Resource Library

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 and inform the work on our priority areas, 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.

We invite you to check back often, as this list is regularly updated.

 

Escaping Poverty: Predictors of Persistently Poor Children's Economic Success

June 2, 2017 – Young Children

A core American ideal is that all children should have a clear pathway to thrive and prosper as adults. Yet, children in poverty—particularly children who are persistently poor—face steep obstacles on their path to economic success.

Toward a More Equal Footing: Early Head Start in Maine

May 23, 2017 – Young Children

One program that connects the most economically vulnerable families with quality early childhood programming is Early Head Start (EHS). Subject to rigorous quality and staffing standards, implemented among the youngest children (prenatally through age 2), and delivered via a two-generation approach, EHS is a significant opportunity for providing quality care and education to a population that might otherwise struggle to access it. Funded by the John T. Gorman Foundation, this brief explores the characteristics of EHS in Maine, compares them to the national landscape, and connects these findings to a discussion of the federal and state policy climates. *JTGF-funded

Children and Families at the Center

April 7, 2017 – Young Children, Families

In this shifting landscape, it is urgent that we articulate and advance a concrete agenda for children and families that leaders can embrace at the community, state, and national levels. Both political parties agree: Investing in children and families yields major returns, including safer communities, a more educated workforce, and a stable economy. We have an opportunity to build on this common ground and shared commitment while holding our systems accountable for ensuring positive outcomes for children, families, and communities.

Advancing Two-Generation Approaches: Funding to Help Families Succeed

March 21, 2017 – Young Children, Families

This brief shares insights from six organizations and partnerships across the country that are pursuing two-generation approaches. Readers will learn how these organizations have aligned and combined funding to address the needs of parents and children at the same time. Policy recommendations also are available.

Early Childhood Education: A Strong Foundation

February 10, 2017 – Young Children

The issue highlighted in this brief is early childhood education. The more we learn about human development, the more we understand the importance of early childhood nurturing for lifetime success. Early childhood begins with birth and continues to third grade. At each stage of growth along the way, a child can benefit from the nurture and stimulation of high-quality early childhood education. The early years are the best time to prevent achievement gaps from developing and becoming locked in.

The Lifecycle Benefits of an Influential Early Childhood Program

December 12, 2016 – Young Children

New research from Professor James Heckman and his colleagues at the University of Chicago and University of Southern California Schaeffer Center that presents a 13% ROI on early childhood programs, a substantial increase from the 7 - 10% of previously calculated data.

A Movement to Transform Foster Parenting

November 26, 2016 – Young Children

This report explores ways for public agencies to ensure that children receive the care they need by enlisting more volunteers to step forward as foster parents and by encouraging the extraordinary individuals who have already answered the call to continue their commitment to care. The report identifies three major themes for engaging and empowering foster parents: ensuring quality caregiving for children; forging strong relationships; and, finding and keeping more amazing caregivers.

Education Indicators for Maine

October 25, 2016 – Young Children, Older Youth

The 2016 Education Indicators Report for Maine has been developed to explore and better understand Maine’s education pipeline from preschool through postsecondary education. The focus is on the 10 Indicators we have identified which we believe best measure Maine’s educational performance. The ten Indicators that we measure follow the path of each Maine child as he or she grows and learns. The John T. Gorman Foundation provided funding for this report. *JTGF-funded

Every Student, Every Day: A Community Toolkit to Address and Eliminate Chronic Absenteeism

October 8, 2016 – Young Children

From the U.S. Department of Education and partners, this Toolkit offers information, suggested action steps, and lists of existing tools and resources—including evidence-based resources—for individuals, leaders, and systems to begin or enhance the work of effective, coordinated community action to address and eliminate chronic absenteeism.

From Best Practices to Breakthrough Impacts

July 8, 2016 – Young Children

This report synthesizes 15 years of dramatic advances in the science of early childhood and early brain development, analyzes evidence generated by 50 years of program evaluation research, and presents a framework for driving science-based innovation in early childhood policy and practice.

2016 Summer Opportunities Funding Resource Guide

February 26, 2016 – Young Children

The National Summer Learning Association (NSLA), in collaboration with the White House, Civic Nation, and U.S. Department of Education developed.

Child Poverty and Adult Success

October 2, 2015 – Young Children, Families

One in every five children currently lives in poverty, but nearly twice as many experience poverty sometime during childhood. Using 40 years of data, this analysis follows children from birth to age 17, then through their 20s, to examine how childhood poverty and family and neighborhood characteristics relate to achievement in young adulthood, such as completing high school by age 20, enrolling in postsecondary education by age 25, completing a four-year college degree by age 25, and being consistently employed from ages 25 to 30. Parents’ education achievement, residential stability, and neighborhood quality all relate to adult success.