Programs and strategies designed around youth re-engagement focus on the mechanisms by which youth can be reached and the subsequent connections that youth can make to recommit to their education.
Youth disengage for a variety of reasons. Programs and strategies are most successful when they seek to understand why youth disengaged, and provide options for them upon their return.
Re-engagement strategies can include adult mentors, opportunities to work while completing their high school graduation requirements, and a host of other opportunities.
This paper presents a landscape analysis of how blended learning currently is being used as a strategy to serve young adults, age 16-24, who have re-engaged in education in an effort to obtain a high school diploma or equivalency.
The analysis is based on a review of relevant empirical research and interviews with program developers, practitioners and policy makers in the field. Contributing to a nascent body of literature, this report highlights examples of how blended learning is being implemented in schools and community-based organizations.
“Don’t Call Them Dropouts,” a report by America’s Promise Alliance based on research conducted by its Center for Promise at Tufts University, was funded by Target. In the largest nationwide study of its kind to date, young adults who left high school without graduating spoke at length about their experiences and the reasons they did not complete high school on time. As the nation reaches the all-time high of an 80 percent on-time high school graduation rate, this report listens deeply to what the remaining 20 percent say is happening in their lives, and what they need to stay in school.
Student Training and Reentry Program is skill building program with a counseling and social service component aimed at helping students return to school, enroll in a GED program, or enroll in a vocational program. An experimental evaluation of the program found significant negative impacts at year two for students smoking marijuana during the previous month. Significant positive impacts were found at year two for being sent to the office for doing something wrong, being sent to the office because of school work, parents receiving warnings about behavior, and getting into a fight.