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125 pages ; 22 cm

You will have no problem making it through Mexico with a little help from Cheat! and your mariachi guitar case.

You will have no problem making it through Mexico with a little help from Cheat! and your mariachi guitar case.

You will have no problem making it through Mexico with a little help from Cheat! and your mariachi guitar case.

After decades of research, policy discussions, and legislation promoting finance reform, in 2013, California adopted a major change in how schools are funded and held accountable: the Local Control Funding Formula (LCFF). This new funding model is the most comprehensive education finance reform implemented in California in nearly 40 years, and will bring sweeping changes to the state's K-12 system. School leaders, in partnership with their communities, will be provided more flexibility and planning opportunities to make the best decisions for their local students, while being held to a new accountability structure that focuses on improving student outcomes long-term. Most importantly, those students traditionally underserved--low-income students, English learners, and foster youth--will receive additional, unprecedented funding under LCFF and school districts will have an opportunity to pursue innovative, coherent, and holistic approaches to meeting all students' needs. The reach of LCFF does not end there, however. Implementation of the new finance model also provides an exciting opportunity for Early Learning and Development (ELD) advocates to expand access to the programs and services that prepare our young children for academic and lifelong success. Experience tells us that ELD can and should be a prominent component of any K-12 reform strategy, given that ELD initiatives--such as high-quality preschool and infant and toddler care--can make a great difference in student outcomes. A strong body of research shows children's social-emotional and cognitive development during the period from birth to age 5 greatly influences the degree to which they will be prepared for kindergarten and perform throughout school. The intent in developing this document is to help communities leverage the LCFF priority-setting process to "promote access to high-quality ELD programs at the local level". This document is primarily targeted for community and parent organizers, ELD advocates, local First 5 Commission leaders, and school and civic leaders who are interested in making a compelling case to increase services that benefit children aged 0-5 in their community. The information will help facilitate effective collaboration among education and community leaders to highlight early learning by describing the structure and opportunities of LCFF and the current rationale for pursuing ELD expansion in the context of LCFF. The following are appended: (1) Strengthen ELD in your community through LCFF; (2) Local Control Funding Formula Fact Sheet; (3) Making the Case for Early Learning and Development Investments; (4) Early Childhood Research; and (5) District Budget & Planning Timeline. [The following organizations contributed to the funding of the production of this report: Baby Futures Fund, East Bay Community Foundation, First 5 LA, the Heising Simons Foundation, the Marin Community Foundation and the T. Gary and Kathleen Rogers Supporting Family Foundation.)

This report discusses how to safeguard affirmative action on college campuses. Section 1, "Threats to Affirmative Action," discusses Congressional action; state actions; and anti-affirmative action studies and reports. Section 2, "Affirmative Action Works," includes research findings; leaders' beliefs about affirmative action and diversity; a national perspective; and the business sector. Section 3, "Answering the Critics," presents The Case for Affirmative Action: a leadership conference on civil rights; and "Affirmative Action: Myth v. Reality" (the American Association of University Women). Section 4 "Legal Issues," presents "Affirmative Action in Education: A Current Legal Overview" (Jonathan R. Alger); major affirmative action cases: digest of the record; major civil rights and equal employment opportunity legislation since 1963; U.S. Department of Education 1966 memo on impact of Hopwood decision; and U.S. Department of Education 1995 memo on race-targeted student financial aid. Section 5, "What You Can Do," discusses college change of opinion; sample letters to Congress and to the editor; and joining the affirmative action in higher education network. Section 6, "ACE and Affirmative Action," describes the American Council on Education (ACE); ACE contacts; the history of the ACE and affirmative action; an ACE survey reinforcing the need to act; and ACE board statements on affirmative action and diversity. (SM)

This report discusses how to safeguard affirmative action on college campuses. Section 1, "Threats to Affirmative Action," discusses Congressional action; state actions; and anti-affirmative action studies and reports. Section 2, "Affirmative Action Works," includes research findings; leaders' beliefs about affirmative action and diversity; a national perspective; and the business sector. Section 3, "Answering the Critics," presents The Case for Affirmative Action: a leadership conference on civil rights; and "Affirmative Action: Myth v. Reality" (the American Association of University Women). Section 4 "Legal Issues," presents "Affirmative Action in Education: A Current Legal Overview" (Jonathan R. Alger); major affirmative action cases: digest of the record; major civil rights and equal employment opportunity legislation since 1963; U.S. Department of Education 1966 memo on impact of Hopwood decision; and U.S. Department of Education 1995 memo on race-targeted student financial aid. Section 5, "What You Can Do," discusses college change of opinion; sample letters to Congress and to the editor; and joining the affirmative action in higher education network. Section 6, "ACE and Affirmative Action," describes the American Council on Education (ACE); ACE contacts; the history of the ACE and affirmative action; an ACE survey reinforcing the need to act; and ACE board statements on affirmative action and diversity. (SM)

This report discusses how to safeguard affirmative action on college campuses. Section 1, "Threats to Affirmative Action," discusses Congressional action; state actions; and anti-affirmative action studies and reports. Section 2, "Affirmative Action Works," includes research findings; leaders' beliefs about affirmative action and diversity; a national perspective; and the business sector. Section 3, "Answering the Critics," presents The Case for Affirmative Action: a leadership conference on civil rights; and "Affirmative Action: Myth v. Reality" (the American Association of University Women). Section 4 "Legal Issues," presents "Affirmative Action in Education: A Current Legal Overview" (Jonathan R. Alger); major affirmative action cases: digest of the record; major civil rights and equal employment opportunity legislation since 1963; U.S. Department of Education 1966 memo on impact of Hopwood decision; and U.S. Department of Education 1995 memo on race-targeted student financial aid. Section 5, "What You Can Do," discusses college change of opinion; sample letters to Congress and to the editor; and joining the affirmative action in higher education network. Section 6, "ACE and Affirmative Action," describes the American Council on Education (ACE); ACE contacts; the history of the ACE and affirmative action; an ACE survey reinforcing the need to act; and ACE board statements on affirmative action and diversity. (SM)

This report discusses how to safeguard affirmative action on college campuses. Section 1, "Threats to Affirmative Action," discusses Congressional action; state actions; and anti-affirmative action studies and reports. Section 2, "Affirmative Action Works," includes research findings; leaders' beliefs about affirmative action and diversity; a national perspective; and the business sector. Section 3, "Answering the Critics," presents The Case for Affirmative Action: a leadership conference on civil rights; and "Affirmative Action: Myth v. Reality" (the American Association of University Women). Section 4 "Legal Issues," presents "Affirmative Action in Education: A Current Legal Overview" (Jonathan R. Alger); major affirmative action cases: digest of the record; major civil rights and equal employment opportunity legislation since 1963; U.S. Department of Education 1966 memo on impact of Hopwood decision; and U.S. Department of Education 1995 memo on race-targeted student financial aid. Section 5, "What You Can Do," discusses college change of opinion; sample letters to Congress and to the editor; and joining the affirmative action in higher education network. Section 6, "ACE and Affirmative Action," describes the American Council on Education (ACE); ACE contacts; the history of the ACE and affirmative action; an ACE survey reinforcing the need to act; and ACE board statements on affirmative action and diversity. (SM)

This report discusses how to safeguard affirmative action on college campuses. Section 1, "Threats to Affirmative Action," discusses Congressional action; state actions; and anti-affirmative action studies and reports. Section 2, "Affirmative Action Works," includes research findings; leaders' beliefs about affirmative action and diversity; a national perspective; and the business sector. Section 3, "Answering the Critics," presents The Case for Affirmative Action: a leadership conference on civil rights; and "Affirmative Action: Myth v. Reality" (the American Association of University Women). Section 4 "Legal Issues," presents "Affirmative Action in Education: A Current Legal Overview" (Jonathan R. Alger); major affirmative action cases: digest of the record; major civil rights and equal employment opportunity legislation since 1963; U.S. Department of Education 1966 memo on impact of Hopwood decision; and U.S. Department of Education 1995 memo on race-targeted student financial aid. Section 5, "What You Can Do," discusses college change of opinion; sample letters to Congress and to the editor; and joining the affirmative action in higher education network. Section 6, "ACE and Affirmative Action," describes the American Council on Education (ACE); ACE contacts; the history of the ACE and affirmative action; an ACE survey reinforcing the need to act; and ACE board statements on affirmative action and diversity. (SM)

This report discusses how to safeguard affirmative action on college campuses. Section 1, "Threats to Affirmative Action," discusses Congressional action; state actions; and anti-affirmative action studies and reports. Section 2, "Affirmative Action Works," includes research findings; leaders' beliefs about affirmative action and diversity; a national perspective; and the business sector. Section 3, "Answering the Critics," presents The Case for Affirmative Action: a leadership conference on civil rights; and "Affirmative Action: Myth v. Reality" (the American Association of University Women). Section 4 "Legal Issues," presents "Affirmative Action in Education: A Current Legal Overview" (Jonathan R. Alger); major affirmative action cases: digest of the record; major civil rights and equal employment opportunity legislation since 1963; U.S. Department of Education 1966 memo on impact of Hopwood decision; and U.S. Department of Education 1995 memo on race-targeted student financial aid. Section 5, "What You Can Do," discusses college change of opinion; sample letters to Congress and to the editor; and joining the affirmative action in higher education network. Section 6, "ACE and Affirmative Action," describes the American Council on Education (ACE); ACE contacts; the history of the ACE and affirmative action; an ACE survey reinforcing the need to act; and ACE board statements on affirmative action and diversity. (SM)

This booklet offers techniques and insights to assist the lobbying efforts of Minnesota advocates of individuals with disabilities. It begins by explaining lobbying and the legislative process. Suggestions for effective meetings with legislators are provided, along with ways to get an author for proposed legislation. The following sections discuss techniques for testifying before a committee, writing letters to legislators, and making telephone calls to legislators. Recommendations for lobbying days, rallies, petitions, and legislative receptions are also provided. The final sections describe the roles and responsibilities of various legislative staff, people who impact the legislative process, and interim activities that occur when the legislative session ends. Tip sheets are included that address key words advocates should know, types of questions advocates should be able to answer when lobbying, elements of a national campaign, organizing a campaign, and memorable quotes from legislators on successful lobbying efforts. (CR)