Publications

    Opportunities for Ohioans with Disabilities, State of Ohio: Innovations in American Government Award Case Study

    Colleen Crispino, January 2022 

    Opportunities for Ohioans with Disabilities (OOD), Ohio’s Vocational Rehabilitation (VR) agency, is responsible for providing employment-related services to eligible individuals in Ohio to help them achieve their employment goals. Their program model, designed to improve employment outcomes for youth and adults with disabilities, addresses some of the barriers that exist for these populations. Since 2013, their Business Relations team has partnered with more than 500 employers statewide to match skilled candidates to available jobs. As part of this service, OOD provides no-cost solutions for employers, including improved worksite accessibility and accommodations and training on disability etiquette and awareness. These strategies have resulted in increased hiring of VR participants by employer partners.3

    As part of their innovative service system, OOD partners with large employers in the Columbus area to embed Ohio State VR staff in each employer’s human resources department to quickly match qualified candidates with disabilities to open positions. OOD first tested this approach with one major employer in 2017, leading to the hiring of 60 individuals with disabilities in the first three years. They later expanded the program to include an additional major employer, in a different industry, with similarly positive results.

    Pathways to Economic Advancement, Commonwealth of Massachusetts: Innovations in American Government Award Case Study

    Jeanne Batalova, January 2022 

    Adult English learners (ELs) are as likely to find jobs in the U.S. labor market as those who speak English fluently. There are significant differences, however, when it comes to salary, job quality, and professional opportunities. Today, more than 240,000 working-age adults are in need of English-language services in Greater Boston, with most seeking to improve their English fluency to find a job or get pro- moted. Despite this need, only 11,600 adults receive English for Speakers of Other Languages (ESOL) services each year. As a result, adult ELs are often limited in their ability to contribute to local and state economies in terms of taxes and consumer spending.

    Developed by Jewish Vocational Service (JVS) in Boston, the Massachusetts Pathways to Economic Advancement (Pathways) program started with a fundamental question: Given the high unmet demand for vocational and workplace English, how do we effectively scale up a proven workforce-oriented model of teaching adults English for employment. Through its four program tracks and an innovating fund- ing model (Pay for Success), Pathways offers a continuum of work-related ESOL services coupled with individualized job coaching and job placement.

    Accelerated Study in Associate Programs, City University of New York: Innovations in American Government Award Case Study

    Philip Jordan, January 2022 

    Social and economic mobility are at historic lows in America, while entrenched racial inequality cotinues to erect barriers. Research suggests that education is critically important to enable economic mobility, particularly for the lowest-income populations, which are most frequently served by the patch- work of community colleges across the US.

    While progress in expanding access and enrollment at community colleges over the past 20 years is significant, the rate of degree completion has generally not improved. Systemic barriers, including financial, social, and academic, persist. Three-year completion rates for associate degrees are very low, and there is a significant achievement gap for racial and ethnic minorities. Eliminating barriers to success is not easy and the community colleges of the City University of New York (CUNY) have not been immune to these challenges. However, while many programs attempt to overcome these obstacles, few have demonstrated verifiable success and none more so than CUNY’s Accelerated Study in Associate Programs (ASAP).

    The 2020 Election Season and Aftermath: Preparation in Higher Education Communities
    Leonard, Herman B. "Dutch", Arnold M. Howitt, and Judith B. McLaughlin. 2020. “The 2020 Election Season and Aftermath: Preparation in Higher Education Communities”. Read the full report Abstract

    Herman B. "Dutch" Leonard, Arnold M. Howitt, and Judith B. McLaughlin; October 2020 

    There is widespread uncertainty and heightened anxiety on higher education campuses and elsewhere about what might happen during the 2020 election season in the United States. At every turn, we see elevated emotions and anxieties generated by the election process and related events, together with the potential for disruption of various kinds in the election process itself – before, during, and/or after the end of voting on November 3. This is compounded by the possibility of uncertainty, perhaps over many days or even weeks, about who has won various contests and about who will take office.

    A wide range of scenarios related to the election process and possible election outcomes have been described in mainstream media, in social media, and in other forums. Given the considerable (and, generally speaking, desirable) involvement and energy invested in these events within higher education communities among faculty, staff, students, and alumni, a number of these scenarios might well result in situations on campuses, in higher education communities, or in the surrounding communities where they reside that would call for institutional response. Many campus leaders and management groups are now thinking through what might be necessary or desirable and figuring out what they might usefully do in advance to prepare to provide the best response possible. Obviously, the difficulties of planning for the many possible circumstances that might confront us are compounded by the fact that all of this is taking place during an ongoing (and, indeed, now intensifying) pandemic accompanied by calls for racial justice and police reform. In this brief note, we suggest some ideas that might be helpful for higher education communities organizing themselves in the face of these uncertainties.

    Bloomberg Harvard City Leadership Initiative, January 2019

    This Bloomberg Harvard City Leadership Initiative teaching case covers City of Louisville's effort to increase students’ college and career readiness. On the morning of June 4, 2018, members of Louisville Mayor Greg Fischer’s Louisville Promise Cabinet assembled around a U-shaped table in a downtown office building. 

    The Fissured Workplace
    Weil, David. 2017. The Fissured Workplace. Harvard University Press, 424. Visit Publisher's Site Abstract

    David Weil, Harvard University Press, May 2017

    For much of the twentieth century, large companies employing many workers formed the bedrock of the U.S. economy. Today, on the list of big business’s priorities, sustaining the employer-worker relationship ranks far below building a devoted customer base and delivering value to investors. As David Weil’s groundbreaking analysis shows, large corporations have shed their role as direct employers of the people responsible for their products, in favor of outsourcing work to small companies that compete fiercely with one another. Weil proposes ways to modernize regulatory policies and laws so that employers can meet their obligations to workers while allowing companies to keep the beneficial aspects of this innovative business strategy.

    Parents as Teachers: Missouri – 1987 Innovations Winner 

    In the early 1980s, Missouri’s director of early childhood education launched a novel parent education pilot project designed to increase children’s kindergarten readiness and support family well-being by sending specially trained educators on monthly home visits to help parents foster their babies’ early development. By 1985, when an evaluation touted strong results for the pilot, the Missouri legislature already had made the program – dubbed Parents as Teachers – a mandatory offering of school districts statewide. Soon after, the St. Louis-based Parents as Teachers National Center, formed to oversee the state program and respond to outside inquiries, became an independent nonprofit. From the start, the National Center staff built quality controls into program design and the training of parent educators while simultaneously embracing rapid growth; by 1999 Parents as Teachers programs served more than 500,000 children in the U.S. and six foreign countries. But despite such quality control efforts, the flexibility and adaptability that aided fast replication left the National Center with no effective way to manage or monitor the more than 2,000 sites worldwide. As a result, the National Center was forced to take a hard look at its replication model, its oversight role, and at how the center could better monitor and improve program quality.

    This two-case series allows discussion of key issues facing growing nonprofits, in particular, weighing the tradeoffs inherent in different replication strategies; managing the tension between rapid growth and quality control; and analyzing how political and funding constraints can impact program design. While the (A) case addresses replication, training, organizational structures, and program design, the (B) case focuses on questions around evaluation, program fidelity, and implementation of quality standards.

    Parents as Teachers: Missouri – 1987 Innovations Winner 

    In the early 1980s, Missouri’s director of early childhood education launched a novel parent education pilot project designed to increase children’s kindergarten readiness and support family well-being by sending specially trained educators on monthly home visits to help parents foster their babies’ early development. By 1985, when an evaluation touted strong results for the pilot, the Missouri legislature already had made the program – dubbed Parents as Teachers – a mandatory offering of school districts statewide. Soon after, the St. Louis-based Parents as Teachers National Center, formed to oversee the state program and respond to outside inquiries, became an independent nonprofit. From the start, the National Center staff built quality controls into program design and the training of parent educators while simultaneously embracing rapid growth; by 1999 Parents as Teachers programs served more than 500,000 children in the U.S. and six foreign countries. But despite such quality control efforts, the flexibility and adaptability that aided fast replication left the National Center with no effective way to manage or monitor the more than 2,000 sites worldwide. As a result, the National Center was forced to take a hard look at its replication model, its oversight role, and at how the center could better monitor and improve program quality.

    This two-case series allows discussion of key issues facing growing nonprofits, in particular, weighing the tradeoffs inherent in different replication strategies; managing the tension between rapid growth and quality control; and analyzing how political and funding constraints can impact program design. While the (A) case addresses replication, training, organizational structures, and program design, the (B) case focuses on questions around evaluation, program fidelity, and implementation of quality standards.