Laura H. Lippman

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Building on a developmental framework positing five types of assets or inputs needed for children’s development, referred to as promises, we investigated the extent to which American children and youth experience the five Promises articulated by the America’s Promise Alliance. These are: (1) Caring Adults, (2) Safe Places and Constructive Use of Time, (3) A(More)
The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and(More) “Soft skills” are centrally important for human capital development and workforce success. A growing evidence base shows that these qualities rival academic or technical skills in their ability to predict employment and earnings, among other outcomes (Kautz, Heckman, Diris, ter Weel, & Borghans, 2014). As the workplace has modernized around(More)
Our review of the research literature identified the following skills as important to learning and development: self control and self regulation; approaches to learning; mastery vs. performance orientation; persistence; interpersonal skills and peer relations; prosocial behavior; academic self-efficacy; and academic engagement. From these, we recommend the(More)
This article discusses a research project undertaken to develop a quantitative instrument for assessing the level of societal concern for mentally retarded persons. The responses from parents and professional workers disclosed several value judgments of interest to social workers relating to counseling and other social services, the provision of financial(More)