Public event

Free and open to the public. Reception to follow. This talk will put science done in, from, and about Antarctica over the last century into a global context showing its intrinsic importance to humankind using several key case studies drawn from such diverse fields as geosciences, biological sciences and atmospheric and space sciences.

Presenter: Francie Streich, Economics and Public Policy CIERS Mission:The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using quantitative research methods.This seminar provides a space for doctoral students and faculty from the School of Education, Ford School of Public Policy, and the Departments of Economics, Sociology, Statistics, and Political Science to discuss current research and receive feedback on works-in-progress.

Free and open to the public. The Environmental Law & Policy Program will host Murray Feldman, Administrative Partner, Environment, Energy, and Natural Resources Group, Holland & Hart LLP (Boise, Idaho). Mr. Feldman represents regulated interests, state and local governments, landowners, and others in litigation, administrative proceedings, and counseling on endangered species, public lands, wetlands, and water quality issues in several venues from Alaska to Washington, D.C., and of course Idaho.

Michigan Capital Area Chapter, American Society for Public Administration (ASPA) Conference – Spring 2011 MPPS fiscal data findings

About the Michigan Public Policy Survey: The Michigan Public Policy Survey (MPPS) is a program of state-wide surveys of local government leaders in Michigan. The MPPS is designed to fill an important information gap in the policymaking process. While there are ongoing surveys of the business community and of the citizens of Michigan, before the MPPS there were no ongoing surveys of local government officials that were representative of all general purpose local governments in the state.

Panelists: Kurt Metzger Director, Data Driven Detroit 'Demographic Changes and Opportunities in Detroit' Kami Pothukuchi Associate Professor, Wayne State University 'Food Systems in Detroit' Michael Tenbusch Vice President for Education Preparedness, United Way for Southeastern Michigan 'Education Reform in Detroit' Moderator: Reynolds 'Ren' Farley Professor Emeritus of Sociology, College of Literature, Science, and the Arts University of Michigan Institute for Social Research

During his 33-year Foreign Service career Christopher Hill served as an ambassador to Macedonia, Poland, South Korea and, most recently, Iraq. Ambassador Hill was part of the team that negotiated the Bosnian Peace Settlement in 1995, headed the U.S.

Free and open to the public. Abstract: The U.S. high school graduation rate rose markedly during the first 70 years of the 20th century. This contributed to the human capital development that fueled economic growth and increases in standards of living. Since 1970, the U.S. high school graduation rate has stagnated, while those of other industrialized nations have risen. Do the patterns differ by gender, race, or ethnicity? Why should we care about these trends and patterns? Why did they occur?

Presenter: Nate Schwartz, Education CIERS Mission:The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using quantitative research methods.This seminar provides a space for doctoral students and faculty from the School of Education, Ford School of Public Policy, and the Departments of Economics, Sociology, Statistics, and Political Science to discuss current research and receive feedback on works-in-progress.

Presenter: Dan Leeds, Economics CIERS Mission:The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using quantitative research methods.This seminar provides a space for doctoral students and faculty from the School of Education, Ford School of Public Policy, and the Departments of Economics, Sociology, Statistics, and Political Science to discuss current research and receive feedback on works-in-progress.

Presenter: Katharina Ley, Financial and Operations Engineering CIERS Mission:The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using quantitative research methods.This seminar provides a space for doctoral students and faculty from the School of Education, Ford School of Public Policy, and the Departments of Economics, Sociology, Statistics, and Political Science to discuss current research and receive feedback on works-in-progress.

Abstract This event begins with a guided bus tour of the City of Detroit, to provide a first hand look at areas of the city that demonstrate the wide range of neighborhood experiences, from those in stress to those already undergoing extensive revitalization. After the tour, the panel discussion will focus on the Detroit Works Project, and the role of community groups in efforts to revitalize the city.

Presenter: Joe Waddington, Education CIERS Mission:The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using quantitative research methods.This seminar provides a space for doctoral students and faculty from the School of Education, Ford School of Public Policy, and the Departments of Economics, Sociology, Statistics, and Political Science to discuss current research and receive feedback on works-in-progress.

Free and open to the public. The 2010 Affordable Care Act (ACA) was enacted as a potential salve for the ailing U.S. health care system. It has quickly become a great challenge for states reacting to its provisions, and a target for legal objections likely to reach the Supreme Court.

Presenter: Sara Goldrick-Rab, Assistant Professor of Education, University of Wisconsin-Madison CIERS Mission:The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using quantitative research methods.This seminar provides a space for doctoral students and faculty from the School of Education, Ford School of Public Policy, and the Departments of Economics, Sociology, Statistics, and Political Science to discuss current research and receive feedback on works-in-progres

Presenter: Slesh Shrestha, Economics CIERS Mission:The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using quantitative research methods.This seminar provides a space for doctoral students and faculty from the School of Education, Ford School of Public Policy, and the Departments of Economics, Sociology, Statistics, and Political Science to discuss current research and receive feedback on works-in-progress.

Presenter: Francie Streich, Economics and Public Policy CIERS Mission:The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using quantitative research methods.This seminar provides a space for doctoral students and faculty from the School of Education, Ford School of Public Policy, and the Departments of Economics, Sociology, Statistics, and Political Science to discuss current research and receive feedback on works-in-progress.

Free and open to the public. Panelists: Christopher Borick Professor and Director, Muhlenberg Institute of Public Opinion, Muhlenberg College Erick Lachapelle Départment de science politique, Université de Montréal Barry Rabe Professor of Public Policy, Gerald R.

Presenter: Joshua Hyman, Economics and Public Policy CIERS Mission:The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using quantitative research methods.This seminar provides a space for doctoral students and faculty from the School of Education, Ford School of Public Policy, and the Departments of Economics, Sociology, Statistics, and Political Science to discuss current research and receive feedback on works-in-progress.

Abstract Over the past two decades, many urban school districts have restructured large, traditional high schools into smaller learning communities. The idea behind this movement is that small schools provide a more personalized learning environment that allows teachers to more effectively address the multi-faceted needs of disadvantaged students. Despite mixed evidence on the efficacy of such reforms in practice, Detroit and other high-poverty districts have pressed forward with the creation of smaller high schools.

Presenter: Brad Hershbein, Economics CIERS Mission:The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using quantitative research methods.This seminar provides a space for doctoral students and faculty from the School of Education, Ford School of Public Policy, and the Departments of Economics, Sociology, Statistics, and Political Science to discuss current research and receive feedback on works-in-progress.

Sujatha Jesudason is the founder and Executive Director of Generations Ahead (http://www.generations- ahead.org/), an organization that seeks to advance a social justice perspective in the public policy debates on genetic technologies. She began working at the intersection of race, reproduction, and genetics at the Center for Genetics and Society in 2004, and has been active as an organizer, advocate, and researcher in communities of color and on women's liberation issues for over 19 years.

For-profit colleges are under fire. Critics point to students' low earnings and high debt loads as evidence that these schools do not provide a quality education. Defenders of the sector note that the schools serve a population of low-skilled, low-income students that traditional colleges ignore. Congress is now considering legislation that would bar from the federal aid programs any schools whose graduates' earnings fall below a minimum threshold.

America's unmet challenges are huge: from energy policy to nuclear weapons, climate, health care (yes, still), a sagging infrastructure and a soaring deficit. Yet every one of them is eminently solvable. The answers are well known. So what explains, for example, thirty-five years of inaction on energy policy and even longer on health care? Why do we still approach nuclear weapons as though the Cold War continues when it ended 20 years ago? Is the policy gridlock that afflicts us the symptom of a vibrant and engaged - if polarized - society? Dr. Jessica Tuchman Mathews, President of the Carnegie Endowment for International Peace addresses these critical issues in the 2010 Citi Foundation lecture.

PANELISTS: Susan Dynarski Associate Professor of Education, School of Education; Associate Professor of Public Policy, Gerald R. Ford School of Public Policy | Michael Flanagan Superintendent of Public Instruction, Michigan Department of Education | Brian Rowan Burke A. Hinsdale Collegiate Professor, School of Education; Research Professor, Institute for Social Research | Tyrone Winfrey Director, U-M Office of Undergraduate Admissions - Detroit Admissions Office and Vice-President, Detroit Board of Education | Deborah Loewenberg Ball Dean of the School of Education, will be moderating the panel discussion

Abstract: This paper shows that the mortgage credit boom has significantly affected urban and school racial segregation from 1995 to 2007. We develop a model of urban segregation with credit constraints that shows that easier credit can either increase or decrease segregation, depending on the race of the marginal consumer who benefits from the expansion of credit. We then use school demographics from 1995 to 2007, matched to a national comprehensive dataset of mortgage originations, to document the link between credit supply and schools' racial demographics.

11th Annual Lent Upson Lecture at Wayne State University – Spring 2010 MPPS fiscal data findings The Michigan Public Policy Survey (MPPS) is a program of state-wide surveys of local government leaders in Michigan. The MPPS is designed to fill an important information gap in the policymaking process. While there are ongoing surveys of the business community and of the citizens of Michigan, before the MPPS there were no ongoing surveys of local government officials that were representative of all general purpose local governments in the state.

Free and open to the public. Panelists: John Bebow - The Center for Michigan Lynn Jondahl - Michigan Prospect Michael Van Beek - Mackinac Center for Public Policy Organized by: Chuck Wilbur Sponsored by: the Center for Local, State, and Urban Policy (CLOSUP); the Ford School of Public

Michigan Municipal League (MML) Annual Convention – Spring 2009 MPPS fiscal data findings The Michigan Public Policy Survey (MPPS) is a program of state-wide surveys of local government leaders in Michigan. The MPPS is designed to fill an important information gap in the policymaking process. While there are ongoing surveys of the business community and of the citizens of Michigan, before the MPPS there were no ongoing surveys of local government officials that were representative of all general purpose local governments in the state.

Matthew Springer, Assistant Professor of Public Policy and Education, Director of the National Center on Performance Incentives Vanderbilt University. The Project on Incentives in Teaching (POINT) experiment was a three-year experimental study of middle school math teachers and their students and schools. The signature activity of the POINT experiment was the study of the effects on student outcomes of paying teachers bonuses of up to $15,000 per year on the basis of student test-score gains.