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Turning Points: How Young People in Four Career Pathways Programs Describe the Relationships that Shape Their Lives

March 01, 2017

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.
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.
Relationships Come First: How Four Career Development and Workforce Readiness Programs Prepare Young People for Work and Life

December 15, 2016

What role do relationships play in fostering workforce development and career readiness among ‘risk-immersed’ youth?
Blended Learning Offers Promise as a Strategy for Re-engaging Students

April 07, 2016

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.
A Profile of the Evaluation of Children's Aid Society Carrera-Model Teen Pregnancy Prevention Program

January 15, 2014

The Children's Aid Society Carrera-Model Teen Pregnancy Prevention Program (CASCM) was implemented in 1984. Launched in one of Children's Aid Society's (CAS) community centers in Harlem, the program practices a holistic approach aiming to empower youth, help them develop a desire for a productive future, and aid young people in improving their sexual literacy and their understanding of the consequences of sexual activity. CAS operates numerous community centers throughout New York City, while the Carrera-model has been implemented at 50 adaptation sites nationally.
A Profile of the Evaluation of Cooke Middle School After School Recreation Program

January 15, 2014

Located in an inner-city north-central Philadelphia neighborhood, the Cooke Middle School After School Recreation Program (CASP) complements the school's more academic-based programs by offering activities designed to promote students' physical, emotional, and social well-being.
A Profile of the Evaluation of North Carolina Support Our Students (SOS) Initiative

January 15, 2014

The North Carolina Support Our Students (SOS) initiative is an effort by the state of North Carolina to encourage quality after school programs for students in both urban and rural communities. Administered by the North Carolina Department of Juvenile Justice and Delinquency Prevention, SOS awards grants to nonprofit, 501(c)(3) organizations to run quality after school programs for students.
A Profile of the Evaluation of Quantum Opportunities Program

January 15, 2014

The Quantum Opportunities Program (QOP) is designed to help at-risk youth make a “quantum leap” up the ladder of opportunity through academic, developmental, and community service activities, coupled with a sustained relationship with a peer group and a caring adult, offered to them over their 4 years of high school.
After School Programs in the 21st Century: Their Potential and What it Takes to Achieve It

January 15, 2014

This research brief draws on seminal research and evaluation studies to address two primary questions: (a) Does participation in after school programs make a difference, and, if so (b) what conditions appear to be necessary to achieve positive results? The brief concludes with a set of questions to spur conversation about the evolving role of after school in efforts to expand time and opportunities for children and youth in the 21st century.
Partnerships for Learning: Community Support for Youth Success

January 15, 2014

There is strong evidence that, when schools partner with families and community-based organizations, these partnerships for learning improve children’s development and school success. They provide a seamless web of supports designed to ensure positive learning experiences for children and youth. In this paper, we draw on the experiences of national organizations and a set of community schools that have built these learning partnerships, and examine seven key elements that we find to be essential in building them.