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Withdrawal/Redaction Sheet
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. paper
Discussion paper re: school leaders (partial) (2 pages)
n.d.
P6/b(6)
002. email
Judith Weitz to Ellen Lovell re: Arts and Teen Development (partial)
04/13/2000
P6/b(6)
(1 page)
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Andrew Rotherham (Education)
OA/Box Number: 21293
FOLDER TITLE:
Teen Conference
2011-0103-S
rc143
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P1 National Security Classified Information [(a)(1) of the PRA]
b(1) National security classified information [(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRA]
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute [(a)(3) of the PRA]
an agency [(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
Apr 20 00 05:27p
SUSAN GADDY GREENE
(973) 642-0027
p.1
Fax
Please deliver immediately to:
JB Buxton
of: The White House
Fax number: 1 202 456-5581
Voice number: 1 202 456-5567
Fax received from:
SUSAN GADDY GREENE
of:
SPIRIT DANCE WORKSHOP
Fax number: (973) 642-0027
Voice number: (973) 642-4625
Date: 4/20/00
Time: 5:26:31 PM
Number of Pages:
2
Subject:
Susan Gaddy Greene bio
Message:
JB if you need any more information just call me. Thank you for the invitation.
Susan Greene
APR. 18. 2000 3:27PM
DEPT ED/OFC OF SEC.
NO. 9467 P. 3
Test Scores--
Texas Assessment of Academic Skills (TAAS)
Davis Feeder - % Passing
Pre
Project
GRAD
1998
MATH
Elementary
44%
78%
Middle
21%
63%
High School
29%
63%
READING
Elementary
63%
81%
Middle
47%
58%
High School
51%
77%
Yates Feeder - % Passing
Pre
Project
GRAD
1998
MATH
Elementary
70%
86%
Middle
48%
72%
READING
Elementary
78%
90%
Stanford 9 Test
Davis 4th and 5th Grades scored above 50 percentile (national average) in math
Project GRAD serves 25 Houston public schools with an enrollment of
18,000 inner-city youth.
PG/Misc/Progress Statistics.doc
10/12/98
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. paper
Discussion paper re: school leaders (partial) (2 pages)
n.d.
P6/b(6)
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Andrew Rotherham (Education)
OA/Box Number: 21293
FOLDER TITLE:
Teen Conference
2011-0103-S
rc143
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P1 National Security Classified Information [(a)(1) of the PRA]
b(1) National security classified information [(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRA]
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute [(a)(3) of the PRA]
an agency [(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
School as the Hub of Teen Life: How can we make it a better place for our kids to
learn and thrive?
High school classes and extracurricular activities often serve as the intellectual, social,
and emotional center of a teenager's life. School is where teens learn about subject
matter content and seek to be challenged. They begin to think abstractly, learn by doing,
and recognize the diversity of people and ideas. School is where teens tend to make their
friends and build personal relationships. In building these relationships, they worry about
their body and appearance, clumsiness and diet, mask their true feelings, and admire
heroes that demonstrate characteristics of friendship and romance. Because of these
worries, teens also experience peer pressure at school being more influenced by peers
than parents, feel anonymous in large school settings despite their need for more freedom
and privacy, and long for more personalized attention from the adults in their school
community because they need adult praise and recognition. In addition, safety concerns,
concerns about respect for others and their own self-respect. as well as options for their
future are on the minds of teens at school. This panel would try to address many of these
themes.
Sub-Themes and Discussion Leaders:
High School Reform and Small Schools Bring Learning Alive, Build Relationships,
and Makes School Safer
Dan Galloway, Principal Adlai Stevenson High School, Illinois
Dr. Bill Ayers, University of Chicago
College As the Pathway to Hope
Hispanic Parent Whose Teen Attended Project Grad in Houston, TX
Foundations, Inc. Rhonda Lauer, former Surperindent of Schools in
Philadelphia and CEO Who Runs Afterschool Programs and Provides
Technical Assistance
Teacher-Student Relationships Are Key to Finding Out Who Teens Are, What They
Believe, and How They Handle Conflict
Suggestions from Mary Beth Blegan
Bruce Penniman
1999 Massachusetts Teacher of the Year
High School English Teacher
Amherst, Massachusetts
(P6/(b)(6)
[001]
Larry Hurt
1999 Indiana Teacher of the Year
High School Art Teacher
Indianapolis Public Schools
P6/(b)(6)
[001]
Disney Teacher of the Year (Joyce Brisco, New Mexico; Pat Taylor, Virginia)
Pat Welch, TC Williams, Alexandria, VA
Sleep and Doing Well in High School May Be Important Enough to Change the Bus
Route
Pamela Eakes, Mothers Against Violence, Seattle, Washington (former chief
of staff for Mrs. Gore)
Minneapolis example-that's where the concept is being tested
Student Survival Guide: One Youth's Experience
High School Survival, edited by students Greg Gottesman, Daniel Baer, and
friends
/ YouR
2 Small Schools (transtoring HS)
3 Commity Involvement 7 schools
4 Pincipal / Teacher
/ Gene BeHom
2 GEAR- UP Techer
5 Violence in schools person
3 Teacher
Y Community fells
5 in
Julie K. Anderson
04/19/2000 12:15:01 PM
Record Type:
Record
To:
John B. Buxton/OPD/EOP@EOP
CC:
Subject: Arts and Teen Development
Please see below.
Forwarded by Julie K. Anderson/WHO/EOP on 04/19/2000 12:14 PM
MaryEllen C. McGuire
04/17/2000 01:56:14 PM
Record Type:
Record
To:
John B. Buxton/OPD/EOP@EOP, Julie K. Anderson/WHO/EOP@EOF
cc:
Shirley S. Sagawa/WHO/EOP@EOP. Ann O'Leary/OPD/EOP@EOP
Subject: Arts and Teen Development
JB/Julie- we thought it might be nice to have an arts representative in your breakout group. Attached are
some recommendations from Ellen Lovell, Director of our Millennium Council.
Forwarded by MaryEllen C. McGuire/WHO/EOP on 04/17/2000 01:55 PM
Ellen M. Lovell
04/13/2000 07:00:21 PM
Record Type: Record
To:
Shirley S. Sagawa/WHO/EOP@EOP, MaryEllen C. McGuire/WHO/EOP@EOP
CC:
Subject: Arts and Teen Development
names for conference who would be wonderful on the subject of creativity and youth development;
positive alternatives to destructive behavior. Arnie Aprill runs a celebrated program, recently the subject
of an indepth study by Harvard, that integrates the arts into the schools day -- he is a terrific presentor and
has real results to show. Shirley Brice Heath is an anthropologist who did a long-range study of youth in
after-school programs, and found especially effective results in the lives of teens involved in the arts.
Would be aa good invitee. Mark Smith has invested in after-school arts over time, has extensive
knowledge about how they change kids lives, and I hear he's a good presentor - could be a pop-up or just
an invitee. Bill Strickland is famous in the circle of people who run youth programs -- his Manchester
Craftsmen provides a variety of programs for youth at risk - from cooking to pottery to jazz -- and
something astonishing like 80% end up going to college. He's been studied over and over, is now
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
002. email
Judith Weitz to Ellen Lovell re: Arts and Teen Development (partial)
04/13/2000
P6/b(6)
(I page)
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Andrew Rotherham (Education)
OA/Box Number: 21293
FOLDER TITLE:
Teen Conference
2011-0103-S
rc143
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P1 National Security Classified Information [(a)(1) of the PRA]
b(1) National security classified information [(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRA]
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute [(a)(3) of the PRA]
an agency [(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
creating a similar profram in San F., spoke at the launch of the Coming Up Taller study in the East Room
four years ago; is African-American, a powerful, unforgettable speaker (and can say a lot in 3 minutes.)
Claudine Brown runs the Nathan Cummings Foundation, which has done a lot of funding in this area, and
speaks very well about arts and youth development -- very convincing -- also African-American. Judith
Weitz researched and wrote Coming Up Taller, and has stayed abreast of the field. She should be invited
as an audience member. She send other names for us to consider, but the above are the strongest in my
opinion. I am happy to supply more information. I have the studies: that I referred to. The evaluation of
Aprill's Chicago program, and Shirley's research are both recent and very well thought of: they appeared
in a new publication "Champions of Change" and were funded by the GE Fund and the McArthur
Foundation.
Forwarded by Ellen M. Lovell/WHO/EOP on. 04/13/2000 06:34 P.M
"Weitz, Judith" <[email protected]>
04/13/2000 10:19:41 AM
Record Type:
Record
To:
Ellen M. Lovell/WHO/EOP
CC:
Subject: Arts and Teen Development
Arnold Aprill
Executive Director
Chicago Arts Partnership in Education
111 N. State Street, 11th Floor
Chicago, IL 60602
Shirley Brice Heath
Department of English
Stanford University
Stanford, CA 94305-2087
415-723-2635 (w)
P6/(b)(6)
[002]
H. Mark Smith
Program Coordinator
Organizations Department
Massachusetts Cultural Council
120 Boylston Street
2nd Floor
Boston, MA 02116-4600
617-727-3668 X 253
617-727-0044 (f)
William Strickland
President and CEO
Manchester Craftsmen's Guild
1815 Metropolitan Street
Pittsburgh, PA 15233
412-322-1773
412-321-2120 (f)
Assistant: Nancy Brown
Claudine Brown
The Nathan Cummings Foundation
1926 Broadway
Suite 600
New York, NY 10023
212-787-7300
212-787-7377 (f)
Other Options:
Irene Oliver-Lewis
Executive Director
Court Youth Center
PO Box 7027
Las Cruces, NM 88006
505-541-0145
505-541-0146 (f)
Irene was at the Gore Family Reunion Conference and spoke passionately from
the audience about the role of the arts in kids' lives. She runs an
impressive arts center and is part of a 21st Century Learning Center (DOE)
after-school partnership where the arts are a central focus of the
partnership.
Abigail Adams
Artistic Director
The People's Light and Theatre Company
39 Conestoga Road
Malvern, PA 19355
610-647-1900
610-640-9521 (f)
Abigail founded The New Voices Ensemble, one of several Project Discovery
Projects. New Voices is a collaboration between professional artists and
young people from an impoverished city whose purpose is to nurture the
personal and creative growth of the children involved. It is an excellent
program with a clear youth development focus. The Coordinator of Education
Programs is Nancy Shaw.
Nancy Carstetedt
Executive Director
Chicago Children's Choir
Chicago Cultural Center
78 East Washington Street, Floor 5
Chicago, IL 60602
312-849-8300 X232
312-849-8309 (f)
This artistically superb choir took seriously the President's Committee
report, Coming Up Taller, and engaged the Chapin Hall Center for Children,
University of Chicago, to develop a training program in youth development
for their staff. Recognizing the cultural context within which youth
development occurs, they are applying developmental outcomes to their
programs and organizational goals. They also have engaged a child
psychologist to be on call for providing guidance re the identification of
problems some of their at risk kids face in their lives that are shared with
choir staff. "Conductors are among the most stable and concerned adults in
the lives of many of our young people." And they are about to undertake an
internal audit to create a strategic plan for the future that builds on
their current artistic and youth development programs.
Susan Warner
Curator of Education
The Experimental Gallery
The Children's Museum, Seattle
305 Harrison Street
Seattle, WA 98109-4695
206-441-1768
206-448-0910 (f)
In partnership with the state Dept. of Social and Health Services, Juvenile
Rehab. Admin, have created arts programs --visual arts, exhibition
preparation, theater --in juvenile detention facilities around the state.
Semi-finalist in the Kennedy School of Gov. awards program.
Judith H. Weitz
Coordinator, Youth At Risk Projects
President's Committee on the Arts and the Humanities
Suite 526
1100 Pennsylvania Avenue, NW
Washington, DC 20506
202/682-5409
WHITE HOUSE CONFERENCE ON TEENAGERS
Program Draft 4/13/2000
10:30 Opening Video: Montage of a diverse group of parents and teens speaking about their
lives. Gets out key messages: how they use their time, kids don't feel listened to, parents
don't think their kids listen, kids are stressed, parents are worried, hopes and aspirations.
The overall message is that whatever their background, families have similar hopes and
concerns.
10:35 POTUS and HRC announced into room together with keynote speaker(s), Cabinet
members attending
10:35 HRC Speaks: Provides interesting statistics and trends about today's teens and their
families, explains that this conference is the bookend to the Early Childhood Conference,
puts it in the context of post Littleton. Underlying message: While there is much to be
happy about in terms of trends over the last seven years, there remain serious challenges.
Parents are key, but need support from the community.
10:43 POTUS Speaks: Talks about the Administration's accomplishments, budget, and
deliverables. Acknowledges all cabinet members attending. Underlying message: Youth
are resources in their own development, but we need to support them and their families in
order to maximize their potential.
9:53
KEYNOTE:
Our first choice would be a joint keynote by a parent/teen combination - we have a good
lead on an African American father and son who would be perfect for this role. They
would talk about their own lives, illustrate the themes of the day with real stories, and
give credibility to the researchers and experts who will follow.
11:00 PANEL I takes the stage. HRC to moderate.
11:05 Who are todays teens? What do they need? [4 min/adults, 3 min/teen]
Adolescent Development- present stages of development, peer cues, behavioral
pressures, need for independence, Jacqueline Eccles
Brain Research/Physical development- recent research suggests that an important
phase of brain development occurs around puberty and that what happens now
matters and can set the stage for later successes, Dr. Giedd
Assets- all teenagers need a caring adult, healthy habits, safe places, good education,
opportunity to serve, Karen Pittman
Media Images of Teens -Susan Bailes
Teen Girl- offers personal perspective on challenges of adolescence
11:40 Panel I leaves stage/Panel II seated. HRC to moderate.
11:43 What can parents do to help teens? What can communities do to help parents get
teens what they need? [4 min/panel, 3min/speakers from the audience]
Parent Expert- someone to synthesize what we know about good parenting of
teenagers, Laura Sessions Stepp, author of Our Last Best Shot, which David Hamburg
calls the best book ever written on parenting teens
Avoiding risk behaviors - Robert Blum
Parenting & the New Media - Steve Case
The role of the community in a teen's life - Geoff Canada
Speakers from the audience - expressing specific ways that the communities can
help/support parents in raising responsible and resourceful teens
Youth as resources- how young people themselves can make difference,
AmeriCorps member
Religious Community- importance of religion/values in raising teens, Representative
of The Ten Point Coalition in Boston
School- importance of parent involvement in middle and high school, high school
reform, afterschool programming, Jay Engelin- Principal of the Year
The Family Friendly Workplace- how does the work world need to change to
support our raising families, Ellen Galinsky
CBO- ways youth organizations can involve families, Ben Casey, YMCA Dallas
If time permits
Health- Dr. Angela Diaz, Mt. Sinai/Children's Aid Society
Employers of youth- Dr. Kathleen Newman
12:43 Reflections/Closing: HRC Thank you and good bye, mentions breakouts later in day,
invites people to lunch, invites satellite downlinks to continue talking into the day within
their local communities.
12:45 End
White House Conference on Teenagers:
Raising Responsible and Resourceful Youth
Despite many positive developments in the last seven years - including declining rates of
teen pregnancy, decreases in crimes against youth, and increases in student achievement
and college access - parents of today's teenagers express significant anxiety about the
well-being of their children. In many cases, teenagers themselves feel alienated from
their communities and insecure about the future. And recent tragedies have made parents
and teens of all backgrounds feel helpless in the face of school violence.
The White House Conference on Teenagers will respond to these concerns by:
Providing a snapshot of today's teenagers, based on the latest statistics;
Bringing to the public cutting edge research, including new brain research, about
teenagers and their development;
Acknowledging the challenges and opportunities presented by new technology,
the changing workplace, and the increasing diversity of the youth population;
Presenting advice from the nation's leading experts on youth development about
what works and offering tools for healthy development to parents and teens;
Focusing attention on ways that families and communities together can teach
good values, promote healthy behavior, and support positive youth development;
and
When will the conference occur?
Tuesday, May 2, from approximately 9:30 am to 4:30 pm. We anticipate that the opening
session, featuring the President and First Lady will take place from approximately 9:30 to
11:30 am. This session may be followed by lunch, breakout sessions for discussion, and
a closing reception.
Who will attend the conference?
Approximately 150 individuals will attend the conference. (The size is limited by the
available space at the White House.) The on-site audience will include a diverse group of
parents, teenagers, policymakers, youth workers, educators, and representatives of faith-
based organizations, media, business, and foundations. Additional individuals may
participate via satellite at locations around the country. We encourage organizers of
satellite locations to show the opening session and then host interactive discussions
among participants. We regret that due to scheduling constraints, the timing of the
opening session will make it difficult for the west coast to view the conference live;
however, we hope that interested organizations will consider taping the event for later
viewing.
INVITE CATEGORIES
WHITE HOUSE CONFERENCE ON RAISING TEENAGERS
MAY 2000
Invitation List
The conference will focus on all aspects of adolescent development - health, education, jobs,
after-school activities, risk behaviors, community service, peer interaction, community groups,
faith, and family. To be considered for attendance, suggested invitees must be submitted with a
priority designation [A or B] and all of the following information: name, title, organization,
address, phone, two-three lines on who they are/why they should be considered, information that
will help us ensure a diverse group of invitees, and the category for which the individual is being
recommended. Invite categories are as follows:
1. Parents and teens [see information below]
2. Organizations that serve or support youth
a.
National nonprofits
b.
Foundations [that fund youth-related research or programs]
c.
Grassroots organizations
d.
Religious organizations
e.
Educators [middle and high school]
f.
Parent organizations
3. Research/academics/experts on adolescence
4. Work and family
a.
Employers with exemplary support programs for parents
b.
Employers with exemplary policies for teenage workers.
c.
Experts on work/family issues
5. Media
a.
Members of the media that reach parents or teenagers
b.
Experts on the media's role in influencing youth
6. Policymakers
a.
Federal [Congressional or Executive Branch]
b.
State
c.
Local
Parents and Teens
At our conference we would like to feature American families with their teens. These parent/teen
combinations [can be an adult with parental responsibility even if they are not actual parent] will
be chosen across all segments of society and represent the variety of issues today's teenagers
and their parents are facing. If you have a family you would like to nominate for recognition, or
to participate in a possible panel discussion, please provide us with a brief account of why they
should be considered [what issues are they facing in their lives that other American families will
be able to relate to], along with their contact information.
*All invitation lists and "parent/teen" nominations are due to MaryEllen McGuire in
OEOB 101 by COB Friday, March 17th for review.
Julie K. Anderson
03/16/2000 09:39:31 AM
Record Type:
Record
To:
John B. Buxton/OPD/EOP@EOP
CC:
Subject: Notes from meeting on 3/14
J.B.:
Thanks again for the copy of the new Safe and Smart publication. Here are some notes from the
education outreach meeting with the First Lady's Office on Tuesday, March 14. As you know, this
meeting focused on generating ideas for the upcoming WH Conference on Raising Responsible
Teenagers.
Big Ideas:
Emphasize support networks for parents and teens
Include immigrant, homeless and migrant youth
*
Focus on the lack of civility in our society--how do we raise a civil society?
*
Address the sense of alienation or "lack of belonging" that most teens experience
*
Address the dropout rates in our public schools--African American, Hispanic, Native American
Highlight positive partnerships between teens and adults
I hope this is helpful.
Julie
WHITE HOUSE CONFERENCE ON YOUTH
DATE-EAST ROOM, APPROX. 200 PARTICIPANTS
DELIVERABLE
MANAGER(S)
DEADLINE
STATUS
Goals and Objectives
Shirley/Ann/
March 1
Agree to Goals and
Objectives
Meet with Eric,
Tom, Gene, Bruce
Meet with Loretta,
MaryBeth, Maria,
VP, Tipper staff
Memo to HRC for
sign off
Consult with Experts in Field
Shirley/Ann
March 1-15
Hold focus groups
Determine Conference Program
Shirley/
Confirm location and date
MaryEllen/Ann
March 15
Date/location
Select title
confirmed with
POTUS and
Create format-number of sessions, speakers/town
FLOTUS
hall/panels, agenda, etc.
March 15
Title Set
March 30
Format Determined
Identify deliverables
Ann
March 30
Hill staffers - tells with about
Draft Budget/Secure Fiscal Agent/Fed Agency
Shirley/
Brainstorm &
CoSponsor
MaryEllen
Asap
approach Fiscal
Identify, contact and confirm fiscal agent(s)
Agents/CoSponsor
Identify, contact and confirm Agency CoSponsor
March 15
Finalize Agent
Draft budget
March 15
FinalizeSponsor
Recruit in-kind support
March 15
Draft Budget
March 15
Determine in kind
needs
Secure Satellite Downlink Partners
TBD
Identify Staff
Identify satellite specialist and set up url
Support
Determine need for uplink
URL set up
Reach out to satellite partners/ save the date letters
Establish Registration process
Launch website
Provide satellite coordinates
Provide satellite test pattern
Research/Create Invitation List
Determine categories of invitees
MaryEllen/
March 15
Invitee categories
Identify individuals/entities to invite across
Social
identified
categories
April 15
Lists due
For each invitee provide: contact name,
April 20
First Round of cuts
organization name, address, phone, fax and email;
Determine diversity
and briefly describe why person should be invited
April 25
needs
Determine ideal percentage of invitees groups
Second round
May 1
additions and cuts
Final list due to
May 10
Social Office
Mailed
Mail Invitations
May 15
Research/Select Speakers
Shirley/
April 1
Speaker research
Based on agenda items, research possible speakers
MaryEllen
complete
For each identified speaker, gather contact
April 10
Decisions made
information and bio
April 14
Reach out to
Locate prior speaking engagements/articles written
speakers
as a means to preview
April 30
Speaker Bios due
Conference Video
Shirley/
Determine need for Conference Video
MaryEllen
March 10
Determine need for
Contact video producer
video & vendor
Finalize video concept and list of interviewees
Complete filming
Edit and deliver rough-cut for first review
Generate List of Research Needs/
Shirley/
Polling Needs
MaryEllen
Identify necessary information (e.g., visuals,
handouts, etc.):
March 20
Develop list of
Surveys on peoples' views of parenting (youth and
research needs
adult}
April 10
Commission
Latest research on adolescent development
needed research
Latest research on parenting: challenges and
May 1
Research
techniques
collected
Outline Promotion Plan
Shirley/MaryEllen/
April 1
Contact possible
Brainstorm press partners
FLOTUS &
press partners
POTUS PRESS
Comprehensive press plan
April
Develop plan
Determine Timing
Create Conference Materials
MaryEllen/
Generate list of what to include in conference
April
List due
packets/press materials (e.g., research data,
resource lists, graphs, contact names, follow up
May
Opening letter
information, etc.)
May
drafted
Entering packet (suggested):
Research for
Welcome letter from HRC
May
folders collected
Agenda
Clear through
Speaker Bios
Counsel
Note pad
Exiting packet (suggested):
Research overview (i.e. pie wedges, etc.)
Write-up of announcement/deliverables
Counsel approval of packets
Deliverables/Follow Up Plan
Work with DPC for Admin Deliverables
Ann O'Leary/
Continual
Work with private sector to develop outside
Shirley
deliverables
Seek out new research to release
Assist Speechwriters
Shirley/
Late May
Research key issues
Provide acknowledgments/talking points
Manage Overall Logistics
MaryEllen/
ASAP
Social Office
Determine Social Office contact
Contact set
Follow up with POTUS request
ASAP
Submit for POTUS
Determine VP participation
scheduling
Determine audio and visual needs
ASAP
Submit to VP
People
March
Audio/Visual/
Satellite Needs
Develop Comprehensive Timeline
MaryEllen
Update Weekly
Workplan drafted
Create overall workplan-with deliverables and
deadlines
Your Voice
David Hanburg
@ Conejie
Internal draft - Do not circulate
You
White House Conference on
Parents
Raising Responsible Teenagers in the 21st Century
Schooly
Despite many positive developments in the last seven years - including declining rates of
teen pregnancy, decreases in crimes against youth, and increases in student achievement
and college access : - parents of today's adolescents express significant anxiety about the
well-being of their children. In many cases, teenagers themselves feel alienated from
their communities and insecure about the future. And recent tragedies have made parents
and teens of all backgrounds feel helpless in the face of school violence.
The White House Conference on Raising Responsible Teenagers in the 21st Century will
respond to these concerns by focusing attention on ways that families and communities
can teach good values, promote healthy behavior, and support positive youth
development. Against a backdrop of broader societal changes (the new technology, an
increasingly diverse population, and a significant "opportunity gap" for low-income and
minority youth), the Conference will bring to light research on positive youth
development, emphasize the importance of substantial investments in youth, and
highlight the Administration's achievements in this area.
What problems will be addressed through the Conference?
Parents that feel disconnected from their children and lack information to
respond to the challenges they face.
Teenagers feel alienated from their families and communities, and may choose
their values and behaviors based on peers and the media.
Low-income and minority teenagers face an "opportunity gap" in many areas.
Problems of youth require comprehensive and integrated solutions, but often
are addressed through programs focused on a single issue.
There is only limited research on "what works" for adolescents, and that
research is not well known.
Fam
What do we hope to accomplish?
To engage parents and communities in a conversation about how we can do a
better job working together to raise our teenagers.
To showcase the accomplishments of the Administration, and advance the
President's budget request, in the area of youth development.
To encourage more effective, integrated services for and by youth at all levels
of government and in the private sector.
To provide parents and communities with tools and information they can use
to address the needs of adolescents.
To enable teenagers to speak out about the challenges they face and their role
in addressing these problems.
To issue a call to action to the private sector, media, etc. to take responsibility
for their effect on youth, and to use their resources to promote healthy
behaviors.
Who is the audience?
Parents
Teenagers
Policymakers
Youth workers
Media
Business
Foundations
When will the conference occur?
Date to be scheduled pursuant to the President and First Lady's availability.
Preferred date May 22 to take place before school lets out so we can downlink
to classrooms.
How will the conference program be organized?
The program may be organized thematically around "community, opportunity,
and responsibility."
Within this framework, the following issues may be addressed:
Health -teen pregnancy, HIV, smoking, drugs and alcohol, and
research on obesity, sleep, etc.
Education -afterschool programs, smaller high schools, impact of
work on education, college preparation and access
Enterprise -entrepreneurship programs, school-to-work, technology
Crime -violence by youth, youth as victims of violence, gangs
Values -citizenship, service, philanthropy, character education,
community strengthening, "One America"
Integration of services
work + Family
What are potential deliverables?
Announce research agenda
Commission and release parents' guide to recent research on adolescence
2
Budget amplification (pull together all pieces of the federal budget related to
this agenda)
Announce upcoming Corporation for National Service youth summit
(scheduled for late June in Florida)
Explore possible grant announcements through agencies and foundations
Explore possible research report releases through agencies and nonprofit
organizations
Explore possible executive order relating to use of federal facilities,
interagency task force, etc.
Announce year 2000 Leader Schools (Presidential awards for schools with
best service-learning programs)
Recognize effects in communities /flats/eth.
2/24/00 9:47 AM
1
What's the hundline? 3 take -anay messyer
Deliverbly?
3
YOUTH CONFERENCE ADVISORY MEETINGS
Federal Agencies
HHS
White Education House Initiative on Hispanic Education - Sarita Brown - youth-serving Latino
CNS - John Goinperts, Marilyn Smith
CDC (health- std's, aids)
openizations
USDA/Center for Nutrition Policy and Promotion
FTC
FDA/ Children and Tobacco Program
FCC
DOJ
NSF
NIH
DOL (School-to-Work, job training)
HUD (Youthbuild)
Shirley +JB
Youth Serving Organizations
*Boys and Girls Clubs - Roxanne Spillett
By Bro thers
*YMCA of the USA - Dave Mercer/Eden Fisher Durbin
YWCA
America's Promise - Gregg Petersmeyer
Girl Scouts of America
Boy Scouts of America
*Save the Children - Charles MacCormack/Catherine Milton
National Mentoring Partnership - Gail Manza
Marty
Girls Inc. - Isabel Stewart
4-H
Service/Philan Organizations
JBT shirley
Phil Coltoff
*Youth Service America - Steve Culbertson
National Youth Leadership Council - Jim Kielsmeier
City Year - Alan Khazei/Michael Brown/Ann Maura Connolly
Youthbuild-Dorothy-Stoneman
NASCC
Researchers/Academics
Urban Institute
Center for Adolescent Studies/ Indiana University
Stanford Center on Adolescents
The Search Institute
Carnegie Council on Adolescent Development
NAS
YOUR
Parents - JB
*National PTA
Nonprofits/Foundations
Carnegie Foundation
Kellogg Foundation
Community Schools List
Annie E. Casey Foundation
American Youth Policy Forum - Sam Halperin
*National Campaign to Prevent Teen Pregnancy - Sarah Brown, Isabelle Sawhill
Campaign to End Youth Violence - Jeff Bleich
National Center for Tobacco Free Kids
Hand Gun Control
Center for Substance Abuse and Prevention-
Child *Children's Welfare Defense League Fund of America shee Bilcherk (he)
Health
Teachers/Ed Organizations
Council of the Great City Schools
-AFT, NEA
*National Association of Secondary School Principals - Rob Mahaffy
National Middle School Association (also do parent tips)
National Association of School Psychologists
-Elucition Trust
American School Counselor Association
Steve Edwards, East Hartford High School Student Assistance Program -
I know of an incredible school-based program in Connecticut that brings the community and students
together to solve problems through peer mediation, cultural programs, career services, violence
prevention initiatives, etc. The program's founder (the school Principal) has won several national and
state awards and is a tremendous speaker (nation-wide) and thinker on school based community
programs (Tirozzi used to work with him and so have I). If we are interested in these types of
replicable programs I would highly recommend bringing Steve in, even in just an advisory role.
-PTA Community Schools Coalition
Youth
TBD (should we use public liaison's youth councils) Bill Traynar
Media
Seventeen
Time Warner
YM/Young Miss
Center for Media Education
National Institute on Media and the Family
[women's magazines]
Teen People
Sports Illustrated for Kids
podesta.com
Youth Today
dxyjen
MTV
Community Counts
HOW YOUTH
ORGANIZATIONS
MATTER FOR YOUTH
DEVELOPMENT
PUBLIC
EDUCATION
NETWORK
Communities and their youth seem to
be growing apart just at a time when they need to be pulling together. Troubling
signs are everywhere that youth of all descriptions-not just so-called disad-
vantaged youth-find insufficient supports in their communities to be able to
move confidently and safely toward adulthood. Many schools lock up tightly at
3 p.m., sending children and youth into empty houses, barren neighborhoods,
street corners, or malls. Youth interpret a local landscape void of engaging
things for them to do as adult indifference. For instance, when we asked one
youth how his midwestern community sees him, he replied, "They don't. I feel
invisible." We heard a version of this assessment from youth everywhere. But
in a number of communities nationwide, adults are working to develop and
sustain youth organizations that provide youth placement and opportunity,
breathing new life into their communities as a result.
The impressive accomplishments
of these young people
from diverse communities
around the country warrant community action.
Interviewer:
What's it like to grow up in this community?
Youth:
It's boring, boring, boring! There's nothing to do and nowhere tc go.
Interviewer:
How do you see.kids in this community?
Police officer:
Kids are different today. They have no respect. They don't want to work hard.
Most adults are familiar with some version of teenagers'
years for moral development, these youth miss oppor-
complaints of boredom. In some cases, such complaints
tunities to find satisfaction in work for the good of their
reflect little more than an adolescent's contrarian cast of
community. Society loses out when youth fall through
mind. But for many, if not most, of America's youth, this
the cracks in institutions that could prepare them for a
assessment of the dearth of interesting things to do in
productive future. Community counts-for better or
their community reflects reality. And, in the absence of
worse-in its response to these institutional gaps and
organized activities and inviting youth-focused places,
youth's unmet needs for support, care, and opportuni-
young people make haphazard choices for themselves.
ties for healthy development.
Many teachers, law enforcement officers, social service
The odds are high that a young person growing up in
workers, and other adults believe that today's youth are dif-
one of the county's troubled urban communities will do
ferent from yesterday's. They are widely perceived to be less
poorly in school. For example, in some urban centers, up
engaged, less motivated, and more likely to get into trouble.
to 60% of African-American boys will not graduate at
Have kids changed, or has the society changed? Well,
all.' The odds are high that a young person growing up
both. Communities have changed, families have been trans-
in one of America's struggling rural communities will
formed, and workplace demands are fundamentally differ-
move onto welfare rolls, rather than into productive
ent from what they were a quarter of a century ago. Because
employment. The odds are high that youth with nothing
families, friends, communities, and religious or civic
positive to do and nowhere to go will find things to do
groups no longer assume primary responsibility for making
and places to go that negatively influence their develop-
connections, a gap forms in society's supports for its youth.
ment and futures.
Youth lose out. Young people with nothing to do
This institutional discontinuity exists for young people
during out-of-school hours miss valuable chances for
of all social backgrounds. Even in well-to-do suburban
growth and development. During the most critical
communities, many youth find themselves adrift.
2
Some youth are lucky enough to have someone who can
provide ways to spend free time in ways that contribute
pay for fee-for-service activities and shuttle them back
significantly to their learning and their social develop-
and forth. Other youth are fortunate enough to live in a
ment. In this way, these organizations, in youth's views,
community with sufficient engaging, worthwhile activi-
were not "typical" of the other organized opportunities
ties in the afternoons, on weekends, or during the
that may also be available in their communities-activi-
stretch of summer months.
ties youth judged as uninteresting, not appropriate for
But for too many youth, the odds seemed stacked
them, or otherwise off-putting.
against hopeful futures when their communities offer
Neither are the youth we came to know in these
few resources for them. For the majority, there are no
community-based organizations (CBOs) "typical"
adults around for sustained active learning opportunities
American youth, either in terms of the schools they
during their nonschool hours. Moreover, many commu-
attend, the communities they inhabit, or their family cir-
nities lack supervised, educational places to go when
cumstances. We found in these CBOs engaged youth who
school is out. In one community we came to know, youth
are typically hard to reach, designated "high risk," and
noted with irony that the only public facility open in
often most isolated from community. Almost without
their community was the county jail. In another urban
exception, the urban youth we got to know came from
community, the neighborhood was so barren and dan-
low-income, high-risk family and neighborhood settings.
gerous that, said one youth, "even the pizza man won't
Young people we met in these mid-sized towns were typ-
deliver." Young women growing up in urban neighbor-
ically of lower-middle or lower class and, like their urban
hoods like this one told us that they stay inside locked
counterparts, they came from families struggling with
apartments after school for fear of violence on the
unemployment and social disruption. The rural youth
streets. Young women in some midwestern towns did
who participated in our research were generally from
not feel much more secure. In response to our question
poor families and wrestled with the unique aspects of
about what advice she would give a newcomer to her
their rural communities.
midwestern town, one said: "Don't trust anybody. Don't
Our research reports numerous accomplishments
talk to anyone. Mind your own business. Be careful."
and successes of active young people engaged in commu-
Community organizations can make a powerful,
nity organizations, Of greatest importance for society is
positive difference in youth's lives. A decade of
the compelling evidence from the experiences of these
research looking into the contributions of community
youth that CBOs can play a critical role in meeting the
youth-based organizations in challenging settings pro-
needs of today's young people. They can fill the gap left
vides evidence that community-in the form of the
by families and schools that are stretched to capacity to
organizations and activities it supports-can help
provide supports to young people. One of the most
youth beat the odds associated with gaps in traditional
appealing aspects of these CBOs is that they give young
institutional resources.² In our ten years of research,
people the opportunity to engage in positive activities,
this research team has come to know the rhythms and
to develop close and caring relationships, and to find
work of approximately 120 youth-based organizations
value in themselves-even in the face of personal dis-
in 34 different cities, from Massachusetts to Hawaii,
ruption, poor schools, and neighborhoods generally
that constructively involve young people in their non-
devoid of supports.
school hours.
The impressive accomplishments of these young
We wanted to learn about "effective" community
people from diverse communities around the country
based-organizations, and relied on youth to define those
warrant community action. Community-based organiza-
terms. They led us to diverse organizations they identified
tions offer a means for reaching youth and they can have
as good places to spend their time.³ These organizations
a significant impact on the skills, attitudes, and experi-
engage young people in challenging but fun things to do,
ences youth need to take their places as confident, con-
offer a safe haven from often dangerous streets, and
tributing adults.
S
C:
ge
dc
What Youth Achieved in
Community Organizations
iti
an
Youth participating in these CBOs accomplish more
ACADEMICS
than many in society would expect of them and, in fact,
To the majority of the youth we met in effective com-
dc
more than most citizens would ever think possible. Their
munity organizations, their local schools fall short both
us
achievements and triumphs are of many different kinds—
as learning institutions and as places where they feel safe
formal and informal, social and academic. Each of these
and valued. Compared to most American youth, the
achievements matters to youth's journey through adoles-
youth in this study are more likely to experience vio-
cence to the futures they can contemplate and claim.
lence in their schools, to encounter drugs, to have
Academic success-in terms of high school gradua-
something stolen from them, and to feel personally
tion, participation in rigorous courses, and good
threatened at school.
grades-plays a major part in a young person's ability to
Yet, compared to American youth generally, young
land a satisfying job, or even find employment at all. Even
people who participate in the community organizations
in today's economy, paths to all but the most menial jobs
we came to know achieve at higher levels and hold high-
are closed without a high school diploma.
er expectations for their academic careers. For example,
But a measure of academic success alone is not
youth participating in the community-based organiza-
enough to motivate youth to tackle challenges, succeed
tions we studied are:
on the job, or effectively navigate the institutions of
1
26% more likely to report having received recognition
mainstream society. Young people need life skills as well.
for good grades than are American youth generally, and
Those skills and attitudes include a sense of personal
youth with high levels of participation (several days a
worth, a positive assessment of the future, and the
week or some) are more than two times more likely to
knowledge of how to plan for it. They also include atti-
report recognition for good grades
tudes of persistence, reflection, responsibility, and relia-
1
nearly 20% more likely to rate their chances of grad-
bility. Self-confidence and a sense of efficacy are critical
uating from high school as "very high"
if youth are to strive for success in school and society.
20% more likely to rate the likelihood of their going
Enhancing these life skills, in addition to supporting
to college as "very high."
more traditional academic outcomes, is at the center of
In other words, despite the challenges they face at
the youth organizations we studied. Many of these orga-
school, in their neighborhoods, and often at home, teens
nizations, besides benefiting young people, also have a
who participate in the CBOs we studied generally
positive long-term effect on the community. The young
achieve more in school than typical American youth.
people express high levels of civic engagement and a
Further, higher levels of participation in community-
commitment to getting involved. They intend to be assets
based organizations are associated with greater likeli-
to their communities and examples for others to follow.
hood of academic success.
SELF-CONFIDENCE AND OPTIMISM
young people participating in community-based orga-
Cynicism about the future is a commonplace attitude
nizations are:
among youth in communities where local job markets
- significantly more likely to report feeling good about
are unstable, where the institutions intended to support
themselves;
their development are of poor quality or lacking alto-
- significantly more likely to indicate higher levels of
gether, or where there is little to suggest that they could
self-efficacy;
do other than collect unemployment or settle for a dead-
-> 8% more likely to "strongly agree" that they are per-
end job. The youth we studied stood out even in the most
sons of worth. More notable, those with high levels of
distressed settings by expressing hope for their futures
participation in CBOs are nearly 15% more likely to
and talking animatedly about their plans.
view themselves as worthy persons;
Significant numbers of the youth not only had pos-
1
significantly more likely to report higher levels of per-
itive ideas about what the future would hold, but they
sonal agency and effectiveness. For example, they are
also had gained the knowledge and confidence to plan
significantly more likely to "strongly disagree" with the
and reach for it. In contrast to the self-destructive
statement that "chance and luck" are "very important"
assessments of many. other youth from difficult envi-
to getting ahead;
ronments-who say things like "the future be dead" or
- nearly 13% more likely to feel that the chance they
n-
th
doubt the value of trying to succeed because it's "no
would have a job that they enjoyed was "very high."
afe
use"-young people engaged in CBOs hold markedly
Youth who participated in these CBOs, in other words,
he
different views from their peers, and even from typical
express a sense of personal value, hopefulness, and
American youth.
agency far greater than peers in their community, and
o-
Youth participating in these CBOs say that they
greater even than youth growing up in more representa-
ve
expect to have a job they will enjoy, that they can do
tive American circumstances. These youth generally feel
lly
things as well as others, and that plans they make will
proud of what they can do and believe they can construct
work out. Compared to the typical American youth,
a positive life.
ns
h-
:a-
on
nd
a
to
d-
ng
at
ns
ly
h.
y-
i-
CIVIC RESPONSIBILITY
pating in these CBOs are more than two and a half times
These youth generally feel they want to "give back" to
more likely to think it is "very important" to do com-
nity
their communities, moreover, that it is their responsibil-
munity service or to volunteer. Youth work to make
sur
ity to do SO. In contrast to youth alienated from their
youth-friendly and safe communities.
in C
community, these youth acknowledge the important role
In particular, youth active in community organiza-
to
that community, in the form of their CBO, played in
tions expect to work to "correct economic inequalities"
selv
enabling their positive development, and they intend to
or to make life better for children and youth growing up
nity
help provide the same opportunities for other young
in their communities. Especially in urban areas, where
"str
people. For the majority of the youth in our study, com-
most of the young men in our study have been or are still
thei
munity service has become a habit-one they expect to
involved with gangs, this commitment to enabling a dif-
nity
keep throughout their lives.
ferent, safer path for children, youth, and families finds
tha:
Youth active in the community-based organizations
passionate expression. In fact, this commitment to bet-
involved in our research are significantly more likely
tering their community is the reason why many urban
than typical American youth to believe that it is impor-
youth say they intend to stay in their community and
tant to do community volunteer work. For example,
make it better, rather than move away.
We
compared to American youth generally, youth partici-
These attitudes of civic responsibility and benefits of
who
community service are most apparent in those organiza-
con
tions that feature community service as its focus or as an
fare
important aspect of another activity. Youth who have high
wo:
SENSE OF EFFICACY:
levels of participation in community service activities—
the
AM ABLE TO DO THINGS
AS WELL A'S OTHERS"
as part of arts programs, sports, leadership initiatives,
in
dedicated community service projects such as "Weed and
ers
Seed," work with elderly residents, or rehabilitation
hig
50%
efforts-are eight times more likely to respond that it is
got
very important to get involved with community than
exc
were representative American youth.
me
40%
Youth active in community service clearly derive
benefits that magnified those associated with participa-
tion in a CBO. They bask in the praise of neighbors who
30%
appreciate their clean-up activities, bright murals, or
inviting community gardens. This was the first time many
of these youth have received positive feedback from
20%
adults. In fact, many told us it was the first time they felt
valued by their community and that this regard fueled
a STRONGLY AGREE
their self-confidence and optimism about the future.
10%
These youth provided detailed descriptions of the ways
they grew personally as a result of their involvement in
community service activities. They stressed how their
0%
figure I
experience changed their attitudes about personal
High CBO Participation
Typical Youth
responsibility. One said, for example,
It gives me a sense of responsibility, like what you've got to be
[when you have a job]. You've got to be there on time, work
hard at it, and get done what needs to get done. That's why I
am part of this [program] because I needed that responsibility.
6
imes
Such comments about personal gains from commu-
they would. They own small businesses such as a sports
com-
nity service are strong and find consistent support in
park concession stand or carpet cleaning enterprise. They
nake
survey responses. Youth with high levels of participation
work in local park and recreation facilities. They are
in community service activities are nearly twice as likely
engaged parents. They often continue with the arts or
niza-
to "strongly agree" that they feel positively about them-
sports activities that engaged them as teens.
ities"
selves. Those with high levels of participation in commu-
Would these youth have made it anyway? Would they
g up
nity service are nearly two and a half times more likely to
have accomplished all of these things without the com-
here
"strongly disagree" that they lack enough control over
munity organization that nourished and challenged them
still
their lives. In consequential ways, the benefits of commu-
in their free time? Little doubt exists in their minds that
dif-
nity service go in both directions-to the community
the CBOs where they spent time after school, on week-
finds
that receives it and to the youth who provide it.
ends, or in the summer months played a critical role in
bet-
nurturing their development and in mediating the risk
rban
factors in their schools, neighborhoods, and often their
and
PATH TO SUCCESS
families and peer groups. These effective community
We have maintained contact with nearly 60 of the youth
organizations, in the words of one urban youth worker,
ts of
who were part of our original research in three urban
help youth "duck the bullet," or beat the odds of early
niza-
communities. We have had a chance to examine how they
pregnancies, futures lost to drugs, street violence, or
1S an
fared over a decade. Contrary to predictions that they
derailed by school failures. These CBOs provide com-
high
would be "dead or in jail" before they left adolescence,
munity sanctuaries and supports that enable youth to
es--
the great majority of these young men and women, now
imagine positive paths and embark upon them. These
ives,
in their 20s, are firmly set on positive pathways as work-
community organizations are learning environments
and
ers, parents, and community members. A few went on to
that boost the success of many youth in school, but just
tion
higher education and are proud college graduates. Most
as important, teach youth many life skills-without
it is
got some kind of training after high school. With few
which academic success would mean little. Without
than
exceptions, these young adults are employed and active
these community resources, they too could have faltered
members of their communities, giving back as they said
on their journey through adolescence.
rive
ripa-
who
or
any
rom
felt
eled
ure.
vays
it in
heir
onal
Effective Youth Organizations Are
Intentional Learning Environments
What kinds of CBOs enable these positive outcomes
INTENTIONAL LEARNING ENVIRONMENTS
for youth? The community-based organizations associ-
The quality and effectiveness of the community-based
ated with these successes differ in nearly every objec-
youth organizations we studied are not happenstance. In
tive way possible. No one type of program, facility, or
fact, these positive outcomes are not found in most youth
organizational affiliation was consistently associated
organizations or in other organizations that look similar
with positive youth development. We found similar
on paper. Too many community-based opportunities are
outcomes across a broad spectrum of type, location,
"gym and swim" recreation centers, tutoring efforts, or
and size of CBO. Adult leaders-both paid and volun-
drop-in centers set up primarily to "keep youth safe and
teer-came from various personal and professional
off the streets." While many of these programs make an
backgrounds. Some have been in the military service.
effort to provide young people with quality activities.
Others have been teachers. Many have worked in
others merely provide a place to go and a collection o:
church groups or with athletic teams all their lives.
things to do.
Funding for the organizations' activities came from a
On a casual visit to a youth organization that attracts
wide range of sources: national sponsoring organizations,
and sustains youth involvement, a visitor might sense its
block grants from local cities, federal job-training
relaxed atmosphere and apparently informal relation-
monies, regional foundations and local donors, youth
ships among youth and adults. However, the activities.
fundraisers, and the pockets of adult leaders. Most of
environments, and relationships in the youth organiza-
the organizations live a hand-to-mouth existence, with
tions where we found these positive outcomes for youth
few resources in equipment and personnel. Given
are deliberate, distinguishing them from casual drop-ir.
these differences, however, the CBOs are similar in
centers in both the content of their activities and the
several ways.
environments adults create and insist upon.
DIMENSIONS OF A LEARNING
ENVIRONMENT
COMMUNITY
KNOWLEDGE-CENTERED
ASSESSMENT-CENTERED
YOUTH-CENTERED
figure 2
8
Community-based organizations with an emphasis
Contrary to a "fix then teach" approach (that assumes
on learning are alike in some critical ways. The core ele-
youth cannot learn something new or engage in a posi-
ments of an effective youth organization correspond
tive activity until a problem has been remedied), these
directly to the core elements of an effective learning
programs aim to identify what the youth do well already
environment as described by learning theorists. As dif-
and develop those skills. Problem behaviors that may
ferent as they may seem on the surface, the CBOs youth
exist or concerns about school achievement are
led us to are remarkably similar in their values and goals
addressed within this positive context.
across different agents, spaces, settings, and activities. All
This positive approach contrasts with what youth
are youth-centered, knowledge-centered, and assess-
encounter in many communities and their organizations.
ment-centered.
Many youth feel that adults do not care about them, do
Youth-Centered. The CBOs that enjoy the confidence,
not acknowledge their needs or worth, and do not like
loyalty, and participation of youth put youth at the center.
them. "Everyone thinks of us as being bad," said a young
Adults hold the youth in their vision for the organization
person in rural America. "But it is not our fault." A police
and the community. They know youth's interests and what
officer in a mid-sized town underscored his community's
they bring to the organization. They know about their lives
tendency to notice the negative, rather than build on the
at home, in school, and in the neighborhood. The CBO's pro-
positive. "You have to be bad to be noticed-the 'good
grams reflect this youth-centered focus.
kid' doesn't get any attention." An urban social worker
Respond to diverse talents, skills, interests. Adults make an
observed, "Youth in this community aren't valued, and
ongoing effort to make activities both accessible and
they have few occasions to demonstrate their value."
challenging for all youth. Effective youth organizations
Effective youth organizations notice the strengths of
offer activities in ways that make them appropriate and
young people and build on them.
d
inviting to youth with a diverse range of talents, inter-
Choose appropriate materials. Youth-centered organiza-
ests, and skill levels. Adults take the time to suggest
tions tailor their activities to the interests and strengths
activities that are appropriate to diverse skill levels and
of the youth with whom they work. For example, lead-
break activities down into parts to allow youth with all
ers of Girls Inc. in the Southwest revised materials they
skills to participate. For instance: A theater group brings
received from the national office to connect with the
in novice thespians as props managers, stage hands,
Latinas in their organization. The leader of a Girl Scout
wardrobe tenders, and other roles that allowed those
troop carefully reviewed national programs and curricu-
beginners to watch, learn, and play a vital role in the
la from the perspective of her high-poverty girls. "It's
organization. A sports team devotes special coaching to
easy to make assumptions," she said. "Many of our girls
less-experienced athletes, and like the theater group,
don't have alarm clocks or even telephones at home, so
includes novices in the excitement of games as important
some of the things we get that assume such things in the
supports for their team members. A literacy program
home aren't appropriate for them."
that takes up most of a church's basement with newspa-
Provide personal attention. Adults in effective youth
per production buzzes with activities from writing lead
organizations are contemptuous of what one called "herd
articles, to interviewing sources, to laying out pages. In
programming," where youth move in large groups from
each of these examples, there are multiple ways a young
activity to activity, with little personal attention or con-
person can join in, regardless of skill level. Adults in
nection. This description unfortunately applies to many
effective CBOs pay close attention to what the youth can
after-school efforts that provide a safe place for youth to
do and introduce them to engaging activities that chal-
gather at the end of the day but have insufficient resources
lenge them to stretch their skills.
to do any more than that.
Build on strengths. Youth-centered programs identify
Reach out. Youth-centered organizations actively
and build on the youth's strengths. Programs do not aim
reach out into the community to let youth know about
to remedy weaknesses or deficiencies in youth before
their programs. Youth workers in effective CBOs do not
providing opportunities for leadership and risk-taking.
simply put a notice in a newspaper and sit back to wait
DANCE TIL YOU DROP: TWO AFTER-SCHOOL DANCE LESSONS
David, the dance teacher, is about 30-he is tall, black, dreadlocked. "These are my babies," he tells US. "I was just like them. I come from the same place
they come from." The small room buzzes with energy and body motion as dancers pour in, peel off their dark blue and white uniforms and throw on bright
T-shirts and stretch pants. When David finally shuts the door, there are 18 dance students-all African American, nearly all girls. The three boys maneuver to
the front and wiggle for attention. David moves nonstop and works up a dripping sweat. The group sails through an hour of stretching and shoulder pop-
ping, leg raises and sit-ups. A few dancers slip into dance moves they are familiar with, and David gently redirects them into the routine of the moment. He
keeps them all in view, breaking his routine to squeeze a shoulder or reshape a pose. All eyes are focused intently on him until they coast to an exhausted
but exhilarated halt. Ms. Velez dances professionally in the city's well-regarded dance troupe. She spends several afternoons a week teaching dance to inner-
city African American youth. She has the intensity and high expectations of a professional, and she keeps her class focused and busy. Her directions are clear.
She dances with the students, modeling steps, sequences, and style. The group splits in two upon invisible command, and facing each other, they move
through a fast-paced, lively hip-hop style dance. After a set of tough moves, Ms. Velez stops the group. "That was better but you must give me-BOOM!"
Her chest pops out and her back arches pretzel-like. Students take in the ferocious move. Soon they are "popping" for each other. All students wear kneepads
because, as one student explains, "This is serious stuff!" The line of dancers gradually breaks until there are just youth moving in space. It's 3:30, and they've
been dancing nonstop for 45 minutes. A girl looks winded. "Five more and then we'll get' a drink of water-five, six, seven, eight. Ms. Velez keeps them
moving past the promised time, encouraging, "Let's take it from the top, and then we'll get a drink." The young dancers seem happy to do what she says.
They have an important performance coming up.
-OBSERVATION NCTES
for youth to show up. They know that most youth do not
opment are knowledge-centered. They point to learning
read the newspaper. They understand that many youth
as a reason why youth should get involved, and they take
might feel, on the basis of past experiences, that the pro-
steps to provide the relevant knowledge.
gram would not include activities that interested them.
Clear focus. Having a clear program focus is vital to a
These adolescents are accustomed to programs in which
knowledge-centered organization. Each. of the effective
they're treated as children, or that views them as a prob-
organizations we examined is about something in particu-
lem. Most of the effective organizations we came across
lar. They are clearly and intensely about sports, arts, entre-
actively reach out to draw youth in. Adults and partici-
preneurship, community service, or athletics. These central
pating youth seek out other young people to join. Not
"topics" provide a common purpose and make it possible
surprisingly, youth themselves are among the most effec-
for the members to express their own emerging identities
tive ambassadors and recruiters for their organizations.
as artists, athletes, or young entrepreneurs. Club programs
Feature youth leadership and voice. Youth voice and
that appeal to youth similarly offer an assortment of
points of view help define youth-centered organizations.
focused, tightly organized activities that may vary accord-
Youth provide leadership and direction, taking a central
ing to the interests of youth, but typically include sports
role in designing activities, establishing and enforcing
teams, community service, and something arts-related,
formal and informal rules for members. In some organi-
such as teen drama. These efforts are not merely looselv
zations, each year begins with a process of members
organized activities to do with sports or arts or leadership
looking over last year's rules, throwing out unwanted
that a young person can dip in and out of; they are concen-
ones and adding new ones. Youth input into rules adds
trated programs that aim to deepen skills and competence
legitimacy and salience to effective CBOs.
through intense engagement in a specific area.
Knowledge-Centered. Community-based organiza-
One generic activity will not fit all youth. Adolescents
tions that motivate youth and contribute to their devel-
are clear about wanting to be part of an organization that sup-
10
ports their individual interests. As anyone who has worked
extend these skills. For example, an arts program asks
with a teenager understands, she wants to be just like every-
youth to research their cultural history. Young painters
ime place
one else, but she also wants to pick her own identity.
learn a good deal of history, gain pride in their back-
on bright
Quality content and instruction. Clear focus is not enough
ground, and gain skills in mural making. A dance teacher
neuver to
to hold on to youth, however, if they feel an activity lacks
encourages her students to keep journals and often starts
Ider pop-
ment. He
quality. Not every arts program, sports team, or leader-
dance sessions by having students read their writings
xhausted
ship club is able to attract the interest of young people.
aloud. These dancers pick up habits of writing and read-
to inner-
Striking among the CBOs where youth spend time is their
ing while learning to hip-hop or double tap. Or in a pro-
are clear.
high evaluation of skill-building activities. Youth are the
ject focused on child care in the community, youth read
hey move
first to notice that good instruction motivates them.
news articles on the topic and study various issues relat-
BOOM!"
Exemplary teaching and committed teachers show all stu-
ed to child care. They read in textbooks about "stages of
kneepads
dents they are learners of promise and a value to society.
play" and create write-ups based on their observations as
d they've
High-quality content and instruction propel youth to
clássroom aides.
eps them
accomplishments beyond those they imagined possible.
Even hard-driving sports organizations find ways to
she says.
Embedded curriculum. How that focused activity is con-
broaden the perspectives and competencies of youth. For
ceived and carried out also matters enormously. We see
example, it is common in many organizations for team
youth in effective organizations almost always engaged in
members to come to practice early to work with volun-
NOTES
activities that deliberately teach a number of lessons. The
teers on homework, study for exams, or fine-tune
adults within a successful CBO recognize the many kinds of
specialized units related to their sport. Many coaches work
knowledge and skills their youth need to succeed in school
academics into topics of great interest to their young
and life, and they deliberately try to provide them.
athletes, such as nutrition and weight training. One year a
Embedded within the organization's programs are
basketball team had six-week units of study on the follow-
earning
activities that build a range of academic competencies
ing topics: finances of the National Basketball Association,
ey take
and life skills. Youth leaders take every opportunity to
physics in the sport of basketball, and neurophysiology.
al to a
fective
articu-
entre-
central
ossible
LEARNING LIFE SKILLS THROUGH SPORTS
entities
grams
The Rockets is a winning inner-city basketball team made up of African-American youth from one of the city's most impoverished neighborhoods. The coach
ent of
sees his goal as getting youth ready for life and uses basketball expressly to that end. Students are put in charge of coaching each team. In addition, the
ccord-
coach pays explicit attention to involving all students; better players pass to less skilled players even when they could have taken shots themselves. The coach
sports
and players work intensely on developing skills and executing plays. There is no referee-students must take responsibility for monitoring themselves. The
elated,
post-game wrap-up focuses on questions of sportsmanship and personal growth. "Can anyone name something good another player did in practice?" the
loosely
coach asks. "William passed a lot today," an eighth grader who was coaching replies. After discussing various players' performance, the program director
lership
says, "It's time for self-evaluation. Get ready with thumbs up or thumbs down." The director then states different criteria, and the participants evaluate them-
selves: "Controlling body and mouth?" Most youth put their thumbs up. A few put thumbs down. "Teamwork? Coachability?" the coach continues. Half
oncen-
the thumbs are up, the other half down. "Helping others?" One boy who has his thumb down mutters, "I didn't do anything to help someone today."
etence
Finally, the coach asks, "Outside of the gym, doing things to improve yourself?" Again, a mixed result. The young men take this reflective exercise as
seriously as their passing drills and practice at the foul line.
escents
at sup-
-OBSERVATION NOTES
11
LEARNING TO B'E A LEADER
tio:
dic
Darryl, coordinator of the high school mentor program, starts the session with a game, Students divide into groups of three and each team picks a leader.
col
He whispers the rules of the game to the leaders, and tells them to return to their group. Groups get active, but after a short time Darryl stops everyone
and reminds them that each leader was supposed to brief his or her team. The game starts over. Now some team members lose their ability to speak, oth-
CVC
ers lose the use of their hands or their eyes. But the team has to communicate well enough to build a block tower together. Eventually the tallest tower
me
wins, and Darryl "debriefs". the groups about their process. "What did it feel like to be a leader? What was it like working with someone who couldn't see?
zat
What made it easier to work as a team? Harder?" One student said, "Everyone can do a job and be important to the team." Another said, "It was easier
the
when someone told us what to do." They talk about feelings. Someone said, "I felt all alone, like it was all on me." Another said, "I felt pressure." Darryl
related the building game back to the group process, and the students' eventual work mentoring young students attending the after-school arts program
op
classes. "Communicate with the artists and teachers if you are feeling pressure-ask them for help. You are joining a team." A student says, "I really
po
didn't know I was feeling pressure when I was building: I just got really quiet and focused on what I was doing." The students are attentive and listen-
CO
closely to Darryl, and to each other. At the end of the discussion the young people record in their journals what they learned that day about
yo
themselves and about leadership.
vic
pla
-OBSERVATION NOTES
Or
the
vic
an
ca:
wi
Each of these units included original research, problem
Multiple "teachers." In knowledge-centered CBOs we
da
sets, discussions of ethics, and decision-making. For exam-
found many adults acting as teachers. Senior citizens are
an
ple, the unit on the NBA covered costs of health insurance,
there as teachers. Peers teach each other. Community
ne
uniforms, travel, income from ticket sales, taxes on play-
members help out with homework, bring snacks, or
in
ers' salaries, and using probability theory to illustrate the
coach teams. The most visible teachers we observed are
de
youngsters' chances of making it to the NBA. The neuro-
those with formal teaching roles in the organization-the
se
physiology unit discussed steroids, heart rate under exer-
coaches, directors, consultants, organizers, and peer
CC
tion and under heat dehydration, and myths surrounding
tutors, among others. But these leaders frequently identify
bc
"chocolate highs" and "carbohydrate loading."
other adults and youth within and outside the organiza-
Just as important to the development, competence,
tion as advisors and mentors. Peers are particularly
ac
and confidence of the youth, however, are the life skills
powerful teachers in high-quality youth organizations,
ni
woven into their activities. A basketball coach debriefs
and youth leaders know it. Accordingly, they provide dif-
ti
his team after every game on sportsmanship. Talk of per-
ferent opportunities for youth to link with adult and peer
to
sonal responsibility and teamwork always come before
teachers, selecting different "teachers" at different times.
an
talk about winning strategies. On the way home from
Assessment-Centered. "How'd I do?" "How's this?"
performances, a gymnastics coach made a point of stop-
"What d'ya think?" Learning and development requires
M
ping for a restaurant meal "so the guys can learn some
ongoing feedback. Assessment in such varied forms as
th
table manners." The director of a Boys and Girls Club
coaches' comments, public performances, a teacher's
in
instituted an annual formal dinner, complete with table
gentle correction of a dance pose or mural technique,
service. The purpose of this evening was to introduce
peer reviews, game outcomes, or self-reflection are con-
youth to social situations they will encounter and, as he
stant in activities that challenge youth, stretch their skills
d:
put it, "to give the boys some models of how to treat
and experience, and return benefits of pride and personal
i
young women-hold out their chairs, things like that."
growth. In these youth-centered environments, evalua-
12
tion is not about competition or one-upmanship. It is can-
in ways other than formal performances. A youth hard
did, supportive feedback on how a youth did and how she
at work in an inner-city garden and park project said,
cks a leader.
could do better next time.
for example:
ps everyone
Cycles of planning, practice, and performance. Because
speak, oth-
cycles of planning, practice, performance, and assess-
This is how you show responsibility, and for me, I'm
allest tower
doing something for the community which everybody gets
ment characterize most of the effective youth organi-
buidn't see?
to see. I can show people I'm doing it. They can just
zations we studied, the activities found there are not of
t was easier
walk past and see me doing it. So that just builds up my
ure." Darryl
the "pick up" variety. While many club programs have
self-esteem.
rts program
opportunities for youth to stop by and shoot some
ys, "I really
pool, have a swim, or find a game on the basketball
An arts organization sends its members to meet with
e and listen
court, joining the club's basketball team commits
the business community to negotiate a contract to paint
day about
youth to regular practices and games. Community ser-
murals in a corporate office. A YMCA dispatches young
vice programs valued by youth also require careful
men affiliated with the gang prevention effort to meet
planning, consistent involvement, and follow-through.
with local politicians and present proposals for funding.
ON NOTES
One girls' club was concerned with medical services to
A literacy effort assigns youth to solicit advertisements
the elderly. They studied costs and availability of ser-
to support its community newspaper. Each of these
vices within nursing homes, assisted living programs,
assignments requires youth to plan what they will do and
and the homes of people who received homebound
evaluate alternative strategies. Each provides immediate
care. They volunteered in nursing homes, made visits
feedback on their choices and presentation of self.
with residents in assisted living, and organized distrib-
These culminating events and public displays are
ution of food and gifts to the homebound for the holi-
more than important goals and rewards for youth. They
'BOs we
days. Throughout the activities, youth met with adults
also provide opportunities for youth and adults in their
izens are
and peers to reflect on their experiences and devise
community to see each other in new ways. Such perfor-
mmunity
new strategies for work with the elderly. Or, youth
mances go a long way toward strengthening relationships
acks, or
involved in an inner-city rehabilitation project
among adults and youth in their neighborhoods.
rved are
designed and built a model home and had the thrill of
As the interlocking rings in Figure 2 suggest (see
on-the
seeing their plans, calculations, and decisions about
p. 8), the elements of an effective community youth
nd peer
construction and design standing proud in their neigh-
organization are mutually reinforcing. Because adults
/ identify
borhood in the form of attractive housing.
focus on youth, the knowledge they provide fits youth
organiza-
Feedback and recognition. Organizations where youth
interests and needs as defined in local terms. Because
ticularly
accomplish at levels that make them and their commu-
adults assess youth's progress on an ongoing basis, they
izations,
nity proud devise activities that culminate in celebra-
are able to tailor activities to stretch, but not intimidate
vide dif-
tion and performance. Adults find any number of ways
youth. Continued assessment also lets adults know about
and peer
to showcase the talents of their youth. Ms. Velez stages
the merits of their own program choices. Is the program
it times.
an annual dance recital to show off the accomplish-
engaging? Too hard? Too easy? A youth-centered envi-
's this?"
ments of her young dancers (see sidebar, p. 10).
ronment must be flexible-responsive to changing tastes
requires
Moreover, says the coordinator of the dance program,
of youth and to changes in local labor markets, opportu-
forms as
the pride attached to that annual performance spills out
nities, and resources.
teacher's
into the community. She notes the special case of a home-
Effective youth organizations take a broad view of
chnique,
less family whose, "mother comes to class and stands
essential competencies. As they dance, balance the
are con-
there beaming with pride because she's watching her
books, or rebound, youth acquire skills of leadership,
eir skills
daughter dance across the stage. That's why we're in this
organization, problem-solving, and persistence. Young
personal
community."
people working in their community or lobbying for
evalua-
Youth find feedback and pride of accomplishment
support for their organizations learn political skills and
13.
valuable lessons about how to move through, and with,
personal accountability. They learn that their actions and "far.
the "system." As their peers, youth leaders, and the
their inactions matter. They acquire a critical sense of mar
public assess their products and performances, youth
agency and realism. They learn that they can make
come to understand that quality evolves, and they learn
important contributions to their group and their com-
you
about the importance of revision, attention to detail,
munity. They learn they can accomplish socially valued
req
and pride of effort.
goals. And they form assessments of their future and how
the
The social processes of reflection and evaluation
to reach for it. This sort of learning about self, commu-
urb
teach youth about alternative explanations of outcomes
nity, and futures occurs through action.
"bo
and how to deal with them in constructive ways. They
Essential to this learning, however, is the presence
cen
learn how to move beyond stereotypes, for example,
of an accepting community within the organization. The
rather than launching into heated debate. Under the
Supportive, caring community is the essential element of ber,
watchful eye of the adults in these organizations, youth
an effective youth organization.
thei
learn elements of social etiquette. They learn how to pre-
Caring Community. High-quality youth organizations
Par
sent themselves to the community and employers, both
are first or second families for many participating youth.
atte
in person and on paper. Given meaningful roles in their
For some youth, these CBOs serve as a primary source of
hoc
organizations, youth learn about trust, responsibility, and
relationships and support. The youth organizations provide you
ilv"
con
The
DIFFERENCES BETWEEN
adu
SCHOOL AND AFTER-SCHOOL SETTINGS:
of I
hov
der.
the
YOUNG MEN'S VIEWS
YOUNG WOMEN'S VIEWS
exp
pro
4
strongly agree
4
strongly agree
har
ada:
wit
3
3
mo:
for
tho
2
2
SCHOOL
AFTER SCHOOL
DAFTER SCHOOL
acc
OSCHOOL
tru
1
strongly disagree
1
strongly disagree
rule
Enjoy Being There
Feel Respected
Feel Comfort/Trust
Feel Support
Enjoy Being There
Feel Respected
and
Feel Comfort/Trust
Feel Support
Ma
we:
thr
niz
att
figure 3.1
figure 3.2
oth
14
and "family-like environments"-environments that provide
rules as well as strict expectations. If a player stops
e of many of the supports that, ideally, a family would.
going to school, he cannot play. Missing two practices
hake
Safety. Youth feel safe in these organizations. Urban
means the bench for the next game. Not showing up in
om- youth, especially, put security at the top of the list of
uniform means the bench plus push-ups. Youth were
lued requirements for a community-based youth organization
adamant about having and enforcing such rules. For
how they would attend with confidence. Adult leaders of the
example, a basketball coach had a lot of explaining to do
mu- urban youth organizations we studied understand that the
when he called a benched player into the game against a
"boundaries" most significant to their members are not
tough opponent. The coach reasoned, wrongly, that the
ence
census tracks or attendance areas but gang boundaries.
team would consider winning the game more important
ion. They take special care to ensure the safety of their mem-
than sticking to rules. As they told him in angry recrim-
it of bers. One obtained a van with tinted glass to transport
inations after the game, "rules are rules" and even if it
their youth the three blocks across so-called "Death Wish
meant a loss, they should be applied consistently.
ions Park." Another established clear rules about hours of
Other critical rules involve expectations for how
uth. attendance for rival gang members in the same neighbor-
members treat each other. "Nothing negative." Members
e
of hood. As a result of this close attention to safety, many
are expected to be supportive, fair, and keep close watch
vide youth report feeling safer and more respected in the "fam-
on the safety of the group. In groups with a span of ages,
ily" of their youth organization than they do in school:
youth care for, mentor, work with, and induct younger
Trusting relationships. Effective CBOs where youth
members into the organization just as older sisters and
congregate provide more than a safe haven, however.
brothers might.
They focus on building relationships among youth,
We noticed other things about the rules at work in an
adults, and the broader community.
effective youth-based organization. They are, in youth's
Many youth in these organizations talk about the sense
assessment, fair and key to the sense of trust and safety.
of unconditional support they find in the organization and
they felt there. The rules are youth-centered in their flex-
how this sense of belonging fostered the trust and confi-
ible application. We were stunned, for example, to watch
dence they needed to accept new challenges. Youth contrast
the coach of a baseball team quietly retrieve a youth's
their experience in these youth organizations with other
mitt from the train tracks, where it had been hurled in a
experiences where they felt they were being treated as
silent rage and in direct affront of the club's rules about
problems that needed remedy. Youth growing up in the
equipment. In response to our unasked question about
harsh corridors of urban communities are particularly
rules, the coach told us about a night of particular
adamant in stressing the importance of being taken—
violence in the young man's home, how the youth needed
without judgment-as they are and helped to move on to
to, "get it out.
We'll talk about it later."
more positive places. Effective community organizations
Responsibilities for the organization. Youth also have
for youth focus on building relationships and undergird
responsibilities of place. Everyone picks up, shares, and
those relationships with unqualified acceptance.
takes responsibility at high-quality CBOs. One adult
Clear rules. However, the conditions of unqualified
leader explained how he wanted to keep a home-like
acceptance themselves are qualified. Features of safety,
atmosphere going that depended on members actively
trust, and acceptance are supported by a number of clear
thinking of the youth facility as a place where they
rules and responsibilities. An essential set of agreements
belonged. "This is their house. There are no 'Boys' and
and understandings involves the rules of membership.
'Girls' signs on the bathroom doors here any more than
Many facilities make it known that no gang colors,
there would be at home. They should know or ask. They
weapons, drugs, foul language, or alcohol may come
should treat this place like their own house.
Keep
it
through the door. Almost all of the effective youth orga-
clean and know that what they do will determine to a
nizations we studied set clear expectations for members'
great extent how people see us. If their house is a pig pen,
attendance and participation at meetings, practices, or
then that's how people are going to perceive us." Part of
other group sessions. Several athletic groups have specific
this responsibility involves taking care of the group's
15
equipment. Young people in these community organiza-
some of whom regularly camp out in his apartment when
tions are in charge of everything from the team's basket-
the going gets too tough at home.
balls, to expensive audio equipment, to the club van, to the
A common finding of research into the resilience of
scrapbooks that chronicle an organization's performances.
youth at risk-and one. that the policy community
Likewise, CBOs that attract and keep youth engage
knows but keeps rediscovering-is the crucial role of
them in the day-to-day realities of operating the organi-
one adult in enabling a young person to manage the
zation. For example, youth often have to raise extra
treacherous terrain of dysfunctional neighborhoods and
money and help decide how to spend the group's
families, inadequate institutional supports, and peers
regular budget. Athletic organizations playing teams
headed in negative directions. Our research adds anoth
outside their neighborhood hand over travel plans
er voice to that refrain. A caring adult can make all the
to older team members. These members decide mode,
difference in the life of a youth. Thus, effective youth
route, departure times, pick-up arrangements, and
organizations pay particular attention to sustaining
spending money. The responsibilities themselves teach
connections with youth.
youth important lessons about leadership, responsibility,
Social capital. Effective CBOs also build relationships
trust, and decision-making. Beyond that, stronger
among youth, their community, and society-they
engagement in running the youth organization means
provide youth social capital in such forms as introductions
more intensive ties to the group. Shared problem-solving
to community leaders, tips on jobs, meetings with local
builds community.
businesspeople, and contacts in policy and service
Constant access. As in the ideal family, adults provide
systems. Adults in these youth organizations work with
caring, consistent, and dependable supports for youth
youth on job applications, call friends to set up inter-
and are available as needed. In reality this usually means
views, and arrange transportation. Youth in a number of
that these adult staff open their lives to youth and are
organizations shadow adults to learn more about their
available to them anytime. In the youth organizations we
work and to establish personal relationships with some-
of
studied, we found blurred boundaries between adults'
one outside the immediate community. Effective commu-
or
professional and personal lives. Organizations with facil-
nity organizations provide particular relational resources
or
ities provide access to adults and spaces to-meet daily and
that foster links across an otherwise often-unbridgeable
an
often in the evenings and on weekends. In many of these
gulf between youth and society's institutions.
or
places, youth come and go at all hours. Many youth sim-
Figures 3.1 and 3.2 illustrate significant differences
m
ply come to the youth organization after school, curl up
in how youth see the environments of school and their
za:
on the floor or worn furniture, do homework, talk with
youth organization (see p. 14). These differences are par-
friends, and wait for rehearsals or practice to begin.
ticularly significant for African-American adolescents,
vo
Some come to work on special projects connected with
who often experience school as a hostile environment
th:
a show or product development.
and their neighborhood streets as dangerous. Effective
For those groups with no facilities, adults usually
yo
youth organizations involving African-American males
hold other jobs and meet with the young people only
sp
seem to provide an especially valuable and rare resource
ca:
several times each week, usually when borrowed space is
for their development and safe passage through adoles-
slc
available or when the weather allows meeting in an open
cence in urban America.
field or at a park. Nonetheless, these adults make them-
selves accessible to youth by giving out their work and
Adults tend to think of us as trouble they just want to get us
off. the streets and out of sight, throw us somewhere just let
sar
home phone numbers and being available outside the
them 'do something,' throw them a ball; you understand what
an
formal activities of the youth organization. One coach of
I am saying? Nobody seems to give a shit about what would
pr
a winning inner-city basketball team has to schedule
help us find a good path
Th
formal meetings of the team around his job as a high
school social studies teacher. But hardly a day goes by
These youth organizations where young people
that he does not have contact with a team member-
imagine, plan, and achieve care deeply about the quality
16
when
ce of
unity
le of
e the
Adults tend to think of us as trouble. they just
S and
beers
want to get us off the streets and out of sight,
oth
Il the
throw us somewhere just let them 'do something,'
outh
ining
throw them a ball, you understand what I am saying?
ships
Nobody seems to care about helping us find a good path
-they
tions
local
vice
with
nter-
er of
their
ome-
of opportunities for youth. For reasons of fiscal and
people knows that no one answer can respond to all
imu-
organizational capacity, or conceptualization, these
irces
questions, and no one program will meet the needs of
eable
organizations are the exception in their communities
those between the ages of 8 and 18. Yet some principles
and around the country. Youth led us to programs and
of design are evident. The community organizations
organizations they considered "best." The social, acade-
nces
that encourage and enable these positive outcomes are
their
mic, and civic outcomes we found within those organi-
environments deliberately created to engage youth in
zations celebrate their many tastes.
ambitious tasks, to stretch their skills, experiences, and
par-
ents,
Waiting lists also tell of the special features of these
imaginations. The work of, an effective youth organiza-
nent
youth organizations. Most of the effective organizations in
tion is neither easy nor merely just for fun. These
ctive
this study are overflowing, with waiting lists of eager
organizations are communities of learning and care,
hales
youth. Some of the small groups-such as those featuring
aimed at enriching the individuals-youth and adults—
urce
sports, the arts, or a leadership initiative-have appli-
who belong to them.
ples-
cants numbering more than two times their available
Community-based organizations of the kind we
slots. Perhaps the most dramatic was the high-demand,
describe here may be the institution of last resort for
high-performance urban tumbling team that reports a
youth in depleted inner-city environments-where fail-
IS
waiting list of 3000 young people. However, in these
ure is perceived as insurmountable and young people feel
same communities, other youth organizations go empty
paralyzed by their lack of belief in themselves. Youth
it
and resources unused because young people assess their
organizations can provide bridges to other paths and
d
programs as uninspired and their settings impersonal.
opportunities to find self-value and success. In all com-
They head instead for the streets or empty homes. Youth
munities, youth-based organizations that create engaging
ople
will not migrate to just any organization. Content matters.
learning environments for young people comprise
ality
Anyone who has worked extensively with young
critical resources for youth in out-of-school hours.
17
Necessary Support
$
From the Community
What does it take to foster and sustain more of these
who saw the position as a responsibility to manage rather
community organizations where youth can find interesting
than a mission to achieve.
things to do, security, and accomplishments that equip
The prominence of passion in effective youth orga-
them for productive lives? These youth organizations we
nizations signals the need to identify and back that
studied are unusual resources for kids-too many orga-
penchant and energy in the community. In addition
nized programs for youth look quite different in what
to supporting established organizations, policies that
they offer, how they interact with youth, and the kind of
effectively support youth organizations seek out and
environment they construct. It's not surprising that the
underwrite committed individuals and enable their work
effectiveness of these organizations differs in important
with young people. Policies in support of passion for
ways, too. Moreover, these differences in program histo-
youth get the word out that funds are available for adults
ries and supports run counter to some conventional ways
in the community who have enthusiasm for working with
of funding and assessing youth organizations. In order to
young people.
make community count for youth, communities need
Yet, most local policies encourage established insti-
to rethink strategies for their youth-directed CBOs.
tutions as carriers of public interest and investments in
youth. This strategy may defeat the type of fundamental
rethinking urged here. The risk for policy resides in new
LEADERSHIP AND PASSION
forms of accountability, untried relationships, and the
Each of the programs we studied build from an individ-
loss of leverage that accompanies relations based in con-
ual's passion-a passion for kids, an activity, or a com-
tracts with organizations. Communities need to back
munity's well-being. This is true even for local affiliates of
these possibly risky investments. Youth's unwillingness to
national organizations such as the YMCA or Boys and
get involved in the usual offerings bears witness to the
Girls Clubs. Effective programs are led by adults deeply
low return on more conventional strategies.
committed to young people and their futures.
These youth organizations are not established pri-
marily for purposes of safety, providing youth someplace
COMMUNITY CONTEXTS
to go, or as a strategy for addressing an academic, health,
Guiding principles underlie effective youth organiza-
or social problem. The enthusiasm of adults associated
tions, but there are no cookie-cutter practices. The
with the organization brings essential beginnings and ele-
work of a high-quality youth organization is thoroughly
ments of stability. In instances when we saw a vital youth
local and therefore unique. Surface similarities among
organization evolve into the dull fare that youth reject,
communities mask differences that matter to youth and
we saw a change of leadership. A leader motivated by
the organizations that nurture them. Every community
passion and commitment was replaced with an individual
has similar institutions, but they are understood and
18
operated in distinctive ways. Schools in urban areas;
programs will not transfer intact from one location to
for instance, are sometimes seen as agents of the sys-
another, nor can they be "taken to scale" by simply
tem and hostile to youth and their families. Schools in
repeating what works in one community.
urban areas often are impersonal and disconnected
from the community, since few if any of the profes-
sionals working inside them know much about the
COMMUNITY "MENU"
neighborhood or the people who live there. Rural
If one were to judge youthful ideas about individuality
schools, on the other hand, provide conspicuous con-
merely from their choice of clothing, one might con-
trast to these urban observations. Schools in rural areas
clude that all young people want to be the same. The
often form the hub of the community. They gather all
baggy pants, oversized T-shirts, and backward-turned
generations of community members, and school staff
hats seem a virtual uniform for American youth at the
know not only the children and youth in their care but
end of the twentieth century. Yet the choices and voices
also their extended families. Although urban schools
of the youth we came to know advise that individual pref-
age rather
make a difficult and not always appropriate partner to
erences matter enormously. Youth's evolving sense of
youth-serving community organizations, rural schools
identity and competence call for programs suitable to
uth orga-
are natural collaborators.
them. The young woman who brightened her neighbor-
back that
Moreover, within communities of similar descrip-
hood's spirits with her cheerful murals would not likely
addition
tions, institutions may mean different things to residents.
join a local basketball team. The youth hard at work
licies that
We found significant differences among urban communi-
planting, tending, and selling their vegetables probably
out and
ties, in particular, in youth's perceptions of the local school.
will not be attracted by membership in a drama troupe.
heir work
Youth who rate their schools as hostile or unsupportive are
The youth living on one side of "Death Wish Park" will
assion for
less likely to stay there for after-school functions than are
not participate in activities with youth who live on the
for adults
youth who find their schools a comfortable, safe environ-
other side, though the physical distance between
king with
ment. School may not be safe after school-largely due to
them is only a few blocks. A necessary strength of the
the realities of street life rather than the school itself.
CBOs attractive to youth in a community is their variable
hed insti-
Questions of where to locate after-school activities need
offerings. Opportunities for youth of different tastes, tal-
tments in
to be answered by the community, not resolved by stan-
ents, and peer affiliations make up a menu of learning
damental
dardized policy directives. Program location can make a
from which youth can choose.
new
vital difference in youth's involvement.
A surprise early in our research was the dearth of
and the
Communities around the country also have different
opportunities for young women. We found only a hand-
ed in con-
issues or shortcomings with which to contend. Urban
ful of programs for them. Public and philanthropic dol-
1 to back
areas find space for youth activities in short supply,
lars often focus on the non-school hours of young men,
ingness to
while mid-sized towns and rural areas generally count
especially African-American boys in the inner-cities
ess to the
space as an asset. Rural and many mid-sized towns
who are thought to be most "at-risk" and most threat-
struggle with inadequate libraries or other cultural
ening to society's goals. In many coeducational settings,
resources, resources that most urban areas can build
especially formerly boy-serving organizations gone
upon. Problems of inadequate transportation frustrate
coed, girls seem like afterthoughts as plans are made for
plans for youth activities in rural communities where
equipment or activities. In too many club programs, for
organiza-
youth live miles apart down country roads. Urban youth
example, an afterschool activity for girls involves stand-
ices. The
organizations confront not a lack of transportation but
ing around watching the boys play pool rather that one.
horoughly
its cost and safety.
constructed specifically for and by the young women.
es among
Therefore, most initiatives to build effective CBOs
We found both an absolute level of underservice to
'outh and
need to be based in local knowledge and conditions.
girls overall in communities, and too many instances of
mmunity
Those hoping to replicate effective youth organizations
girls being treated as second-class citizens in coeduca-
tood and
nationwide must work within local contexts. These
tional programs.
19
An effective youth organization must be able to
overlooked among these accomplishments is the impor-
attend to these differences and provide occasions for
tance of moving beyond the domination of so-called
youth to engage as active learners. What one youth
experts, both in response to unique resources of other
leader termed "herd programming"-taking in large
adults and to community doubts about outsiders' exper-
numbers of youth-will not provide effective environ-
tise. In urban areas especially, distrust of public institu-
ments for learning and development: It is unfortunately
tions and their representatives runs deep. Community
the case that fiscal and other constraints in many com-
organizations have a vast resource of community mem-
munities apparently preclude support for the intentional
bers from which to draw if they don't limit themselves to
learning environments we describe here. While these are
so-called experts.
well-meant efforts, and may be better than nothing for
An additional challenge to developing expertise and
young people in depleted neighborhoods, communities
extending the work of CBOs is the need to provide sup-
must be clear that they cannot foster the youth outcomes
port for the many roles staff are playing in employment
we document here.
counseling, job-training, and business development.
This prescription for varied programs and occasions
These adults need different kinds of training for these
for learning runs contrary to such policy virtues as cost-
efforts to succeed consistently. One impediment is that
effectiveness. Funding and overseeing a few larger youth-
many adults in these youth organizations have no profes-
based programs without question is a simpler task than
sional identity. Structural shifts that affect institutions
supporting a variety of smaller ones. But the strength of
typically come from a constituency that has a nationally
the effort lies in its suitability from a youth perspective.
acknowledged role. Teachers, administrators, and par-
Choice and attention to individual differences are key.
ents can push for school reform. Welfare workers and the
A menu from which youth can choose also asks a commu-
business community can speak to welfare-to-work issues.
nity to address its diversity-to acknowledge the cultural
No such identifiable cadre of supporters currently repre-
and gender differences in interests that shape youth
sents youth organizations-neither the adults who work
preferences and developmental needs.
there, nor those who advocate on behalf of non-school
learning environments. Adults who work in these orga-
nizations have no professional recognition beyond the
DIVERSE EXPERTISE
doors of their organization. Adults who come into these
What matters in the successful organizations we studied
organizations do so through their sense of potential in the
is a commitment to young people, to a community, and
youth and in the organization's mission. Established com-
honest engagement with both. Adults having these quali-
munity stakeholders like local education funds can take
fications sometimes have credentials of an obvious
the lead in providing training for adult volunteers. LEFs
sort-as teachers, youth workers, social workers. But
work daily with volunteers, parents, and community
many-especially insiders with a passion for helping create
leaders. They have much to teach these fledgling groups
better environments for youth than they grew up in-
about managing a CBO and its volunteers.
have no such credentials. Some lack a high school
How then might the policy community and those
diploma. Yet, as one youth leader put it, these caring and
institutions granted authority to credential rethink pre-
competent staff have a "Ph.D. in the streets." Youth lead-
requisites and programs of study to include these young
ers in many organizations point to the critical knowledge
adults and adults who fall outside the conventional certi-
these volunteers bring to the organization. Their experi-
fied pathways? How might communities move beyond
ence lies not only in understanding families, but also in
either/or discussions of the merits of lay or professional
ways to get adults involved-how to engage seemingly
roles to embrace and legitimize the contributions of
unavailable community resources. A dilemma for policy-
both? Here, too, LEFs are critical. Local education funds
makers and funders is how to "certify" these talented
are currently working to change the face of professional
individuals in an era of credentialism and legitimate con-
development within schools across the nation. If the
cerns about who works with youth. A lesson not to be
learning community is expanded beyond schools, the
20
ipor-
alled
other
cper-
stitu-
unity
em-
es to
: and
sup-
nent
ent.
these
that
ofes-
tions
nally
These community-based environments for learning
par-
1 the
matter as much for youth as do schools
sues.
and other institutions-in many cases, more so.
pre-
vork
hool
Yet, communities generally do not provide
rga-
the
sufficient support for their youth in nonschool hours.
hese
1 the
om-
take
EFs
unity
oups
hose
pre-
ung
erti-
ond
onal
S of
inds
onal
the
the
21
lessons LEFs have learned in assessing training programs
sheer will, constantly scrambling for funding. They wrestle
on
for teachers are applicable to training programs for all
with broken pipes, crumbling floors, and inadequate space
tim
adults involved in supporting increased youth learning.
and supplies. Their adult leaders have to spend an inordi-
bur
nate amount of time searching for funding and thinking of
pat:
new ways to make their tried and successful work match
con
LISTENING TO YOUTH
the latest "flavor of the month" requests from foundations
Youth learn quickly about the supports and constraints of
or other grantmakers.
their communities. Organizations often fail because they
Moreover, much of the funding for youth organiza-
MA
have incorrect information about the lives of the young
tions supports start-up activities, not ongoing opera-
We
people they serve. This lack of youth perspective leads
tions. As a result, many youth organizations live from
loc
adults to make wrong assumptions about such important
three-year grant to three-year grant, often directing sig-
we
things as "safe" streets, welcoming organizations, or pos-
nificant staff resources away. from work with youth to
are
sible partners. A lack of input from youth sometimes
grant writing. Funding for growth and sustainability
are
leads adults to wrong conclusions. For example, the
means funding the work these organizations currently do
and
well-intentioned adult mentor in an urban setting was
and extending the time frame within which funds may be
ser
furious when youth from the organization he sponsored
used. It also means general funding for less glamorous,
cor
failed to keep appointments he had arranged for them.
day-to-day duties such as background checks for staff,
the
What he didn't know, however, was that the young men
snacks for participants, and T-shirts and other symbols of
fec
did not know how to read or use the city's bus schedule
membership so important to youth.
Im
to get downtown. An adult might view a youth's poor
Funding for youth organizations often comes from
of
school performance or attendance as a sign of apathy,
multiple sources. One organization in our research, for
Cc
while youth might explain it differently-in terms of a
example, received funds from over 100 separate sources.
fo:
violent school setting, indifferent teachers, or boring
Paperwork multiplies accordingly and can strangle small
Cc
classes. Adults may explain teen pregnancies in terms of
organizations with scant time, resources, and expertise
nc
insufficient information about safe sex or lack of disci-
to manage it. The great majority of the effective youth
pline. But the young women we talked to referred to
organizations we profile here fit into that category-a
"having someone to love." Or, one young woman living in
grassroots group getting by on sheer will and persistence
a home for pregnant teens in the Midwest told us, "It's
but with few administrative resources. Many of the agen-
boring. What can you do? You can join a gang, use drugs,
cies that fund CBOs have similar goals but separate
or have sex. We chose sex. It's free, and it's not danger-
applications, timelines, and requirements. Private foun-
ous." A youth-centered community listens to the nature
dations run grant programs appropriate for youth
of problems and about positive responses. As long as a
organizations through multiple program areas (e.g.,
community ignores the opinions of youth or sees itself as
youth development, community development, and edu-
detached from them, opportunities for youth develop-
cation). Public funders similarly operate multiple funding
ment are unlikely to change.
streams out of different offices. A state department of
education, for instance, might administer funds to youth
organizations through service learning and community
SUPPORT FOR CORE ACTIVITIES
service initiatives, after-school programs, school-linked
Communities need to invest in resources to engage youth's
services, safety programs, or drug prevention programs.
free time and attention. These community-based environ-
These uncoordinated good intentions turn into a morass
ments for learning matter as much for youth as do
of paperwork and confusing requirements for youth
schools and other institutions-in many cases, more so.
organizations. A more supportive system of funding for
Yet, communities generally do not provide sufficient
quality CBOs would work with the community to coor-
support for their youth in nonschool hours. Research and
dinate funding requirements, technical assistance, and
experience tell us that many youth organizations run on
schedules to minimize the time youth organizations spend
22,
hey wrestle
on administrative work and fundraising and maximize the
the local budget rather than one contender in annual
quate space
time they spend working directly with youth. Burgeoning
budget battles. Local education funds are well-versed in
1 an inordi-
bureaucracies and compliance-based contracts are incom-
analyzing budgets-and in educating the community on
thinking of
patible with the trusting relationships that matter for
how to read budgets and request changes. Doing so
vork match
communities and their local organizations.
doesn't necessarily require financial acumen. But it does
foundations
require a desire to advocate for youth. Over the past
decade of navigating local politics, local education funds
h organiza-
MAKE YOUTH A LINE ITEM
have earned a reputation as an impartial advocate for
ing opera-
We asked leaders in vastly different communities about
youth and youth programs.
; live from
local priorities for youth. Responses to our question
recting sig-
were consistent across region and community. Yes, youth
h youth to
are a priority for the community. But somehow there
ESTABLISH MEANINGFUL MEASURES
stainability
are always more pressing items, like police protection
OF ACCOMPLISHMENT
urrently do
and road repairs, on the community agenda. Youth
Youth organizations, like other community agencies, are
nds may be
services frequently fall to fourth or fifth on a list of
often held accountable for achieving outcomes that are
glamorous,
community priorities, but budgets accommodate only
specified by agents outside the community. These desig-
S for staff,
the top three. In local budget struggles, youth have inef-
nated outcomes are frequently unrelated to what they do
symbols of
fective voice and claim upon community resources.
day-to-day. Or they call for indicators that make little sense
Implicit are assumptions that youth are the responsibility
in the context of an organization's program. The experi-
omes from
of schools and families, not of the entire community.
ences of the effective youth organizations we studied offer
search, for
Communities serious about making community count
a number of suggestions for more meaningful evaluation.
te sources.
for youth will bolster supports for youth organizations.
Effective organizational processes-as well as more
ingle small
Communities serious about supporting youth in their
locally defined youth outcomes-should be considered.
I expertise
non-school hours will make that support a line item in
Some organizations start in places with few guides or
tive youth
tegory-a
persistence
f the agen-
t separate
vate foun-
for youth
reas (e.g.,
, and edu-
le funding
rtment of
Is to youth
ommunity
ool-linked
programs.
) a morass
for youth
inding for
y to coor-
fance, and
ions spend
23
supports. Just opening their doors and getting youth
evaluations, especially those of the checklist variety.
involved marks a major accomplishment.
Evaluations that emphasize such items as participation
g
Meaningful measures acknowledge that many out-
rates or stated program objectives rather than students'
comes important for youth to achieve-confidence,
experiences and their assessments of value cannot help
agency, leadership, responsibility-are difficult to assess,
funders or staff members identify strengths or areas for
P
especially in the short run. "Process is Product" in a qual-
improvement.
ity youth organization. Meaningful measures gauge the
Youth leaders consistently point to problems of "fit"
environment for youth development-to what extent is
between what funders ask them to count as outcomes
it youth-centered? Knowledge-centered? Assessment-
and the goals they aim to achieve. Many of the outcomes
P
centered? Does the organization embody a respectful,
for which youth organizations are held accountable can
affirming community of adults and youth?
take a significant amount of time and effort to change.
a
Looking at espoused organization goals provides
Some CBOs are asked about the impact they have on
insufficient evaluation. Short-term projects cannot teach
school grades when they might be more accurately
concentration, revision, and persistence. Programs that
judged by their progress along interim measures such as
are merely "fun" cannot challenge youth to learn new
development of leadership skills, emotional competen-
things, imagine futures, or achieve goals. Moreover, we
cies, and attitudes of responsibility.
saw how programs that appeared the same on paper were
Outcomes might not capture success because they
in practice different opportunities. Accordingly, mea-
tend to be static rather than developmental in terms of
sures of these organization qualities and actual offerings
the organization. When a youth organization first opens
are important indicators of their potential for enabling
its doors, it might be forced to provide a range of unfore-
SC
positive outcomes for youth. Yet these meaningful mea-
seen services in an effort to be accessible and relevant to
S.
sures typically are not captured in grant applications and
its neighborhoods. When youth organizations first start
t
a.
24
variety.
to work with youth, some outcomes might show initial
strategies, assistance with evaluation and program
icipation
gains then level off and/or decline as more difficult chal-
design, or occasions for youth to work with community
students'
lenges rise to the surface.
members on issues of constructing and connecting com-
not help
Adults working with community-based organizations
munity supports for youth. Adults working in youth-
areas for
particularly resent the negative frame of many required
based organizations express a sense of disconnection and
evaluations. Some youth organizations are asked to track
"going it alone" that could be ameliorated by resources
is of "fit"
deficits in youth (for example, reductions in incidence of
dedicated to connection and shared goals. These individ-
utcomes
vandalism, school failure or poor attendance, or teen
uals, like the youth they work with, need an intentional
utcomes
pregnancies) rather than note and appraise the positive
learning environment-one that is centered on their
table can
youth accomplishments. Many, if not most evaluation or
needs, focuses on their learning, and provides opportu-
change.
accountability structures, are based in a "pathology reduc-
nities for invention, reflection, and feedback.
have on
tion" frame rather than one of positive youth develop-
ccurately
ment, in direct contradiction to the character essential to
S such as
an effective youth organization. Youth leaders in the effec-
COMMUNITY YOUTH DEVELOPMENT
mpeten-
tive organizations we studied agree that "problem-free
Youth development means community development.
does not mean fully prepared. Young people are sold short
A community bereft of adults who care about and pro-
use they
when sights are set so low. Adults must state positively
vide activities for youth can provide only rocky and
terms of
what their goals are for young people."6
inadequate support for youth development and healthy
st opens
As a consequence of these ill-fitting evaluations,
learning environments.
unfore-
some CBOs feel pressure to change course in order to
Seeing youth development as community develop-
levant to
satisfy funders: to provide more direct academic time or
ment refocuses policy and practice beyond the specifics
irst start
to focus on reduction of high-risk behaviors, even if those
of opportunities provided for youth to the community
are contrary to the "best practices" of effective CBOs.
relationships that nurture and sustain those opportuni-
ties. In many of the community-service programs we
came to know, for example, the relationships among
GROWING YOUTH-BASED RESOURCES
adults engaged in the program continued beyond the
The community organizations we studied are exception-
specific activity to benefit them and youth. Some of these
al and generally not part of any self-conscious association
benefits to adults are direct, as in the church-based liter-
of resources for youth. The majority of the effective
acy program that hires local residents as receptionists,
organizations we came to know were "home grown" and
aides, or general supervisors for after-school programs.
isolated elements in an uncoordinated voluntary, youth-
Many organizations involve community members as
based non-school sector. But these organizations need
volunteers. In more than one instance this volunteer
not be exceptional and rare, and dependent on the pres-
work and the evidence of reliability and talent it estab-
ence of an exceptional leader. Evidence exists around the
lishes gives adults the confidence to seek paid jobs. These
country that effective youth-based organizations can be
extended relationships fostered in many CBOs illustrate
built by engaging community members and staff in
the "strength of weak ties"-the ways in which social
vision-building activities for youth development, con-
networks can contribute to personal success and well-
necting them to "best practices," inviting genuine youth
being. These ties are community development at its core,
participation in assessing needs, designing programs, and
and they make up an essential web of mutual account-
evaluating their contributions.⁷ Public policymakers and
ability and responsibility for young people.
private funders can realize significant benefits for youth
Understanding youth development in terms of com-
and their communities though investments in capacity-
munity development raises new challenges for policy.
building efforts and organizations. These investments
One challenge is building on community assets—
might underwrite networks for youth organizations and
strengthening those features of community that already
youth workers, organizations dedicated to sharing ideas and
contribute to the well-being of youth and families.
25
Strength-based strategies aim to honor and extend
if a vital context for their growth is to be constructed.
community strengths, so that they can be sustained and
Yet, schools, the so-called "universal institution" for chil-
stable after the life of the grant—too often the case
dren and youth, typically are left out of both community
when initiatives are intended only to repair or respond
and youth development efforts.
to community deficits.'
This omission sometimes is by design and sometimes
As sensible as a strategy that starts from community
by default. In most urban communities, and in many
strengths might sound, it can pose challenges to funders
mid-sized towns and rural areas, schools and communi-
and policy makers. In many communities, important
ties have grown apart. In urban areas, schools and com-
assets sit in faith-based institutions, institutions precluded
munities often operate in a climate of mutual mistrust
from public support by First Amendment guarantees
rather than one of collaboration. In rural areas, policies
of separation of church and state. Moreover, in many
that have consolidated smaller schools into larger region-
communities, norms resist. spending public dollars on
al high schools have fractured the spirit of place many
organizations or activities with any ideological stance. Yet
schools held for their communities.
faith-based organizations are often among the most avail-
Positive school-community connections are unusual,
able and sustaining resources for a community's youth and
and as one youth advocate put it "there is an abundance
ass
adults. Economic pressures and a growing sense of
of arrogance and ignorance on both sides." Adults
pe:
urgency are bringing churches and schools together in
working with youth organizations frequently believe that
WC
pursuing a common goal of nurturing healthy children.
school people do not respect or value their young
sti
Not only are religious organizations regularly the heart
people. Educators, for their part, generally see youth
the
and center of communities, they often furnish the only
organizations as mere "fun" and as having little to con-
to
coherent system of positive values in the distressed con-
tribute to the business of schools. Moreover, educators
sch
texts of poor neighborhoods. Navigating the legal and
often establish professional boundaries around learning
normative terrain that separates public support from
and teaching, considering them the sole purview of
val
faith-based organizations poses a hurdle for communities
teachers. Yet adults working in community organizations
Sci
aiming to build on their assets.
know that youth have many teachers and that learning
po:
One particularly ironic challenge to strategies for
does continue in non-school hours.
fer
youth development lies in the call to see youth as
In many ways, both are right. We heard many
no:
resources. The typical "youth as problem" stance of policy
accounts from adults working in youth organizations
mu
has been identified as a dead-end strategy, yet alternatives
about the damage done in school to the young people
Crr
have proven difficult to support. The idea of youth as a
they cared for. "I need to spend two hours after school
not
constructive agent rather than a "target" often discomfits
making up for what happens to my kids in school," said
ne
officials and others worried about losing control. Yet the
one. "They are made to feel they're no good and can't
tor
experiences we relate here make evident that youth are
accomplish anything." Educators, commenting on youth
eve
resources to their peers and to their community-and
organizations, say that many of the activities available to
arr
effective community organizations intentionally cast them
young people in their non-schools hours are insubstan-
this
as such. The successful outcomes we detail are based on a
tial, lacking in opportunities for learning.
cha
deep and articulated faith in the capacity of young people
Yet fostering more creative efforts of cooperation
ou:
to be resources for the community and energetic agents
between schools and youth organizations is critical. Few
ing
in their own positive futures. Advice to fundamentally
of the groups we studied could entertain this idea, how-
con
rethink the value and roles of youth may be difficult to
ever, for when they had done so, they ran into bureau-
who
sell, however, especially in violence-plagued urban areas.
cratic snags. In one urban community, school regulation
Still other barriers exist to approaching youth devel-
precluded cooperating artists from using the spaces they
am.
opment as community development as a matter of policy
needed. Barred from the gym or hardwood floored hall-
con
and support. Youth-based community development must
ways because of insurance provisions, the dance program
rel:
engage all of the institutions through which youth move
struggled on a concrete lunchroom floor. Provided no
shir
26
The successful outcomes
we detail are based in a deep
and articulated faith in the capacity of young people
to be resources for the community
and energetic agents in their own positive futures.
assistance from the school's janitors, a mural artist des-
those at the city level. Opportunities for youth are
perately mopped up after her young artists so teachers
shaped-for better or worse-by larger political and
would not return to floors marked with finger paints,
regulatory contexts. We encountered many examples,
sticky paper, or other evidence of youthful creation. By
generally negative, of how youth organizations are affected
the artists' reports, school officials were deaf to requests
by their settings. In one urban area, for example, youth
to talk about ways the after-school program and the
were disappointed and finally angered by the failure of
school could collaborate in the interest of youth.
the city to fulfill its promise of resources for their com-
The waste of precious resources deprives youth of
munity-service project. Their anger was over more than
valuable opportunities to learn, practice, and achieve.
just scuttled plans. It expressed their reinforced belief
Schools are repositories of spaces and materials to sup-
that the system had no respect for poor, African-
port learning. Communities, on the other hand, offer
American youth. They believed that "the suits" did not
fertile resources that can extend the classroom into the
honor their pledge and could not be trusted. Belief in
non-school lives of youth. More effective school-com-
adults, constructed within the nurturing environment
munity connections must resolve these turf battles.
of the organization "family," is easily eroded by mixed
Creative efforts also require grounding in expanded
signals and broken promises.
notions of teaching and learning opportunities. These
Individuals and organizations with compelling public.
new understandings await conversations among educa-
voice will have to become convinced of the need for,
tors and community members, discussions that cannot
and the effectiveness of, these youth-based organizations
even begin without suspension of their mutually held
and their potential for creating positive climates for
arrogance and ignorance. Communities need to attack
young people. Those interested in education, civic
this culture of distrust and bring schools to the table. The
responsibility, and creative approaches to working with
challenge for schools is to think about what happens
youth will have to step forward to acknowledge youth-
outside the classroom and consider resources for teach-
based organizations and the youth they embrace as
ing and learning in the community. The challenge for
powerful, positive allies in community development.
communities is to think about ways they can support
Effective community youth organizations such as
what happens in the classroom in nonschool hours.
those featured here go a long way to answer the concep-
In addition to these largely horizontal relationships
tual challenge of how to make community count for
among community institutions and their youth, effective
youth. A more difficult challenge is a political one: how
community organizations also must depend on vertical
to mobilize advocates with diverse perspectives into more
relationships to support their goals-that is, relation-
productive relationships around youth development and
10
ships between activities at the neighborhood level and
opportunities for young people.
27
Recommendations for Community,
Youth Organizations,
Schools, Funders, and Policymakers
How can communities count for youth development?'
following is an attempt to translate the previous argu-
Support for effective youth organizations will require
ments and findings into action steps. The long-term
a coordinated effort across sectors and interests. City
strategies indicate the support youth organizations
councils need to get involved. Schools need to act, as
need to make community count for youth. The short-
do diverse community groups, funders, and youth. The
term strategies suggest beginnings.
You can download this publication at
www.PublicEducation.org
28
MEANINGFUL MEASURES OF YOUTH OUTCOMES
LONG TERM
SHORT TERM
COMMUNITY
Develop local capacity to assess the needs
Involve youth and community in identifying,
of youth on a regular basis.
documenting, and assessing opportunities for
Develop a local database of resources for
youth and supports for youth development.
youth development and concrete evidence
of consequences for youth competencies
and attitudes.
Make information on youth needs and
community resources for their development
a central element of deliberations
on budgets and policies affecting youth.
YOUTH
Document and share what you do specifically
Document your successes with youth in
ORGANIZATIONS
as it relates to learning outcômes. This does
terms that are meaningful to you as well
not only mean expanding the academic supports
as funders, schools, and other potential
you provide, but studying and understanding
collaborative partners.
how the work you already do with youth con-
Conduct an inventory of opportunities to
tributes to their performance in school.
record work with youth as part of the regular
day-to-day operation of the organization.
SCHOOLS
Include the role of youth organizations in
Help youth organizations access the public
your assessments of what contributes to the
information you have on the school perfor-
performance of certain youth in school.
mance of the youth with which they work.
Recognize/reward youth for their participa-
This will help them document outcomes
tion in youth organizations. For example,
for the youth they serve.
consider awarding community service credit
for community service performed through
youth organizations.
FUNDERS AND
In evaluations and other reporting require-
Fund the development of evaluations and
POLICYMAKERS
ments for youth organizations that you fund,
evaluators who can work in youth organizations.
give credit for process as well as outcomes.
Help grantees negotiate evaluations and out-
Ensure the outcomes that you measure are
come measures that are perceived to be useful
meaningful measures of the performance of
to the organization.
youth organizations, and ask for strengths-
Conduct an inventory of data already available at
based outcomes.
youth organizations and other organizations that
Establish channels for ongoing dialogue with
serve your neighborhood youth. Consider these
your youth organizations and other grantees
sources of available information first when
about what outcomes you should reason-
choosing evaluation and reporting requirements.
ably expect a youth organization to achieve
Support collaboration between communities
after certain periods of time.
and universities to develop local capacity
to document and assess youth needs and the
outcomes of CBOs.
29
SMARTER FUNDING AND POLICY STRATEGIES
LONG TERM
SHORT TERM
COMMUNITY
Offer a diverse "menu" of organizations
Identify assets for youth within the community
and programs for youth.
in terms of caring adults, spaces for programs,
Provide a web of reinforcing supports
and expertise that can assist youth organizations.
for youth that includes all the institutions
that affect youth development.
Develop a local action-base for youth.
Make youth a line item in the community
budget.
YOUTH
Develop environments that are youth,
Access resources needed to provide high-
ORGANIZATIONS
knowledge, and assessment-centered.
quality programming. This may include
Establish systems within the organization
formal professional training, visits to other
to document and share promising work.
youth organizations, and joining professional
Important documentation includes
associations.
day-to-day practices, outcomes for youth,
Familiarize funders and schools with the
and actual program budgets.
organization's work. Invite them to open
houses, tours, and performances by youth.
Conduct an internal assessment of points
in the day-to-day operation of the
organization where work with youth
can and should be documented.
Expand board membership to include youth,
school principals, school district personnel,
foundation program officers, and
representatives of city/county government.
Begin to establish relationships with the
schools your youth attend and other
eligible recipients of state and federal after-
school funds.
SCHOOLS
Include youth organizations as integral parts
Include youth organizations and other
of strategies to improve learning.
community organizations in assessments
Provide incentives for teachers to learn about
of resources for learning.
their students' work in youth organizations.
Establish a dialogue with youth organiza-
For example, support professional development
tions in the neighborhood.
time and stipends or credits to visit youth
Participate in community meetings.
organizations and other non-school settings
See schools as providers of last resort for
where youth learn.
after-school programming.
Develop curricula that integrates community
Encourage students to share their work in
resources for learning and teaching.
youth organizations during the school
day. Publicize the work of students in youth
organizations. Consider devoting a regular
portion of your newsletter and school bulletin
boards to news of local youth organizations.
Offer space to youth organizations for perfor-
mances, art shows, sports, and other activities.
30
SMARTER FUNDING AND POLICY STRATEGIES
LONG TERM
SHORT TERM
FUNDERS AND
Fund people, not just programs. This may
Make a pool of private funds available as
POLICYMAKERS
mean restructuring funding streams around
grants or loans to draw down public funding.
fellowships for youth workers and directors,
Learn about youth organizations in
and/or making funding more discretionary.
the community/jurisdiction. Participate
Fund intra- and inter-city networks of youth
in community meetings.
workers and youth organizations.
Identify intermediary organizations and other
Support development of alternative
potential convenors of youth workers.
pathways of training and credentialling
Set broad goals for after-school programs and
for youth workers.
policies. For example, be flexible on the number
Reframe policy debates around after-school
of youth served, hours of operation, and type
programming. This may include making
of activities provided. The main criterion for
community-based organizations eligible for
funding should be that applicants demonstrate
federal and state after-school dollars typically
that their approach to after-school
reserved for schools.
programming matches the needs, resources,
Ensure that community-based organizations
and contexts of the youth they intend to serve.
are aware of and applying for available
In grant applications, ask youth organizations
after-school furids.
and their partners to conduct an assessment
Fund ongoing operations, not just start-up
of their community needs and strengths related
costs. This may involve educating youth
to these goals. Ask the youth organizations,
organizations and other CBOs about how
schools, and other community agencies how
they can access existing funding streams
they will build on these strengths and address
in education and other areas.
some of these challenges.
Work with funders of similar programs to
Make planning grants or other funds available
streamline or otherwise coordinate grant
to schools and youth organizations to conduct
application procedures and eligibility requir-
community assessments.
ments. Pursue the feasibility and usefulness
Actively collect information on what youth
to applicants of releasing joint requests
organizations do to support learning.
for funding.
Put representatives of youth organizations
Create a local education fund to advocate
on your advisory boards for your programs
for school and community improvements at
in education, as well as community develop-
the public policy level.
ment and youth development.
Research and make connections to other
grantmakers and policymakers with similar
goals and applicants.
31
ACKNOWLEDGEMENTS
Community Counts draws upon work supported by grants from the Spencer Foundation to Milbrey McLaughlin and
Shirley Brice Heath from 1987-1999. Shirley Heath has been my close colleague and collaborator ever since we first
discovered our shared interest in the role of youth-based organizations. Her commitment to understanding their con-
tributions suffuses every page of this report. I The body of our research has been shaped and informed by many
talented individuals over the years. Merita Irby. and Juliet Langman were our original site workers, and immersed
themselves in our three urban sites in the first half of our research. Their work was aided by a crew of "junior ethno-
graphers;" youth who participated in the organizations we studied. Chad, Dinesha, Felicia, Izzy, Johnny, Manuel,
Marvin, and Peggy played an especially central role both as research collaborators and by planning a conference for
youth. As our sites expanded, so did the research team that made this far-flung research possible. It included (in
chronological order of involvement with the pröject) Steve Balt, Jennifer Massen Wolf, Shelby Anne Wolf, Ali
Callicoatte, Melissa Groo, Kim Bailey, Arnetha Ball, Brita Lomdardi, Mailee Ferguson, Sara DeWitt, Shama Blaney,
Monica Lam, Adelma Roach, Emma Leuvano, Joe Kahne, Ann Davidson, and Adriel Harvey. A substudy that focused
on one urban neighborhood was directed by Joe Kahne and involved James O'Brien, Theresa Quinn, and Andrea
Brown. The "boxed" vignettes used in this report are drawn from their observation notes and writing. Greg Darnieder
and the Steans Family Foundation provided direction and support for that substudy. Rebecca Barr at the Spencer
Foundation was encouraging and supportive through it all. Julie Cummer, our Stanford University Project
Administrator, was a brilliant strategist in figuring out ways to take often-bizarre requests for reimbursement through
the university system and helping in so many ways to keep our "distributed project" together. Very Other individuals
made contributions specific to this report. Haggai Kupermintz and Ken Ikeda provided assistance with statistical
analyses of the survey data. Meredith Honig contributed ideas and text to the section on recommendations. Michele
Cahill, Sarah Deschenes, Meredith Honig, Della Hughes, Ken Ikeda, Peter Kleinbard, Morva McDonald, Jane Quinn,
and Sylvia Yee read drafts of this report and it is stronger for their comment. I None of this work would have been
possible without the cooperation, trust, and openness of the youth and adults who invited us into their lives and
organizations over the years. Their generosity, deep belief in youth and community, and commitment to a civil
society are impossible to capture in words. 1 The partnership of Wendy Puriefoy and the board and staff of the
Public Education Network in preparing, publishing, and disseminating this report is gratefully acknowledged.
ABOUT THE AUTHOR
Milbrey McLaughlin is the David Jacks Professor of Education at Stanford University in- Palo Alto, California.
32
:18 For example, Li. Scott Miller (1995), An Amer American
Minority Education Advan Advancement. New
supported by the Spencer
Relationships
Foundation in grants Shirley Brice Heath and Milbr W Milbrey W
The precise.n who part participated in same
in our research over the the pastidecade are difficult to calcu-
late. We estimate that the youth articipated the more
than 120 specific activities studied number more
than 1000. Many of these activities were associated
with a alarger organization spent great deal'of
time time.with about.si with a gang, prevent
sponsored the city murah pro project team
about 10 young artists was part of a-Boys and Girls Clubs
tally of the youth who nominally belong to all of the sponsoring
organizations included to research to around 30,000
based on.membership. figures provided However all youth
members ersaffiliatedwiththese organizations not were not part of this
research. This report is based on the the exper ences: of this smaller
4 Data that enable.us to.compare the attitudes, behaviors
d'outcomes of youth partici participating community based orga
nizations:with those of American outh ge ally nerally are based
responses to National Educati ngitudinal Survey question
naires: The National Educational Survey [NELS 881
a longitudinal study of 8th graders whom the National Center
for Educational Statistics from followed.from 1988 hr hrough 994 The
design of NELS:88 permits examination of the role the role of schools,
teachers; community and family inpromoting positive outcomes
The CHARGE NELS:88+ 88 sample sample: is constructed -represen tatived of
a questiannaire con
NELS:88 to youth: IITV involved: rithe com
munity e.studied 364) We then come
subset of youth:
pared the responsi those fromy outh
in the 1992. NELS:88 Second Second.Follow flow Up. (N=21 188)
omparisons allow us:to ma tements about the cit
cumstances, attitudes. and outcomes of youth involved this
researchic ompared.to American youth.
Figure 1 shows data from: a second P oject specific
survey of approximatel MA175 youth-in Aparticular inner city
Pittman -Defining the the Fourth R Promoting
Development Through B Building ding: Relat
enterfor Development; Academy
for Educational Devel ID
Michele Cahilloff rs e,experience erience of ther
8.John, Kretzman, and John McKnight (1993) larized popularized the
term "assets mapping
(Building XTAT e,Inside Out Alpath Toward Finding
Community's Center for Urbam Aff Affairs and and
VREvanston
inspiration and content or
(O.TE.S)
McLaugh
neighborh
Networks for
OF
partners
Coalition
YOUTH DEVELOPMENT
for partners
California Healthy Start Field
Academy for Educational
Office, California Center for
Development
Community
Community-School Partnerships
America's Promise
Child and Family Policy Center, IA
American Youth Policy Forum
Children & Families
Association of New York State
Schools
Foundation, NE
Youth Bureaus
Colorado Foundation for Families
Boys and Girls Clubs of America
& Children
Campfire Boys and Girls
COMMUNITY
EDUCATION
Foundation Consortium for
Center for Youth Development
DEVELOPMENT
American Association of School
School-Linked Services, CA
and Policy Research
Center for Community Change
Administrators
Illinois Community School
Foundations, Inc.
Development Training Institute
American Federation of Teachers
Partnership
Fund for the City of New York
National Child Labor Committee
Center for Community
New Jersey School-Based Youth
International Youth Foundation
National Community Building
Services/Department of
National Collaboration for Youth
Partnerships, University of
Network
Pennsylvania
Human Services
National Institute for Out-of-
National Congress for Community
Collaborative for Integrated School
Office of Family Resource and
School Time
Economic Development
Services
Youth Services Center, KY
National School-Age Child Care
National Council of La Raza
Council of Chief State School
Washington State Readiness-to-
Alliance
National Urban League
Officers
Learn Initiative
National Youth Employment
Police Executive Research Forum
Coalition
National Association of Elementary
YMCA of the USA
School Principals
National Association of Secondary
School Principals
National Association of State
*
Not yet a formal partner.
Boards of Education
For more information, please
National Coalition for Parent
contact:
Involvement in Education
Martin J. Blank, Staff Director
National Community Education
Coalition for Community Schools
Association
c/o Institute for Educational Leadership
National Education Association
1001 Connecticut Avenue, NW
National School Boards Association
Suite 310
New Vision for Public Schools, NY
Washington, DC 20036
Pacific Oaks College, CA
Telephone: 202 822 8405
Public Education Network
Fax: 202 872 4050
Council of the Great City Schools*
E-mail: [email protected]
Learning First Alliance*
www.communityschools.org
4
1
partners FAMILY SUPPORT
GOVERNMENT
LOCAL COMMUNITY
United Way of Greater High
Bush Center for Child
Local and State Government
SCHOOL NETWORKS
Point, NC
Development and Social Policy
National League of Cities
Achievement Plus Community
United Way of Southeastern New
Center for Mental Health in
National Association of Counties*
Learning Centers, St. Paul, MN
England, RI
Schools
National Conference of State
After-School Corporation, NY
United Way of Southeastern
Child Welfare League of America
Legislatures*
Alliance for Families & Children,
Pennsylvania
Children's Aid Society, NY
National Governors' Association*
Hennepin, MN
Family Resource Coalition of
Apple Tree Institute,
NATIONAL COMMUNITY
America
Federal Government
Washington, DC
SCHOOL NETWORKS
National Assembly of School-Based
Corporation for National Service
Birmingham Public Schools, AL
Communities in Schools
Health Care
Learn and Serve America
Bridges to the Future, Flint, MI
Education Development Center
National Association of School
U.S. Department of Education
Bridges to Success, Indianapolis, IN
Institute for Responsive Education
Psychologists
National School-to-Work Office
Chatham-Savannah Youth Futures
National Center for Community
United Way of America
Office of Education, Research and
Authority, GA
Education
American Public Human Services
Improvement
Community Agencies Corporation
National Center for Schools and
Association*
Office of Elementary and
of New Jersey
Communities
Secondary Education
Community-School Connections, NY
Schools of the 21st Century
Office of the Secretary
Doors to the Future,
Office of Special Education
Philadelphia, PA
POLICY AND ADVOCACY
Jacksonville Partnership for
Children's Defense Fund
Programs
Safe and Drug-Free Schools
Children, MS
Joy Dryfoos, Independent
Program
KidsCAN!, Mesa, AZ
Researcher
U.S. Department of Health and
Local Investment Commission,
The Finance Project
Human Services
Kansas City, MO
PHILANTHROPY
Administration for Children and
Minneapolis Beacons Project, MN
Charles Stewart Mott Foundation
Families
New Paradigm Partners, Turtle
Centers for Disease Control and
Lake, WI
Coalition of Community
Foundations for Youth
Prevention
Positive Youth Development
Office of Adolescent Health
Initiative, Jacksonville, FL
DeWitt Wallace-Reader's Digest
Fund
Office of Assistant Secretary for
Rockland 21st Century
Planning and Evaluation
Collaborative for Children and
Ewing Marion Kauffman Foundation
Polk Bros. Foundation
U.S. Department of Housing and
Youth, NY
St. Louis Park Schools, MN
Carnegie Corporation*
Urban Development
Office of University Partnerships
St. Louis Public Schools, Office of
U.S. Department of Justice
Community Education, MO
Office of Juvenile Justice and
Schools Uniting Neighborhoods
Delinquency Prevention
(SUN), Portland, OR
2
3
While at Dolierty High School, Engeln was a finalist for Colorado Teacher of the
2000 MetLife/NASSP
Year. He organized the first high school soccer torm in Colorado Springs, playing
with his team in the Men's league since then were no other school teams In
04/14/00
National Principal of the Year
compete against. During his tenure as cuach, his teams won two state high school
succer champtonships and five league championships. In 1985, he was named as
the National High School Soccer Coach of the Year.
In 1993, following four years as assistant principal al Coronado High School, Engeln
was named principal of Williams). Palmer I ligh School. The school, located In the
heart of downtown Colorado Springs, included aging buildings, a declining and
FRI 13:07 FAX
transient pupulation base, a winth grade failure rate of 15% overall student
dropout rate of 8.4%, and a negative image within the community.
04/18/00 00:26 FAX 202 6218
Engehn fell strongly that as the principal, his role was to provide direction and
support for initiatives that focused improving student achievement through the
creation of programs that met the needs nf all the students. As "risk-taker" he has
been the catalyst for positive change. However, he also strongly emphasizes the
important role that each and every individual in the Palmer community played in
making this progress possible. Under Engelu's leadership and with the dedicated
support of staff. students, and community members, Palmer High School has become
the pride of Colorado Springs. Although the farilities are dated and resources
Mr. Jay Engeln
limited, staff and students display n "can dn" attitude that does not let physical
OPL
William 1. Palmer High School
limitations define progress.
Colorado Springs School District No. 17
Colorado Springs, Colorado
Often referred to as the "Plagship of School District 11," Palmer High School is
inundated with requests to attend the school. Envollment has almost doubled since
Engeln assumed the role of principal, and construction projects are underway to
"Together, we can make a difference" is a school slogan wholeheartedly embraced
provide facilities that will enhance the programs the school can offer to its clientele.
by MelLife/NASSP National Principal of the Year 2000, Jay Engeln, principal of
The graduation rate has steadily increased and the dropout rate has declined to
William 1. Palmer High School in Colorado Springs, Colorado. It is the cornersione
3.4%. Test scores (ACT/SAT and TAP) are consistently among the highest in any
of an educational philosophy that brings together students, staff, parents, and
public or private school in the region. The school's repulation is now one of
community members to support increased educational opportunities for allstudents
excellence in education.
The slogan reflects a belief that the school can "give back" to the community and be
an integral part of the environment in which it exists and expresses a commitment
Palmer High School's more than 100 business partners support the school's
to fostering an atmosphere in which collaboration and teaminer k are daily realities.
educational mission. In addition, Engeln has been involved in several unusual
methods of obtaining support for school programs. Three years ago, he and several
As a student and athlete in Evanston Township High School in Ulinois, Engeln
students dribbled soccer balls 20 miles uphill to the 1.1. 110-fool summit of l'ike's
began to show signs of leadership and promise. He was elected vice-president of
Peak to raise funds for the school library. Last year, Engeln rinte his bicycle 324
his dass, was on the honor roll, and was active in sports, including soccer, hockey
miles across the state of Colorado to raise money for programs al the school. Last
and track Engeln credits several of his high school teachers and coaches with having
fall, he promised students they could shave his head if they cullected more than
a profound influence on his career choices. Following graduation from high school
16,000 pounds of food for the local food bank. of course, they did just that.
in 1970, he attended Colorado College, graduating in 1974 with a degree in biology.
Engeln continued his education al the University of Colorado, where he earned a
As MetLife/NASSP National Principal of the Year, Engeln will receive 1 $10,000
master's degree in science education.
grant, which he plans to use to support staff and student initiatives that focus on
continually Improving student achievement and strengthening the sense of
In 1974, Engeln began his career in education as a science teacher and succer coach
community that is embraced by the school. Because the staff, students and
in Colorado Springs. He taught biology and environmental science at Mitchell
community members have made Palmer High School what il is today, they will
003
High School and human analomy and physiology at Doherty High School, placing
play an important role in determining how the grant will be spent. Engeln plans to
strong emphasis on student interaction and involvement in the learning experience.
USC his title as National Principal of the Year to reinforce the message of community
involvement in the educational process.
002
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POLITICAL
LEADERSHIP
A COMPLETE
ABOUT
By JAY ENGELN
What does it take
ommunity involvement is a
else The overall student dropout note
to bring a school
from the brink of
C
-
cornetstone of our success
was 8.4 percent, with higher dropout
and; Intralliv, our survival at
rates of 14.6 percent for Hispanic stu-
William Pulmer High
denes and 12.9 percent for African-
School locared in the heart of
closure to a vital
American students, among the worst
downtown Colorado Springs
rates in the city.
model of student
Colo. The facilities are dated and
Today, we have become the school
achievement and
resources limited. but staff and stu-
of choice for our community. We are
dents have a "can-do" actitude that
now inundated with permit requests
community
does not let physical limitations define
not only from our school district, but
involvement?
progress. Working rogether wich our
also from surrounding school dis-
community and building on our
triets. Our enrollment is capped to
Strong leadership
strengths have been the key TO the
prevent overcrowding by the large
from the principal
renaissance of our school.
number of students who want to
and the dedication
Prior to my appointment 15 the
attend Palmer High School. We have
principal of William J. Palmer High
reduced the Hispanic dropour rate a
of staff members,
School, the school district was dis-
5 percent, the African-American
students, parents,
cussing closure of the school, whose
dropour rate to 3.9 percent. and the
physical environment consists of four
overall school dropout rate to 3.4
and the local
buildings on three city blocks that are
percent. Test scores are among the
community are
nor adjacent to each other. In fact, SOLL-
highest for any public or private school
dents have to cross busy city streets
in the region. We have even had an
all needed for
every passing period. The downtown
economic impact-the largest
this kind of
urban high school location included
increase in property values in the
aging buildings. 3 declining and tran.
Pikes Peak region is in the attendance
success.
sient student popularion base, and a
area served by Palmer High School.
negative image within the community.
There is no longer the talk that was
Parents did not want to send their
so prevalent not too many years ago
children to the school. Realcors, when
about closing the school and selling
selling a home in the area, would tell
the property. Instead, construction
clients that they could always get a
projects are under way to provide
permit to attend school somewhere
facilities that will enhance the programs
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the school can offer to its clientcle,
lose sight of the face that each
Our reputation is one of excellence
and every individual in the
1A education. As noted in USA
school community plays an
TODAY, a "Sinking school became a
important role in making
flagship-"
progress possible.
How did this transformation come
about? First of all I must emphasize that
Partnerships and
this was 2 group effort The principal
Programs for Success
cannot do it alone However, when all
Parenership programs have
the entities of the community come
increased community involvement
together with a common goal the pos-
and brought additional
sibilities are endless. It is the staff,
resources into our school If a
students, parents, slumni. and busi-
staff member comes to me
ness partners who deserve the credit for
with an idea for a project
the changes that have taken place.
that benefits students,
we strategize possible
The Power of
partnerships. I usually
Community Service
make the initial con-
As 3. school. we feel that giving to
net, share the idea. and
the community is important. Model-
facilitate development of
ing the importance of community ser-
the partnership. Spaff members
vice through our many school projects
then become responsible for
is one of the best ways for others to
maintaining the relationship,
SCE the need to work together Stu
involving me as necessary.
dents, ficulty, alumni, and parents
Palmer's partner programs
working together In community projects
include:
bas helped solidify this philosophy
Renaissance
Community service is required for stu-
Program-More
cents in the International Baccalaureate
that 100 local
program. National Honor Society, peer
businesses and
counselors, and student organizations.
individuals 33
My role in this group endervor is to be
a caralyst, bringing programs and per-
Principal Jay
ple together to effect positive change. I
Englen gets his
often join students group projects such
head shaved after
students meet
as deaning up the loal park, delivering
his challenge to
food baskers to local families, and visit-
gather 16,000
ing senior citizen centers and the Red
lbs. of food for
the local
Cross shelter. Principals must provide
food bank.
direction and support for initiatives
that support, either directly or indi-
recely, improvement in STU-
dent achievement and
should not
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LEADERSHIP
are involved in this program that pro-
Downtown Colorado Springs,
learning be undermined by a school
vides positive incentives for students
Inc.- Initial contact was made by
climate that does not allow for open
that show improvement in academic
sponsoring a board meeting of Down-
and honest communication on the
achievement
town Colorado Springs at our school.
many issues facing us in education
Colorado Springs Automobile
As 3 member of this downtown part-
today. If we encounter 2 problem, in is
Dealers Partnership-A unique part-
nership, I have been able to promote
essential that we move beyond mere
nership with the auto dealers and our
the important role our school has
recognition of the concern to address
Night School provides employment
played in the revitalization of the
the issue and seek methods for
and training opportunities for students
entire downrown community. Because
improvement in the future. Feedback
in this alternative program.
of this involvement, our school is now
from staff, students, parents. and
Palmer Beautification Dav-Each
highly regarded as an innovative instin-
community members is used 25 we
year, scaff, students, parents, and
cion that makes many positive concri-
continually revise and refine our goals
alumni come together to clean up our
butions to the city rather chan a source
to meet student needs.
school grounds. Painting, planting,
of problems for business in the area
Wc have worked hard to enhance
trimming, and weeding are completed
the serve of community that is prevalent
with reams of volunteer workers. Six
Creating an Inclusive
at Palmer High School. This philoso-
years ago, Beautification Day involved
School Climate
phy actively involves student pro-
40-50 people. Now the event includes
Working collaboratively with staff
grams and places strong emphasis on:
more than 225 volunteers each spring.
is absolutely essencial for a school to
High profile recognition of sru-
Corporate Involvement-By
be successful. Ar Palmer High School,
dent achievement
becoming involved in numerous com-
this process akes on two aspeces, one
Support of high-risk students to
munity groups. I have made contacts
formal and the other more informal.
increase their opportunities for
with local corporations and business
Formally. we have worked diligently
success
Partnerships developed during the past
to include staff in the governance of the
Reduction of class size in the
ix years have brought in resources.
school. Virtually every staff member is
ninth grade
volunteers. and technical expertise that
involved with one or more active
Increased community involvement
enhanced programs we are able to offer
school committees. The relationship
Support of reacher initiatives to
of these committees to the
improve achievement
total school operation is
Open discussions with students on
clearly outlined and their
how we can improve our school
recommendations are
As principal. I am involved with
important in the decision-
student lunch discussion groups. I
making process. In addition,
have accended retreats with students,
each department is repre-
joined in achletic practices, partici-
sented on the Curriculum
pated in drama productions, rode a
and Instruction Advisory
bike across Colorado with the Cross
Committee. Ar-large repre-
Country team to raise funds for the
sentation for all staff is also
school. directed the orchestra, and
achieved through the Cur-
shared lunch with students in the
riculum Specialist/Staff
cafeteria These activities may appear
Development Committee.
minor, but they have proven to be key
My personal belief is being a
elements in the creation and mainte-
strong leader is having confi-
nance of 2 positive school climare, a
dence in others TO also lead.
climate that allows students to achieve
Of equal importance is
to their fullest potential.
the informal aspect of col-
Isborative interaction. Staff
Media Relationships and
members must feel comfort-
Public Relations
able in openly discussing
Maintaining positive relationships
issues that are altial to our
with the news media is crucial for ger-
A partnership with Howard's Pic Barbecue provided
food for the less fortunate and 2 great community
continued success. We can-
ting our positive message about all the
service project for students
not afford to let student
programs and partnerships, 34 well as
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LEADERSHIP
Students make the school shine as part of the school and community clean-up during Beautification Day ar Palmer High School.
cudent achievement. This means
phone all or personal meeting solidi-
improvements TO the facility, increas-
working with them on stories the
fies the positive image.
ing our ability to serve our students.
chool wants to publicize and well as
Palmer High School is part of the
responding to their questions on con-
Funding the Transformation
environment is which it exists Through
reversial repies. Our location in the
Staff members at Palmer High
a unique combination of programs,
"hear of downtown" means Palmer is
School have been aggressive in seeking
we have been able to transform 2 Liz-
often the focus of news stories about
grants and ourside resources. Our suc-
bility into in asset. We have built on
education. Cooperating with the
cass in this area is proven when orga-
the many resources that are virtually
media has enhanced our position
nizztions come to us asking how they
in our backyard. bucked the negative
when we send them press releases
can become involved. In addition, we
trends of many downtown high
:bout positive news and events at the
did some unique fund raising ven-
schools across the country, and
chool
tures-dribbling soccer balls to the
become 2 valuable partner in main-
Students and staff members also
top of Pikes Peak and the Cross
taining 2 strong and viable downtown.
developed a school profile that we dis-
Country rack Term's Border to Bor-
tributed to all local businesses and real
der run-thar geherated significant
Jay Englen, principal of William J.
estate offices. The profile contains fac-
revenue. positive publicity. and new
Palmer High School, was selected as
rual information that dispels any neg.
business partners, Palmer has even
the Mellife/NASSP 2000 Principal of the
ative myths from the past: After the
had funds bequeathed in wills. As our
Year. He can be reached as William J.
profiles are mailed to businesses and
repuration and programs have
Palmer High School, 801 Nevada Ave.,
community leaders, a follow.up
improved, the district has provided
Colorado Springs, CO 80903.
FEBRUARY 2000 31
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Two years ago, Palmer's popularity led enrollment to sky-
rocket to 2,017. But the Board of Education forced Palmer to
CUI enrollment because of space limitations.
Currently. there are 1,840 students. including 800 in the 10 ca-
reer academies. The freshman failure rare has been cut in half.
And the dropout rate is down to 3.5% including 5% for Hispan.
ics and 3.9% for blacks,
NASSP officials were impressed with the turnaround.
This is the school that not that long ago there was a lot of
talk about "ler's close it down," Engeln says. "Nobody wanted to
By - Wison, USA TODAY
go there; (it had a) bad reputation. Realtors were continually
Engelr: The principal of William J. Palmer High School is being
saying (to home shoppers). If you buy property in this area,
rewarded for building business support and vocational programs.
you can still get a permit to go to another school. You don't have
to go to Palmer.' That was very normal conversation."
To supplement the school's budget Engein and his students
A sinking school
raised about $10,000 dribbling soccer balls 20 miles uphill to
the 14.110-foot summit of Pikes Peak about three years ago.
That amount snowballed to about $60,000 when a businessman
becomes a flagship
added $20,000 and a resident bequeathed funds.
Last year. Engeln raised $8,000 when he rode his bicycle 324
miles across Colorado, through the mountains. He basn't ridden
since, he confesses.
Colorado principal's legwork reverses
Engein has used the motto "Together. we can make a differ-
ence" during the six years he has headed Palmer. He says the
enrollment decline, cuts dropout rate
$10,000 grant he receives with the National Principal of the
Year title will be used for programs to improve student achieve-
By Tamara Henry
meni and attract even more community support
USA TODAY
Engeln a native of Evanston, ILL, describes himself as a risk
taker and says his biggest risk. which he never has regratted.
WASHINGTON - The new millennium may find principal
was switching his major from premed to education He earned
Jay Engeln scaling Pikes Peak to raise school funds or seeking
a biology degree from Colorado College and a master's in sci-
student internships with local employers. But It won't find his
ence education at the University of Colorado.
school in danger of closing down or on a low-performing list as
"I found a teaching job right out of college and have been do-
it once was.
ing it ever since," Engeln says:
That's why Engeln. principal of William I Palmer High
School In Colorado Springs. has been named the 2000 National
Principal of the Year by the National Association of Secondary
School Principals (NASSP) and Insurance company Merl ife
USA Today
-One of the biggest problems in education right now is we
Oct. 11,1999
must restore confidence in public education." Engein says. "I
think we can do 1L but it must be 2 concerted effort It must be
a unified effort"
Seven years ago: Palmer
One of the
High School's enrollment was
biggest problems
1.080 and declining. with a fail-
ure rate of 45% in the ninth
in education right
grade. The overall student drop-
now is we must
out rate was 8.4%. including
restore confidence
149% for Hispanics and 12.9%
for blacks.
in public
Today, Palmer in the heart/of
education."
downtown Colorado Springs, is
The Developmental Assets
- Joy Engein
often referred to as the "Flag-
Principal of the Your
ship of School District 11,"
NASSP judges say.
listed on the next page
During his tenure. Engein has
connected with more than 100 business parmers to support the
are incorporated in the
schools educational mission. Engeln says the various vocation-
educational goals for Palmer
al programs do a better job of meeiing the needs of non-
college-bound students. who had been neglected. He credits
those programs with Palmer's recent accomplishments.
High School.
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What Kids Need To Succeed: 40 Developmental Assets
ASSET TYPE
ASSET NAME
DEFINITION
I. Family support
Family provides high levels of love and support
2 Positive family communication
Parents and child communicate positively child is willing
to seek parents advice and counsel
SUPPORT
3. Other adult relationships
Child receives support from three or more non-parent
adults
4. Caring neighborhood
Child experiences caring neighbors
5. Caring school climate
School provides a caring. encouraging environment
6. Parent involvement in schooling
Parents are actively involved in helping child succeed in
school
EXTERNAL ACCETS
EMPOWERMENT
7. Community values youth
Child perceives that community adults value youth
8. Youth given useful roles
Youth are given useful roles in community life
9. Community service
Child gives one hour or more per week to serving in one's
community
10. Safety
Child feels safe in home. school and neighborhood
11. Family boundaries
Family has clear riles and consequences; and monitors
whereabouts
BOUNDARIES
12. School boundaries
School provides clear rules and consequences
AND
13. Neighborhood boundaries
Neighbors would report undesirable behavior to family
EXPECTATIONS
14. Adult role models
Parent(s) and other adults model pro-social behavior
15. Positive peer influence
Child's best friends model responsible behavior
16. High expectations
Bath parents and teachers press child to achieve
17. Music. ait. drama
Involved in three or more hours per week in lessons or
practice
TIME USE
18. Sports, clubs, organizations
Involved in three bours or more per week in school and/or
community
19. Religious community
Involved one or more hours per week
20. Time at home
Out with friends "with nothing special to do", TWO or
fewer nights per week
21. Achievement motivation
Child is motivared to do well in school
EDUCATIONAL
22 School performance
Child has B average or better
COMMITMENT
23. Homework
Child reports one or more hours of homework per day
24. Bonding to school
Child cares about his/her school
25. Reading for pleasure
Child reads for pleasure three or more hours per week
26. Prosocial: Helping Others
Child places high value on helping other people
27. Prosocial: Equality and social
Child places high value on promoting equality and
INTERNALASS ASSETS
justice
reducing hunger and poverty
VALUES
28. Personal integrity
Child 3615 On convictions, stands up for beliefs
29. Personal honesty
Child "tells the much even when it is not easy"
30. Personal responsibility
Child accepts and takes responsibility
31. Behavioral restraint
Child values sexual and chemical restrains
32. Planning and decision making
Child has skill to plan shead and make choices
SOCIAL
33. Interpersonal competence
Child has empathy. sensitivity, and friendship skills
34. Cultural competence
Child has knowledge of and comfort with people of
COMPETENCIES
different racial backgrounds
35. Resistance skills
Child an resist negative peer pressure
36. Nonviolent conflict resolucion
Child seeks to resolve conflict non-violently
37. Personal efficiacy
Child feels she/he has control over "things that happen to
POSITIVE
me"
IDENTITY
38. Self-esterm
Child reports high self-esteem
39. Sense of purpose
Child reports "my life has a purpose"
40 Positive view of personal future
Child is optimistic about his/her personal furure
Taken from What Kids Need To Succeed: Proven, Practical Wavs to Raise Good Kids, Benson. Galbraith, and Espeland, 1995.
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WILLIAM J. PALMER HIGH SCHOOL
FAX
301 N. NEVADA AVENUE
COLORADO SPRINGS, CO 80903
Date
April 19, 2000
Number of pages including cover sheet 8
To:
From:
Julie Anderson
Jay Engeln
National Principal of the
year - 2000
Phone
Phone
719-328-5000
CC: Fax Phone (202) 456-6218
Fax Phone 719-328-5001
office (719)328-5002
REMARKS:
As per request of Beverly Coney
at NASSP I am forwarding this
information to you.
If there is any additional information
you need, please don't hesitate to
call.
WILLIAM
Thank you.
Jay
CENTERY HIGH Terrors SCHOOL FALMER E
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WHITE HOUSE
OFFICE OF PUBLIC LIAISON
Phone (202)456-2930 Fax (202)456-6218
Page: One of 9
Date: 4/18/00
IV
To: J.B.Burton Buxton
Fax: 65581
Phone:
From: Jule Juserson
Comments: Re Jay Empth