March 30, 2017
While many young people in America continue to be bombarded by severe adversity, few receive the supports and resources they need to cope and succeed.
March 01, 2017
Two new reports explore how relationships impact young people at work and in life
Defining Webs of Support: A New Framework to Advance Understanding of Relationships and Youth Development
March 01, 2017
In this brief, the authors present a web of support framework to describe how youth relate to adults and peers in their lives, and how these relationships provide the supports necessary for young people to thrive. This framework is composed of three key layers, each of which contributes to a young person’s development: relationships, resources, and networks/social capital.
June 13, 2016
This report examines the growing problem of student homelessness by interviewing and surveying currently and formerly homeless students and the state coordinators and local liaisons assigned to help them. Written by a team of researchers at Civic Enterprises, a public policy and strategy firm, in association with Hart Research Associates, the study was released by America’s Promise Alliance, a leader of the GradNation campaign.
November 25, 2015
Those who study youth development look to both external factors that affect youth (environment) and internal factors within the youth (personal attributes) that contribute to their positive growth. Richard Lerner and his colleagues have also emphasized the importance of examining the interaction of person and environment to understand more completely how youth develop.
September 04, 2014
Great progress has been made over the last decade to reach an 80 percent graduation rate, but for the one in five students still not graduating on time, more hard work is required to achieve the GradNation goal of a 90 percent high school graduation rate by 2020. For that reason, America’s Promise Alliance presents this paper that illustrates how national service is making a positive impact on young people and closing the graduation gap – from early literacy through high school graduation and beyond. Emerging evidence, described in this white paper, tells us that national service works.
May 29, 2014
The aptly named Division Avenue remains a demarcation line between predominantly white and predominantly black neighborhoods—and a stark reminder of the city’s segregated past. In the beginning of the 21st century, approximately 73 percent of children and youth in Parramore, Orlando’s historically African American neighborhood, lived below the poverty line, with alarmingly high rates for child abuse and neglect. The neighborhood’s high school had received five consecutive Fs on its performance, and only 66 percent of youth graduated from it during the 2007-08 academic year. Teen girls were…
Don't Call Them Dropouts: Understanding the Experiences of Young People Who Leave High School Before Graduation
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.
April 15, 2014
Data was used from the 2011/12 National Survey of Children’s Health to examine the prevalence of caring adults' relationships among children in the U.S., ages 6-17, and among different subgroups of this population, and the association between having a caring adult and indicators of positive well-being.
April 14, 2014
Becoming a Man (BAM) is a program for teen boys who are at high risk for committing crimes and dropping out of school. A two-year random assignment study found that adolescents assigned to the intervention had fewer arrests for violent and other crimes at the end of the program year, compared with those assigned to the control group. Teens assigned to the intervention also had higher grades and slightly better attendance and lower dropout rates at the end of both the program year and the following year than their peers in the control group did.