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The California Research Bureau (CRB), in participation with the California Council on Youth Relations (CCYR), and with support from The California Wellness Foundation, has been conducting a major research and policy initiative to bring attention to the issues facing homeless youth in California. These include lack of shelter and educational opportunities, health and mental health needs, and problematic interaction with law enforcement agencies and the courts. This report represents one of the research components of this project. Homelessness places youth at extreme risk of victimization and violence. Youth living in public places are often victims of physical and sexual assaults and robberies. Some youth are forced to engage in "survival sex" in exchange for shelter, food, or money. Crowded living situations and exposure to the elements lead to higher rates of illness, and the mental and emotional stress of homelessness leads to increased risks of substance abuse, depression, and even suicide. Given this context, school can be an oasis for homeless youth, where they can find security and support and obtain the skills they need to survive safely on their own. Yet, three-fourths of California homeless youth surveyed by the CRB were not in school. Most of the 54 youth surveyed were between 17 and 24, yet very few (six) had graduated from high school or attained a GED. This data is consistent with national surveys of homeless youth on their own. At the same time, a majority of California youth surveyed expressed the desire to return to school and had life goals (such as becoming a teacher or social worker or working in the medical field) that require extensive education to achieve. This report discusses seven key issues related to challenges homeless youth face in achieving their educational goals. It also presents policy options that address these challenges. A list of resources is included. Appended are: (1) Education Contacts for Homeless Children and Youth; and (2)Education Funding for Homeless Children and Youth. (Contains 112 endnotes.).
This seminal work on homeless students and our responsibility to them provides far-reaching research, effective intervention programs, and guidelines for teaching homeless students.
"Extraordinarily affecting....A very important book....To read and remember the stories in this book, to take them to heart, is to be called as a witness." THE BOSTON GLOBE There is no safety net for the millions of heartbroken refugees from the American Dream, scattered helplessly in any city you can name. RACHEL AND HER CHILDREN is an unforgettable record for humanity, of the desperate voices of the men, women, and especially children, and their hourly struggle for survival, homeless in America.
Schools and districts are seeing unprecedented numbers of students and families living without residential stability. Although the McKinney-Vento Act has been around for over two decades, many district- and site-level practitioners have a difficult time interpreting and implementing the Acts mandates within their local contexts. This book provides much-needed guidance to help educational leaders support students who are homeless and highly mobile students who face significant barriers related to access and academic success. The authors employ several different strategies to help translate complex state and federal policies into effective practices. They include policy analysis, examples of successful approaches, tools for training staff, youth experiences, and address the role of school districts in serving marginalized students. Serving Students Who Are Homeless can be used as a professional development tool at the local and district level, and as a textbook in higher education settings that prepare entry-level and advanced-credential administrators, counselors, school psychologists, and curriculum leaders.
Featuring vignettes of students experiencing homelessness and housing insecurity, this book offers readers research-based, practical guidance for creating and implementing a plan of action to address these issues within their local context. Topics include trauma-informed frameworks, policies affecting homelessness and housing insecurity, transitioning students to college, supporting college retention, collaborations and partnerships, and life after college. This practical resource can be used as a professional development tool for student affairs, academic affairs, health and wellness centers, and other campus-based support services. “Provides context, but it also offers tangible suggestions for how you can develop or expand your philosophical, practical, and political efforts to address the needs of students.” —From the Foreword by Timothy P. White, chancellor of The California State University “These skilled authors provide invaluable insights into homelessness and guidance for how we can respond. This is important work that should be shared throughout higher education!” —Peter Miller, University of Wisconsin–Madison “This is a must-read for higher education professionals who want to support students affected by issues of housing insecurity and homelessness.” —Robert D. Reason, Iowa State University “This book not only enlightens leaders but also helps campuses to develop meaningful action plans through local evaluation and planning.” —Adrianna Kezar, University of Southern California
In his new book, the author of the bestseller Why Race and Culture Matter in Schools examines the chronic under-performance of African American males in U.S. schools. Citing a plethora of disturbing academic outcomes for Black males, this book focuses on the historical, structural, educational, psychological, emotional, and cultural factors that influence the teaching and learning process for this student population. Howard discusses the potential, and promise of Black males by highlighting their voices to generate new insights, create new knowledge, and identify useful practices that can significantly improve the schooling experiences and life chances of Black males. Howard calls for a paradigm shift in how we think about, teach, and study Black males. The book: examines current structures, ideologies, and practices that both help and hinder the educational and social prospects of Black males; translates frequently cited theorectical principles into research-based classroom practice; documents teacher-student interactions, student viewpoints, and discusses the troubling role that sports plays in th lives of many Black males; highlights voices and perspectives from Black male students about ways to improve their schooling experiences and outcomes; and identifies community-based programs that are helping Black males succeed.
Powerful Teacher Education describes the strategies, goals, content, and processes of seven highly successful and long-standing teacher education programs - Alverno College, Bank Street College, Trinity University, University of California, Berkeley, University of Southern Maine, University of Virginia, and Wheelock College. All these colleges and universities have succeeded in preparing teachers to teach diverse learners to achieve high levels of performance and understanding. In discussing the common features of these programs, Linda Darling-Hammond shows what outstanding teacher education models do and how they do it, and what their graduates accomplish as a result. Powerful Teacher Education also examines the policies, organizational features, resources, and relationships that have enabled these programs to succeed.