Search

Founded in 1961, the Academy for Educational Development (AED) is a nonprofit organization working globally to improve health, education, and economic opportunity--the foundation of thriving societies. With a global staff of more than 2,000 focusing on the underserved, AED implements more than 250 programs serving people in all 50 U.S. states and more than 150 countries. For more than 20 years, AED has worked globally on HIV/AIDS prevention and care. This paper presents an overview of AED's domestic HIV/AIDS prevention and care programs.

Founded in 1961, the Academy for Educational Development (AED) is a nonprofit organization working globally to improve health, education, and economic opportunity--the foundation of thriving societies. With a global staff of more than 2,000 focusing on the underserved, AED implements more than 250 programs serving people in all 50 U.S. states and more than 150 countries. For more than 20 year, AED has worked globally on HIV/AIDS prevention and care. This paper offers an overview of AED's international HIV/AIDS prevention and care programs.

Recent research suggests that investments in education may provide the key to reducing persistent poverty in regions such as Appalachia. A look at some trends in poverty and educational attainment in Appalachia over the past two decades confirms that the two are strongly related. (A list of recommended readings is included. Contains 4 figures.)

This report explores patterns of regional economic growth in Australia over the period 1984 to 2002 in order to determine how and why these patterns evolved. From the results, the authors have attempted to identify regional opportunities and the policies and practices that can assist in realising them and, in particular, the potential contribution of the vocational education and training (VET) sector towards regional growth. Understanding the patterns and determinants of regional growth is an important prerequisite before any policy or practice can effectively be designed and implemented. A multi-methods approach was used to ensure that factors determining both the breadth and depth of regional growth variation within a national framework of all regions were identified. The quantitative side of the analysis used econometric modelling across 94 regions, while in-depth, facilitated community workshops in 11 diverse regions enabled the authors to inform the quantitative results with specific regional circumstances, thereby gaining a closer understanding of how regional growth actually occurs. The following are appended: (1) Regional delineation; (2) Theories of regional development; and (3) Variables used to measure regional variations in local economic growth drivers. (Contains 7 tables, 1 figure, and 5 footnotes.) [This work has been produced with funding provided through the Australian Department of Education, Science and Training. The author/project team was funded to undertake this research via a grant under the National Vocational Education and Training Research and Evaluation (NVETRE) Program. For the Support Document containing additional information, see ED499666.]

"An Enterprising Approach to Regional Growth: Implications for Policy and the Role of Vocational Education and Training" explores patterns of regional economic growth in Australia over the period 1984 to 2002 with the aim of identifying the drivers of variation in regional growth; the research also aimed to identify regional opportunities and the policies and practices that can assist in realizing them, in particular, the contribution the vocational education and training (VET) sector may make towards regional growth. In support of the full report, this document presents data tables and figures; discusses the key concepts flowing from the major regional development theories of institutional embeddedness that have emerged over the last few decades; discusses the methodology of the study; and explains the patterns of regional growth found. (Contains 13 tables and 17 figures.) [This document was produced by the authors based on their research for the report, "An Enterprising Approach to Regional Growth: Implications for Policy and the Role of VET" (ED499665) and was funded by the Australian Department of Education, Science and Training.]

The authors offer the image of our nation as a nautical convoy. Some boats are large, well built, and able to ride out the heaviest of turbulent seas. Others are smaller, but still quite sturdy, and able to survive. Many however, are fragile, meagerly equipped, and easily capsized in rough waters. This convoy is in the midst of a perfect storm that is the result of a confluence of three powerful forces. The authors document and describe these three forces: (1) divergent skill distributions among U.S. population groups; (2) changing economy; and (3) demographic trends of a growing, more diverse population. They project the impact of these interactions upon the nation 25 years into the future. Kirsch and his colleagues warn us that the confluence of these factors can create a powerful dynamic that continually feeds the storm --putting this nation at great risk. They offer hope, however, that if Americans act now and invest in policies that will help the nation grow as one, traditional ideals as a nation offering real opportunity for all its citizens can be met, and America can continue its leading role in the world. (Contains 22 tables and 5 figures.)

Ontario's 24 colleges drive economic growth and social prosperity in the province. Rapidly evolving technologies continue to change the nature of work in every industry sector and the requirements placed on workers at every level. As a result, Ontario must increasingly rely on a workforce with the skills and education to translate change into economic opportunity. By investing to improve access, quality and accountability at Ontario's colleges, the Ontario government underscored the critical role of colleges in creating wealth and prosperity for Ontarians. Two years of funding under the Reaching Higher Plan have better positioned Ontario's colleges to fulfill that role. This paper presents findings from the 2006 survey of Ontario colleges.

In May 2000, the United States Department of Labor awarded sizable Youth Opportunity (YO) Grants to 36 high-poverty urban, rural, and Native American communities. These communities were among the most economically distressed communities in the nation, all characterized by high drop out rates, high youth unemployment rates, greater incidence of juvenile crime, violence, and gang activity. The Youth Opportunity Grants--ranging from $3.1 to $43.8 million over five years--provided the resources to put in place comprehensive approaches at considerable scale. The Department's expressed intent in awarding these grants was to demonstrate that the educational outcomes and economic prospects for young people in high-poverty communities could be dramatically improved by infusing these communities with resources; building capacity and infrastructure; connecting systems; and developing comprehensive, age-appropriate opportunities for youth. The observations in this paper are based on the responses of 22 of the YO sites to a "Learning from Youth Opportunity" survey administered by the Center for Law and Social Policy (CLASP), wherein respondents were asked to identify areas of strength and challenges on 120 items in four categories: (1) Mobilizing and Engaging Leadership; (2) Connecting Systems; (3) Implementing Comprehensive Program Strategies; and (4) Engaging the Business Sector. Focus group discussions were conducted with several of the YO sites shortly after the start of the final grant year and then again as the year ended. This paper presents an assessment of the capacity building efforts in YO communities, the strengths and challenges of the program, lessons learned, and recommendations for policy and approach. The following are appended: (1) YO Community Collaborations with Other Systems; (2) Communities Indicating Success Worth Sharing in Various Areas; and (3) Contact Information for Respondents to the "Youth Opportunity: Lessons Learned Survey."

The North Central Regional Center for Rural Development helps a number of stakeholders meet their mission and objectives. Stakeholders include those who directly fund the organization, as well as the moral community of the people and places of the North Central region. It is at the nexus of federal, state and local demands and opportunities. The major funder is the Cooperative State Research, Education and Extension Service. As part of the U.S. Department of Agriculture under the Research, Education and Economics mission area, the CSREES mission "...is to advance knowledge for agriculture, the environment, human health and wellbeing, and communities." The NCRCRD shares this mission, with special emphasis on human well-being and communities. CSREES has five strategic goals: (1) Enhance economic opportunities for agricultural producers; (2) Support increased economic opportunities and improved quality of life in rural America; (3) Enhance protection and safety of the Nation's agriculture and food supply; (4) Improve the Nation's nutrition and health; and (5) Protect and enhance the Nation's natural resource base and environment. (Contains 2 footnotes, 3 tables, and 1 figure.)

Stewardship of place is an idea whose time has come. Much of the improvement in economic opportunity and quality of life sought by policymakers for the citizens of their states depends on the acceptance by universities (especially metropolitan universities) of a leadership role in their communities. But university leadership cannot marshal the forces within their institutions without a supportive state policy environment. At this point in time, development of the necessary policy frameworks is a work in progress; there is no conventional wisdom as to what really works in this regard. This paper suggests the elements of such policy. Further development of these ideas, with all the variations necessary to make them work in diverse state and local settings, is the challenge and the imperative. (Contains 2 figures.)

In the early 1990s, the Annie E. Casey Foundation (AECF) recognized the importance of addressing economic opportunity as a key component of a larger set of strategies needed to create family economic success for low-income families. Joblessness and lack of family sustaining income have devastating consequences, not only for families, but also for communities as a whole. Improving child outcomes clearly requires increasing the employment and earnings opportunities of low-skilled, low-income adults. To address that challenge, the Casey Foundation embarked on the Jobs Initiative (JI), an eight-year effort in six cities to connect inner-city young men and women to family-supporting jobs in the regional economy and to improve the way urban labor market systems work for low-income, low-skilled workers. The work of the Jobs Initiative has resulted in a number of key findings, and the attached wheel and examples reflect the foundation's "take" on the key components necessary to implement a large-scale and successful workforce initiative. Communities must develop strategies based upon data about employer needs, the regional economy, and the skill levels of its job seekers and incumbent workers. These assessments will guide a community in implementing the workforce strategies described in the attached material. This document is intended as a guide to the development and implementation of work force development.

Developed by Jobs for the Future (JFF), "Pathways to Advancement" exemplifies a growing field of practice in career ladders and low-skilled worker advancement models. The Pathways model presents a framework for providing publicly funded employment and training services that meet the needs of employers, job seekers, and incumbent workers---particularly those in low-wage, low-skill jobs. Through its initial demonstration in Seattle, "Pathways to Advancement" proved to be an effective strategy for fundamentally changing the way the public workforce development system operates. Jobs for the Future prepared "Creating Pathways to Advancement" as a guide for Workforce Development Councils and Workforce Investment Boards interested in replicating Seattle's Pathways to Advancement strategy. Based on the experience of two pilot projects, JFF identified lessons about implementing models designed to help: low-wage workers advance to higher-wage, higher-skill jobs; other low-income populations to fill the resulting job openings; and help employers to meet their need for skilled workers. These lessons have implications for the "Pathways to Advancement" model and its use by others in the future. "Pathways to Advancement" is a promising model for building strong relationships between the workforce development system and employers, while creating opportunities for those at the lowest end of the labor market. The following are appended: (1) Pathways to Advancement Pilot: The Lessons Learned; and (2) Sample Memorandum of Understanding.

"Policy Matters" is an initiative of the Center for the Study of Social Policy. The "Policy Matters" project is designed to develop and make available coherent, comprehensive information regarding the strength and adequacy of state policies affecting children, families, and communities. The project seeks to establish consensus among policy experts and state leaders regarding the mix of policies believed to offer the best opportunity for improving child and family well-being. A series of policy briefs, policy papers, guides for self-assessment, and 50-state comparative reports is envisioned. The project focuses on six core results: school readiness, educational success, family economic success, healthy families, youth development, and strong family relationships. Together, these six core results and the policies designed to achieve them make up a state-level family-strengthening policy agenda. This paper puts forth an approach to setting benchmarks for a state policy agenda to encourage stronger family relationships. Given current policy concerns for the well-being of families and the hardships some families are experiencing, an examination of state policy efforts and trends to strengthen families is timely. The current paper offers a beginning statement on the importance of solid, evidence-informed recommendations to help states encourage the development of stronger family bonds and resilience in the face of economic and social pressures. Section I of the paper provides a brief introduction to some current family policy issues and questions in the U.S. Section II reviews data and research on the impact of family structure, economic conditions, and the quality of familial relationships on the well-being of family members. This section also includes a brief look at the growing diversity of American families sometimes overlooked in U.S. family policy debates. Section III suggests a state-level policy framework focusing on the formation, maintenance, stability and safety of families. Section IV recommends a series of policies with potential for improving child and family relationships. This section details the policy options and preliminary benchmarks that research and practice evidence suggest can promote successful family formation and maintenance outcomes. While other policy remedies are possible, and are discussed in other "Policy Matters" volumes, this paper attempts to limit its focus to those policies that promote the relational success of families and to those policies with greater research and practice evidence in support of their effectiveness. Over time, the recommendations and benchmarks will be improved as more research and practice evidence is available. Thus, this paper presents a preliminary set of benchmarks. This paper is an invitation for further deliberation and action regarding policies leading to stronger family relationships. Moving forward, the project aims to expand this initial statement to a national bi-partisan consensus on policy directions for those interested in promoting positive family outcomes. Policy Matters Project Overview is appended. (Contains 9 tables, 4 figures and 156 endnotes.) [For companion brief, "Encouraging Strong Family Relationships. State Policies That Work. Brief Number 6," see ED536813.]

Although many of the 100 million women employed in the developing world are entrepreneurs, they are often unable to become self sufficient or to adequately support their families through entrepreneurship. However, in the past decade, several entities, from microlending banks to United Nations task forces, have intervened to enable women in developing countries become successful entrepreneurs and providers. This digest discusses the challenges and barriers that these women face, as well as some of the positive developments, and considers some of the organizations and entities that work with these female entrepreneurs. The digest notes that, in addition to the economic benefits of women's successful entrepreneurship, there are also social and community benefits. It finds that greater and continued support for entrepreneurial activities is needed to further improve the lives of these women and the condition of their communities. (BT)

This report from the President's Committee on Employment of People with Disabilities, a federal agency that coordinates and promotes public and private efforts to enhance the employment of people with disabilities, discusses the current status of small business and self-employment opportunities for people with disabilities and offers recommendations for addressing barriers to business ownership. Recommendations include: (1) mainstream business development organizations, both public and private, must make a commitment to reach out to individuals with disabilities; (2) outreach and awareness-raising efforts are needed to educate the public, individuals with disabilities, government agencies, financial institutions, and business development professionals about the viability of business ownership for people with disabilities; (3) vocational rehabilitation counselors need adequate education, training, and clear policy guidance relative to self-employment or small business ownership as vocational outcomes; (4) people with disabilities need access to flexible capital based on the merits of their business plans; (5) business development services targeted to individuals with disabilities must include a comprehensive framework for providing training and technical assistance services; and (6) continued research is needed on the self-employment of people with disabilities being served through public service delivery systems and those who are independently pursuing self-employment. (Contains 60 references.) (CR)

This report profiles 12 programs conducted as part of the Hitachi Foundation's Partnerships in Economic and Educational Opportunity Initiative. The introduction and overview explain the goals of the initiative, which was undertaken to improve the economic and career options available to young people who have traditionally been underserved by schools in making the connections from school to work. Next, 16 lessons learned from the projects, including the following lessons, are discussed: (1) community-based partnerships serve youth better; (2) flexibility counts; (3) understanding culture is key; (4) entrepreneurship is an option; (5) connect staff, volunteers, and culture; (6) public service yields public benefits; (7) meaningful work offers lasting value; (8) youth are a program resource; (9) cultivate innovative human resources; (10) alternative experience has value; and (11) commitment is key. Presented next are profiles of the programs, which were conducted in diverse rural and urban settings characterized by diverse economic, racial, and cultural conditions. All profiles contain an overview, lessons learned, challenges faced and overcome, and information about project planners and their roles. Concluding the report are a final set of lessons, a list of 10 generally available resources, and definitions of selected Secretary's Commission on Achieving Necessary Skills know-how and workplace competencies. (MN)

The impact of electronic commerce (e-commerce) on Australia's National Training Framework (NTF) was studied for the purpose of forecasting future demand for training in areas related to e-commerce and identifying appropriate responses by the NTF committee. The following were among the study's main data collection activities: reviews of the international and Australian literature on e-commerce; workshops on the project for representatives from 15 industry training advisory boards (ITABs) and follow-up interviews with the attendees; interviews with a wide spectrum of industry representatives; and an analysis of new and emerging e-commerce courses in Australia. The study's main findings and conclusions were: (1) e-commerce is primarily a business issue rather than an information technology (IT) issue; (2) there is a growing appreciation of the importance of training to underpin the employment required to stimulate e-commerce in Australia; (3) many existing e-commerce courses in Australia are generic, aimed at beginners, or IT based and fail to cater to the full spectrum of business training needs; and (4) the preferred strategy for managing e-commerce within the NTF is to give priority to development of e-commerce competencies in a number of specific industry areas. (Twenty-five tables are included. Contains lists of personnel consulted and 40 references.) (MN)

Many economists and policymakers believe that the growth in inequality in the last 2 decades reflects mostly an imbalance between the demand for and the supply of employee skills driven by technological change, particularly the spread of computers. However, the empirical basis for this belief is not strong. The growth in inequality was concentrated in the recession years of the early 1980s and any imbalance between the supply of and demand for workers with technological skills likely did not occur until later. The growth of the supply of more-educated workers decelerated during the 1980s, any impact of which would not have been felt until the late 1980s and 1990s. However inequality actually stabilized then. On the demand side, trends in occupational composition do not suggest that upgrading was particularly rapid in the 1980s and 1990s compared to the 1970s. Computers do not seem to have greatly affected employment in a number of narrow occupations that are likely to be sensitive to technological change (e.g., computer programmers, bank tellers), but computer use itself does seem to be associated with more education, even controlling for occupation. But the causal status of this relationship is uncertain and the magnitude of the association seems too small to have seriously compromised the ability of supply to meet the implied growth in demand. Other possible causes of inequality growth, including macroeconomic forces and the decline of institutional protections for workers, should be considered. (Contains 52 references, 8 tables, and 13 figures.) (CML)

An empirical analysis used data for 12 European countries from the 1988-1997 European Community Labour Force Survey to assess the effects of cyclical changes in aggregate economic conditions, changing youth cohort sizes, increasing educational expansion, and structural changes in labor demand on new labor force participants. Emphasis was on the unemployment risks and occupational allocations of these labor market entrants. The study found that unemployment risks have closely followed the evolution of aggregate economic conditions with only a little impact from demographic factors. Changes in occupational allocation, in turn, are much dependent on the relative evolution of educational expansion and professionalization tendencies. In addition, these trends do not affect all educational leavers evenly. The lowest qualified are most heavily affected by cyclical changes in economic conditions, while leavers from university-level education have been more strongly affected by trends of changing occupational attainment. Increasing labor force professionalization is found to contribute to increasing labor market difficulties among the lowest qualified. (Contains 83 references.) (KC)

In response to workplace needs, the Colleges of Applied Arts and Technology across Ontario are becoming market-driven learning centers for the 21st century. A significant increase in demand for college education, estimated as a 21% increase in enrollment, will occur due to: (1) a rise in participation rates; (2) demographic changes, particularly the rise in the number of 18- to 24-year olds in the population; and (3) the double cohort of high school graduates resulting from secondary school reform. This paper outlines the opportunities, issues and strategic investment required for the colleges to continue to be even more productive agents of economic growth. Critical recommendations include: (1) developing a new college charter to provide the foundation for continued growth and innovation; (2) moving to a fixed share model funding formula to fund quality, innovation and access; (3) pursuing innovative, quality, market driven programs; and (4) strategically investing current and projected requirements in the areas of staffing, operations, physical plant, capital, quality, and innovation. The colleges plan to establish the necessary task groups to work collaboratively with the government, education partners and current prospective students to develop strategies that ensure colleges continue to be leaders in Ontario's economic development and growth. (JJL)

Despite many differences, both China and Taiwan have given priority to a variety of education reforms since 1949. With a U.S. model and aid, the Taiwanese educational system has largely achieved the 15 percent enrollment threshold identified by Hayhoe as required to support economic expansion. In China, major reforms of the 1970s and 1980s leave China, at 10 percent of that target, short of the threshold. Comparing both nations, this paper adds significant data to Hayhoe's four indicators of quality: (1) role of private institutions (2) gender equality; (3) scientific focus; and (4) prevalence of short-cycle versus 4-year institutions. A fifth indicator, the role of government, is included. In both nations, private schools contribute to stratification and inequalities in higher education. Women confront substantial obstacles in both, though with fewer students and educators in higher education, women seem worse off in China. Both nations focus heavily on science, with Taiwan largely successful, and China risks "technocracy" by neglecting the humanities and social sciences. In Taiwan, short-cycle schools largely promoted equality and industrialization and are now in decline, while in China, short-cycle schools no longer promote greater equality even as they proliferate. Centralization in both implies ideological controls and pressures in education. Although female enrollment is roughly equal, China risks losing gains in equality from the Mao era. In China, reintroduction of standardized entrance exams and the end of guaranteed employment promote nepotism and a decline in rural schools and women's participation. (Contains 14 references.) (TEJ)

This discussion paper explores interactions among formal learning, informal learning, and life conditions and opportunities experienced by aboriginal people in Canada. The contradictory importance of education for aboriginal people is examined with respect to three related aspects of these relationships. First, the paper summarizes students' accounts of their experiences in conventional and alternative school settings in three Saskatchewan communities, exploring how these relate to the students' broader cultural and home environments. Second, it examines the formal and informal educational experiences of a small group of adults surveyed in an urban Indian and Metis Friendship Center. Finally, the paper explores issues that arise around the emergence of entrepreneurial training and entrepreneurship, areas posed by many commentators as a possible way of bridging formal and informal learning and overcoming the longstanding marginalization of aboriginal people from labor market and economic participation. The paper concludes that gaps remain in the attainment of educational success by aboriginal people, relative to the general population, when viewed in terms of conventional educational indicators. However, the aboriginal youth and adults involved in the study place a high value in formal schooling, mainstream economic activities, and entrepreneurial opportunities to provide routes for individual and community advancement. The study suggests that the aboriginal peoples could benefit more if the educational system better integrated their skills and culture and acknowledged the strengths that the aboriginal people bring to learning. (The paper lists 40 references.) (KC)

Ecopreneurs are entrepreneurs whose business efforts are not only driven by profit, but also by a concern for the environment. Ecopreneurship, also known as environmental entrepreneurship and eco-capitalism, is becoming more widespread as a new market-based approach to identifying opportunities for improving environmental quality and capitalizing upon them in the private sector for profit. It is defined as entrepreneurs using business tools to preserve open space, develop wildlife habitat, save endangered species, and improve environmental quality. Most ecopreneurial endeavors begin at the local level, addressing a community environmental problem or need. An example is the Theodore Roosevelt Memorial Ranch, which has a mission to foster peaceful and productive coexistence between wildlife and ranching. Another example is a Chamber of Commerce that has set up an operation to clean for free the paddlefish local fishermen catch in the Yellowstone River in return for the paddlefish eggs the fishermen had usually discarded and left to rot. Half of the proceeds from sale of the caviar go to fund community projects and half go to the state for paddlefish research and management. Examples of ecopreneurial tourism are the Fossil Rim Wildlife Center outside of Dallas, a for-profit corporation that provides a sanctuary for endangered animals that serve as the main attraction to tourists, and state parks that provide rental services and mail-order catalogs of novelty items. (Web sites for related organizations are summarized.) (YLB)

This digest reviews the literature examining ways in which the academic world is shifting toward more entrepreneurial approaches for running an institution and examines some programs that have been developed both at the community college and the senior college level. Reasons cited for the shift toward entrepreneurial ways of operating include cuts in traditional sources of funding, government intervention in higher education, and the escalating costs of teaching and research. Also noted are some of the risks posed for colleges and universities when participating in entrepreneurial activities, including business risk, management risk, and image risks. The paper notes that community colleges, because of their traditional role in job training, have been successful in obtaining money from both government and industry to prepare workers for jobs. In contrast, universities and four-year colleges have tended to focus on generating revenue through research collaborations with private industry and the government, such as partnerships with licensing and patenting offices, small business development centers, research and technology centers, and business incubators. The paper concludes that entrepreneurial ventures performed in keeping with academic values can be worthwhile for institutions, students, and the public. (Contains 14 references.) (JM)

This digest reviews entrepreneurship activities among university and community college faculty and administrators, citing a number of studies that examine corporate-university linkages. These studies note that some faculty act as consultants to organizations, thus providing an avenue for personal interaction between industry and academe, or engage in research that leads to commercialization of a product, which in turn results in formal research arrangements between the industrial partner and faculty members. Many patents held by business corporations, for example, are the result of work performed in university laboratories. Community colleges also participate in entrepreneurial activities by teaching students who may eventually create their own businesses. The major difference between academic researchers and industrial entrepreneurs relates to differences in values. While academic work is done within a relatively narrow disciplinary focus, entrepreneurial activities involve linkages between resources and opportunities and require technical, managerial, and interpersonal competencies. Such value differences keep many faculty from participating in entrepreneurial activities, even though these activities may benefit their institutions and society at large. (Contains 8 references.) (JM)

Using an attributional framework, the study examined college students' (N=529) expectations of their future economic outcomes and the role they perceived that discrimination would play in determining these outcomes. Expectancies for self, locus of causality for outcomes, self-esteem, locus of causality for failure, locus of causality for success, academic motivation, and group activism were measured; an ANOVA was conducted. Results are presented and discussed. It was found that early in college African Americans have higher expectancies than other students, but that these expectancies decline during college. At the same time that expectancies decline, African Americans' self-esteem does not decline. There is a dissociation, such that self-esteem is less related to expectancies for Black than for White students. The decline can be accounted for by African Americans' increasing external attributions for their future outcomes: their pessimism about being able to overcome the barriers faced by African Americans. Further analyses show that when these external attributions for failure are combined with internal attributions for success, they are associated with high achievement motivation and high group activism. (EMK)

This report is the first of a series focusing on school-linked services, family support programs, and school-family-community partnerships in Rhode Island. The report provides a rationale for school-linked services as a strategy to improve outcomes for children, describes Rhode Island's Child Opportunity Zone (COZ) Family Center initiative, and suggests program and policy implications. Section 1 of the report describes attributes of effective programs for children and families, provides a rationale for school-linked services to promote school readiness and success and improve outcomes for children, and discusses the current state of knowledge about successful school-linked services from family center efforts in other states. This section also presents the guiding principles for the COZ Family Center Initiative; discusses the program foci, including children's learning environments, physical and mental health, economic opportunity, and family support; and describes the incorporation of the Carnegie Corporation Starting Points. Section 2 of the report contains program profiles for 13 communities, with each profile providing information on the population served, the advisory board members, community and school locations, funding levels and sources, program components, contact information, and the focus of current activities. (Contains 24 references.) (KB)