Resource Search Results

  • Supporting Young People’s Success in High School Re-Engagement Programs: The Role of Social Support and Self-Efficacy

    Jun 21, 2016Most studies of academic engagement examine the experiences of young people who stayed continuously enrolled in school. This research brief presents findings from a survey of 900+ students who left traditional high schools before graduating. The findings show how self-efficacy (students’ belief that they can be successful) and support from parents and teachers can boost academic engagement (the interest and effort that students invest in their own learning) among re-engaging students.
  • Blended Learning Offers Promise as a Strategy for Re-engaging Students

    Apr 7, 2016Many young people who left school without graduating need flexibility, personalization and support to re-engage. Blended learning—education programs that combine in-person and online instruction and support—has emerged as a potentially promising practice to meet the needs of young adults looking for a viable on-ramp to a high school credential and a pathway to postsecondary education and the workforce. This research was conducted by the Center for Promise, the research institute for America’s Promise Alliance, and funded by Penn Foster.
  • Comprehensive Community Initiatives - Case Studies

    Nov 19, 2015Collective impact – a collaborative approach to solving social problems - is a popular tool used by the government and community-based organizations. Communities across the country are embracing this approach to help children and young people access the fundamental resources - what we call the Five Promises – that they need to succeed. Decades of community change efforts demonstrate, however, that this strategy is far from a silver bullet. America’s Promise Alliance and its research center, the Center for Promise, presents a series of in-depth case studies highlighting collaborative efforts in the cities of Atlanta, Orlando, and New Orleans that distill important lessons about how organizations can work together effectively - and, ultimately, put young people on positive pathways.
  • Don't Quit on Me

    Sep 16, 2015This report examines, from the perspective of young people themselves, the roles that relationships with adults and peers play in decisions about staying in, leaving and returning to high school. Building on previous studies, including last year’s Don’t Call Them Dropouts, this report offers new insights about how support from adults and peers can help to close the remaining gaps between those who graduate from high school on time and those who don’t. “We know a great deal from previous research on youth development that relationships are instrumental in helping young people stay in school,” said Jonathan Zaff, PhD, the report’s lead author and executive director of the Center for Promise. “But now we need to know more about how, when and why these relationships matter and what it takes to make the right support available at the right time for young people who are not graduating on time. That’s what we set out to learn.” The title, “Don’t Quit on Me,” echoes the many young people who expressed gratitude to those who didn’t give up on them and represents a call to action for caring adults. We can’t quit on young people dealing with tremendous adversity, especially now that we know how powerful relationships are in engaging and re-engaging young people in education.
  • Dispelling Stereotypes of Young People Who Leave School Before Graduation

    Aug 17, 2015Part of the Don't Call Them Dropouts series of research, Dispelling Stereotypes of Young People Who Leave School Before Graduation explores the social and emotional competencies of young people who have left school before graduating from high school. Though often labeled "dropouts," by society, stereotypes assume that these young people are deficient and simply disengaged - lacking the competencies of those that do graduate. Our analyses show that young people who left school expressed the same competencies as those that have been found for young people who are academically successful. And, while not always legal or socially acceptable, the competencies of young people who left school before graduating enabled them to pursue and successfully reach their goals. Often, these goals were focused on circumstances that were dissonant with attending school, such as caring for a family member, surviving violent and/or abusive situations or financially providing for themselves or their families.
  • Building Blocks of a GradNation

    Jun 25, 2015Much has been written about how to prevent students from leaving high school before graduating, and which life experiences or risk factors may lead a young person to drop out. Less is known, however, about what promotes the attainment of a high school diploma. In order to help all young people stay on the path to graduation, it is important to consider the influences in their lives that lead to on-time graduation.
  • Wired to Learn: K-12 Students in the Digital Classroom

    Mar 11, 2015Digital technology in the classroom, when properly integrated, is helping American school children stay competitive globally, and on track to compete successfully in the 21st century workforce. That’s the bottom line of a study recently completed by America’s Promise Alliance’s Center for Promise, commissioned by the Cable Impacts Foundation, to get a sense of the benefits of digital technology when properly introduced into American classrooms. The study, called, Wired to Learn: K-12 Students in the Digital Classroom, explores digital learning as a strategy to improve student classroom experiences, and highlights the efforts of five school districts across the United States as they use technology to reshape the traditional K-12 learning environment.
  • Back to School: Exploring Promising Practices for Re-engaging Young People in Secondary Education

    Dec 10, 2014Stemming from the Don’t Call Them Dropouts report, based on careful listening to young people who didn’t graduate in four years America’s Promise Alliance’s Center for Promise released Back to School: Exploring Promising Practices for Re-Engaging Young People in Secondary Education. The paper explores ways to strengthen and expand re-engagement options for young people who need more time or different pathways to finish school. The paper is designed as a resource for educators, practitioners, community stakeholders, communications professionals and policymakers interested in supporting out-of-school youth who wish to obtain a high school credential. A high school diploma is by no means a guarantee of success, but failure to complete high school is a devastatingly accurate predictor of lifelong struggle and unrealized human potential. If birth is life’s starting line, then high school graduation is life’s second starting line for success.
  • Don't Call Them Dropouts

    May 20, 2014“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. Their answers defy some common beliefs about why they do not graduate on time, while giving deeper meaning to others. The researchers began with in-depth interviews with more than 200 young people who had not graduated from high school, and then conducted a quantitative survey of more than 2,000 young adults ages 18-25 who did not complete high school on time. In addition, 1,000 students who graduated on time were surveyed.
  • Developing Youth Systems: Creating Transformational Change for our Nation's Young People

    May 10, 2013Good schools are, of course, essential, but not alone sufficient for the long-term academic, economic, and civic success of our nation’s young people. Rather, an integrated set of supports is needed in families, in all facets of communities, and, yes, in schools. Research, community wisdom, and common sense tell us that families, schools and the broader community need to work together to create integrated systems of support for each child— an approach that we term youth systems.