This Point of View brief from the Center for Promise provides research insights on a particularly timely topic - violence in America's schools - that is impacting young people in America. Learn more about this topic by reading this brief
Comprehensive community initiatives (CCIs) are a potentially promising way to organize supports throughout a community and have attracted interest from philanthropy and public policymakers. Sometimes referred to as cradle-to-career initiatives or collective impact, CCIs are locally organized, multi-sector collaborations that build local capacity and coordinate resources towards a common, population-level goal. Many CCIs facilitate collaboration among health, education, business, and community-based organizations to improve the overall health and wellbeing of people in the community.
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.
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.
What role do relationships play in fostering workforce development and career readiness among ‘risk-immersed’ youth?
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