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Chartbook on Women's Progress
FUTURE OF WORK@50+ NOVEMBERMONTH 2015 Research Report Looking Back, Looking Ahead: Chartbook on Women’s Progress Ariane Hegewisch Jeff Hayes Jessica Milli Elyse Shaw Heidi Hartmann Institute for Women’s Policy Research Acknowledgments We would like to thank the following members of the AARP Public Policy Institute and AARP’s Office of Policy Integration for their contributions to this paper: Lori Trawinski, Sara Rix, Donald Redfoot, Christina Fitzpatrick, Gary Koenig, Mikki Waid, Alison Shelton, and Julia Alexis. Also, we would like to thank Allison Porter for her assistance as well as an external, anonymous peer reviewer for their time and valuable contributions. AARP’s Public Policy Institute informs and stimulates public debate on the issues we face as we age. Through research, analysis, and dialogue with the About the Future of Work@50+ nation’s leading experts, PPI promotes development of sound, creative policies This report is part of the Future of Work@50+ Initiative. to address our common need for This is a multiyear initiative that examines the challenges economic security, health care, and and opportunities facing older workers. For other reports and quality of life. information, visit: http://www.aarp.org/futureofwork. The views expressed herein are for information, debate, and discussion, and do not necessarily represent official policies of AARP. LOOKING BACK, LOOKING AHEAD: CHARTBOOK ON WOMEN’S PROGRESS i Table of Contents ACKNOWLEDGMENTS ..............................................................................................................................................i -
Developing Achievement Levels on the National Assessment of Educational Progress for Writing Grades 8 and 12 in 2011 and Grade 4 in 2013
National Assessment Governing Board Developing Achievement Levels on the National Assessment of Educational Progress for Writing Grades 8 and 12 in 2011 and Grade 4 in 2013 Submitted to: Dr. Susan Loomis National Assessment Governing Board 800 North Capitol Street, NW, Suite 825 Washington, DC 20002-4233 Email: [email protected] Phone: 202.357.6940 This study was funded by the National Assessment Governing Board under Contract ED-NAG-10-C-0003. Submitted by: Measured Progress 100 Education Way Dover, NH 03820 Phone: 603.749.9102 NAEP Writing ALS Design Document March 10, 2011 Table of Contents Introduction ............................................................................................................. 5 Purpose of This Document ................................................................................. 5 Organization of This Document ......................................................................... 6 Methodology ............................................................................................................ 7 Body of Work ...................................................................................................... 7 BoW Technological Integration and Enhancements (BoWTIE) ..................... 10 Research Studies ..................................................................................................... 13 Field Trial .......................................................................................................... 13 Hardware .................................................................................................... -
Module 3 Slide Handouts
Pathways of Progress™ Module 3: The Logic Behind Pathways of Progress TM Three Guiding Principles in Establishing Pathways of Progress Matter Individual Student Learning Goals • We know that the level of skills for a student at the Meaningful. beginning of the year is an important predictor of their – Goals should support students to achieve meaningful outcomes or increase the likelihood of achieving meaningful and important end of year outcome (partial eta squared = 71%). outcomes. • Pathways of Progress contributes to initial skills in Ambitious. predicting later outcomes (partial eta squared = 17%). – Above typical or well above typical progress are ambitious goals. – Typical progress may be sufficient for students who are at or above benchmark – Typical progress may not be adequate for students who are likely to need additional support to achieve benchmark goals. – Below typical or well below typical progress are just not very ambitious. Attainable. – High in the well above typical range is probably not attainable. – Typical and above typical progress is readily attainable. – Well below typical and below typical progress may be attainable, but are not ambitious or meaningful. Pathways of ProgressTM ©2015 Dynamic Measurement Group 33 Pathways of ProgressTM ©2015 Dynamic Measurement Group 34 Considerations in Establishing Considerations in Establishing Student Learning Goals Student Learning Goals DIBELS Next informed considerations: Other considerations: What rate of progress is above typical progress What rate of progress is possible with a very compared to other students with similar initial skills? effective, research based intervention? What rate of progress is necessary to narrow the What resources are available to support instruction achievement gap with students making adequate and intervention? progress? What is the student attendance pattern? What rate of progress is necessary to achieve important benchmark goals. -
No Data No Progress
No Data–No Progress Data Collection in Countries Participating in the Decade of Roma Inclusion 2005–2015 INFANT MORTALITY RATE Country Year Roma 2005 No Data Albania PRIMARY EDUCATION COMPLETION RATE Most Recent No Data Country Year Roma Bosnia and 2005 No Data 2005 14% Herzegovina Most Recent No Data Albania Most Recent Insuffi cient Data 2005 25 per 1000 Bulgaria Bosnia and 2005 No Data Most Recent 25 per 1000 Herzegovina Most Recent No Data 2005 25.1 per 1000 Croatia 2005 28.3% Most Recent 11.5 per 1000 Bulgaria Most Recent 31.6% 2005 No Data Czech Republic 2005 No Data Most Recent No Data Croatia Most Recent No Data 2005 No Data Hungary Czech 2005 No Data Most Recent No Data Republic Most Recent No Data 2005 Insuffi cient Data Macedonia 2005 76% Most Recent Insuffi cient Data Hungary Most Recent No Newer Data 2005 No Data Montenegro 2005 50.8% Most Recent No Data Macedonia Most Recent No Data 2005 Insuffi cient Data Romania 2005 9.2% Most Recent No Data Montenegro Most Recent 20% 2005 25 per 1000 Serbia 2005 31.7% Most Recent No Newer Data Romania Most Recent 19.7% 2005 No Data Slovakia 2005 22.7% Most Recent No Data Serbia Most Recent No Data 2005 Insuffi cient Data Spain 2005 No Data Most Recent No Data Slovakia Most Recent No Data 2005 No Data Spain Most Recent No Data OPEN SOCIETY FOUNDATIONS No Data—No Progress Data Collection in Countries Participating in the Decade of Roma Inclusion 2005–2015 No Data—No Progress Data Collection in Countries Participating in the Decade of Roma Inclusion 2005–2015 June 2010 Roma Initiatives OPEN SOCIETY FOUNDATIONS Copyright © 2010 by the Open Society Institute. -
How Do Pupils Progress During Key Stages 2 and 3?
Research Report DFE-RR096 How do pupils progress during Key Stages 2 and 3? Education Standards Analysis and Research Division Department for Education Executive Summary What’s in this Report? How do Pupils Progress During Key Stages 2 and 3? presents statistical analysis of pupils’ progress in reading, writing and maths during years 3-9, based on a sample of termly teacher assessments for over 70,000 pupils in 10 Local Authorities. The main issues addressed are when most progress is made, who makes most progress, how termly progress adds up to expected threshold levels of achievement, and what progress through National Curriculum Key Stages 2 and 3 looks like empirically – the patterns and pathways actually followed by pupils. What are the Key Findings from the Analysis? Learning Pathways (details in Chapter 5) • For many pupils, progress during Key Stages 2 and 3 is not linear and continuous; episodes of regression to an earlier level of attainment, or remaining at the same level for a period, are part of the norm. • Patterns of progress are highly individual; there is low concentration of pupils into one pathway or another, especially in reading and writing. • The more progress a pupil made in the previous term, the less likely they are to make progress the following term, and vice versa. Timing of Progress (details in Chapter 1) • More progress is made per year in Key Stage 2 than Key Stage 3 in all three subjects, but especially in reading and writing. • Pupils make most progress during the summer term and least progress during the autumn term. -
A Path to Empowerment: the Role of Corporations in Supporting Women's
A Path to Empowerment: The role of corporations in supporting women’s economic progress Jane Nelson, Marli Porth, Kara Valikai, and Honor McGee Summary report of a roundtable series on women’s economic empowerment Written by Jane Nelson, Marli Porth, Kara Valikai, and Honor McGee Designed by Alison Beanland Photographs: All the photographs on the cover and throughout the report are representative of women employees, business partners, individual contributors or community partners of companies that participated in the Path to Empowerment roundtable series and are profiled in the report. Cover photos are as follows: Top Row (L to R): Qualcomm community partner (Indonesia); SABMiller retailer (Colombia); Amway Business Owner (Thailand); Coca-Cola retailer (The Philippines); Kate Spade & Company artisan (Rwanda); Amway Business Owner (United States); Walmart factory worker (China); Walmart smallholder farmer (Rwanda). Bottom Row (L to R): ExxonMobil engineer trainee (Papua New Guinea); Amway Business Owner (United States); Kate Spade & Company artisans (Rwanda); Walmart supplier (Guatemala); Walmart smallholder farmer (Nepal); Abbott supported health partners (Afghanistan); Walmart smallholder farmer (Peru); Abbott supported students (Bangladesh). Our thanks to these and other companies for providing photographs. © 2015 by the CSR Initiative at the Harvard Kennedy School and the U.S. Chamber of Commerce Foundation Corporate Citizenship Center. The material in this publication is copyrighted. Quoting, copying, and/or reproducing portions or all of this work is permitted providing the following citation is used: Nelson, Jane, Marli Porth, Kara Valikai, and Honor McGee (2015). “A Path to Empowerment: The role of corporations in supporting women’s economic progress.” Cambridge, MA: The CSR Initiative at the Harvard Kennedy School and the U.S. -
National Seed Strategy
NATIONAL SEED STRATEGY for Rehabilitation and Restoration Making Progress The Plant Conservation Alliance (PCA) is a public-private partnership of organizations that share the same goal: to protect native plants by ensuring that native plant populations and their communities are maintained, enhanced, and restored. The PCA Federal Committee, chaired by the Bureau of Land Management, developed the “National Seed Strategy for Rehabilitation and Restoration 2015-2020” in cooperation with federal and non-federal partners. For more information on the Plant Conservation Alliance and its members and activities, please visit http://www.blm.gov/pca. Copies of this publication may be obtained online at www.blm.gov/seedstrategy. NATIONAL SEED STRATEGY Making Progress 2 Table of Contents National Seed Strategy for Rehabilitation and Restoration: Making Progress ............................................ 5 Status by Goal ............................................................................................................................................... 6 Goal One ............................................................................................................................................... 6 Goal Two ............................................................................................................................................... 8 Goal Three ............................................................................................................................................. 9 Goal Four ............................................................................................................................................ -
Deliverable 8: Revised Literature Review and Gap Analysis for Phase 1
BIOREDD+ Program DELIVERABLE 8: REVISED LITERATURE REVIEW AND GAP ANALYSIS FOR PHASE 1 Subcontract number: EPP-I-00-06-00013-00-EcoPartners Name: Ecological Carbon Offset Partners, LLC April 2014 This document was produced for review by the United States Agency for International Development. It was prepared by Chemonics International Inc. for the BIOREDD+ Project, task order number AID-514-TO-11-00002. Table of Contents List of Acronyms ................................................................................................................................................. 4 1. Introduction & Context ................................................................................................................................ 5 I.1 Summary of Major Climate Risks .......................................................................................................... 5 I.2 Summary of Major Community Risks .................................................................................................. 5 1.3 Summary of Major Biodiversity Risks.................................................................................................. 6 1.4 Summary of CCB Version 3 Updates ................................................................................................. 6 2. Methods ............................................................................................................................................................ 8 3. PDD Section 1 Progress ........................................................................................................................... -
A Revolution in Progress
ADUs in CA: A Revolution in Progress | October 2020 | Center for Community Innovation Authors: Karen Chapple, Audrey Lieberworth, Dori Ganetsos, Eric Valchuis, Andrew Kwang & Rachel Schten Acknowledgments We are grateful to the California Department of Housing and Community Development for the funding that helped support this research. We also thank Jenny Liang, Lauren Hom, Jen Hu, and Isaac Schmidt for their invaluable research assistance. The Center for Community Innovation (CCI) at UC Berkeley nurtures effective solutions that expand economic opportunity, diversify housing options, and strengthen connection to place. Center for Community Innovation c/o Institute of Governmental Studies 109 Moses Hall, #2370 Berkeley, CA 94720-237 Table of Conents Table of Contents Executive Summary . 5 Introduction . 7 Methods . 9 Trends in ADU Implementation . 12 Barriers to ADU Development . 18 Best Practices . 23 Missing Middle . 27 Conclusion & Recommendations. 30 Endnotes . 31 Appendices . 33 ADUs in California: A Revolution in Progress 3 Executive Summary Executive Summary Executive Summary Introduction But Barriers Remain In order to address the California (CA) housing crisis, state leg- • Finances (27%), lack of awareness (16%), and lack of desire islators are pursuing zoning reform to allow more small-scale (16%) remain significant barriers to ADU development. Juris- housing types, particularly in low density neighborhoods. Ac- dictions also report that the State’s top-down approach to cessory dwelling units (ADUs), commonly known as secondary this series of ADU legislation presents challenges for local units, backyard cottages, and in-law units, are one such housing ADU construction. type. Over the past few years, state legislators reduced parking requirements, lot size minimums and setback requirements, and • Although lower income and lower resource communities in development fees to incentivize construction of ADUs. -
POLARIZED PROGRESS Social Acceptance of LGBT People in 141 Countries, 1981 to 2014
POLARIZED PROGRESS Social Acceptance of LGBT People in 141 Countries, 1981 to 2014 Andrew R. Flores MARCH 2018 Andrew Park EXECUTIVE SUMMARY This report describes the development of a lesbian, gay, bisexual, and transgender (LGBT) Global Acceptance Index (GAI), which seeks to measure the relative level of social acceptance of LGBT people and rights in each country at a specific time period. Understanding acceptance and rejection of LGBT people lies at the heart of understanding violence, discrimination, and the multitude of negative consequences arising from exclusion and unfair treatment. Sexual and gender minorities all over the world are heavily impacted by the attitudes and beliefs of those around them. Low levels of acceptance are tied to bullying and violence, physical and mental health problems, discrimination in employment, and underrepresentation in positions of civic leadership. Additionally, exclusion can result in lower levels of workforce productivity and decreased business profits. Development of the LGBT Global Acceptance Index. Using an advanced statistical model, the authors developed the LGBT Global Acceptance Index (GAI) to measure acceptance in each country. Acceptance is the extent to which LGBT people are seen in ways that are positive and inclusive, both with respect to an individual’s opinions about LGBT people and with regard to an individual’s position on LGBT policy. KEY FINDINGS Globally, the average level of acceptance has increased since 1980. • 80 of 141 countries experienced increases in acceptance since 1980. • 46 countries experienced a decline. • 15 countries experienced no change. In the past decade, the range of levels of acceptance has increased. Levels of acceptance have become more polarized: • The most accepting countries have experienced increased levels of acceptance. -
Developing Achievement Levels on the 2011 National Assessment of Educational Progress in Grades 8 and 12 Writing Process Report
National Assessment Governing Board Developing Achievement Levels on the National Assessment of Educational Progress in Writing Grades 8 and 12 in 2011 Submitted to: National Assessment Governing Board 800 North Capitol Street, NW, Suite 825 Washington, DC 02002-4233 Phone: 202.357.6938 This study was funded by the National Assessment Governing Board under Contract ED-NAG-10-C-0003. Submitted by: Measured Progress 100 Education Way Dover, NH 03820 Phone: 603.749.9102 ALS Writing Process Report September 2012 PANELIST NAMES REDACTED BY GOVERNING BOARD Developing Achievement Levels on the 2011 National Assessment of Educational Progress in Grades 8 and 12 Writing Process Report Luz Bay with Chris Clough Jennifer Dunn Wonsuk Kim Leah McGuire Tia Sukin September 2012 ALS Writing Process Report Measured Progress ii National Assessment Governing Board BOARD MEMBERSHIP (2011–2012) Honorable David P. Driscoll, Chair Former Commissioner of Education Melrose, Massachusetts Mary Frances Taymans, SND, Vice Chair Sisters of Notre Dame National Education Office Bethesda, Maryland Andrés Alonso Shannon Garrison Chief Executive Officer Fourth-Grade Teacher Baltimore City Public Schools Solano Avenue Elementary School Baltimore, Maryland Los Angeles, California David J. Alukonis Doris R. Hicks Former Chairman Principal and Chief Executive Officer Hudson School Board Dr. Martin Luther King, Jr. Charter School Hudson, New Hampshire for Science and Technology New Orleans, Louisiana Louis M. Fabrizio Data, Research and Federal Policy Director Honorable Terry Holliday North Carolina Department of Public Commissioner of Education Instruction Kentucky Department of Education Raleigh, North Carolina Lexington, Kentucky Honorable Anitere Flores Richard Brent Houston Senator Principal Florida State Senate Shawnee Middle School Miami, Florida Shawnee, Oklahoma Alan J.