To correct the paucity of information on deaf or hard of hearing children and their parents’ experiences with early intervention services, researchers explored these relationships as part of the National Parent Project. From this investigation, Parents and Their Deaf Children details the experiences of a group of parents and their deaf children from the first identification of the latter’s hearing loss through their early years in elementary school. Renowned scholars Kathryn Meadow-Orlans, Donna Mertens, and Marilyn Sass-Lehrer reveal here for the first time the goals and expectations of the parents, the children’s achievements and troubles, and the families’ satisfaction and disappointment with health and educational systems.

       Parents and their Deaf Children stems from a nationwide survey of parents with six-to-seven-year-old deaf or hard of hearing children, followed up by interviews with 80 parents. The authors not only discuss the parents’ communication choices for their children, but also provide how parents’ experiences differ, especially for those whose children are hard of hearing, have additional conditions, or have cochlear implants. Also, one chapter is devoted to families from minority cultures. The final section of this distinctive study offers solid advice for other parents of deaf children and also the professionals who serve them.

From the day they arrive on campus, college students spend four years—or sometimes more—making decisions that shape every aspect of their academic and social lives. Whether choosing a major or a roommate, some students embrace decision-making as an opportunity for growth, while others seek to minimize challenges and avoid risk. Practice for Life builds a compelling case that a liberal arts education offers students a complex, valuable process of self-creation, one that begins in college but continues far beyond graduation.

Sifting data from a five-year study that followed over two hundred students at seven New England liberal arts colleges, the authors uncover what drives undergraduates to become engaged with their education. They found that students do not experience college as having a clear beginning and end but as a continuous series of new beginnings. They start and restart college many times, owing to the rhythms of the academic calendar, the vagaries of student housing allocation, and other factors. This dynamic has drawbacks as well as advantages. Not only students but also parents and faculty place enormous weight on some decisions, such as declaring a major, while overlooking the small but significant choices that shape students' daily experience.

For most undergraduates, deep engagement with their college education is at best episodic rather than sustained. Yet these disruptions in engagement provide students with abundant opportunities for reflection and course-correction as they learn to navigate the future uncertainties of adult life.

In 2000, the MacArthur Foundation began the Window of Opportunity, a 20-year, $187 million philanthropic initiative intended to help preserve privately owned affordable rental housing. The authors of this report assess whether the initiative achieved its goals and identify lessons learned about effective preservation practices, as well as about the implementation of large-scale philanthropic initiatives generally.

Public policy advocates routinely assert that “research has shown” a particular policy to be desirable. But how reliable is the analysis in the research they invoke? And how does that analysis affect the way policy is made, on issues ranging from vaccination to minimum wage to FDA drug approval? Charles Manski argues here that current policy is based on untrustworthy analysis. By failing to account for uncertainty in an unpredictable world, policy analysis misleads policy makers with expressions of certitude. Public Policy in an Uncertain World critiques the status quo and offers an innovation to improve how policy research is conducted and how policy makers use research.

Consumers of policy analysis, whether civil servants, journalists, or concerned citizens, need to understand research methodology well enough to properly assess reported findings. In the current model, policy researchers base their predictions on strong assumptions. But as Manski demonstrates, strong assumptions lead to less credible predictions than weaker ones. His alternative approach takes account of uncertainty and thereby moves policy analysis away from incredible certitude and toward honest portrayal of partial knowledge. Manski describes analysis of research on such topics as the effect of the death penalty on homicide, of unemployment insurance on job-seeking, and of preschooling on high school graduation. And he uses other real-world scenarios to illustrate the course he recommends, in which policy makers form reasonable decisions based on partial knowledge of outcomes, and journalists evaluate research claims more closely, with a skeptical eye toward expressions of certitude.