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Youth Today: Creating Character-Rich Communities

By Karen Pittman, December 2003

I'll admit it: I've got mixed feelings about character education classes — emphasis on "classes." My gut instinct, first as a parent, then as a youth worker, is that these kinds of lessons are best learned when they're embedded in other learning experiences and reinforced in life, particularly when the recipients are teens.

Beyond Indicators: From Risk Assessment to Practical Strategies for Promoting Adolescent Health and Well-Being

Public health professionals and clinical program directors increasingly need well-defined, measurable, population-based health indicators in order to develop, manage and evaluate physical and mental health programs for adolescents.

California: Solano County Children's Network: Children's Budget

The Solano County Children’s Budget is a functional budget that tracks how fiscal resources are allocated for children’s services in Solano County.

Oklahoma: Oklahoma Commission on Children and Youth - Children: Oklahoma's Investment in Tomorrow

Children: Oklahoma's Investment in Tomorrow 2003 identifies actual state and federal expenditures for Oklahoma children and youth programs for fiscal years (FY) 2000 through FY 2002, current budgets for FY 2003 and budget request for FY 2004.

Washington: Seattle Office of Policy and Management: Children's Budget

In 2003, the Office of Policy and Management spearheaded an effort to review citywide spending on services for children and youth. The City spends $72 million per year on a variety of programs for children.

Iowa: Iowa Better Results for Kids, Outcomes, Indicators, and Measures

The State of Iowa reviews their methods of measurement of results for kids. There are three categories of indicators used: overarching indicators, system monitoring indicators and "pay-4-results" indicators.

Forum Focus: A Portfolio Approach to Youth Policy

In this issue of Forum Focus, we focus on what researchers and policy makers are doing to help governments take stock of their efforts to make sure that every young person is “Ready by 21” – ready for work, ready for college, ready for life.

Out-of-School Time Policy Commentary #5: Inside the Black Box: Exploring the "Content" of After-School

How do effective programs deliver academic content? Can after-school programs help students master a broader base of content? What strategies can help programs and systems deliver content effectively? What is realistic to expect of programs? Program content is closely linked with our understandings about the purpose of after-school programming.

Youth Today: Don't Be Left Out Standing in Your Field

By Karen Pittman, November 2003

California: Educational Opportunities for Foster Care Children

This bill would declare the legislature's intent to ensure that pupils in foster care and those who are homeless, as defined by specified federal law, have a meaningful opportunity to meet the academic achievement standards to which all pupils are held, are placed in the least restrictive educational programs, and have access to the academic resources, services, and extracurricular and enrichme