstances in all locations. On the other half of the measures, urban schools compared unfavorably, but, when considering the large overall variations by location and poverty concentration, urban high poverty schools and their students were generally no different than the effects of location and poverty concentration would have predicted. Five appendixes provide estimates and standard error tables, discussions of methodology and data sources, and a bibliography. (Contains 11 figures in the Executive Summary, 127 figures in the text, 3 charts, and 52 appendix tables. (SLD)

This cultural heritage resource guide has been prepared as a tool for teachers to help them understand the cultural heritage of their Haitian students, their families, and their communities in order to serve them better. Although Haiti became an independent country in 1804, the struggle of its people for justice and freedom has never ended. Many Haitians have left Haiti for political, social, and economic reasons, and many have come to the larger cities of the United States, particularly New York City. This guide contains the following sections: (1) "Introduction"; (2) "Haiti at a Glance"; (3) "In Search of a Better Life"; (4) "Haitian History"; (5) "Haitian Culture"; (6) "Images of Haiti"; and (7) "Bibliography," a 23-item list of works for further reading. (SLD)

This cultural heritage resource guide has been prepared as a tool for teachers to help promote better understanding of Chinese students in the New York City public schools. China has an ancient history and a rich cultural tradition, and people all over the world have recognized China as one of the world's greatest civilizations. The earliest Chinese immigrants to the United States can be dated in 1784, but substantial immigration began with the 1848 Gold Rush in California and subsequent railroad building. A timeline traces Chinese immigration patterns and sketches their contributions to U.S. society. The guide is divided into three sections. The first, "Celebrating Our Diversity--A Thematic Unit" contains six literature-based whole language, mini-thematic units. It contains a variety of lesson plans and reproducible pages designed for use with primary-grade children but adaptable for others. Six selections from Chinese literature are included. Each unit begins with a discussion of a children's book, background information about the author, cultural facts, and suggested followup activities for learning centers. Section 2, "Customs and Traditions," focuses on major traditional festivities and customs, namely the Chinese New year celebrations, the Moon Festival, and the Chinese Lunar Calendar. Section 3, "Chinese Inventions," gives brief information on some early contributions. Each theme is connected to the curriculum with activities in subject content areas that encourage cooperative learning and higher-order thinking skills. One appendix presents facts about New York City's Chinatown, and the other discusses achievements and contributions of Chinese Americans. A bibliography of 101 books for students and teachers is included. (SLD)

This cultural heritage resource guide has been prepared as a tool for teachers to help them understand the cultural heritage of Dominican students and their communities. The Dominican Republic, which occupies two-thirds of the island of Hispaniola, has a long history dominated by the struggle for independence. In their efforts to create a better life, many Dominicans have left the Dominican Republic to come to the larger cities of the United States, particularly New York, where the Dominican community has established a variety of organizations to support them in their goals. This guide discusses the history, characteristics, and contributions of Dominicans in the United States in the following sections: (1) "The Dominicans in the United States"; (2) "The Aborigines"; (3) "The Spanish Colonization"; (4) "The Introduction of the Africans"; (5) "The 'Espana Boba' and the 'Ephemeral Independence'"; (6) "The Haitian Occupation"; (7) "Independence and the Rise of Dominican Nationalism"; (8) "From the Spanish Annexation to the Restoration"; (9) "North American Occupation"; (10) "The Trujillo Era"; (11) "Dominican Culture"; (12) "Famous Dominican Men and Women"; (13) "National Symbols"; and (14) "Resources for Teachers." A 26-item bibliography is included. (SLD)

The study reported concentrated on school leavers in Pittsburgh (Pennsylvania) who returned (dropbacks) to Job Corps Programs over an 8-year period. Interviews with 100 dropbacks explored who left school, why they left school, what caused them to come back, and the kinds of interventions that might succeed with other students. Part 1 provides a contextual framework for the dropout problem in Pittsburgh, other large cities, and the nation. Part 2 concentrates on student perspectives of schooling, focusing on student decisions about continuing in school. Part 3 analyzes the findings of the interviews and offers policy recommendations. Absenteeism, low achievement, feelings of alienation, school suspension, and early parenthood preceded dropping out for many students. These findings point to areas that reform efforts must address. Systemic change, altered school climate, smaller class size and better access to counselors, greater flexibility, and programs that reflect more caring, such as child care, are all needed to reduce the dropout problem. An appendix contains the interview protocol. (Contains 1 table and 210 references.) (SLD)

The Roundtable on Comprehensive Community Initiatives for Children and Families is a forum in which persons involved in the current generation of community-based cross-systems can engage in discussion about their work. Roundtable members, now numbering 30, meet biannually to share lessons they are learning and to work on common problems they face. The Roundtable has created a Steering Committee on Evaluation to develop new approaches to program evaluation. As a first step in its work, the Committee commissioned papers to serve as the launch point for a session in August 1994 that resulted in the Committee's detailed work plan. The commissioned papers presented here are: (1) "Introduction" (Anne C. Kubisch, Carol H. Weiss, Lisbeth B. Schorr, and James P. Connell); (2) "Evaluating Comprehensive Community Initiatives: A View from History" (Alice O'Connor); (3) "Nothing as Practical as Good Theory: Exploring Theory-based Evaluation for Comprehensive Community Initiatives" (Carol Hirschon Weiss); (4) "How Do Urban Communities Affect Youth? Using Social Science Research To Inform the Design and Evaluation of Comprehensive Community Initiatives" (James P. Connell, J. Lawrence Aber, and Gary Walker); (5) "Problems in the Evaluation of Community-Wide Initiatives" (Robinson G. Hollister and Jennifer Hill); (6) "Using Community-Level Indicators of Children's Well-Being in Comprehensive Community Initiatives" (Claudia J. Coulton); and (7) "The Role of the Evaluator in Comprehensive Community Initiatives" (Prudence Brown). (SLD)

This six-article document examines the research base that can be used in formulating plans to improve the chances of schooling success for all students. Each article summarizes well-confirmed knowledge in a particular area, giving attention first to the research literature, and then to the tested experiences and practices of leading professionals. The authors include in their reviews estimates of the state of practice in their respective topic areas and then proceed to recommend improvements for effectively linking practice with the state of the art. Papers (1) identify those factors that influence the teaching and learning process; (2) note the wide variety and creativity in children's services coordination to date; (3) present a literature review of models designed to prevent or treat adolescent school failure, truancy, dropout, and other problems; (4) summarize the concept of resilience as it has been advanced in developmental psychopathology; (5) review the outcomes of 55 research studies and program evaluations, including 2 meta-analyses and 1 research synthesis; and (6) examine the role of parent involvement, particularly in early intervention programs, in fostering the academic success of children. Papers and their authors are as follows: (1) "Toward a Knowledge Base for School Learning" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (2) "Structures and Strategies: Toward an Understanding of Alternative Models for Coordinated Children's Services" (Robert L. Crowson and William L. Boyd); (3) "Family Processes, Family Interventions, and Adolescent School Problems: A Critical Review and Analysis" (Ruth Baugher Palmer, Gayle Dakof, and Howard A. Liddle); (4) "Educational Resilience in Inner Cities" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (5) "The Effectiveness of Collaborative School-Linked Services" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); and (6) "Parent Programs: Past, Present, and Future Practices" (Aquiles Iglesias). (GLR)

The chapters of this report provide a starting point for the development of authentic prevention strategies for use in the African-American community, specifically for high risk youth. It is neither a "how to" manual nor a mandate for specific program details, but it does highlight the key components of alcohol and other drug abuse prevention. The following chapters are included: (1) "Background and Scope of the Alcohol and Other Drug Problem" (Lawford L. Goddard); (2) "Familial Precursors to Drug Abuse" (Lawford L. Goddard); (3) "Political and Economic Implications of Alcohol and Other Drugs in the African-American Community" (Omowale Amuleru-Marshall); (4) "Issues of Biological Vulnerability in AOD Abuse for the African-American Community" (Patricia A. Newton); (5) "Alcohol and Other Drug Abuse Literature, 1980-1989: Selected Abstracts" (Lawford L. Goddard); (6) "The Complex Nature of Prevention in the African-American Community: The Problem of Conceptualization" (Milton Morris); (7) "Natural Resistors in AOD Abuse Prevention in the African-American Family" (Lawford L. Goddard); (8) "Spirituality in the African-American Community" (Janet Pinkett); (9) "An Afrocentric Intervention Strategy" (Leonard C. Long); (10) "Prevention and Intervention Programs Targeted toward African-American Youth at High Risk" (Robert J. Courtney, Jr.); (11) "Site Visit Report of Three OSAP Grants Targeting African-American Youth at High Risk" (Lawford L. Goddard); (12) "An African-Centered Model of Prevention for African-American Youth at High Risk" (Wade W. Nobles and Lawford L. Goddard); and (13) "Selected African-Centered Readings" (Wade W. Nobles, Lawford L. Goddard, William E. Cavil, and Pamela Y. George). References follow each chapter, and a 167-item bibliography is included. An attachment lists key concepts and definitions related to these issues. Nine figures and two exhibits illustrate the discussions. (SLD)

This volume presents 13 essays on urban problems in the United States, particularly in Los Angeles (California) following the 1992 riots, and policy options for the future. Part 1 addresses policies of the past three decades; Part 2 looks at children, youth, and families; Part 3 discusses crime and criminal justice; and Part 4 examines public services and social welfare. Chapters are as follows: (1) "Public Policy and the Inner City across Three Decades" (Robert A. Levine and Barbara R. Williams); (2) "The Widening Income and Wage Gap between Rich and Poor: Trends, Causes, and Policy Options" (Lynn A. Karoly); (3) "Families, Children, Poverty, Policy" (Julie DaVanzo); (4) "Helping Urban Teenagers Avoid High-Risk Behavior: What We've Learned from Prevention Research" (Phyllis L. Ellickson); (5) "Urban Education" (Paul T. Hill); (6) "Military Service: A Closing Door of Opportunity for Youth" (James R. Hosek and Jacob Alex Klerman); (7) "Crime and Punishment in California: Full Cells, Empty Pockets, and Questionable Benefits" (Joan Petersilia); (8) "Reforming California's Approach to Delinquent and High-Risk Youth" (Peter W. Greenwood); (9) "Street Drug Markets in Inner-City Neighborhoods: Matching Policy to Reality" (Peter H. Reuter and Robert J. MacCoun); (10) "Financing Public Services in Los Angeles" (Preston Niblack and Peter J. E. Stan); (11) "Needed: A Federal Role in Helping Communities Cope with Immigration" (Georges Vernez); (12) "Providing Health Care for the Uninsured and Underinsured in Los Angeles County" (Robert E. Tranquada and Peter A. Glassman); and (13) "Getting Nowhere: Homeless People, Aimless Policy" (Paul Koegel and Audrey Burnam). Information on the contributors is included. (Contains 52 references.) (JB)

The Teens, Crime, and the Community Program presents practical information and problem-solving opportunities to help students develop the knowledge and skills necessary to deal with crime issues. The program and its curriculum advance the idea that teens can contribute energy and talent to the improvement of their communities. This text is part of a curriculum that includes case studies, surveys, role plays, small group exercises, and visual analysis activities. This edition builds on earlier editions, with new information, advice, and competency-building activities designed to help students understand the civic problem of crime and to take action to prevent it. The textbook contains the following chapters: (1) Teens and Crime Prevention; (2) Victims of Crime; (3) Violent Crime; (4) Property Crime and Vandalism; (5) Criminal and Juvenile Justice; (6) Conflict Management; (7) Child Abuse; (8) Acquaintance Rape; (9) Substance Abuse and Drug Trafficking; (10) Drunk Driving; and (11) Shoplifting. An appendix discusses designing an action project, and a glossary lists terms used in the text. Attached is "Teens, Crime and the Community: Education and Action" which contains related promotional materials and order forms. (SLD)

In 1987 a project was undertaken to assess the status of African Americans in the United States in the topical areas to be addressed by the National Research Council's Study Committee on the Status of Black Americans: education, employment, income and occupations, political participation and the administration of justice, social and cultural change, health status and medical care, and the family. Six volumes resulted from this study. This volume, the fifth, explores the health status of African Americans. For many health status indicators the rates are improving for blacks as well as whites. However, a racial gap still remains, and in some instances the gap has increased over the past decade of two. In a search for relevant factors associated with these trends, health issues are examined in the following chapters: (1) "Health Status and Sociodemographic Context"; (2) "Adverse Birth Outcomes: Infant Mortality, Low Birth Weight, and Maternal Deaths"; (3) "Cancer Incidence and Mortality among African-Americans"; (4) "Trends in Homicide among African-Americans"; (5) "Lead Poisoning: The Invisible Epidemic"; (6) "Current Plagues: Chemical Dependency and AIDS"; (7) "Sickel Cell Anemia"; (8) "Access to Medical Care"; (9) "Health Work Force Distribution"; and (10) "Cross-Cutting Issues in the Health of African-Americans." Medical care alone will not reduce the great disparities in health status between black and white Americans completely. To redress these inequities, other aspects of society must change, and it must be understood that disease is rooted in social structure. An appendix lists project study group members and contributors. Each chapter contains references. (Contains 1 figure and 64 tables.) (SLD)