The Heller School for Social Policy and Management

HS511b: Contemporary Issues in Policies and Programs for Children, Youth & Families

FALL 2014 MONDAYS, 9:00 AM – 11:50 AM Classroom: Heller Classroom G54

Professor, Susan P. Curnan

Chair, MBA & MPP, Children, Youth & Families Concentration Director, Center for Youth and Communities

Office: Heller 341, Email: curnan@brandeis.edu For appointment, contact: Lanni Isenberg, Executive Assistant

E-mail: lanni@brandeis.edu, Phone: 781-736-4835 OVERVIEW Creating and managing systems/policies and programs to benefit children, youth and families in America today means managing people in a time of fiscal constraint; high stakes accountability; and dramatic social, economic and political change –including demographic shifts, changes in the structure and functions of households, dynamics of neighborhoods, schools, the workforce and leadership in government and philanthropy. On the other hand, this is a time of great knowledge development and organizational and civic innovation. This course examines human development theories and many of the contemporary issues that challenge the technical, political and visionary skills of managers and policy leaders working toward improving the quality of life for American families.1 The course is open to all students and required for all CYF concentrators in the MBA & MPP programs and introduces students to core CYF Faculty and to the Center for Youth and Communities. Real-time cases will draw on all three sectors of society, i.e., political sector (government or “the State”), social sector (CBOs and foundations, “Civil Society”), and economic sector (Business, “The Market”).

1 In the context of this course, “quality of life” refers to: meaningful work with income opportunities and asset accumulation leading to self-reliance and economic independence; access to 21st Century education and workplace skills; support networks and community resource knowledge; nurturing and healthy family relationships; safe and adequate housing; access to health care; knowledge of self, confidence, hope for the future, opportunities for life-long learning; and opportunities to serve and participate in civic life.

HS511b Syllabus – DRAFT 9.2.14 1/15 Working Copy – subject to change CYF core requirement Curnan Fall ‘14

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COURSE OBJECTIVE AND LEARNING QUESTIONS

“Knowing is not enough; we must apply. Willing is not enough; we must do.”

Goethe OBJECTIVE The objective of this course is to engage students in critical thinking, dialogue, and debate about the contemporary problems, theories, policies and programs in their chosen field. The course provides some of the information that is essential to understanding the strengths and challenges facing children, youth and families in the U.S. and of the policies and programs that have been, or might be, developed to improve their well being. Particular attention will be paid to those who are vulnerable as a result of economic insecurity or various types of prejudice and discrimination. Analysis of different assumptions and values embedded in policies and programs will illustrate the degree to which they promote social and economic justice and serve underrepresented populations. Students will also be introduced to policy and management tools and frameworks designed to strengthen their knowledge, skills and ability to advance social justice in different environments and in the process will have ample opportunity to address the MBA and MPP core competencies and themes related to the CYF concentration (attached). LEARNING QUESTIONS In this class we seek answers to four broad questions:

1. What are the characteristics of America’s children, youth and families and social and economic conditions surrounding them?

2. What do we know about healthy development and how that “science” and theory about human development might inform effective policies and programs?

3. What policies and programs best prepare children, youth and families to live healthy, productive lives? How do these practices connect to the theories about human development and community development?

4. How can we use evaluation information and innovations in evaluation methodology to improve programs and shape policy? How do we close the gap between what we know and what we do, as managers and policymakers?

COURSE DESIGN This course is designed to be a highly interactive teaching and learning environment. Each three-hour class begins with a student-led news update – current events related to the topic of the day. Students are asked to read the New York Times, Boston Globe and other online news blasts on a regular basis and connect public awareness with action (and inaction) related to the quality of life for children, youth and families. Following the news update, the instructor or visiting lecturer will introduce the topic of the day via an interactive lecture format.

HS511b Syllabus – DRAFT 9.2.14 2/15 Working Copy – subject to change CYF core requirement Curnan Fall ‘14

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Presentations are intended to spark dialogue, critical analysis and participatory problem solving in class. Active participation is expected including leading critical review discussion of the readings at least once during the semester. As is the custom with Professor Curnan’s courses, the readings include the work of philosophers, scholars, grassroots activists/practitioners, thought-leaders, management consultants and policy makers. They are cross-sector, multi-cultural and interdisciplinary. When taken together, the readings offer students a virtual library for leading in the CYF field. COURSE REQUIREMENTS

1. Attendance and active participation in class. (Note: class participation is expected and includes each student’s contribution to the learning environment, i.e. not only the frequency of comments but also their quality. Quality will be based on ability to draw upon course material productively, to advance or sharpen class discussions, willingness to take risky or unpopular points of view and precision in making arguments.).

2. Preparation of all prioritized readings prior to class. 3. Timely submission/presentation of assignments.

COURSE READINGS The following books are required and available for purchase at the University Bookstore: Marx, Gary. (2014). Twenty-One Trends in the 21st Century. Editorial Projects in Education, Inc. Collins, J. (2005). Good to great and the social sectors: A monograph to accompany good to

great. Harper Collins. Please see the attached list for other assigned readings available online and on Latte. Readings will be prioritized on a weekly basis. The full list is provided so that students can take a deeper dive in areas of particular interest when time allows. ASSIGNMENTS Assignments Due Date 1. Powerpoint presentation on Characteristics of America’s Children, Youth and Families

September 15th

2. Myography – 5 page reflection paper October 20th 3. Presentation on Field Work November 24th & December 1st 4. Report on Field Research Assignment & One-page Personal Reflection on Team

Dec 8th

5. News items and analysis of readings expected for each class

Every class session

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Details/specifications for each assignment will be posted on Latte including guidelines for writing style and citations, and handed out in first class. OFFICE HOURS You may see Professor Curnan by appointment. Professor Curnan’s office is located in the Heller Building, 3rd Floor, Room 341. For appointments, please contact: Executive Assistant and T.A.: Lanni Isenberg, lanni@brandeis.edu or 781-736-4835. UNIVERSITY NOTICES

1. If you have a documented disability and require any accommodations, please bring them to the attention of the course instructor prior to the second meeting of the class. If you have any questions about learning or other disabilities, contact Mary Brooks, Disabilities Coordinator for The Heller School at maryeliz@brandeis.edu, room 106 or at x62816.

2. You are expected to be honest in all your academic work. The University policy on

academic honesty is distributed annually as section 4 of the Rights and Responsibilities handbook. Instances of alleged dishonesty are subject to possible judicial action. Potential sanctions include failure in the course and suspension from the University. If you have any questions about my expectations, please ask.

Academic integrity is central to the mission of educational excellence at Brandeis University. Each student is expected to turn in work completed independently, except when assignments specifically authorize collaborative effort. It is not acceptable to use the words or ideas of another person – be it a world-class philosopher or your roommate –without proper acknowledgement of that source. This means that you must use footnotes and quotations marks to indicate the sources of any phrases, sentences, paragraphs or ideas found in published volumes, on the internet, or created by another student. If you are in doubt about the instructions for any assignment in this course, you must ask for clarification.

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PROVISIONS FOR FEEDBACK The student’s written assignments will be returned within two weeks of submission with comments. Grades based on:

1. Characteristics of Children and Youth Presentation 20% 2. Myography 20% 3. Field Research Report 40% 4. News, Reading Analysis & Class Participation 20%

Grades for individual components above will be assigned as follows:

A+ 100 A 94-99 A- 90-93 B+ 88-89 B 84-87 B- 80-83 F <79

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HS511b: Contemporary Issues in Policies and Programs for Children, Youth and Families FALL 2014 Class Schedule

# Date Topic 1. Sept. 8

Introductions, Trends in the 21st Century

2. Sept. 15

Demographics – Characteristics of American Children and Youth Student Presentations & Discussion

3. Sept. 22

Adolescent Development/ Youth Development

4. Sept. 29

Child Development With Guest: John Lippitt

5. Oct. 6

Developmental Disabilities With Guest: Marji Erickson-Warfield

Monday, October 13th is a Brandeis Thursday – no HS511b Class Session 6. Oct. 20 BEGIN Research Assignment (No Class) – Self-directed team work in the field 7. Oct. 27 Work, Family, Community 8. Nov. 3

Supports for Low Income Families With Guest: Sandy Venner

9. Nov. 10 Citizen Leadership in CYF Policy & Programs With Guest: Jodi Benenson

10. Nov. 17 Education Systems Change 11. Nov. 24

Student Reports/Presentation

12. Dec. 1

Student Reports/Presentation

13. Dec. 8

Wrap up Q&A, Students & Instructor Learning Exchange and Course Evaluation

DUE DATES 1. Powerpoint on Characteristics of American Children & Youth: September 15 2. Myography: October 20 3. Presentation on Field Research: November 24 – December 1 4. Report on Field Research Assignment: December 8 5. One Page Reflection on Team Research: December 8 6. News Items/Class Participation: Every class

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HS511 B Contemporary Issues in Policies and Programs for Children, Youth and Families FALL 2014

READING LIST READING ASSIGNMENTS BY SESSION: Class #1: Introductions, Trends in the 21st Century Sept. 8 Marx, Gary. (2014). Twenty-One Trends in the 21st Century. Editorial Projects in Education, Inc.

Ch. 1 “Generations”, Ch. 2 “Diversity”, Ch. 3 “Aging” (Available for purchase at University Bookstore.)

Collins, J. (2005). Good to great and the social sectors: A monograph to accompany good to

great. Harper Collins. (Available for purchase at University Bookstore.) Nelson, D.W. (2009). Counting what counts: Taking results seriously for vulnerable children and

families. In Data Book: State trends in child well-being, 2009. Baltimore, MD: Annie E. Casey Foundation, 6-29. http://vakids.org/pubs/kcdata/2009%20Kids%20Count%20Essay.pdf

Class # 2: Demographics: Characteristics of America’s Children & Youth Sept. 15 O'Brien, R.L., & Pedulla, D.S. (2010, Fall). Beyond the Poverty Line. Stanford Social Innovation

Review, 8(4), 30-35. http://www.ssireview.org/articles/entry/beyond_the_poverty_line 2014 Kids Count Data Book. (2014). Baltimore: Annie E. Casey Foundation. www.kidscount.org Federal Interagency Forum on Child and Family Statistics. (2014). At a Glance for 2014

America’s Children: Key National Indicators of Well-Being. Washington, DC: U.S. Government Printing Office. http://www.childstats.gov/pdf/ac2014/ac_14.pdf

and

Federal Interagency Forum on Child and Family Statistics. America’s Young Adults: Special Issue,

2014. Washington, DC: U.S. Government Printing Office. http://www.childstats.gov/pdf/ac2014/YA_14.pdf

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Class #3: Adolescent Development/Youth Development Sept. 22 Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and

design. Cambridge, MA: Harvard University Press. vii-xv and 3-15. Eccles, J. & Appleton Gootman, J. (eds.). (2002). Community programs to promote youth

development. Community Programs for Youth, National Research Council & Institute of Medicine. Washington, DC: National Academy Press. http://www.nap.edu/openbook.php?isbn=0309072751

Lerner, R. M., Taylor, C. S. & von Eye, A. (eds.). (2002). Pathways to positive development

among diverse youth. New directions for youth development, No. 95. CYD Anthology. (2002). Brandeis University and Institute for Just Communities. Articles as follows (On Latte and Hard Copies handed out in class.):

• Terry, J. P. Introduction, v-vi. & • Kielburger, C. Preface, vii-ix. • Section I, Framework, 1. • Curnan, S. P. & Hughes, D. M. Toward shared prosperity: Change-making in the CYD

movement, 2-8. Final report: Community solutions for opportunity youth. (2012). For the Corporation for

National and Community Service. Washington, DC: The White House Council for Community Solutions. http://www.serve.gov/sites/default/files/ctools/12_0604whccs_finalreport_0.pdf

Class #4: Child Development Sept. 29 Heckman, James J., 9/14/13, “Lifelines for Poor Children”, The New York Times,

http://nyti.ms/15tCMX7 Isaacs, J., et al. (2012). Kids’ share 2012. Urban Institute. (Read pages 3-8 & 20-27; skim the

rest) http://www.urban.org/publications/412600.html The 2 videos (links below, 21 min and 5 min, respectively) are of Art Rolnick presenting the case for the high return on investment for investments in young children. Both of them are powerful and are very effective tools for communicating the importance and challenges of investments in early childhood:

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Art Rolnick, economist and former director of research for the Federal Reserve Bank of Minneapolis, gave a presentation at TEDxTC where he discussed the Economic Case for Early Childhood Development (visit: http://www.youtube.com/watch?v=M02Z1vAuwBs&feature=player_embedded ). In it, he discusses how he came to support early childhood intervention as an economist, as well as the research behind these programs and policies. In June 2011, Rolnick gave testimony at a U.S. Senate hearing and when questioned, responded to Senator Al Franken (D-MN) around the importance of investing in early childhood development and education in terms of economic development and the political challenges of doing so (http://franken.senate.gov/?p=video&id=1577 ).

Shonkoff, J and D. Phillips. (2000). From Neurons to Neighborhoods: The Science of Early

Childhood Development. Committee on Integrating the Science of Early Childhood Development, National Research Council & Institute of Medicine. Washington, DC: National Academy Press, 2000. Exec Summary, pp. 1-15. Available online: http://www.nap.edu/openbook.php?isbn=0309069882

National Scientific Council on the Developing Child (2005). Excessive Stress Disrupts the

Architecture of the Developing Brain: Working Paper #3. Available online: http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_papers/wp3/

Lippitt, John A. "Policy and Policy Making for Infants, Toddlers and Their Families: A Primer for

Practitioners", Zero to Three, June/July 2001. Class# 5. Developmental Disabilities with Marji Erickson-Warfield Oct. 6 Batshaw, M. L., Shapiro, B., & Farber, M. L. Z. (2007). Developmental delay and intellectual

disability. In M. L. Batshaw, L. Pellegrino, & N. J. Roizen (Eds.), Children with disabilities (6th ed.). (pp. 245-261). Baltimore, MD: Paul H Brookes Pub Co.

Ford, M., Acosta, A., & Sutcliffe, T. J. (2013). Beyond terminology: The policy impact of a

grassroots movement. Intellectual and Developmental Disabilities, 51(2), 108-112. Hauser-Cram, P. & Erickson Warfield, M. (2009). Early intervention services. Developmental-

Behavioral Pediatrics. Fourth ed. Philadelphia: Saunders Elsevier, 923-932.

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Additional Readings from Research Projects: Erickson Warfield, M., Chiri, G., Leutz, W., & Timberlake, M. (2013). Family well-being in a

participant directed autism waiver program: The role of relational coordination. Journal of Intellectual Disability Research. Manuscript submitted for publication.

Hauser-Cram, P., Erickson Warfield, M., Shonkoff, J. P., & Wyngaarden Krauss, M. (2001).

Children with disabilities: A longitudinal study of child development and parent well-being. Boston: Blackwell. vii-viii, 1-21,94-101.

Kuhlthau, K. A., Erickson Warfield, M., Hurson, J., Delahaye, J., & Crossman, M. (2013). Pediatric

provider’s perspectives on the transition to adult health care for youth with autism spectrum disorder: Current strategies and promising new directions. Autism. Manuscript submitted for publication.

Leutz, W., Timberlake, M., Erickson Warfield, M., & Chiri, G. The infrastructure of participant

direction for Medicaid-funded in-home autism services for children in Massachusetts. Manuscript submitted for publication.

Monday, October 13th is a Brandeis Thursday – no HS511b Class Session Class #6: Self-directed team work in the field Oct. 20 Class #7: Work, Family, Community Oct. 27 Bookman, A. (2004). Starting in our own backyards: How working families can build community

and survive the new economy. New York: Routledge. Ch. 2, 4, 10, 11. Marx, Gary. (2014). Twenty-One Trends in the 21st Century. Editorial Projects in Education, Inc.

Ch. 6 “The Economy”, Ch. 7 “Jobs and Careers”, Ch. 19 “Poverty”, Ch.20 “Scarcity vs. Abundance”, Ch 21 “Personal Meaning and Work-Life Balance”.

Class #8: Supports for Low Income Families with Sandy Venner Nov. 3 Sherman, A., Trisi, D. & Parrott, S. (2013, July 30). Various supports for low-income families

reduce poverty and have long-term positive effects on families and children. Washington, DC: Center on Budget and Policy Priorities. http://www.cbpp.org/files/7-30-13pov.pdf

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Kim, J., Irving, S. K. & Loveless, T.A. (2012, July). Dynamics of economic well-being: Participation

in government programs, 2004 to 2007 and 2009, Who gets assistance? Washington, DC: US Census Bureau, Current Population Reports. http://www.census.gov/prod/2012pubs/p70-130.pdf

Oliver, M. L. & Shapiro, T. M. (2007). Reducing wealth disparities through asset ownership. In J.

Edwards, M. Crain, & A. L. Kallberg (eds.), Ending poverty in America: How to restore the American Dream (pp. .139-150). Chapel Hill, NC: The University of North Carolina at Chapel Hill, The Center on Poverty, Work and Opportunity.

Additional Resources: Poverty Measurement Short, K. (2012, November). The research supplemental poverty measure: 2011. Washington,

DC: U.S. Census Bureau. http://www.census.gov/prod/2012pubs/p60-244.pdf State Welfare Programs under TANF Pavette, L., Finch, I. & Schott, L. (2013, March 1). TANF emerging from the downturn a weaker

safety net. Washington, DC: Center on Budget and Policy Priorities. http://www.cbpp.org/files/3-1-13tanf.pdf

Supplemental Nutrition Assistance Program (SNAP; formerly Food Stamps) Tiehen, L., Jolliffe, D. & Gundersen, C. (2012, April). Alleviating poverty in the U.S.: The critical

role of SNAP benefits (Report Summary). Washington, DC: USDA Economic Research Service. http://www.ers.usda.gov/media/478604/err132_reportsummary_2_.pdf

Housing Assistance Havemen, R. (2013, Spring). Do housing vouchers work? Pathways: A magazine on poverty,

inequality and social policy, 15-17. http://www.stanford.edu/group/scspi/_media/pdf/pathways/spring_2013/Pathways_Spring_2013.pdf

State and Federal Earned Income Tax Credit (EITC) and Child Tax Credit Marr, C., Charite, J. & Huang, C. (2013, April 9). Earned income tax credit promotes work,

encourages children’s success at school, research finds. Washington, DC: Center on Budget and Policy Priorities. http://www.cbpp.org/files/6-26-12tax.pdf

Levitis, J. A. & Johnson, N. (2006, November 20). Together, state minimum wages and state EITC

make work pay. Washington, DC: Center on Budget and Policy Priorities. http://www.cbpp.org/7-12-06sfp.pdf

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Impact of Asset Limits Harris, K. (2013, May). An asset agenda for the States: Policy ideas and recent developments.

Washington, DC: New America Foundation, “Asset Limits” 1-3 & Appendix A. http://assets.newamerica.net/sites/newamerica.net/files/policydocs/HarrisFormattedVersionFINAL5_23_13.pdf

Financial Services and Education Harris, K. (2013, May). An asset agenda for the States: Policy ideas and recent developments.

Washington, DC: New America Foundation, “Protecting Consumers Against Predatory Financial Products” 16-24. http://assets.newamerica.net/sites/newamerica.net/files/policydocs/HarrisFormattedVersionFINAL5_23_13.pdf

Class #9: Citizen Leadership Nov. 10 Chrislip, D. D., and Larson, C. (1994). Collaborative leadership: How citizens and civic leaders

can make a difference. San Francisco, CA: Jossey-Bass Inc., Publishers. p 3-54 and 107-146. Hasley, R. S. (2002). The citizen action encyclopedia: Group and movements that have changed

America. Westport, CT: Onyx Press. Intro, 77-99, 130-131 Families USA and 243-244 National Urban League.

From Harvard Business Review (www.hbr.org). Special Issue, December 2001, “Breakthrough

Leadership”:

“The work of leadership.” By Heifetz, R. A. and Laurie. D.L. (2001, Dec.) p. 131-140. Reprint R0111K.

“What leaders really do.” Kotter, J. P. 2001, (2001, Dec.) p. 85-96. Reprint R0111F.

Khazei, A. (2010). Big citizenship: How pragmatic idealism can bring out the best in America.

New York, NY: PublicAffairs Books. 47-91. CYD Anthology 2002. Sudbury, MA: Institute for Just Communities 3(1). Copies provided in

class.

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Class #10: Education Systems Change Nov. 17 Marx, Gary. (2014). Twenty-One Trends in the 21st Century. Editorial Projects in Education, Inc.

Ch. 12 “Personalization”, Ch. 13 “Ingenuity”, Ch. 14 “Depth, Breadth and Purposes of Education”

Wolfe, R.E., Steinberg, A., & Hoffman, N. (eds). (2013). Anytime anywhere: Student-centered

learning for schools and teachers. Cambridge, MA: Harvard Education Press. Duncan, Greg J. and Murnane, R. (2011.) “Introduction: The American Dream Then and Now.”

And “The Widening Academic Achievement Gap Between the Rich and the Poor: New Evidence and Possible Explanations.” In eds. Greg Duncan and Richard Murnane, Whither Opportunity: Rising Inequality, Schools, and Children’s Life Chances. New York. Russell Sage Foundation.

HANDOUT: Nellie Mae Education Foundation Case Study Class #11 & #12: Student Reports/Presentation Nov. 24 & Dec. 1 Class #13: Wrap up Q&A, Students & Instructor Learning Exchange and Course Evaluation Dec. 8 Marx, Gary. (2014). Twenty-One Trends in the 21st Century. Editorial Projects in Education, Inc.

Ch. 18 “Continuous Improvement”.

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ATTACHMENT A CYF Concentration Core Competencies and Themes – MBA

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ATTACHMENT B CYF Concentration Core Competencies and Themes – MPP

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