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2017-06-06
Youth Philanthropy Initiative of Indiana;
Youth Philanthropy Initiative of Indiana (YPII) conducts an annual survey with Community Foundations that promote youth philanthropy through a youth council or school-based program. Collected data is used to summarize the work and impact of youth philanthropists in Indiana communities, as well as provide insight into youth philanthropy trends. This one-pager summarizes that data.
2017-06-06
Youth Philanthropy Initiative of Indiana;
An infographic summarizing Indiana Community Foundation's youth programs from 2015-2016 across four areas which include: serving, leading, giving, and engaging.
2017-03-23
Chicago Council on Global Affairs;
This report focuses how immigrants have helped offset native-born population loss and revitalized an aging workforce by examining 46 Midwestern metro areas as a refresh of a similar study published by the Chicago Council on Global Affairs in 2014. Metro areas are a useful barometer by which to measure the impact of immigration because the economies of central cities and their suburbs are tightly connected and because large immigrant communities are found in both central cities and suburbs of metro areas. Also, the extent to which immigration matters to metro-area economies heightens the importance of immigration as an issue and raises the stakes for immigration reform.
2016-07-01
Bella Communities;
This brief is a companion report to the white paper originally published in December 2013 at the end of the pilot period. The white paper can be found at Issue Lab, a service of the Foundation Center. The present report is intended to update information about the ReV-UP program with the results from the fieldwork undertaken between 2012 and June 30, 2016, the pilot period through the bridge phase.
This brief contains three parts:1. Program metrics,2. Case studies showing program outcomes, and3. Participant survey results.
2016-05-03
Woodrow Wilson National Fellowship Foundation;
The report offers a series of short essays from 18 teachers, each reflecting on what inspired and guided them into the teaching profession. Some of the highlights include:
"I've come to realize that my learning process in the classroom actually feels a whole lot like the science I practiced at the bench: engineering experimental procedures, collecting and analyzing data, and formulating questions about next steps. It turns out that my scientific worldview can really improve learning outcomes for my students," said Kristin Milks, a biology and earth science teacher in Bloomington, IN, who enrolled in a teacher preparation program shortly after completing her Ph.D. in biochemistry.
"What transforms someone from being a good teacher to being a great teacher is the passion to make connections with students, to constantly evaluate and adjust their practice to do what is in the students' best interest," said Catherine Ann Haney, a Virginia Spanish teacher who has recently been teaching in Santiago, Chile.
"Enrolling in a teacher education program, instead of starting my career as a teacher first and then obtaining my master's degree after, meant I had a cohort of other soon-to-be teachers to learn with as we persevered through a very rigorous and demanding year," said Jeremy Cress, a math teacher in Philadelphia.
"I realized that being a good math teacher does not mean explaining clearly, making kids like me, or making math fun. Rather, it means giving students the opportunity to solve problems by themselves from start to finish, to struggle and persevere, and to learn from each other's particular strengths," said Brittany Leknes, a math teacher from Sunnyvale, CA.
"Together my students and I co-create their identities, their sense of themselves, and their understanding of their place in society. Because I believe wholly in my students' own power, I teach to disrupt school cultures that suggest that students need to be anything less than their whole selves," said Kayla Vinson, who taught social students in the Harlem Children's Zone.
Created in 2007, the Leonore Annenberg-Woodrow Wilson Teaching Fellowship was designed to serve as the equivalent of a national "Rhodes Scholarship" for teaching. Working with Stanford University, the University of Pennsylvania, the University of Virginia, and the University of Washington, the Woodrow Wilson Foundation provided $30,000 stipends for exceptionally able candidates to complete a yearlong master's degree program. In exchange, the teacher candidates agreed to teach for three years in high-need secondary schools across the country. The Leonore Annenberg Teaching Fellowship was funded through grants from the Annenberg Foundation and Carnegie Corporation of New York. It served as the basis for the Woodrow Wilson Foundation's successful Teaching Fellowship program, which now operates in five states (Georgia, Indiana, Michigan, New Jersey, and Ohio), operating in partnership with 28 universities. Woodrow Wilson Teaching Fellows complete a rigorous yearlong master's degree program, coupled with a robust yearlong clinical experience. Once they earn their degrees, Woodrow Wilson Teaching Fellows teach in high-need STEM classrooms, while receiving three years of coaching and mentoring.
2016-03-01
Indiana Nonprofits Scope and Community Dimensions Project;
This briefing analyzes the extent to which local government officials (LGOs) -- individuals in strategic positions to assess the contribu-tions of Indiana nonprofits -- say they trust local charities and other nonprofits to do the "right thing" and what may explain such trust. It is the fourth in a series of briefings focusing on non-profit-government relations in Indiana from the Indiana Nonprofits: Scope and Community Di-mensions project. The first three briefings ex-plored LGOs' attitudes toward 2-1-1 services, payments in lieu of [property] taxes or PILOTs, and collaboration between local government and nonprofits. Subsequent briefings will up-date our analysis of attitudes towards PILOTs and other topics. All briefings are available at the project website: www.indiana.edu/~non-prof
2016-01-25
Corporation for Enterprise Development (CFED);
The Assets & Opportunity Scorecard is a comprehensive look at Americans' financial security today and their opportunities to create a more prosperous future. It assesses the 50 states and the District of Columbia on 130 outcome and policy measures, which describe how well residents are faring and what states are doing to help them build and protect assets. The Scorecard enables states to benchmark their outcomes and policies against other states in five issue areas: Financial Assets & Income, Businesses & Jobs, Housing & Homeownership, Health Care, and Education.
2015-11-17
Robert Wood Johnson Foundation;
Why is there so much difference in the health of residents in one county compared to other counties in the same state? In this report, the County Health Rankings & Roadmaps program explores how wide gaps are throughout Indiana and what is driving those differences. This information can help Indiana state leaders as they identify ways for everyone to have a fair chance to lead the healthiest life possible. Specifically, this document can help state leaders understand: 1. What health gaps are and why they matter 2. The size and nature of the health gaps among counties within Indiana 3. What factors are influencing the health of residents, and 4. What state and local communities can do to address health gaps.
2015-09-01
SPEC Associates;
In 2008, Lumina asked SPEC Associates (SPEC) to evaluate the foundation's grant making aimed at improving the productivity of higher education through statewide policy and program change. The initiative was initially known as Making Opportunity Affordable and later became known more broadly as Lumina's higher education productivity initiative. Eleven states received planning grants in 2008 and a year later seven of these states received multi-year grants to implement their productivity plans. In 2009, Lumina published Four Steps to Finishing First in Higher Education to frame the content of its productivity work. In 2010, the foundation, working with HCM Strategists, launched the Strategy Labs Network to deliver just-in-time technical assistance, engagement, informationsharing and convenings to states. Lumina engaged SPEC to evaluate these productivity investments in the seven states through exploring this over-arching question: What public will building, advocacy, public policy changes, and system or statewide practices are likely to impact higher education productivity for whom and in what circumstances, and which of these are likely to be sustainable, transferable, and/or scalable?
2015-06-29
Indianapolis Foundation, The;
After more than a year of listening to our community, researching evidence-based practices, and evaluating our own efforts, 'The Importance of Community' inaugural report unequivocally asserts that our greatest potential of reducing homicides and incarceration as a result of committing a crime is deeply rooted in collective community action and targeted interventions aimed at serving narrowly defined populations. In this report, The Indianapolis Foundation will summarize years of community-based recommendations and provides a specific community investment plan based on multiple community convenings, crime prevention related reports, and listening to our community.
2015-04-15
Center for Effective Government;
Now more than two years after the West, Texas fertilizer plant explosion, this report asks the question that haunted the community in the aftermath of the tragedy: why didn't the people who arrived to help fight the fire know that extremely flammable and explosive materials were inside?
Ten volunteer firefighters who rushed toward the fire were among the 15 killed in the explosion that followed. In addition to the deaths, the explosion destroyed three schools, a nursing home, and 37 city blocks, and over 200 people were injured. But it seems that neither the firefighters nor the town officials who approved the school sitings fully understood the risks the fertilizer storage facility presented.
Congress passed a law almost three decades ago that was designed to ensure that local communities are fully aware of hazardous substances near them and that emergency personnel know what to do in the event of a disaster like West, Texas. A few years later, an additional law required more reporting and planning. But local communities in many areas of the country still seem unaware and unprepared to deal with emergencies. As the number of chemical facilities increases and population centers expand, as plants age and inspection funds decline, the number of individual Americans at risk from toxic emissions, leaks, and explosions will grow.
This report examines the chemical reporting to states that occurs under the Emergency Planning and Community Right-to-Know Act of 1986 (EPCRA), using a sample of six states, and the reporting to the U.S. Environmental Protection Agency (EPA) that was established under the 1990 Clean Air Act amendments and the federal Risk Management Program.
