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Why the United States has failed to establish a comprehensive high-quality child care program is the question at the center of this book. Edward Zigler has been intimately involved in this issue since the 1970s, and here he presents a firsthand history of the policy making and politics surrounding this important debate. Good-quality child care supports cognitive, social, and emotional development, school readiness, and academic achievement. This book examines the history of child care policy since 1969, including the inside story of America's one great attempt to create a comprehensive system of child care, its failure, and the lack of subsequent progress. Identifying specific issues that persist today, Zigler and his coauthors conclude with an agenda designed to lead us successfully toward quality care for America's children.
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Provides a close-up look at the lives of the offspring of the nation's chief executives, discussing such topics as their accomplishments, the tragedies that have affected them, real and rumored illegitimate children of presidents, the impact of their fathers' legacies on their own lives, and the relationship between George W. Bush and his own father. Reprint. 35,000 first printing.
American women fare worse than men on virtually every major dimension of social status, financial wellbeing, and physical safety. Sexual violence remains common, and reproductive rights are by no means secure. Women assume disproportionate burdens in the home and pay a heavy price in theworkplace. Yet these issues are not political priorities, and worse, there is a lack of consensus that there still is a serious problem, or at least one that women have any reason or capacity to address. This "no problem" problem helps explain why women fail to mobilize around issues that materiallyaffect the quality of their lives. Why is this, why does it matter, and how can we best respond?What Women Want focuses on the policy agenda for women. Deborah L. Rhode, one of the nation's leading scholars on women and law, brings to the discussion a broad array of interdisciplinary research as well as interviews with heads of leading women's organizations. Key questions addressed includewhether the women's movement is stalled. What are the major obstacles it confronts? What are its key priorities and what strategies might advance them? In addressing those questions, the book explores virtually all of the major policy issues confronting women. Topics include employment andappearance discrimination, the gender gap in pay and leadership opportunities, work/family policies, childcare, divorce, same- sex marriage, sexual harassment, domestic violence, rape, trafficking, abortion, poverty, and politics. Discussion focuses on the capacities and limits of law as a strategyfor social change. Why, despite four decades of enforcement of equal employment legislation, is women's workplace status so far from equal? Why, despite a quarter century's effort at reforming rape law, is America's rate of reported rape the second highest in the developed world? Part of the problemlies in the absence of political mobilization around such issues and the underrepresentation of women in public office. This path-breaking book explores how women can and should act on what they want.
One of the major domestic policy issues of our time is whether our nation can provide a more effective educational experience for our children. Economists have stressed that the quality of our educational system eventually defines the ability of our workforce, which in turn affects our competitive position in the world market. This issue has earned increasing attention in light of recent reports that students in many nations perform at higher levels of educational competence than children in America's schools. Inspiring Greatness in Education describes the 21st Century Schools program (21C), a whole-school reform model developed by Edward Zigler over 20 years ago and since then has been in a constant state of testing, implementation, and scaling up. The goal of 21C is to promote optimal child development, which should become manifest in sound educational performance. In practice, 21C provides preschool education as well as good-quality child care before and during the school years, in combination with a number of other family supports. This book will provide an in-depth case study examination of the experience of the Independence School District in Independence, Missouri. The Independence School District embraced School of the 21st Century concepts in 1988, becoming the first urban school district in the nation to do so. This book reveals and documents Independence School District's success as a national model for 21C programming, as well as the experiences, testimonials and opinions of parents, students, teachers, administrators and community officials. By focusing on the impetus and history of the 21C concept, its organic evolution and its applications at the Independence School District, this book is designed to inform, educate, and inspire all who read it and to serve as a model for other school districts that want to achieve similar successes.

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