Resource Library

COVID-19 Update: The John T. Gorman Foundation is curating a list of resources, emerging best practices, and innovative ideas from across the country to help local organizations serve vulnerable Mainers during the coronavirus outbreak. To access those resources, visit or enter Covid-19 in the keyword search. Those results can be further focused by using the “Filter by” menu above to filter by population type (Young Children, Older Youth, Families, and Seniors) or by clicking the following links: childcare, education, food security, housing, rural areas, and workforce.

The John T. Gorman Foundation strives to be data-driven and results based and seeks to promote information and ideas that advance greater understanding of issues related to our mission and priorities. In our effort to promote these values, we offer these research and best practice resources collected from reputable sources across the country. The library also includes briefs and reports the Foundation has commissioned or supported, a listing of which can be found here.


2019 Maine KIDS COUNT Data Book

March 28, 2019 – Young Children, Older Youth

The 2019 Maine Kids Count Data Book is Maine's only comprehensive report of the physical, social, economic and educational well-being of Maine children.

Place Matters: Aligning Investments in a Community-Based Continuum of Care for Maine Youth Transitioning to Adulthood

March 7, 2019 – Older Youth

Maine should invest in a continuum of community-based alternatives for youth ages 14 to 25 instead of facilities like Long Creek Youth Development Center, according to a new report by researchers at the University of Southern Maine and the University of Maine School of Law. The report, "Place Matters: Aligning Investments in a Community-Based Continuum of Care for Maine Youth Transitioning to Adulthood," provides a continuum care model for Maine as well as several recommendations for policymakers. The John T. Gorman Foundation provided funding for this report. *JTGF-funded

Pathways to High-Quality Jobs for Young Adults

January 22, 2019 – Older Youth

Helping young people prepare to engage in work and life as productive adults is a central challenge for any society. Yet, many young people in the United States—particularly those from low-income or less educated families—find that the path to employment and economic security in adulthood is poorly marked or inaccessible. Using an advanced methodology and longitudinal data, this report examines two main questions:
  • The quality of jobs (as measured by wages, benefits, hours, and job satisfaction) held by 29-year-olds who experienced disadvantage in adolescence
  • Whether particular employment, education, and training experiences in adolescence and early adulthood predict higher-quality jobs for 29-year-olds from disadvantaged backgrounds

Housing Stability Among First Place-Involved Youth

January 14, 2019 – Older Youth

Funded by the John T. Gorman Foundation, the following brief on housing stability of youth experiencing homelessness or with prior experiences of homelessness in Portland, ME is the first in a series of briefs on the experiences of First Place program participants. The Evaluation of the First Place Program examined the experiences of 35 youth who accessed Preble Street’s First Place program between 2015 and 2018. The study included two core components: an implementation study and a qualitative youth study. The implementation study explored how the program was designed, implemented, and modified over time. The descriptive youth study examined youth characteristics and experiences in the following domains: housing, employment, education, risk behaviors, demographic characteristics, and social and emotional well-being. Program participants were interviewed at the time of program enrollment and again 12 months later to capture changes in youth experiences over the program period. In addition, some youth were interviewed 24 – 30 months after baseline to collect detailed information about their housing, employment, and education experiences. These data were supplemented with in-depth case story interviews with three youth several times over the study period (Exhibit 1). *JTGF-funded

Who Was Poor in the United States in 2017?

January 11, 2019 – Families, Seniors, Young Children, Older Youth

For the past few yearsThe Hamilton Project has released an annual report characterizing poverty in America. Describing who is poor is critical for making anti-poverty policy and directly relevant to determining eligibility for means-tested programs. In 2017, 12.3 percent of the population39.7 million peoplelived in poverty, as defined by the official poverty measure [1]The share of the population living in poverty was statistically significantly lower in 2017 than in 2016 by 0.4 percentage points.

2018 Education Indicators for Maine

November 20, 2018 – Older Youth, Young Children

Educate Maine has issued the 6th installment of this annual report that provides data snapshots of Maine’s education system from early childhood through postsecondary. The data in the report measures access, participation, and performance across the system. No one indicator tells a complete story. Taken together, they do provide the reader a view of what is working well and where we need  to invest more time and resources. The John T. Gorman Foundation provided funding for this report. *JTGF-funded

The tax benefits for education don’t increase education

May 22, 2018 – Older Youth

Tax season ended last week. Taxpayers have filed for over $30 billion in credits and deductions for college expenses they paid in 2017.

A Simpler Aid Application for Low-Income College Students A Simpler Aid Application for Low-Income College Students

May 1, 2018 – Older Youth

Policymakers, post-secondary education leaders, and researchers agree: the Free Application for Federal Student Aid (FAFSA) can be a barrier to achieving our nation’s college access goals. The sheer number of complicated and personal questions asked on the form can deter some students from going to college, or from receiving federal aid. Concerns about the FAFSA’s negative impact on enrollment and financial aid have sparked a bipartisan push to simplify and shorten the form by removing ‘unnecessary’ questions.

Self-Regulation Snap Shot #6: A Focus on Young Adults

May 1, 2018 – Older Youth

Adult caregivers such as parents, teachers, coaches, and other mentors play a critical role in shaping and supporting self-regulation development from birth through young adulthood through an interactive process called "co-regulation".

Juvenile Diversion Programs of Lewiston, Maine - Final Evaluation Report

October 20, 2017 – Older Youth

From January 2016 through June 2017, the John T.Gorman Foundation funded three organizations: Tree Street Youth, Inc., The Root Cellar, and Maine Immigrant Refugee Services to provide diversion services to youth in the juvenile justice system in Lewiston, Maine. As part of the project, the Foundation contracted with Hornby Zeller Associates to conduct an evaluation of the programs to better understand the implementation process and the outcomes of the youth served during the course of the eighteen-month grant period. This report details the findings from the evaluation and describes the characteristics of youth served, program implementation and activities conducted by the three programs, and the youth’s outcomes. *JTGF-funded

The Road to Adulthood: Aligning Child Welfare Practice With Adolescent Brain Development

July 31, 2017 – Older Youth

With knowledge of how the adolescent brain matures, adults can do more to ensure that the road leaving foster care will take young people to self-sufficiency and successful adulthood. And this guide tells how.

Evaluation of the Philadelphia GEAR UP Partnership Initiative

July 5, 2017 – Older Youth

In September 2009, with funding from the US Department of Education, the School District of Philadelphia launched a seven-year Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) grant to help prepare low-income youth for success in college and careers. The initiative brought together a strong network of partners and schools committed to improving the educational outcomes of Philadelphia public school students in 26 middle schools and seven high schools. From the start of the initiative, Metis partnered with the School District of Philadelphia to conduct an evaluation of the program’s implementation and outcomes. Through a mixed-methods evaluation, we continuously assessed the initiative’s progress towards its goals and objectives, and documented effective practices, challenges, and lessons learned from this important work.