DOCSLIB.ORG

The External Review of Job Corps: an Evidence Scan Report March 2018

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The External Review of Job Corps: an Evidence Scan Report March 2018 The External Review of Job Corps: An Evidence Scan Report March 2018 Jillian Berk Linda Rosenberg Lindsay Cattell Johanna Lacoe Lindsay Fox Myley Dang Elizabeth Brown Submitted to: U.S. Department of Labor Chief Evaluation Office 200 Constitution Ave., NW Washington, DC 20210 Project Officer: Jessica Lohmann Contract Number: DOLQ129633249/DOL-OPS-16-U-00122 Submitted by: Mathematica Policy Research 1100 1st Street, NE 12th Floor Washington, DC 20002-4221 Telephone: (202) 484-9220 Facsimile: (202) 863-1763 Project Director: Jillian Berk Reference Number: 50290.01.440.478.001 DISCLAIMER: THIS REPORT WAS PREPARED FOR THE U.S. DEPARTMENT OF LABOR (DOL), CHIEF EVALUATION OFFICE, BY MATHEMATICA POLICY RESEARCH, UNDER CONTRACT NUMBER DOLQ129633249/DOL-OPS-16-U- 00122. THE VIEWS EXPRESSED ARE THOSE OF THE AUTHORS AND SHOULD NOT BE ATTRIBUTED TO DOL, NOR DOES MENTION OF TRADE NAMES, COMMERCIAL PRODUCTS, OR ORGANIZATIONS IMPLY ENDORSEMENT OF SAME BY THE U.S. GOVERNMENT. JOB CORPS EXTERNAL REVIEW MATHEMATICA POLICY RESEARCH ACKNOWLEDGMENTS We would like to thank the many people whose cooperation and efforts made the Job Corps External Review possible. In particular, we would like to thank staff at the U.S. Department of Labor who supported this study. Our Project Officer Jessica Lohmann at the Chief Evaluation Office guided this study. Molly Irwin, the Chief Evaluation Officer, was the External Review’s original project officer and provided input throughout the project. The study’s two reports—the Evidence Scan and Future Research reports—benefited from their careful review. We are indebted to staff at the National Office of Job Corps, including Lenita Jacobs-Simmons, Robert Pitulej, Marcus Gray, Erin Fitzgerald, Felicia Charlot, and Edward Benton, who attended in- person meetings, provided helpful comments on draft reports, and participated in interviews. Thanks to the Expert Working Group for their helpful comments and suggestions, which provided the foundation for the Evidence Scan Report. In addition, Monique Miles from the Aspen Institute and Mamadou Ndiaye from Jobs for the Future provided helpful comments on a draft of the Evidence Scan Report. Thank you also to Dan Bloom from MDRC who provided helpful comments on the Future Research Report. We also thank the other members of the Job Corps External Review team. Decision Information Resources, Inc. was an invaluable partner in this project. Thanks to Russell Jackson for helping to facilitate the Expert Working Group meeting and commenting on multiple report drafts and Julie Gloudemans for data analysis. Several other Mathematica staff made important contributions to this effort. Thanks to Peter Schochet, a co-principal investigator on this project, who led the work on the Future Research Report. Our quality assurance reviewers, Annalisa Mastri and Ken Fortson, provided helpful comments on drafts of the Evidence Scan and the Future Research reports. Casey Ellis provided excellent project management. Courtney Powers provided research assistance. William Rafferty helped us track down research sources. We also thank the multiple dedicated staff that provided high-quality editing and production support for both reports. iii This page has been left blank for double-sided copying. JOB CORPS EXTERNAL REVIEW MATHEMATICA POLICY RESEARCH CONTENTS I. INTRODUCTION .............................................................................................................................. 1 A. The Job Corps program ............................................................................................................. 1 1. Administrative or operational structure ............................................................................... 1 2. Participant characteristics ................................................................................................... 4 3. Program components .......................................................................................................... 5 4. Behavior and discipline policy ............................................................................................. 8 5. Performance monitoring ...................................................................................................... 9 B. National Job Corps Study ........................................................................................................ 10 C. The Evidence Scan report ....................................................................................................... 11 PART I: YOUTH SERVICES ....................................................................................................................... 13 II. ENGAGING DISCONNECTED YOUTH ........................................................................................ 15 A. Cultivating positive youth development ................................................................................... 15 1. Theorized elements required for successful PYD programs ............................................ 16 2. Evidence for PYD programmatic elements or strategies .................................................. 16 B. Communicating high expectations for students ....................................................................... 18 1. Theory behind the effect of expectations on student performance ................................... 18 2. Evidence of the effect of expectations on student performance ....................................... 19 C. Fostering growth mindsets ...................................................................................................... 21 1. Theory behind growth mindsets’ effects on student performance .................................... 21 2. Evidence for improving performance through growth mindsets ....................................... 22 D. Creating a trauma-informed environment ................................................................................ 23 1. The effects of trauma on youth ......................................................................................... 24 2. Evidence on trauma-informed therapies and approaches ................................................ 24 E. Summary ................................................................................................................................. 27 III. CREATING A SAFE AND SUPPORTIVE ENVIRONMENT .......................................................... 29 A. Positive behavioral interventions and supports ....................................................................... 30 1. Core elements of PBIS ..................................................................................................... 30 2. Evidence of the effect of PBIS on student safety and behavior ........................................ 32 B. Restorative practices ............................................................................................................... 32 1. Elements of school-based restorative practices ............................................................... 33 2. Evidence of the effect of restorative practices on student safety and behavior................ 33 C. Building self-regulation skills ................................................................................................... 34 v JOB CORPS EXTERNAL REVIEW MATHEMATICA POLICY RESEARCH 1. Self-regulation skills for youth ........................................................................................... 35 2. Evidence of the effect of self-regulation skills on behavior ............................................... 35 D. Summary ................................................................................................................................. 37 IV. PREPARING YOUTH FOR CAREERS ......................................................................................... 39 A. Career pathways programs ..................................................................................................... 40 B. Micro-credentials ..................................................................................................................... 42 C. Work-based learning and work experience ............................................................................. 43 D. Apprenticeship and pre-apprenticeship programs .................................................................. 45 E. Summary ................................................................................................................................. 46 V. ORGANIZING YOUTH SERVICES ............................................................................................... 49 A. Age of participants ................................................................................................................... 50 B. Gender of participants ............................................................................................................. 51 C. Residential environment .......................................................................................................... 52 D. Learning in groups of different sizes ....................................................................................... 53 E. Enrollment practices ................................................................................................................ 55 F. Summary ................................................................................................................................. 58 PART II: PROGRAM OPERATIONS .........................................................................................................
Load more

Recommended publications
  • Services Available to Victims of Human Trafficking
    Services Available To Victims of Human Trafficking A RESOURCE GUIDE FOR SOCIAL SERVICE PROVIDERS Table of Contents Introduction ...........................................................................................................................1 Resources for Pre-Certified Victims .................................................................................2 Community Resources ........................................................................... 2 State-Funded Assistance ........................................................................ 5 Federal Assistance ..................................................................................6 Certification for Foreign Victims .......................................................................................8 Federal Benefits and Services ...........................................................12 U.S. Department of Health and Human Services (HHS) ...................12 U.S. Department of Agriculture (USDA) .............................................20 U.S. Department of Housing and Urban Development (HUD) ......... 22 U.S. Department of Justice (USDOJ) .................................................. 23 U.S. Department of Labor (DOL) ....................................................... 26 U.S. Social Security Administration (SSA) ........................................... 28 U.S. Department of Education (ED) .................................................. 29 Additional Resources ......................................................................................................
    [Show full text]
  • 50Th Anniversary Head Start Timeline
    Head Start Timeline Delve into key moments in Head Start history! Explore the timeline to see archival photographs, video, resources, and more. 1964 War on Poverty: On Jan. 8, President Lyndon Johnson takes up the cause of building a "Great Society" by declaring "War on Poverty" in his first State of the Union Address. The goal of the War on Poverty is to eradicate the causes of poverty by creating job opportunities, increasing productivity, and enhancing the quality of life. Watch this historic State of the Union Address. The Economic Opportunity Act of 1964 is enacted and includes programs such as: Job Corps, Urban/Rural Community Action, VISTA, Project Head Start and many more. Watch Small Miracles, a short video about these programs. Case for Early Education: As a former teacher in a one-room schoolhouse in Texas, President Johnson believes strongly that education was the key to breaking the cycle of poverty. Moreover, child development experts have found that early intervention programs could significantly affect the cognitive and socio-emotional development of low-income children. State of the Union, 1964 1965 Cooke Report: Dr. Robert Cooke sets up a steering committee of specialists to discuss how to give disadvantaged children a "head start." The committee develops recommendations that feature comprehensive education, health, nutrition and social services, and significant parent involvement. Read the Cooke Report [PDF, 47KB]. Head Start Launch: On May 18, President Lyndon B. Johnson officially announces Project Head Start from the White House Rose Garden. Head Start launches in the summer of 1965, serving more than 560,000 children and families across America in an eight-week summer program through Head Start Child Development Centers throughout the United States.
    [Show full text]
  • Closing Session: Reflections of the History of Head Start Research
    4 Million and Counting: Reflections on 40 Years of Head Start Research in Support of Children and Families Presenter: John M. Love 1965--41 years ago. It’s hard to remember what an amazingly eventful year 1965 was: On January 4, President Lyndon Johnson proclaimed the Great Society in his State of the Union address. In February, the U.S. began bombing North Vietnam in operation Rolling Thunder. On Feb. 2, Malcolm X was assassinated. March 7 became known as “Bloody Sunday,” when civil rights marchers began their trek from Selma to Montgomery and were violently confronted by state troopers. A month later, in a one-room schoolhouse in Texas, President Johnson signed into law the Elementary and Secondary Education Act of 1965, which we all know in its latest incarnation as No Child Left Behind. On August 11, the Watts riots began. That year, in Britain, Winston Churchill died—and J. K. Rowling was born. And at the Grammies, Mary Poppins won best recording for children. So with a spoonful of sugar and a ton of sweat and tears, a vast new program for children and families was underway. Within 3 years, Donald Rumsfeld, the new head of the Office of Economic Opportunity (OEO) would have Head Start as part of his responsibility, guiding the country through an early phase of a different war—the War on Poverty. Research began immediately. One of the first studies in the new Head Start context is a dissertation by an enterprising young University of Chicago doctoral candidate, Diana Slaughter, who investigated the maternal antecedents of African American Head Start children’s academic achievement.
    [Show full text]
  • The Medicare Program Was Signed Into Law by President Lyndon B
    The Medicare program was signed into law by President Lyndon B. Johnson on July 30, 1965. Former President Harry S. Truman and his wife were the first beneficiaries. Medicare continues to cover hospital and doctor's visits for older Americans, and now it includes many types of preventive care and prescription drugs. Here are 10 important things you should know about Medicare. What's covered. Medicare Part A covers hospital care and some types of home health care. Medicare Part B is medical insurance that pays for doctor's office visits and outpatient services. Medicare Part C or Medicare Advantage Plans are an alternative to original Medicare provided by private insurance companies, often with extra coverage restrictions. Medicare Part D covers prescription drugs, typically in exchange for an additional premium. How much you are paying in. Most workers pay 1.45 percent of their earnings into the Medicare system, and employers match that amount. Self-employed workers contribute 2.9 percent of their income. Earnings that exceed $200,000 for individuals and $250,000 for couples trigger an additional 0.9 percent tax. The enrollment deadlines. You can enroll in Medicare during the seven-month period that begins three months before the month you turn 65. Coverage can start as early as the month of your 65th birthday. If you don't sign up during this initial enrollment period, you could be charged higher premiums for the rest of your life. "If they sign up later than 65 for Medicare, they are going to pay late penalties," says Tanya Feke, a medical doctor and author of "Medicare Essentials: A Physician Insider Explains the Fine Print." "Someone who is working and has health insurance through their employer, they may be able to delay signing up for Medicare without penalties." If you postpone signing up for Medicare due to group health insurance through your current employer, sign up for Medicare within eight months of leaving the job or the coverage ending to avoid the penalty.
    [Show full text]
  • CITY Councll REPORT Meeting Date: June 30, 2020 General Plan Element: Neighborhoods General Plan Goal: Preserve and Enhance the Unique Sense of Neighborhood ACTION
    Item 6 CITY COUNCll REPORT Meeting Date: June 30, 2020 General Plan Element: Neighborhoods General Plan Goal: Preserve and enhance the unique sense of neighborhood ACTION Adopt Resolution No. 11810 authorizing Contract No. 2020-087-COS a revocable license agreement with Maricopa County, to use space at Paiute Neighborhood Center to operate the Head Start and Early Head Start Programs. BACKGROUND Head Start was established in 1965 as part of Lyndon B. Johnson's "War on Poverty". It began as an eight-week summer program to prepare low-income children for elementary school. The program expanded as a result of the Head Start Act of 1981; more recently under the American Reinvestment and Recovery Act added over 64,000 slots to the Early Head Start and Head Start programs. Head Start is a federally funded program that is currently administered by the Administration of Children and Families (ACF) within the US Department of Health and Human Services. Maricopa County operates a Head Start preschool for children ages 3 and 4 years old and an Early Head Start program for children under 3 years old. Both programs focus on comprehensive early childhood development consisting of education, health, nutrition, and social services to low-income children and their families. The Program helps meet the emotional, social, cognitive, and physical growth needs of children by monitoring progress while and preparing them for kindergarten. The City of Scottsdale and Maricopa County have collaborated to provide a Head Start Program using City playground and classroom facilities at Paiute Neighborhood Center since 1996. ANALYSIS & ASSESSMENT The federal government's initial implementation of the Head Start and Early Head Start programs was influenced by the effects of poverty and its impact on education.
    [Show full text]
  • January 2019
    LYNN COUNCIL ON AGING SENIOR CENTER From the Director’s Desk For 2019, we wish you a happy New Year…one filled with joy, peace, and good health…one with decreased worries and in- creased hope. Our first suggestion for you is to buy yourself an accordion file. Commit to starting the New Year off, filing all your important papers. You’ll be amazed at how organized you will be! Speaking of amazed… when you go to the supermarket, do shoppers ask you if you work there? I’m always amazed! What makes me look like I work there? I also think it’s amazing that guide dogs can sniff out allergens. Have we run out of new movie January ideas so much that we can only remake old ones? What I really 2019 miss is the peach buds that are only sold around Christmas. You know the sleek pink candies filled with peanut butter filling! It took me a long time to figure this one out!!! NECCO Candy closed! So, of course there are no peach buds this year! Let’s fig- ure out the recipe and corner the market in time for next year! Keep in mind, I have no candy making experience and 76% of our staff is volunteers! Happy New Year! From Your Mayor Happy New Year! Wishing you and your family a 2019 filled with health and happi- ness. I hope everyone was able to enjoy the holiday season and spend quality time with family and friends. This month we celebrate Martin Luther King, Jr.
    [Show full text]
  • Forest Service Job Corps Civilian Conservation Center Wildland Fire
    Forest Service Job Corps Civilian Conservation Center Wildland Fire Program 2016 Annual Report Weber Basin Job Corps: Above Average Performance In an Above Average Fire Season Brandon J. Everett, Job Corps Forest Area Fire Management Officer, Uinta-Wasatch–Cache National Forest-Weber Basin Job Corps Civilian Conservation Center The year 2016 was an above average season for the Uinta- Forest Service Wasatch-Cache National Forest. Job Corps Participating in nearly every fire on the forest, the Weber Basin Fire Program Job Corps Civilian Conservation Statistics Center (JCCCC) fire program assisted in finance, fire cache and camp support, structure 1,138 students red- preparation, suppression, moni- carded for firefighting toring and rehabilitation. and camp crews Weber Basin firefighters re- sponded to 63 incidents, spend- Weber Basin Job Corps students, accompanied by Salt Lake Ranger District Module Supervisor David 412 fire assignments ing 338 days on assignment. Inskeep, perform ignition operation on the Bear River RX burn on the Bear River Bird Refuge. October 2016. Photo by Standard Examiner. One hundred and twenty-four $7,515,675.36 salary majority of the season commit- The Weber Basin Job Corps fire camp crews worked 148 days paid to students on ted to the Weber Basin Hand- program continued its partner- on assignment. Altogether, fire crew. This crew is typically orga- ship with Wasatch Helitack, fire assignments qualified students worked a nized as a 20 person Firefighter detailing two students and two total of 63,301 hours on fire Type 2 (FFT2) IA crew staffed staff to that program. Another 3,385 student work assignments during the 2016 with administratively deter- student worked the entire sea- days fire season.
    [Show full text]
  • Your MTRS Benefits Seminar and Reference Guide J U N E 2 0 1 8 Contacting Us…
    Your MTRS Benefits Seminar and reference guide J U N E 2 0 1 8 Contacting us… The MTRS operates two offices; depending on where you are employed, you should contact the office in Charlestown or in Springfield. Main Office Western Regional Office Western Regional Office Main Office One Monarch Place, Suite 510 500 Rutherford Avenue, Suite 210 Springfield, MA 01144-4028 Charlestown, MA 02129-1628 Phone 413-784-1711 Phone 617-679-MTRS (6877) Fax 413-784-1707 Fax 617-679-1661 Office hours and services 9 a.m. – 5 p.m., Monday through Friday Walk-in services are limited— Members of the Board Please visit our website or call us with your questions and save yourself the drive. Jeff Wulfson Chairman, Designee of Commissioner of Elementary When writing to us… and Secondary Education Be sure to include your name, member number (if known) and only the last four digits Deborah B. Goldberg of your Social Security number—not your entire SSN—on your correspondence. State Treasurer Suzanne M. Bump State Auditor Visit us at mass.gov/mtrs! Dennis J. Naughton Or send your e-mail to us at: [email protected] Jacqueline A. Gorrie Richard L. Liston Anne Wass Executive Director Erika M. Glaster Receive periodic e-mail updates from us— Register online to join our e-mail list—it’s easy! MASSACHUSETTS TEACHERS’ RETIREMENT SYSTEM Your MTRS Benefits Seminar and reference guide J U N E 2 0 1 8 Seminar presentation and notes . 2–23 Appendixes A The “retirement percentage” charts: The total percentage of salary average allowed, based on service and age Membership Tier 1 (established membership before 4/2/2012) .
    [Show full text]
  • Lady Bird Johnson
    Lyndon B. Johnson National Historical Park National Park Service U.S. Department of the Interior Lady Bird Johnson I slept, and dreamed that life was beauty. I awoke and found that life was duty. - - From Mrs. Johnson’s embroidered bedroom pillows. Lady Bird Johnson has lived her life with a quiet determination to experience all that this world has to offer. Her endless curiosity and commitment to duty has led her to expand the boundries of the many roles she has played in life. Whether as a daughter, student, wife, mother, political partner, business person, first lady or environmental activist, she has been a subtle, but powerful influence on the people around her and a subtle, but significant influence on American society. Daughter childhood, but not a lonely one. Claudia Alta Taylor was born to Since her two older brothers were Minnie and Thomas Taylor of away at school she found Karnack, Texas on December 22, 1912. companionship with her Aunt Effie Claudia’s nursemaid described her and in the woods around her home. “as pretty as a lady bird,” an Her father, whom she adored, gave appropriate nickname for a child of her nearly complete freedom to roam nature. After her mother’s death in the small town. This made her self- 1918, the five-year-old Lady Bird reliant, but the lack of social Taylor began her life long love affair interaction made her shy and unsure with nature. Hers was a lonesome of herself in public. Student By 1930, Lady Bird Taylor was majoring in history at the University of Texas in Austin.
    [Show full text]
  • The US Forest Service Job Corps 28 Civilian Conservation Centers
    The U.S. Forest Service Job Corps 28 Civilian Conservation Centers Larry J. Dawson and Alicia D. Bennett Abstract—In 1964, President Lyndon B. Johnson laid out his plan Introduction ______________________ for the Great Society. His vision for America was one in which all Since the founding of the Forest Service over a century segments of society could participate equally. To this end, the Eco- ago, there has rarely been a time when the agency has not nomic Opportunity Act, which created Job Corps, was passed. The been involved with a jobs training program built on the idea Job Corps program provides economically disadvantaged youth, of natural resource conservation. Job Corps, Civilian Con- ages 16–24, with the academic, vocational, and social skills needed servation Corps (CCC), Accelerated Public Works Program to pursue long-term, productive careers at 124 Job Corps Centers (APW), Youth Conservation Corps (YCC) and Young Adult nationwide. Among these, 28 Job Corps Civilian Conservation Cen- Conservation Corps (YACC) are just a few such Forest Service ters (JCCCCs) are operated on public lands under an interagency programs that serve people and natural resources alike. agreement between the U.S. Department of Labor (DOL) and the The Job Corps program provides economically disadvan- U.S. Department of Agriculture (USDA) Forest Service. Dating back taged youth, ages 16–24, with the academic, vocational, and to the Civilian Conservation Corps (CCC) of the 1930s, the Forest social skills needed to pursue long-term, productive careers. Service has a history of involvement with employment programs Today, there are 124 Job Corps Centers nationwide, the with a rich legacy of land stewardship.
    [Show full text]
  • Application for Retirement Benefits
    CT TEACHERS’ RETIREMENT BOARD 165 CAPITOL AVENUE HARTFORD, CT 06106-1673 Toll Free 1 (800) 504-1102 Local (959) 867-6333 Fax (860) 241-9295 “An Affirmative Action/Equal Opportunity Employer” www.ct.gov/trb APPLICATION FOR RETIREMENT BENEFITS MINIMUM ELIGIBILITY REQUIREMENTS TO COLLECT A RETIREMENT BENEFIT: ■ 10 years CT credited service at age 60 ■ 20 years credited service at age 55 (15 of which must be CT credited service) ■ 25 years credited service at any age (20 of which must be CT credited service) ■ Separation from service prior to the effective date of retirement. (This means you have left your CT teaching job and do not intend to return to employment in the school district from which you retired.) MANDATORY FILING REQUIREMENTS, DUE BEFORE YOUR RETIREMENT DATE: ■ Completed Retirement Application ■ Photocopy of your Birth Certificate ■ Photocopy of your Co-participant’s Birth Certificate (if electing Plan D) ■ Acceptable documentation of potential service credit to be purchased, if applicable Your retirement may become effective on the first day of any month following your last day of employment or leave of absence, provided this completed application and required documents are received or postmarked prior to the effective date of your retirement and that you meet eligibility for an immediate retirement benefit. Benefits accrue on the first day of the month and are paid at the end of the month. Members who retire effective July 1st will receive their first benefits (for the months of July and August) no earlier than the end of August. Print clearly in ink or type. Do not use white out.
    [Show full text]
  • Video Catalog Master List
    2016.002.117 INDEX VIDEO-CASSETTE-CD ROM CATALOG MASTER LIST Posted 22 May 03 The proponent of this document is Military Library – Earl Santos (Col. Ret) CATEGORY SUBJECT PAGE A. ACOE EVENTS 3 - 4 B. CONFERENCES, WORKSHOPS, MEETINGS, PRESENTATIONS 5 - 6 C. COUNTER DRUG/DEMAND REDUCTIONS, TEEN SPIRIT, LEADERSHIP 7 C1. COUNTER DRUG DEMAND REDUCTION C2. TEEN SPIRIT C3. LEADERSHIP D. DEPLOYMENTS/MOBILIZATIONS 8-11 D1. BELIZE D2. JAMAICA D3. PANAMA D4. DESERT SHIELD/DESERT STORM D5. OPERATION GOLDEN CADUCEUS, 159TH MASH D6. FORT HOOD, TEXAS D7. HONDURAS D8. GUATEMALA D9 MOBILIZATION IN SUPPORT OF OPERATION ENDURING FREEDOM E. MUSIC 12 F. PROFESSIONALLY PRODUCED PRODUCTS 12-14 G. SPECIAL EVENTS, CEREMONIES, BANQUETS 15-16 H. STATE ACTIVATIONS, HURRICANES, TORNADOES 17 I. THE ADJUTANT GENERALS 18 J. UNITS 19-23 J1 - 141ST J2 - 204TH J3 - 205TH J4 - 209TH J5 - 241ST J6 - 256TH J7 - 225TH 1 2016.002.117 J8 - 5TH ARMY J9 - 528th J10 - 1083rd J11 - 527th J12 - 244THAA J13 - 812th J14 - 61st TROOP COMMAND J15 - 769th J16 - 1/156th INFANTRY J17 - 2/156TH INFANTRY J18 - 159 ARMY BAND J19 - 159 MASH J20 - 773 TANK DESTROYER BN K. WW II 24-25 L. YOUTH CHALLENGE PROGRAM (YCP) 26-27 M. JACKSON BARRACKS MILITARY HISTORY 28-29 M1. -JACKSON BARRACKS MILITARY MUSEUM, NOLA M2. -JACKSON BARRACKS MILITARY LIBRARY, NOLA M3. -JACKSON BARRACKS, NOLA M4. -CAMP BEAUREGARD MILITARY MUSEUM, PINEVILLE, LA M5. -GILLIS W. LONG CENTER, CARVILLE, LA N. AIR NATIONAL GUARD 30 O. COMMUNITY PROJECTS 31-32 O1 - GUARD CARE O2 - CLEAN SWEEP O3 - MAISON ORLEANS O4 - UNITED WAY O5 - SPECIAL OLYMPICS O6 - REEF-EX O7 - CHRISTMAS TREE RECYCLING O8 - EMPLOYER SUPPORT GUARD RESERVE (ESGR) O9 - D-DAY PARADE P.
    [Show full text]