Navigating and Negotiating Pathways for Success: Capturing the Life Experiences of Urban Youth and Their Caregivers
This work is part of a larger study by the Center for Promise of how communities come together to support young people, and how young people and their families navigate and negotiate those communities to succeed academically and vocationally, and engage civically. For this study, the Center for Promise conducted two rounds of in-depth interviews, approximately six months apart, with 47 pairs of caregivers and youth in four urban communities in the Northeast and Southeast United States. The questions explored the ways that youth and their families navigate and negotiate their communities to…
To help close the current gap between research and practice, the Center for Promise undertook an exhaustive review of the existing research and evaluations of collaborative community efforts. In this brief, the Center reviews collaborations that have targeted public health and broader youth development outcomes and whose efforts have been evaluated.
Poverty, crime, teen pregnancy, and unemployment are part of many East Durham residents’ daily lives, and rates of academic success are among the lowest in North Carolina. But the East Durham Children’s Initiative (EDCI) aims to change all that. A partnership among local government, nonprofit, faith, and school organizations, EDCI is focusing on the community’s most promising resource – its children. Since 2008, EDCI has increased access to early childhood educational opportunities, strengthened local elementary and secondary schools, helped establish high quality enrichment activities are in…
Good 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.
Stemming 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…
Two new reports explore how relationships impact young people at work and in life
Turning Points: How Young People in Four Career Pathways Programs Describe the Relationships that Shape Their Lives
Turning Points builds on the programmatic insights from Relationships Come First by asking young people enrolled in career pathways programs in four cities – Café Momentum in Dallas; Per Scholas in the Bronx, Urban Alliance in Washington, DC, and Year Up in the Bay Area – to describe how the relationships in their lives shape their development.
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.
The role of adult capacity in keeping young people on a path to graduation
Students whose First Language is Not English (FLNE) make up the fastest growing segment of public school students across the country. In Massachusetts, one in five students is classified as FLNE. This report explores their experiences, challenges, and hopes for the future.