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Gender equality is not just about economic empowerment. It is a moral imperative, it is about fairness and equity, and includes many political, social and cultural dimensions. Gender equality, however, is also a key factor in self-reported well-being and happiness across the world. In the aftermath of the Great Recession, there is now an urgent need to focus on the economic case and on how changes in the labour market might provide better economic opportunities for both men and women. The Organisation for Economic Cooperation and Development (OECD) Gender Initiative was developed as an integral part of the wider policy-quest for new sources of economic growth; greater gender equality and a more efficient use of everyone's skills are an important part of the answer. It is true that many countries around the world have made significant progress towards gender equality in education in recent decades. Today girls outperform boys in some areas of education and are less likely to drop out of school than boys. But, the glass is still half-full: women continue to earn less than men, are less likely to make it to the top of the career ladder, and are more likely to end their lives in poverty. This report from the OECD Gender Initiative is designed to inform, share policy experiences and good practices, and help governments promote gender equality in education, employment and entrepreneurship. It looks at the state of play from a gender perspective across all three issues, whether inequalities exist, how and why they have developed, and which obstacles need to be overcome to move towards greater equality. It offers policy advice to governments as to how they can create a more level playing field. Annexed are: (1) Estimating the Effects of Human Capital Accumulation on Growth; (2) Labour Force Projections for OECD Countries Not Covered in Figure 1.1.2; (3) Supplementary Tables to Chapter 2.1; (4) Supplementary Tables to Chapter 2.4; (5) General Background Data on Education; (6) Supplementary Tables to Chapter 3.1; (7) The Determinants of Female Labour Force Participation and Part-Time Work; (8) Data Sources for the Analysis in Chapter 3.3; (9) Supplementary Tables to Chapter 3.5; (10) Supplementary Tables to Chapter 3.8; (11) Supplementary Tables to Chapter 3.10; (12) General Background Data on Employment; (13) Methodological Issues and Additional Findings to Chapter 4.1; (14) Methodological Issues and Additional Findings to Chapter 4.2; (15) Methodological Issues and Additional Findings to Chapter 4.3; (16) Methodological Issues and Additional Findings to Chapter 4.4; and (17) Methodological Issues and Additional Findings to Chapter 4.5. (Contains 28 tables, 88 figures, 33 boxes and 3 footnotes.)

The Council of Independent Colleges (CIC) has long been concerned about the educational success of students, particularly underrepresented groups of students. As part of its Creating Pathways to Educational and Economic Opportunity in Urban Colleges and Universities project (the Pathways Project), CIC organized 19 institutions, nine in urban and ten in non-urban areas, to explore students' performance on the Collegiate Learning Assessment (CLA). In addition to collecting data from a representative sample of students, participating institutions agreed to draw an in-depth sample of first-generation students (defined based on parental education) and low-income students (defined based on Pell-grant eligibility). The in-depth sample increased the sample size of underrepresented groups and thus allowed for more accurate estimates of their CLA performance. The data included in this report are cross-sectional, with institutions collecting information from samples of first-year students in fall 2010 and seniors in spring 2011. The first portion of this report focuses on CLA performance of underrepresented groups of students. Though descriptive results reveal gaps in CLA performance between underrepresented groups and their more advantaged peers, those differences can be accounted for by student characteristics. Thus, after adjusting for student characteristics, particularly academic preparation, no notable gaps in CLA performance appear among different groups of students. More specifically: (1) Descriptive results indicate that first-generation students perform less well on the CLA than non-first-generation students; (2) Similarly, after adjusting for individual-level characteristics, there are no differences in CLA performance in either first or senior year between Pell-eligible and non-Pell-eligible students; and (3) Descriptive gaps in CLA performance by race/ethnicity are substantially larger than those by first-generation status and Pell-grant eligibility. The second portion of the report focuses explicitly on CLA performance of both students and institutions in urban and non-urban settings. These analyses reveal several key findings: (1) Student-level analyses reveal no difference in CLA performance in urban and non-urban settings, after adjusting for students' individual-level characteristics. One exception is the performance task of the CLA in the senior year, when students in urban contexts seem to perform less well than students in non-urban settings; (2) Institutional value-added analyses confirm results obtained from individual-level models. On average, urban institutions have slightly lower value-added scores than non-urban institutions with respect to the performance task measure, but not with respect to other components of the CLA; and (3) Institutional value-added analyses also reveal large variation among institutions within both urban and non-urban contexts. There are institutions in each context that have positive and negative value-added scores. This variation "within" each setting by far overshadows any overall differences between urban and non-urban settings. These findings have several notable implications: (1) The most important predictor of CLA performance is academic preparation; (2) Urban and non-urban institutions on average perform equally well on the CLA, and most of the variation is within specific institutional settings (i.e., urban and non-urban) as opposed to across them; and (3) CLA performance varies more within institutions than across them. All institutions have students who perform at different levels, producing much more variation within institutions than across them. (Contains 22 figures, 16 tables, and 3 footnotes.)

The American Institutes for Research (AIR) and Mathematica Policy Research (MPR) developed this guide to help you consider evaluation issues likely to arise as you launch ARRA-funded initiatives and other educational reform activities. Many states are already involved in evaluation, so many of the ideas presented here may be familiar. The authors hope that this guide will provide additional information and straightforward strategies to help you integrate evaluation into your educational reform efforts. The American Recovery and Reinvestment Act (ARRA) is providing states like yours and districts important opportunities to strengthen efforts to improve educational outcomes for all children. This guide does not address all the ways in which you may be using ARRA and other funds to support educational reforms or all the approaches you could use to evaluate ARRA-funded and other educational initiatives in your state. Instead, the guide aims to help you think about opportunities for building evaluation into your ongoing efforts and define your evaluation priorities. Throughout the guide, the authors' intent is to provide easy-to-use tools and resources--including tips and checklists--that you can use as part of an evaluation of most of the educational reform strategies that you are likely to initiate. These tips suggest ways in which you can reduce the need for special data collection efforts and make it easier to combine information from various data sources by building on existing data systems. (Contains 13 figures, 3 tables and 5 footnotes.)

Education and earnings interact in complex and often unexpected ways--but there are rules to the game. "The College Payoff," a new paper from the Georgetown University Center on Education and the Workforce, uses in-depth data analysis to identify, illuminate and elucidate those rules. This executive summary provides a glimpse of the education and earnings game, and cracks open the rule book for examination. (Contains 17 figures.) [For the full report, "The College Payoff: Education, Occupations, Lifetime Earnings," see ED524299.]

A college degree pays off--but by just how much? In this report from the Georgetown University Center on Education and the Workforce, the authors examine just what a college degree is worth--and what else besides a degree might influence an individual's potential earnings. This report examines lifetime earnings for all education levels and earnings by occupation, age, race/ethnicity, and gender. The data are clear: a college degree is key to economic opportunity, conferring substantially higher earnings on those with credentials than those without. A 2002 Census Bureau study estimated that in 1999, the average lifetime earnings of a Bachelor's degree holder was $2.7 million (2009 dollars), 75 percent more than that earned by high school graduates in 1999. Today, the authors find similar numbers--but since 1999, the premium on college education has grown to 84 percent. In other words, over a lifetime, a Bachelor's degree is worth $2.8 million on average. The authors present their findings in dollar totals over a career, which is defined as being a full-time, full-year worker from 25 to 64 years old. Lifetime Earnings by Educational Attainment and Occupation are appended. (Contains 11 tables, 6 figures and 5 footnotes.) [For "The College Payoff: Education, Occupations, Lifetime Earnings. Executive Summary," see ED524300.]

As with the collapse of the subprime lending industry, the showdown between for-profit colleges and the government shows how the aspirations of the underserved, when combined with lax regulation, make the rich, richer and the poor, poorer. For-profit colleges provide high-cost degree programs that have little chance of leading to high-paying careers, and saddle the most vulnerable students with heavy debt. Instead of providing a solid pathway to the middle class, they pave a path into the sub-basement of the American economy. The data presented in this brief demonstrate that "opportunity," touted as "a good chance for advancement or progress," is not the product delivered by most for-profit colleges and universities. (Contains 3 figures, 5 tables and 30 notes.)

To address the economic crisis facing the country, the President signed the American Recovery and Reinvestment Act (ARRA) into law on February 17, 2009. The ARRA offers numerous opportunities for full-service school leaders and may provide the necessary funding to prevent significant decreases in operating budgets. One of the largest investments in ARRA is in education-related programs, which provide an opportunity to advance school reform and improvement efforts, and funding opportunities from a number of federal agencies can be used to support the major components of full-service schools. This brief provides full-service school leaders and their community partners with information to help them consider the funding sources in ARRA most closely aligned with the goals of full-service schools. Each of the ten funding sources highlighted were selected based on the applicability to full-service schools and their relevance to funding family supports, healthcare, education and out-of-school time initiatives. The brief provides a framework for identifying and assessing the funding opportunities and discusses considerations for how best to access and leverage these one-time resources. The information in this brief is organized into four sections: (1) Considerations for Accessing Funding; (2) Investments for Full-Service Schools; (3) Assessing Funding Opportunities; and (4) Preparing to Secure ARRA Funds. Additional resources to monitor the ARRA are included at the end of this brief. (Contains 3 footnotes.)

To address the economic crisis facing the nation, President Barack Obama signed the American Recovery and Reinvestment Act (ARRA) into law on February 17, 2009. ARRA provides $787 billion in new funding; of this amount, more than $16 billion can be used to support asset-building programs and services for the individuals and communities most affected by the economic downturn. ARRA has many different funding streams, and numerous social service programs will be demanding and competing for these resources. Asset-building leaders will be most successful in securing funds if they use a strategic approach to identify and prioritize the funding opportunities that are most accessible and worthwhile for their initiative. This guide aims to help asset-building leaders make the most of the economic stimulus legislation. It highlights 16 funding opportunities in ARRA that are aligned with asset-building programs and services and are related to entrepreneurship, housing and homeownership, infrastructure and capacity building, savings and banking services, and tax benefits that support asset-building goals. Importantly, to help leaders strategically appraise and pursue these opportunities, it presents: (1) considerations for accessing ARRA funds; (2) a framework for assessing and prioritizing funding opportunities; and (3) tips for preparing to secure ARRA funds. Additional resources to monitor ARRA are included. (Contains 8 footnotes.)[This guide is a companion to "Finding Funding: A Guide to Federal Sources for Asset-Building Initiatives". See ED509534.]

The American Recovery and Reinvestment Act (ARRA) was signed into law by President Obama on Tuesday, February 17, 2009. It is the broadest and largest funding package in American history. The intent of the statute is to stimulate the economy both through direct spending on a range of programs and to create tax relief. Key to the stimulus is the creation of jobs to employ or reemploy workers. This document focuses on the spending provisions related to the estimated 3.5 million jobs that will be created by the statute, with a particular focus on entry level jobs that will be created, as well as opportunities to provide training and education to residents of "Making Connections" neighborhoods and other low-income communities. A list of other principles guiding the implementation of the ARRA is appended.(Contains 10 footnotes.) [This guide was prepared with the assistance from Judy Herbstman.]

The American Recovery and Reinvestment Act (ARRA) was signed into law by President Obama on Tuesday, February 17, 2009. It is the broadest and largest funding package in American history. The intent of the statute is to stimulate the economy both through direct spending on a range of programs and to create tax relief. The package makes investments in education, health, and assistance to families hardest hit by the economy. This document focuses on the provisions in ARRA related to early care and education, elementary education, health, and family support, with a particular focus on a two-generation approach. The stimulus funding described in this guide has the potential to support the strategies that make up the "Making Connections" CHAPSS pathway, e.g., work to ensure all children read at grade level by end of third grade, to expand the supply of quality early childhood experiences (birth to kindergarten), and to connect children with health insurance, medical homes, and ensure they are screened for developmental disabilities and provided appropriate follow up services. This funding could also meet the needs of their parents by providing health, family literacy, nutrition, and housing assistance. Opportunities to connect parents in "Making Connections" neighborhoods to jobs, training, and education are described in a companion guide. The goal in distributing this guide is to help local leaders maximize the dollars that reach "Making Connections" neighborhoods, proportionate to the needs of the community.

Preparing today's students for success and leadership in the global marketplace is the most important responsibility in education today. Providing them with guidance and opportunity at the most critical junctures along their educational journey can have a profound impact. Entrepreneurship Education is an important tool to achieving these objectives. This Guide makes the case for Entrepreneurship Education in the following ways: First, it details the extent of the innovation challenge facing America's young people, especially youth from low-income communities. It then details where and how Entrepreneurship Education can help engage children and teach critical skills. Thousands of local experiments in Entrepreneurship Education are underway around the globe. These experiences provide a host of useful insights about what works and what is needed in the field. Finally, the guide offers suggestions for what a policymaker can do to help prepare the youth to be economically productive members of society in the 21st century global economy. (Contains 1 table and 24 endnotes.) [This report was presented by the Aspen Youth Entrepreneurship Strategy Group.]

Upon first examination, Rwanda does not seem an ideal place for business investment and development. It is a landlocked country, often described as the "land of a thousand hills," surrounded by neighbors at varying stages of socioeconomic progress and stagnation. Because of the underdeveloped transportation infrastructure and a lack of access to ports, doing business in Rwanda carries a remarkable cost. However, Rwanda has experienced 6.4 percent average growth in GDP between 1996 and 2006. It has seen an increase in foreign direct investment in the past several years, with $467 million in registered, planned investment across several sectors of the society in 2005, up from $232 million in 2004. Furthermore, in each of the interviews conducted for this report and according to accounts by additional thoughtful observers, Rwanda is heralded as a country where anti-corruption efforts, security and accountability are consistently at the forefront of the government's attention. Why, given the barriers to investing or conducting business in Rwanda, is the country showing such clear signs of progress? What does that progress mean for its prospects of attracting business investment from the United States? In an effort to answer that question, the authors conducted interviews with individuals both in Rwanda and the United States in both the private and public sectors, and they researched available literature and data related to the subject. The authors found that the reasons why many people are calling Rwanda a model are fairly straightforward: (1) The Kagame administration has a demonstrated commitment to cleaning up corruption and removing the usual barriers to private business investment in post-conflict and developing nations; (2) The country is intentionally promoting itself as an investment destination as a way to defy the typical donor-recipient relationship. Rwanda is clear that their own sustainable development depends not on foreign aid but on the private investment of companies in developed economies; and (3) The foregoing two factors are generating an enthusiasm among investors and businesses in developed countries that has sustained itself just long enough to signal that, if other developing nations behave similarly, investment is likely to follow. Appendices include: (1) Human Development Index; (2) Economic Indicators and Data; (3) Energy Consumption; and (4) Rwanda Interview Schedule. (Contains 24 footnotes.)

This report presents results tracked by the CAT Measures, a 21st century assessment tool for enabling policymakers to monitor "en route" performance of their public investments in science and technology research. Developed by Morrison Institute for Public Policy at Arizona State University, the CAT Measures analyze growth supporting three pillars of the knowledge economy: (1) Connections--the networks developed among researchers, entrepreneurs, and venture capitalists that help transfer knowledge and generate economic opportunities; (2) Attention--the "buzz" generated by research and research networks that attracts businesses, private investment, and highly skilled workers to a region and; and (3) Talent--the top scientists, students, and technically skilled workers that help make a region fertile ground for research, innovation, entrepreneurship, and economic growth. The CAT Measures are designed to augment the state's Proposition 301 investment strategy. Their purpose is to: (1) track key knowledge economy impacts from state-supported science and technology research activities; (2) provide timely feedback to policymakers and research managers and; and (3) complement Arizona's existing measures for assessing state science and technology investments. Appended are: (1) Overview of Proposition 301 Research Projects at ASU; and (2) ASU's Annual Performance Measures and Deliverables Reported to Arizona Board of Regents. [This publication was written with Rob Melnick and Lili Stiefel.]

In this report, the Center for Public Policy Priorities displays a key set of measures on child well-being through a series of maps that show how each county compares with others and with the state as a whole. Through text they provide commentary on the data, explain how the reader can access additional data from our comprehensive website, and discuss how the reader can use the data to inform debate and guide decisions about public policy. Last year the Center for Public Policy Priorities introduced a wholly revamped annual publication, The State of Texas Children 2003. In this report, they completely reorganized the more than 30 Texas KIDS COUNT indicators into eight thematic categories, relevant to the economic, educational, physical, emotional, and social well-being of Texas children from infancy through adolescence, and represented by core sections in each of the print and electronic products. They also moved county profiles to Texas KIDS COUNT Online, for the first time making it possible to present every Texas KIDS COUNT indicator within each of the profiles. Some of these indicators represent outcomes, such as infant mortality, child poverty, and teen pregnancy, actually experienced by children and their families in the state. Another set of Texas KIDS COUNT indicators documents the use of social services, such as Food Stamps or CHIP, that provide a critical safety net for Texas children and families in need. A third group of indicators, mostly demographic measures such as total population and child population counts, offers insight into the contextual factors that influence the circumstances and prospects of our children, families, and communities.

The Maryland Higher Education Commission, with the assistance of a Task Force on Continuing Education, produced this 2001 manual. The manual describes the regulations, policies, and procedures pertaining to the approval for State funding of continuing education courses offered by community colleges. Continuing education in the State of Maryland has expanded rapidly. In FY 2000, the 16 community colleges offered 10,392 state supported continuing education courses to 336,279 students, compared to 810 courses offered by 14 community colleges to 19,576 students in 1970-71. The manual is divided into chapters that address the following issues: (1) Laws and Regulations Pertaining to Continuing Education; (2) Course Evaluation Criteria; (3) Request for State Funding of a Continuing Education Course; (4) Continuing Education Course Inventory; (5) Procedures for Converting to a New Course Numbering System for Continuing Education Courses; and (6) Enrollment Report for (Equated Credit) Continuing Education Courses. The eight appendices are as follows: (1) Operating Guidelines for the Delivery of Contract Training and Service; (2) Standards of Good Practice for Senior Adult Courses; (3) Standards of Good Practice for Instruction Delivered by Distance Education; (4) Enrollment Report; (5) Standards of Good Practice for Partnerships in Continuing Education; (6) Reporting Schedule; (7) Request for State Funding for a Course; and (8) Definitions. (NB)

The lessons in this 3-part series are intended to provide students with a basic understanding of the relationship between the United States and Mexico, with emphasis on multiple perspectives, conflict and cooperation, and interdependence. This curriculum unit, Part 3, examines the economic interdependence of the United States and Mexico to learn how events and changes in Mexico affect and continue to impact the economy, society, and politics of the United States. The introduction presents a rationale, state and national history standards, series goals, matrix of lessons, materials needed, time and suggested sequence of activities, and small-group roles. This unit contains four lessons: (1) "Setting the Context for U.S.-Mexico Relations" (contains handouts and maps); (2)"Categories of Trade: The U.S.-Mexico Case" (contains a fact sheet); (3) "Interdependence and Devaluation: A Case Study" (contains handouts and teacher material); and (4) "Twin Cities Working Together: A Case Study" (contains 7 position papers, teacher material, and a transparency). (BT)

In the emerging economy, access and control of information and technology will greatly determine individual and national economic accomplishments. Two primary purposes of public schools--transmitting cultural values and providing socially beneficial knowledge--explain the substantial contribution of public education to employment, earnings, and equality of opportunity. Composing 49 percent of national totals, state taxes finance schools, in most states through minimum foundation programs, and in others with percentage-equalizing, flat grant, and full state funding programs. At 44 percent of the total, local property taxes remain major sources of funding in spite of tax limitations in more than 40 states. At only 7 percent, federal support is targeted to students with specific needs, such as Head Start and school-lunch programs. Expenditures continue to rise because of inflation, expanding roles for education, improved teacher quality, and lower student-teacher ratios. Continuing investments in public education are essential. Global changes are driving a transition toward a service-oriented economy in the U.S., and the declining importance of natural resources and capital, combined with technological changes, make public education the only factor of production allowing continued success. Private-sector models such as charter schools fail to balance important equity concerns with efficiency. Investment in public education, reducing class sizes, more rigorous curricula, higher graduation requirements, and teacher training support equitable and efficient use of resources and promote prosperity. (Contains 13 references.) (TEJ)

This document provides an estimation of the ways in which Jefferson College (Missouri) impacts the economy of Jefferson County and the state as a whole. It offers quantitative information and acts as a reference for the Board of Trustees, administrators, faculty, and staff regarding the economic significance of the college to the area it serves. Part A of this report identifies the economic impact of the college in the local community and examines its spending patterns. The total spending impact of the college, using data from fiscal year 1996-97, was $20,521,915. Part B calculates the additional tax revenues to the county and state as a result of increased earning power of Jefferson graduates. The expected increments in county sales taxes from 1996-97 graduates over their working lives was $7,135,768, and $13,350,981 in state income taxes. Part C identifies the estimated annual cost to a typical county resident to support the college. Part D estimates the total employment impact in the county related to the college's operations. Finally, part E computes the magnitude of external dollars accessed and retained for the county as a result of the community's investment in the college. The data indicate that Jefferson College has a major impact on the economy of Jefferson County and on Missouri. (Contains 7 figures and 6 endnotes.) (VWC)

This document presents an economic analysis of higher education in Tennessee from a student, societal, and state perspective. The cost-benefit ratios speak favorably for the economic value of higher education in Tennessee from the student's perspective. On average, a student may expect a return of $5.44 for each dollar invested; the return for an associate degree is $5.84. The cost-benefit ratios demonstrate the excellent value of higher education in Tennessee. On average, society may expect a return of $9.30 for each dollar invested, based on a Department of Commerce multiplier estimating the impact of income on the economy. A table shows the income that the state may expect (in sales tax revenue alone) over and above what a high school graduate would be expected to contribute. For example, state tax revenues (increase) for a two year associate degree, $8,444; for a Bachelor's degree, $18,096; and for an advanced degree, $31,054. It is clear from this information that the state achieves a significant return on its investment in higher education. The document concludes that an investment by the state in higher education institutions of the Tennessee Board of Regents system yields significant returns to the student, to the state, and to society as a whole. (JJL)

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the eleventh module, and focuses on issues related to managing the day-to-day affairs of a small business. Following introductory materials on the importance of efficiently managing a business, the first section describes the duties of owners and managers related to planning, organizing, directing, controlling, and evaluating. The next sections describe the following duties of owners and managers: (1) purchasing, including deciding where and how much to buy; (2) pricing goods and services, reviewing fixed and variable costs, describing the cost and markup approaches to price setting, defining the "break-even point," and providing exercises for determining prices; (3) selling to the customer, reviewing the importance of knowing customers, knowing the product, informing customers, and being truthful and reliable; (4) personnel selection, highlighting common sources of employees; and (5) record keeping, describing what type of information should be kept. The final section reviews strategies for effective time management in carrying out duties. (CELCEE, an Adjunct ERIC Clearinghouse on Entrepreneurship Education) (MAB)

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the second module, designed to help students define the notion of opportunity, determine sources of opportunities, identify opportunities in their schools and communities, evaluate the potential benefits or costs of an opportunity, and understand the difference between an idea and an opportunity. The first section of the module provides exercises designed to show that entrepreneurial opportunities can be found all around students, while the second section highlights six common sources of opportunities, such as general unfulfilled wants or daily annoyances that might be solved. The third section provides activities to help students develop their ability to find opportunities in their neighborhoods and schools, while the fourth section focuses on evaluating opportunities in terms of costs and risks, examining issues related to existing competition, the length of the opportunity, the market for it, and students' experience in the area. The final section presents exercises related to taking an entrepreneurial "safari," or exploring the sometimes hidden opportunities that are available. (CELCEE, an Adjunct ERIC Clearinghouse on Entrepreneurship Education) (MAB)

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the first module in the series, and introduces the concept of entrepreneurship by defining characteristics of entrepreneurs, examining ways in which students can become entrepreneurs, and highlighting the roles and contributions of entrepreneurs to society. Following introductory materials describing the module and characteristics of entrepreneurial people, the first section, "What Is an Entrepreneur?" presents activities designed to help students do the following: (1) define an entrepreneur and an entrepreneurial person; (2) understand how problems can be opportunities for entrepreneurs and why opportunities are so important for entrepreneurs; (3) understand how "wants" and "demands" create opportunities for entrepreneurs; (4) understand the key role of entrepreneurs in the development of the economy; and (5) identify the key steps involved in setting up an entrepreneurial venture. The second section, "Can You Be an Entrepreneur?" presents checkup exercises and activities designed to help students identify the entrepreneurial characteristics that they possess. Finally, a list is presented of the roles of entrepreneurs and their contributions to society. (CELCEE, an Adjunct ERIC Clearinghouse on Entrepreneurship Education) (MAB)

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the third module, which focuses on issues related to starting a business and providing ideas for potential business opportunities. The first section addresses issues that should be kept in mind when evaluating a potential entrepreneurial venture, covering necessary equipment and supplies, transportation needs, first steps in setting up the venture, marketing the service or goods, and advantages and risks in pursuing such a venture. The second section describes 38 potential business opportunities designed for students to use or to spark other creative ideas. Sample ideas include the following: (1) making and selling simple swings; (2) becoming an umpire or referee for local youth sports programs; (3) selling light bulbs, trash bags, other household items door-to-door; (4) painting addresses on curbs and mailboxes; (5) filling cracks in driveways, sidewalks, and patios; (6) writing computer programs for home and small business use; and (7) checking fluid levels in automobiles door-to-door. (CELCEE, an Adjunct ERIC Clearinghouse on Entrepreneurship Education) (MAB)

This report, fourth in the New York-New Jersey Port Authority's series of analyses of 1990 census data, explores correlations between educational attainment and economic opportunity in the New York-New Jersey metropolitan region. Reviewing census data for the region's adults (persons aged 25 and over makes clear the singular importance of education in determining economic outcomes. The median income of college graduates is 80 percent higher than that of high school graduates. In turn, the median income for high school graduates is almost 60 percent higher than that of persons without a high school diploma. More than 80 percent of college graduates are employed, but less than 40 percent of those who did not complete high school are employed. The incidence of poverty is heavily concentrated at the bottom of the ladder of educational attainment. The economic advantages of increased education accrue to all racial and ethnic groups and to both sexes. Findings suggest that increasing students' educational attainment is the most effective economic-development strategy the New York-New Jersey area can pursue. Fourteen tables and 11 figures illustrate the discussion. (SLD)

This instructor guide for a unit on global markets in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and managing one's own business. Included in the instructor's guide are the following: unit objectives, guidelines for using PACE, lists of teaching suggestions for each unit objective/subobjective, model assessment responses, and overview of the three levels of the PACE program. The following materials are contained in the student's guide: activities to be completed in preparation for the unit, unit objectives, student reading materials, individual and group learning activities, case study, discussion questions, assessment questions, and references. Among the topics discussed in the unit are the following: the impact of international trade on small business; international trade options; technical assistance for international trade; methods of researching specific international markets; obstacles to international trade; and one's potential for entering international trade. (YLB)

This instructor guide for a unit on business opportunities in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and managing one's own business. Included in the instructor's guide are the following: unit objectives, guidelines for using PACE, lists of teaching suggestions for each unit objective/subobjective, model assessment responses, and overview of the three levels of the PACE program. The following materials are contained in the student's guide: activities to be completed in preparation for the unit, unit objectives, student reading materials, individual and group learning activities, case study, discussion questions, assessment questions, and references. Among the topics discussed in the unit are the following: market, demographic, and lifestyle trends in the United States; changes in business and industry in the United States; effects of the environmental impact on business opportunities; geographic areas offering the greatest business opportunities; the future of the U.S. economy and high growth in service industries and retailing; market research techniques for evaluating new business opportunities; and creative business opportunities. (MN)

This instructor guide for a unit on global markets in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding the creation and operation of a business. Included in the instructor's guide are the following: unit objectives, guidelines for using PACE, lists of teaching suggestions for each unit objective/subobjective, model assessment responses, and overview of the three levels of the PACE program. The following materials are contained in the student guide: activities to be completed in preparation for the unit, unit objectives, student reading materials, individual and group learning activities, case study, discussion questions, assessment questions, and references. Among the topics discussed in the unit are the following: international trade, reasons businesses should export and import, key considerations in exporting, major trade regions of the world, the European Economic Community, the Pacific Rim, other significant trade regions, exchange rates, and the impact of cultural differences on global markets. (MN)

This instructor guide for a unit on business opportunities in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding the creation and operation of a business. Included in the instructor's guide are the following: unit objectives, guidelines for using PACE, lists of teaching suggestions for each unit objective/subobjective, model assessment responses, and overview of the three levels of the PACE program. The following materials are contained in the student guide: activities to be completed in preparation for the unit, unit objectives, student reading materials, individual and group learning activities, case study, discussion questions, assessment questions, and references. Among the topics discussed in the unit are the following: factors to consider when starting a business, effects of shifts in U.S. population on small business development, changes in international and community markets, effects of technology on careers, creativity, business ideas from career training, and ways of creating new business ideas. (MN)

This publication is designed to help individuals or families determine whether their interests, resources, and skills are adequate to establish a small home-based business in residential care services. It discusses first the need for residential care. A discussion of setting up a business considers the following: common characteristics of entrepreneurs, evaluation of suitability of present residence for use as a residential care facility, suggestions for providing care, meeting standards, licensing and certification, cost of care in a residential home, and funding. Some home-based business basics are then addressed--financial planning, food service, business organization, and personnel. A section on finding clients addresses establishing what the business will furnish, selecting clients, and setting policies. Some resources for additional information are suggested. (YLB)

Designed for high school teachers of economics, social studies, and business education, this teaching package provides materials for a course that combines study of basic economic concepts with an understanding of entrepreneurship. The teacher resource manual consists of three parts. Part 1 is an overview of the relationship between economics and entrepreneurship education. Part 2 contains 17 lessons. Topics include: entrepreneurs; characteristics of entrepreneurs; human capital; scarcity; economic systems; markets; entrepreneurial innovation; interdependence of entrepreneurial activities; demand; supply; market equilibrium; profits; business organization; borrowing; competitive markets; demand for labor; and government intervention. Contents of each lesson include: time required; concepts; instructional objectives; rationale; required materials; vocabulary (terms with definitions); procedures (suggestions for adapting activities for students of different ability levels); and evaluation (tests or activities to assess students' understanding). Reduced-print pages of student activities follow each lesson. Part 3 describes instructional practices that foster entrepreneurial behavior on the part of students. A complete set of blackline masters for student activities completes the package. (YLB)

The 2014 edition of "State of the South" features analysis of state and regional data and calls on the region to develop and implement purposeful policies and systemic practices--an "infrastructure of opportunity"--to bolster the prospects for its 15- to 24-year-olds to achieve economic resilience as adults and a fulfilling social and civic life. A true, community-wide infrastructure of opportunity should reflect the breadth of the community: employers, education systems, community-based organizations, policy makers, civic and neighborhood leaders, philanthropy, and young people themselves. The report profiles nine Southern communities--Brownsville, Texas, Charlotte, N.C., Port St. Joe, Fla., Danville, Va., Greenville, S.C., Northern Neck, Va., Houston, Texas, Durham, N.C., and regions of Arkansas-- and examines the status of their opportunity infrastructures. It points out innovative ideas they are trying and what they may be missing, including a focused perspective on youth economic mobility as part of their education and economic development strategies. A list of sources is provided. [Additional funding for this report was provided by the following: Mary Reynolds Babcock Foundation; Hollingsworth Funds; Winthrop Rockefeller Foundation; Foundation for the Carolinas Greenville; Technical College United Way of Greenville County; and the Park Foundation.]

The South is arguably the most generous region of a generous nation. Southerners give to their universities and schools, to their soup kitchens and homeless shelters, to the community United Way, to relief agencies responding to natural disasters, and most specially to their churches and other religious institutions. As a whole, Southerners give more than might be expected of people in a historically poor region. Charitable generosity is splendid, and necessary. But today, charity is not enough. The South also needs more organized philanthropy to boost its competitiveness and address inequities in the 21st century--and the South needs venturesome philanthropy, ready to do different things. The purpose of this report, the sixth in the "State of the South" series, is to examine the bracing era of change that has transformed the region and will continue to do so. In examining how demographic, economic, education, and health trends bear on the work of philanthropy, it advances five overarching findings: (1) A quarter of a century of dramatic advancement has made the South a magnet for jobs and for a diverse array of people who want to work; (2) In the first years of the 21st century, the South fell into a trough of economic stagnation and widening income gaps; (3) A thriving region that works well for all people must pursue two goals simultaneously: competitiveness and equity; (4) Now is the time for an economically vibrant South to produce more of its own philanthropic assets; and (5) The South needs a philanthropy that is bold, innovative, and visionary--philanthropy that serves as the region's "passing gear." Appended are: (1) Acknowledgments; and (2) Sources and resources. [This paper was written with support from the GlaxoSmithKline Foundation.]

Illustrates that China has been undergoing an unprecedented rapidity of change. Discusses the high unemployment rates, job markets, reform movements, differences in economic equality, the role of the National People's Congress, and the changing political climate. Reveals that freedom is subtly beginning to permeate the lives of Chinese citizens. (CMK)

This report discusses the education and empowerment of Hispanic Americans, stressing the importance of expanding access to educational opportunity from preschool through graduate and professional school. The report focuses on closing the educational and opportunity gap faced by Hispanics in the United States. After an introduction, "A Hard Look at Where We Are Now," the first section discusses "Education and Hispanic Economic Opportunity." The next section presents "Where the Jobs Are," examining various types of jobs. The third section discusses "Earnings and the Hispanic Education Gap," examining educational achievement and attainment, education and earnings, job types, immigration and the economy, education and unequal pay, the importance of academic skills, the educational domino effect, and the importance of nonacademic skills. The fourth section examines "Skills and the Hispanic Employment Outlook through 2006," discussing the various skill levels and noting policy implications. The fifth section examines "Hispanic College Participation, 1995-2015," discussing challenges and increased access for traditional and nontraditional students. The sixth section highlights "Policy Priorities," including money matters, affirmative action and beyond, reinventing assessment, and supporting bilingual education. The seventh section discusses "A Strategy of Engagement," including enhancing social capital, reaching out to Hispanic students, encouraging community-based postsecondary institutions, and introducing new policy priorities. An appendix presents additional data on educational attainment and educational opportunity. (Contains 74 references, 16 tables, and 32 figures.) (SM)

This book contains discussions of many of the problems that tribal decision makers must face. It is intended to supply information that may be useful in making future development decisions and to suggest options for Indian control of Indian resource development. The book contains chapters on economic development and long range planning; parallels between American Indian tribes and developing nations such as the Pacific island of Nauru; barriers to development; tribal sovereignty versus economic development; choosing tribal advisors; dealing with developers, including negotiating with the federal government and with mining companies and developing taxation methods; dealing with financial institutions; opening Indian reservations to tourism; federal management of Indian forest lands; Indian fishing rights; Indian agriculture and the Colorado River Indian Tribe's tribal farm; energy resources; coal and uranium on reservation lands; and the impact of development decisions on the tribes. (SB)

The Fresno County (California) Economic Opportunities Commission (FCEOC) library produced this policy, procedures, and use manual as a guide for community action programs. The manual includes information on structure and use of the card catalog, organization of materials, use and organization of the vertical file, organization of grant research materials, user eligibility requirements, circulation procedures, ordering and acquisition criteria, interlibrary loans, reference and research services, periodicals, and public relations. Presented in the appendix is a decimal classification scheme for community action agency libraries developed by the FCEOC Library to meet its special requirements. Also appended are a list of primary vertical file divisions, a periodicals list, and a bibliography. (LS)

As one in a series of articles written by different professionals concerned with Alaska Native land claims, this article focuses on the role of village and regional corporations as established under the Alaska Native Claims Settlement Act of 1972. Designed to stimulate careful political/historical reading and discussion at an advanced secondary or adult level, this booklet presents a simulated case study and open-ended class discussion questions relative to the use, purpose, and development of corporations. Major concepts presented in the text include: (1) definition of a corporation; (2) the purpose of corporations (group action, investment, and protection); (3) money as cash and/or capital for investment; (4) the ways in which one may engage in investment (sole proprietorship, partnership, corporations); (5) the advantages of belonging to a corporation (part ownership, dividends, tax benefits, social security, etc.); (6) the differences between cooperatives and corporations (service vs. profit motives); (7) use of corporate monies (expenses, further investments, shareholdder dividends); (8) articles of incorporation and by-laws (state laws governing corporations); (9) Alaska law and Native claims stock (Alaska Native Claims Settlement Act and eight specific regulations relative to Native stock). (JC)

Data provided in this study encompass topics such as: labor force participation, unemployment, marital status, women heads of families, working mothers, the children of working mothers, education, employment status of high school dropouts, occupations, full-time and full-year workers, and earnings. Minority workers (data refers to all races other than white), are being seriously affected by the current economic recession. Their unemployment rates, like those of white workers, have increased steadily. Moreover, the gap between the unemployment rates of minority and white workers has widened. In addition to the higher unemployment rates of minority women workers, these women suffer other disadvantages in the labor market, which have lessened over the last decade or so. Despite advances, minority women are more likely than white women to be in low-skilled, low-wage occupations. Even when they are fully employed, their earnings continue to be lower than those of white women or minority men or white men. Women of minority races are more likely than white women to be in the labor force (includes employed and unemployed persons) and to be working wives and mothers. They are also more likely to be heads of families. Although they still have slightly less formal education than white women workers, the gap in educational attainment between the two groups has been sharply reduced in recent years. (Author/AM)

Designed to aid minority firms who are inexperienced in the export market, this handbook provides a step-by-step guide to the development of an export business, describing what to do, how to do it, and where to find more information on specific international marketing help. Starting with the easiest opportunities that do not require any specialized knowledge since their sales activities resemble those with regular customers, part 1 deals with selling to companies in the U.S. who, in turn, ship or resell goods to foreign customers. Twelve marketing possibilities are given in this category, and sources for other buyers are suggested. Part 2 serves as a guide for manufacturers wishing to develop their own expertise in exporting. Three levels of involvement are recognized in this stage: (1) direct response to inquiries or leads from foreign customers, requiring quotations, shipment of goods, and methods of payment; (2) establishing a regular sales effort in conjunction with a marketing plan detailing the choice of countries, marketing tactics, and export budget; and (3) developing export momentum which demands a large cash commitment, travel, and the hiring of export specialists. As an alternative to direct exporting, part 3 explores the use of an export management company (EC), giving the pros and cons and suggesting how to develop an effective relationship with an EMC. Throughout the three parts, the minority entrepreneur is discussed with emphasis on the specific advantages and disadvantages of this particular situation. (ELG)

This study was requested (by Representatives Charles B. Rangel and Harold Ford) in August 1984, to explore the factors which influence the poverty rate among children. Researchers were asked to examine demographic trends, economic factors, government policies, and other phenomena which could help explain why, despite increased government expenditures, the poverty rate among children has risen. Policy options to reduce poverty among children were also examined. Part I of the report explores trends and policy from 1959-1984, including the definition, description, and dynamics of poverty; how household composition affects poverty among children; family income; unemployemnt and income distribution; and government transfer spending. Part II concerns policy options to reduce poverty among children and discusses the incidence of poverty among children; government policy in designing and administering aid; options for cash and in-kind transfer programs; nutrition, welfare, educational and other service options to deal with the effects of poverty; and options for improving employability. Part III concerns the costs and effects of expanding the Aid to Families with Dependent Children (AFDC) programs, and describes and analyzes expansion proposals, benefit levels, extending benefits to two-parent families; increasing deductions from income liberalizing asset restrictions, reducing states' financing shares for increases in AFDC benefits, and the costs and effects of enacting the package of proposals. Extensive appendices provide additional details about programs and background information; statistical tables and charts are also included. (CG)

Rural America is growing again; and, the change in growth and migration patterns means new opportunities for small towns to expand their economic bases and to improve community facilities and services. Part of the Small Town Strategy series, this publication characterizes one small southwestern town that is typical of many others and outlines a development strategy designed for small towns like the one described. A brief discussion of the necessity for a special strategy, the economic development committee, and the improvement of community facilities and services is followed by a discussion of a logical strategy for promoting growth. The strategy for promoting growth includes the following sequence: develop an overall plan, look at the infrastructure, compile a list of"suspects," convert "suspects" to prospects, sell the prospect, follow through on commitments, and keep existing business. (NQA)

This manual was developed to help Peace Corps volunteers assist local craftspeople in developing nations in initiating and operating small businesses to produce and market their products. The manual is organized in eight chapters that cover the following topics: the crafts environment, common problems and solutions for a crafts business, organizing and managing the crafts project, production, marketing, distribution, case studies of two crafts industries, and resource groups and marketing channels. Extensive appendixes provide information on the loan or grant application process, international trade terms and conditions, international shipping conversions, international shipping procedures, shipping and collection, documentation, methods of receiving payment, and packing requirements. A risk matrix for international terms of payment, several sample documents, a list of Peace Corps resources, and an annotated bibliography are also included. (KC)

This guide is intended for use in teaching a course in entrepreneurship that is geared toward high school seniors. Specifically, the materials included in the guide have been designed to be incorporated into business and office education and marketing education courses. The guide consists of a list of the tasks necessary for a person to be successful in an entrepreneurial endeavor, a suggested course format (including suggested instructional times to be allotted for each), 50 instructor's guide sheets, and a resource list. Each instructor's guide sheet includes objectives, suggested teaching strategies, a list of recommended resources, evaluation techniques, suggested student organization activities, and an instructor's final checklist to use in teaching about each task. The following topics are among those covered on the task sheets: determining risks that must be assumed by entrepreneurs; conducting market research; identifying potential clientele; implementing advertising strategies; identifying types of small business ownership; developing a business plan for a small business; developing a home-based business; and determining sources of credit and financial support; maintaining financial records; and identifying laws and regulations affecting small business. (MN)

This report examines some of the barriers to black economic development in Baltimore (Maryland) and discusses the extent to which blacks have participated in or benefited from revitalization projects in the city's downtown area. Background information on black businesses in the United States in general and Baltimore in particular is provided. Affirmative action steps that have been taken by the city are described, including the use of Urban Development Grants (UDAG) and Community Development Block Grants, and loan programs initiated by the Greater Baltimore Committee for starting and expanding businesses owned by socially or economically deprived individuals. The report notes that more still needs to be done to involve blacks in Baltimore's economic development. It is pointed out that high unemployment rates have severe effects upon minority economic development, due to a shift from a blue collar to a white collar economy. Based on the findings of this study, a number of recommendations are made regarding a consistent and comprehensive municipal policy, as well as the state and federal governments' roles in fostering economic development within the black community. Appended to the report are a statement by the chairman of the Civil Rights Commission and the agency's review procedures. (AOS)

This report describes and analyzes the socioeconomic characteristics of performing artists in the fields of acting, dancing, and music who were employed during both 1970 and 1980. Using U.S. Census Bureau data, emphasis is placed on socioeconomic changes that occurred during this decade. The report consists of specific sections devoted to each of these occupations, an overview and summary of findings, and a review of research methodology. Findings indicate that: (1) except for dancing, women and minorities are not represented in the performing arts in numbers proportionate to their representation in the general population; (2) performing artists have had to subsidize their earnings through either full-time or part-time jobs; (3) except for a very few performers, the performing arts' occupations are low-paying; (4) no formal education requirements existed for entry into the profession; and (5) while performing jobs require migration, employment opportunities were rather evenly distributed throughout the United States. The bulk of the report consists of 80 appended tables supplying parallel data for each of the 2 years studied. Twenty-two references are also included. (JHP)

This kit consists of a set of resources to assist those interested in the start-up and management (incubation) of a new business. A guide to starting and managing a small business incubator (SBI) is provided. Included in the guide are the following: a discussion of the role and characteristics of the SBI concept; guidelines for carrying out the SBI development process (establishing a working group, defining goals and objectives, collecting information on other projects, analyzing the local economic base and small business support network, performing preliminary financial feasibility studies, reviewing data, identifying and selecting a suitable facility, developing a marketing strategy); nine worksheets on the aforementioned topics and an appendix that explains SBI facilities and methods of financing an incubator. Three pamphlets provide perspectives of some persons involved in SBI, a directory of state contact persons for the 50 states and SBIs currently in existence in some of the states, and a summary of additional resources on SBIs. A sample issue of the Small Business Administration's newsletter, "Incubator Times," is also included. (MN)

Designed for use in a franchising workshop, this manual provides information on becoming a franchisee. Introductory remarks discussing the benefits and challenges of becoming a franchisee and describing the workshop itself are followed by the course outline. Next, for each of the course's six units, the manual states the core idea, goals, and agenda; and presents handouts, resources, and homework. The units cover: (1) Introduction to Franchising; (2) You, Business and the World of Franchising; (3) Evaluating a Franchise--The Concept; (4) Evaluating a Franchisee--The Franchisor; (5) The Franchisee-Franchisor Relationship; and (6) Supervision. Finally, the franchise workshop leader's guide is presented. (LAL)

This document is intended to help community educators decide whether to pursue an entrepreneurship program and how to organize the program. It includes a summary of various models and resources that exist. The first section reviews an 1988 survey conducted by the Center for Community Education and Economic Development, which showed a nationwide concern of community educators for increased involvement in local economic development programs. The second section examines several myths associated with entrepreneurs and entrepreneurship. The third section describes a program development process that includes selection of an advisory committee, identification of needs, curriculum selection, resource identification, funds acquisition, network formation, prestart-up evaluation, and commencement of the program. The fourth section describes a digest called "Resources for Entrepreneurship Education" and two curriculum models called "PEP" (Pre-Entrepreneurship Program) and "PACE" (Program for Acquiring Competence in Entrepreneurship). Suggestions are made for optimizing the curriculum. A bibliography includes 10 references, and the appendices contain two personality inventories; information on 3 entrepreneurship and business development programs for youth and 23 that focus on adults; information such as purposes, telephone numbers, and contact persons of organizations that provide resources in the form of assistance in planning, staff development, technical aid, and referrals; and a list of 85 publications, some of which are annotated. (CML)

This unit supplements social studies curriculum in Washington state schools and is offered to help teachers design courses on Indians of the Pacific Northwest. The unit is designed to build understanding and appreciation for historical and contemporary Indian culture, and to examine how people meet their needs using natural resources and adaptation. The unit emphasizes the diversity of cultures and languages among Washington Indians and the effects of environment upon their ways of life. The material covers three geographic regions: coastal, Puget Sound, and plateau. The main sections focus on the history and traditional culture of Indians. Topics include: (1) seasonal cycles and food; (2) responsibilities of men and women; (3) Indian homes; (4) clothing and personal care; (5) stages of life; (6) business; (7) feast system; (8) government and transportation; and (9) religion and healing. The appendices present the following information about contemporary Indians: (1) tribes and reservations in Washington State; (2) stereotypes; (3) Indian fisheries in Washington State; (4) treaties; (5) economic development and self-sufficiency; (6) the United Indians of All Tribes Foundation; and (7) poetry by G. Williams. (TS)

This fifth grade unit is one of a sequential learning series of the Focus on Inner City Social Studies (FICSS) project developed in accordance with the needs and problems of an urban society. A description of the project is provided in SO 008 271. As part of the fifth grade curriculum focusing on power, this six week unit examines the power at the state and national levels and the value of education. This unit is especially related to the third grade curriculum (see SO 008 278) in which pupils study power at the local level. Specific student inquiry areas include the history and development of education in America, structure of the educational system, value of an education, educational finance, and selected problems of the inner city schools. The format of the unit includes teaching strategies, source materials, learning objectives, specific learning activities, and teacher and student resources. (Author/DE)