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The Massachusetts Education Reform Act of 1993 and the decisions of the State's highest court interpreting the state constitution's education clause are benchmarks in efforts at law-based education reform. This article discusses the implications of legislative and judicial mandates concerning the provision of education and the extent to which these mandates fail to ensure a fair and meaningful opportunity to learn for all students. It contrasts the legal mandates with evidence from social science literature concerning the conditions that must exist in order to create appropriate learning opportunities, particularly for the most at-risk student populations. It concludes that law can play a role in creating the conditions in local schools for implementing meaningful education reform, but that the present statutory requirements are insufficient and judicial deference to the legislative branch may result in ongoing achievement deficits for the State's most vulnerable students.

This paper explores the capability of the state to affect the individual's decision to work for free. For this purpose we combine individual-level data from the European and World Values Survey with macroeconomic and political variables for OECD member countries. Empirically we identify three channels for crowding out of voluntary labor. Firstly, an increase in public social expenditure decreases the probability that the individual will volunteer (fiscal crowding out). Secondly, a political consensus between individuals and the government also induces volunteers to reduce their unsalaried activities (consensual crowding out). And finally, the more a government supports democratization, the lower is the individual's engagement (participatory crowding out). Religiosity and a more unequal income distribution in a country increase individuals' willingness to volunteer.

This paper explores the capability of the state to affect the individual's decision to work for free. For this purpose we combine individual-level data from the European and World Values Survey with macroeconomic and political variables for OECD member countries. Empirically we identify three channels for crowding out of voluntary labor. Firstly, an increase in public social expenditure decreases the probability that the individual will volunteer (fiscal crowding out). Secondly, a political consensus between individuals and the government also induces volunteers to reduce their unsalaried activities (consensual crowding out). And finally, the more a government supports democratization, the lower is the individual's engagement (participatory crowding out). Religiosity and a more unequal income distribution in a country increase individuals' willingness to volunteer.

This paper explores the capability of the state to affect the individual's decision to work for free. For this purpose we combine individual-level data from the European and World Values Survey with macroeconomic and political variables for OECD member countries. Empirically we identify three channels for crowding out of voluntary labor. Firstly, an increase in public social expenditure decreases the probability that the individual will volunteer (fiscal crowding out). Secondly, a political consensus between individuals and the government also induces volunteers to reduce their unsalaried activities (consensual crowding out). And finally, the more a government supports democratization, the lower is the individual's engagement (participatory crowding out). Religiosity and a more unequal income distribution in a country increase individuals' willingness to volunteer.

AbstractThis study exposes a comparative treatment of the private returns to education in Palestine and Turkey over the period 2004-2008. Comparable data, similar definitions and same methodology are used in the estimations. The results suggest that returns to schooling are higher for Turkey at the various levels of education for females and males and for both years 2004 and 2008. In 2008, returns are lower than 2004 levels for all stages of education. Returns to education are higher for women than men in both countries. The median ratio of male to female return is 0.55 (university) in 2004 and decreased to 0.17 (high school) in 2008 in Palestine. The corresponding figures for Turkey are 0.79 and .082 (both for high school). Finally, it was found that the selectivity corrected return estimates are lower than theolsestimates in Palestine while they are higher than theolsestimates in Turkey.

The privatization of states -- Extremes of privatization -- Companies for privatized activities -- Control over territory -- Company ownership and control -- Tracking control and influence over companies -- The state and its business abroad -- A divergence of interests -- Companies in defiance of states -- "Imperfect privatizations" and territorial control -- Defending against hostile companies -- Challenges to states' defensive measures -- Challenges for international law

Abstract
Multiply disadvantaged youths exhibit worse health and academic success than their less disadvantaged peers, possibly due to greater exposure to social status–based discrimination. Models that capture the additive burden of disadvantage in tandem with multiple forms of discrimination are needed to explicate the unique and combined impact of these factors on adolescent health and academic outcomes. In addition, protective factors like positive family and peer relationships may attenuate these relationships. This study used data from the Beyond High School Study (N = 9,658), which looked at the transition to adulthood among senior class cohorts from 12 high schools in western Washington state, to investigate the influence of multiple disadvantage, four types of discrimination, and protective resources on student physical and mental health and school grades. Results show that both increased multiple disadvantage statuses and experienced discrimination are associated with decrements across outcomes; however, effects are attenuated when protective resources are considered. Yet, as disadvantages mount, the buffering effect of peer and family resources are dampened. No interaction was found between experienced discrimination and protective resources on outcomes.

Drug And Alcohol Advisory Group – Key Recommendations: ●● Increase parents' and carers' knowledge and skills about drug and alcohol education and prevention enabling them to better inform and protect their children; ●● Improve the quality of drug and alcohol education by making PSHE a statutory subject – to enable schools and colleges to promote well-being effectively, and to improve the quality of training for PSHE teachers; and ●● Improve identification and support for young people vulnerable to drug misuse in schools, colleges and non-formal settings.