Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g5GFpUX08747; Sun, 16 Jun 2002 11:51:30 -0400 (EDT) Date: Sun, 16 Jun 2002 11:51:30 -0400 (EDT) Message-Id: <00a701c2154c$b50fbb00$c62c56d1@default> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-family@literacy.nifl.gov Originator: nifl-family@literacy.nifl.gov Sender: nifl-family@literacy.nifl.gov Precedence: bulk From: "Weyler Bettie" <bettieweyler@mindspring.com> To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:1190] Re: Clips and Cross Posts X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 5.50.4522.1200 Content-Type: multipart/alternative; Status: RO Content-Length: 13875 Lines: 360 This is a multi-part message in MIME format. ------=_NextPart_000_00A4_01C2152B.2C0690C0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Jon, The Working Mothers in a Double Bind document is just one of your = references which I need badly. BUT I can't get it to print! Help! Bettie ----- Original Message -----=20 From: Jon Lee=20 To: Multiple recipients of list=20 Sent: Tuesday, May 21, 2002 7:34 AM Subject: [NIFL-FAMILY:1103] Clips and Cross Posts >From the NLA List: Built to Last: Why Skills Matter for Long-Run Success in Welfare = Reform by Karin Martinson and Julie Strawn. This review of recent research on welfare-to-work strategies shows that the most successful programs = have focused on employment but made substantial use of education and = training. In particular, the postsecondary education and training appear to be = key to obtaining higher-paying jobs. This report has important implications = for the current debate over reauthorization of the federal welfare = program, Temporary Assistance for Needy Families (TANF). The findings suggest = that Congress should encourage states to include quality education and = training services in welfare-to-work programs and allow sufficient time for recipients to complete both basic education and skill training. May = 13, 2002. 21 pages. (Publications No. 02-34). Click here for an = easy-to-print PDF file. http://www.clasp.org/ First document under "new publications" From: Connect for Kids Weekly--May 20, 2002 The 2002 KIDS COUNT Data Book looks at low-income working families, = their difficulties in making ends meet and caring for their kids, and what = it takes to help them gain financial and family success. This annual compendium of state-specific and national data on children's = well-being will be released on Thursday, May 23. http://www.kidscount.org Ten Things Everyone Should Know about Welfare Reform This Urban Institute primer offers the basics on welfare reform, = including the number welfare caseloads, characteristics of work and earnings, availability of work support programs, prevalence of poverty, = statistics on child well-being, and family structure and population. = http://www.urban.org/Template.cfm?Section=3DHome&NavMenuID=3D73&Template=3D= /Tagged Content/NewReports.cfm&PublicationID=3D7692 Working Mothers in a Double Bind The theorists may assume that low-wage moms willingly exchange greater = job flexibility for lower pay, but in fact low-wage jobs offer the least flexibility over their work hours or days off. This briefing paper = from the Economic Policy Institute argues that the inability of mothers to secure flexible jobs, or to earn more for working rigid hours, calls = for active public policy to improve labor market conditions to help = low-wage parents balance their family and work responsibilities. http://www.epinet.org/briefingpapers/124/124.pdf Helping Poor Nonresident Dads Do More While the focus in getting welfare parents into the workforce has been mainly on the moms, this Urban Institute "Short Take" notes that = improved job services, better health care and realistic child support = expectations could help low-wage fathers become more equal partners in providing = for their children. = http://www.urban.org/Template.cfm?NavMenuID=3D24&Template=3D/TaggedConten= t/ViewB yPubID.cfm&PubID=3D310480 OK....You have a teenager, work with a family who has a teen? Read on. Five Worst Teen Jobs According to this National Consumers League report, teens are working, = but outdated child labor laws are inadequately protecting them from harm = in jobs that put them at risk, including driving and delivery; working = late at night or alone in cash-based businesses; cooking with hot oil, = water, steam and hot cooking surfaces, construction and work at heights, or traveling in youth crews. http://nclnet.org/childlabor/ Assessing Limited English Proficiency Students The Elementary and Secondary Education Act requires states to assess students with limited English proficiency as part of their statewide assessments, but many states have not developed English language development standards for their limited English proficiency students, = and are not yet equipped with a standards-based assessment. http://www.ccsso.org/pdfs/ggapr02.pdf Look at page 3 The whole document is good! Working Together to Educate Minority Students With Special Needs or Talents Ever since a federal law began requiring all schools to meet the = learning needs of disabled students nearly 30 years ago, disproportionately = large numbers of children in some racial and ethnic groups are identified as disabled and placed in special education programs. The labels used to describe these children -- such as "learning disabled" and = "emotionally disturbed" - may be necessary to trigger special services but may also bring lowered expectations from teachers and others. Christopher Cross from the Center on Education Policy says it's time to ensure that kids = at risk of school failure get better assessments early on, appropriate interventions, and improved decisions about who truly will benefit = from special education services. = http://www4.nationalacademies.org/onpi/oped.nsf/(Op-EdByDocID)/34E3807F06= 5E0 3AD85256BAE00631D9A?OpenDocument Hope all is well! Jon Lee Training Specialist NIFL-Family list moderator National Center for Family Literacy 325 West Main St, Suite 300 Louisville, KY 40202-4237 Phone: 502.584.1133 x175 Fax: 502.584.0172 jlee@famlit.org http://www.famlit.org ------=_NextPart_000_00A4_01C2152B.2C0690C0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META http-equiv=3DContent-Type content=3D"text/html; = charset=3Diso-8859-1"> <META content=3D"MSHTML 5.50.4522.1800" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV><FONT face=3DArial size=3D2>Jon,</FONT></DIV> <DIV><FONT face=3DArial size=3D2>The Working Mothers in a Double Bind = document is=20 just one of your references which I need badly. BUT I can't get it = to=20 print!</FONT></DIV> <DIV><FONT face=3DArial size=3D2>Help!</FONT></DIV> <DIV><FONT face=3DArial size=3D2>Bettie</FONT></DIV> <BLOCKQUOTE=20 style=3D"PADDING-RIGHT: 0px; PADDING-LEFT: 5px; MARGIN-LEFT: 5px; = BORDER-LEFT: #000000 2px solid; MARGIN-RIGHT: 0px"> <DIV style=3D"FONT: 10pt arial">----- Original Message ----- </DIV> <DIV=20 style=3D"BACKGROUND: #e4e4e4; FONT: 10pt arial; font-color: = black"><B>From:</B>=20 <A title=3Djlee@famlit.org href=3D"mailto:jlee@famlit.org">Jon Lee</A> = </DIV> <DIV style=3D"FONT: 10pt arial"><B>To:</B> <A=20 title=3Dnifl-family@literacy.nifl.gov=20 href=3D"mailto:nifl-family@literacy.nifl.gov">Multiple recipients of = list</A>=20 </DIV> <DIV style=3D"FONT: 10pt arial"><B>Sent:</B> Tuesday, May 21, 2002 = 7:34 AM</DIV> <DIV style=3D"FONT: 10pt arial"><B>Subject:</B> [NIFL-FAMILY:1103] = Clips and=20 Cross Posts</DIV> <DIV><BR></DIV>>From the NLA List:<BR><BR>Built to Last: Why Skills = Matter=20 for Long-Run Success in Welfare Reform by<BR>Karin Martinson and Julie = Strawn. This review of recent research on<BR>welfare-to-work = strategies=20 shows that the most successful programs have<BR>focused on employment = but made=20 substantial use of education and training.<BR>In particular, the = postsecondary=20 education and training appear to be key to<BR>obtaining higher-paying=20 jobs. This report has important implications for<BR>the current = debate=20 over reauthorization of the federal welfare program,<BR>Temporary = Assistance=20 for Needy Families (TANF). The findings suggest that<BR>Congress = should=20 encourage states to include quality education and training<BR>services = in=20 welfare-to-work programs and allow sufficient time for<BR>recipients = to=20 complete both basic education and skill training. May = 13,<BR>2002. 21=20 pages. (Publications No. 02-34). Click here for an=20 easy-to-print<BR>PDF file.<BR><A=20 href=3D"http://www.clasp.org/">http://www.clasp.org/><BR>First = document under=20 "new publications"<BR><BR>From: Connect for Kids Weekly--May 20,=20 2002<BR><BR>The 2002 KIDS COUNT Data Book looks at low-income working=20 families, their<BR>difficulties in making ends meet and caring for = their kids,=20 and what it<BR>takes to help them gain financial and family success. = This=20 annual<BR>compendium of state-specific and national data on children's = well-being<BR>will be released on Thursday, May 23.<BR><A=20 = href=3D"http://www.kidscount.org">http://www.kidscount.org><BR><BR>Ten= Things=20 Everyone Should Know about Welfare Reform<BR>This Urban Institute = primer=20 offers the basics on welfare reform, including<BR>the number welfare=20 caseloads, characteristics of work and earnings,<BR>availability of = work=20 support programs, prevalence of poverty, statistics<BR>on child = well-being,=20 and family structure and population.<BR><A=20 = href=3D"http://www.urban.org/Template.cfm?Section=3DHome&NavMenuID=3D= 73&Template=3D/Tagged">http://www.urban.org/Template.cfm?Section=3DHo= me&NavMenuID=3D73&Template=3D/Tagged</A><BR>Content/NewReports.cf= m&PublicationID=3D7692<BR><BR>Working=20 Mothers in a Double Bind<BR>The theorists may assume that low-wage = moms=20 willingly exchange greater job<BR>flexibility for lower pay, but in = fact=20 low-wage jobs offer the least<BR>flexibility over their work hours or = days=20 off. This briefing paper from<BR>the Economic Policy Institute argues = that the=20 inability of mothers to<BR>secure flexible jobs, or to earn more for = working=20 rigid hours, calls for<BR>active public policy to improve labor market = conditions to help low-wage<BR>parents balance their family and work=20 responsibilities.<BR><A=20 = href=3D"http://www.epinet.org/briefingpapers/124/124.pdf">http://www.epin= et.org/briefingpapers/124/124.pdf</A><BR><BR>Helping=20 Poor Nonresident Dads Do More<BR>While the focus in getting welfare = parents=20 into the workforce has been<BR>mainly on the moms, this Urban = Institute "Short=20 Take" notes that improved<BR>job services, better health care and = realistic=20 child support expectations<BR>could help low-wage fathers become more = equal=20 partners in providing for<BR>their children.<BR><A=20 = href=3D"http://www.urban.org/Template.cfm?NavMenuID=3D24&Template=3D/= TaggedContent/ViewB">http://www.urban.org/Template.cfm?NavMenuID=3D24&= ;Template=3D/TaggedContent/ViewB</A><BR>yPubID.cfm&PubID=3D310480<BR>= <BR>OK....You=20 have a teenager, work with a family who has a teen? Read on.<BR>Five = Worst=20 Teen Jobs<BR>According to this National Consumers League report, teens = are=20 working, but<BR>outdated child labor laws are inadequately protecting = them=20 from harm in<BR>jobs that put them at risk, including driving and = delivery;=20 working late<BR>at night or alone in cash-based businesses; cooking = with hot=20 oil, water,<BR>steam and hot cooking surfaces, construction and work = at=20 heights, or<BR>traveling in youth crews.<BR><A=20 = href=3D"http://nclnet.org/childlabor/">http://nclnet.org/childlabor/><= BR><BR>Assessing=20 Limited English Proficiency Students<BR>The Elementary and Secondary = Education=20 Act requires states to assess<BR>students with limited English = proficiency as=20 part of their statewide<BR>assessments, but many states have not = developed=20 English language<BR>development standards for their limited English=20 proficiency students, and<BR>are not yet equipped with a = standards-based=20 assessment.<BR><A=20 = href=3D"http://www.ccsso.org/pdfs/ggapr02.pdf">http://www.ccsso.org/pdfs/= ggapr02.pdf</A><BR>Look=20 at page 3<BR>The whole document is good!<BR><BR>Working Together to = Educate=20 Minority Students With Special Needs or<BR>Talents<BR>Ever since a = federal law=20 began requiring all schools to meet the learning<BR>needs of disabled = students=20 nearly 30 years ago, disproportionately large<BR>numbers of children = in some=20 racial and ethnic groups are identified as<BR>disabled and placed in = special=20 education programs. The labels used to<BR>describe these children -- = such as=20 "learning disabled" and "emotionally<BR>disturbed" - may be necessary = to=20 trigger special services but may also<BR>bring lowered expectations = from=20 teachers and others. Christopher Cross<BR>from the Center on Education = Policy=20 says it's time to ensure that kids at<BR>risk of school failure get = better=20 assessments early on, appropriate<BR>interventions, and improved = decisions=20 about who truly will benefit from<BR>special education services.<BR><A = = href=3D"http://www4.nationalacademies.org/onpi/oped.nsf/(Op-EdByDocID)/34= E3807F065E0">http://www4.nationalacademies.org/onpi/oped.nsf/(Op-EdByDocI= D)/34E3807F065E0</A><BR>3AD85256BAE00631D9A?OpenDocument<BR><BR><BR>Hope = all is well!<BR><BR><BR>Jon Lee<BR>Training Specialist<BR>NIFL-Family = list=20 moderator<BR>National Center for Family Literacy<BR>325 West Main St, = Suite=20 300<BR>Louisville, KY 40202-4237<BR>Phone: 502.584.1133 x175<BR>Fax:=20 502.584.0172<BR><A = href=3D"mailto:jlee@famlit.org">jlee@famlit.org</A><BR><A=20 = href=3D"http://www.famlit.org">http://www.famlit.org><BR><BR><BR><BR><= /BLOCKQUOTE></BODY></HTML> ------=_NextPart_000_00A4_01C2152B.2C0690C0--
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