This report provides new insights into the obstacles to wellness young people of color face in five cities and brings young people’s voices and views into the discussion about what affects their health and wellness.
The role of adult capacity in keeping young people on a path to graduation
Part 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.
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.
Collective 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.
Much has been written about how to prevent students from leaving high school before graduating, and which life experiences or risk factors
This 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.
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…
The East Lake community in Atlanta faced high rates of violence and unemployment and low graduation rates. Now, more than 20 years after its decline, the neighborhood — and life for its young people — has dramatically improved.
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.