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FOIA Number: 2013-0661-F (2)
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MARKER
This is not a textual record. This is used as an
administrative marker by the William J. Clinton
Presidential Library Staff.
Collection/Record Group:
Clinton Presidential Records
Subgroup/Office of Origin:
National Service
Series/Staff Member:
Rick Allen
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2149
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Folder Title:
Youth Service America [Folder 2]: [1]
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S
66
2
2
2
YOUTH
SERVICE
AMERICA
TO:
Working Group Members
FROM:
Frank J. Slobig
DATE:
April 16, 1993
RE:
Minutes / Next Meeting
Enclosed are the minutes of both the March 26th and April 2nd Working
Group meetings along with the appropriate enclosures.
The next meeting is scheduled for Friday, May 7th. The agenda will be mailed
to you in advance as the date approaches. If there are any items you would
like to see on the agenda, please let Aulani Wilhelm know as soon as
possible.
See you at the next meeting!
other service
file with
I
organizations
1101 15th Street, NW, Suite 200, Washington, DC 20005
202/296-2992
FAX 202/296-4030
WORKING GROUP ON YOUTH SERVICE POLICY
April 2, 1993
MEETING NOTES
In Attendance [50 total]: Suzanne Goldsmith (American Alliance of Rights and
Responsibilities), Nanine Meiklejohn (American Federation of State, County,
Municipal Employees Union), Sam Halperin and Jennifer Cusack (American Youth
Policy Forum), Marlene Zakai (B'nai B'rith Youth Organization), Bob Choate (Youth
Service California), Kristin Parrish (Campus Outreach Opportunity League), Liz
Meitner (Child Welfare League of America), Chris Boyd (City Volunteer Corps), Alan
Khazei (City Year), Frank Dirks (Close Up), Catherine Milton (Commission on
National and Community Service), Keith Canty, Diane Jackson and Shari Lyons (DC
Service Corps), Tess Scanell (Generations United), Carmen Delgado-Votaw (Girl
Scouts of the USA), Verna Kuo (Marshall Heights Community Development
Corporation), Colleen Akehurst (Maryland Association of Student Councils), Jared
Genser (Maryland Student Service Alliance), Ed Block (National Association of
Community Action Agencies), Jim Pitofsky (National Association of Partners in
Education), Andrew Moore (National Association of Service and Conservation
Corps), Jane Robinson Ward (National Council of Nonprofit Associations), Michael
Learmonth (National Council of Returned Peace Corps Volunteers), Maria Nagorski
(National Crime Prevention Council), Steve Waldman and John Ficara (Newsweek),
Sara Hartman (National and Community Service Coalition), Marilyn Smith
(National Society for Experiential Education), John Briscoe (PennSERVE), Don
Mathis (Pennsylvania Conservation Corps), Laura Citrin (People for the American
Way), Chuck Supple (Points of Light Foundation), Lisa Madry (Student Coalition for
Adult Literacy Education), Steve Mullen (United States Department of Agriculture -
4-H Extension Service), Stacey Leyton and Deepak Pateriya (United States Student
Association), Margie Gilmore (Volunteer Maryland), Kate Frucher (White House
Office of National Service), Eden Fisher-Durbin (YMCA of the USA), Nancy Powell
(Youth Engaged in Service/ YES!), David Battey and Fran Rothstein (Youth
Volunteer Corps of America), and Frank Slobig, Roger Landrum, Vollie Melson,
Aulani Wilhelm, Paula Mitchell and Cinnamon Bradley (Youth Service America).
I.
Announcements
A.
An upcoming "Summer Challenge-- A Program of Work and
Learning' 'conference co-convened by secretaries Riley and Reich will take
place on April 13th and 14th. As part of the conference, a Satellite Town
Meeting will take place at 8:30 p.m. on Tuesday, April 13th at the U.S.
Chamber of Commerce. Secretary Richard Riley will be joined by Secretary
Robert Reich to discuss ways that communities can create partnerships with
local businesses, colleges and vocational schools, and other groups to help
provide apprenticeships, cooperative learning arrangements, tech-prep
programs, and career academies. The Satellite Town Meeting will be an
interactive video teleconference featuring panels of in-studio experts.
Communities can view the meetings through downlink sites across the
country and can call in with questions via a 1-800 telephone number.
For more information on the Summer Challenge conference call Steve
Golightly at the National Alliance of Business, 1 (800) 787-2899. For
information about the Satellite Town Meetings, call the Department of
Education at 1 (800) USA-LEARN.
B.
The Points of Light Foundation is moving offices this week to a new location
on H street. To welcome everyone to the new offices, the Foundation will be
holding informational brown bag lunches from 12:30 - 2:00 p.m. on April 14th
and 15th. Please contact Chuck Supple for more information.
C.
National Youth Service Day is almost here again! This year National Youth
Service Day will take place on Tuesday, April 20th, during National Volunteer
Week. The Day is a project of Youth Service America, co-sponsored by the
Commission on National and Community Service, the Jefferson Awards,
Lutheran Brotherhood, the Points of Light Foundation and the U.S.
Conference of Mayors. Fourteen media cities have been chosen to hold big
promotional events across the country in support of youth service. In
Washington D.C., a rally is tentatively scheduled to take place in conjunction
with Public Allies' "Tomorrows Leaders Today" awards ceremony at the
White House Rose Garden. It's not too late to participate! For more
information, contact Paula Mitchell at 202/296-2992.
IL
National and Community Service Coalition Update
Roger Landrum and John Briscoe, co-chairs of the Coalition, gave the Group a
brief update on the status of the Coalition. They began by introducing Sara
Hartman, the newly hired Project Coordinator for the Coalition. Sara was
selected after an extensive search, and interviews by a selection panel
consisting of Roger Landrum, John Briscoe, Pronita Gupta, Tracy Sivitz,
Andrew Moore, and Aulani Wilhelm.
Sara brings to the Coalition substantial Hill and campaign experience. After
working as a staff assistant in Norm Mineta's office, Sara was appointed
Personal Assistant to Representative Vic Fazio, acting as liaison between his
congressional office and the Democratic Congressional Campaign Committee,
which Fazio chairs. Following Bill Clinton's nomination, Sara joined the
campaign to do advance work for candidate Clinton. Since the election, she
has been working at the U.S. Conference of Mayors, coordinating their
lobbying strategy for the President's economic stimulus package.
The Coalition steering committee met before the Working Group meeting
with a full agenda. At the meeting, the Points of Light Foundation gave a
presentation promoting their legislative extension, $10 million in federal
funding for fiscal '94 and the establishment by the U.S. Congress of a $25
million endowment. Subtitle D grantees prepared and circulated a memo of
recommendations regarding post-service benefits, seeking greater flexibility in
the use of funds to better meet the needs of diverse older participants. The
Coalition also discussed a draft position paper outlining a "blueprint" of basic
tenets for the national and community service field. The Coalition is in the
process of compiling a "target list" of key Members of Congress to tap in
support of their efforts. The Coalition urges everyone to contact their
constituents and encourage them to utilize the congressional spring recess to
invite members of Congress to visit their program, or conduct office visits to
talk with members and their staffs.
To join the Coalition or for more information, contact Sara Hartman at
202/296-2992. Membership dues are a minimum of $25 per organization.
Larger contributions are urged.
III.
Newsweek Project
Steve Waldman briefed the Group on the long term project he is working on
for Newsweek on National Service. Steve has been attending Working Group
meetings for four months now, and has also been attending other service
meetings and functions, along with meeting with representatives from other
groups like labor and education. The stipulation of his assignment is that he
will not write anything on national service until some kind of legislation is
passed. A photographer from Newsweek, John Ficara, joined Steve this week
to take photos of the Group at work.
IV.
Service Learning Act of 1993
The Working Group was pleased to have Julia Frifield from Senator
Wofford's office and Susan Heegaard from Senator Durenberger's office come
to talk about the newly introduced "Service Learning Act of 1993" (S-676). On
Tuesday, March 30, 1993, Senators Harris Wofford (D-PA), and Dave
Durenberger (R-MN) with the support of Senator Paul Wellstone (D-MN)
held a press conference to introduce the bill. The conference was attended by
students, educators and administrators from around the country.
[Summary: According to Senator Wofford, the legislation is designed to
encourage and support innovative school curriculum reforms that combine
classroom teaching with hands-on service in the community. The bill is also
aimed to help the President reach his goal of challenging and motivating
America's youth through national service, and to elevate the visibility and
importance of service-learning, according to Senator Durenberger, who
believes that service-learning is a way to "make the whole community a
classroom."
The bill defines service-learning as the integration of academic achievement
and community service. The Act is designed to accomplish three main
objectives: to elevate the visibility and importance of service-learning; to
improve the ability of teachers to use service-learning as part of the K-12
curriculum; and to encourage links between education programs and
institutions and youth service programs, including ones funded under the
National and Community Service Act of 1990. A unique feature of the
legislation is that title I of the Act encourages educators to integrate service-
learning into the curriculum by using funds from existing federal education
programs. It does that by adding service-learning to "allowable uses" of funds
under a number of different programs authorized by the Elementary and
Secondary Education Act (ESEA), and adding service-learning language to the
existing law.]
Julia Frifield said that they felt this year would be a good time to introduce this
kind of legislation given the activity surrounding elementary and secondary
education with the Elementary and Secondary Education Act up for
reauthorization. One goal of the bill is to formally link the Department of
Education and the Commission on National and Community Service via the
clearinghouse portion of the legislation (see additional summary attached).
Susan Heegaard added that integration of service-learning into education is
crucial and is an idea that the President supports. Under title I, $20 million
would be earmarked for state secretaries of education to award comprehensive
service-learning grants to school districts. Another $300 million over 3 years
would be directed towards teacher training modeled after the Eisenhower
Math and Science program. The women asked for the Group's help in
leveraging support for the bill, and urged everyone to contact their members
of Congress. At this point they hope to have a House companion bill
compiled in the next few weeks. As yet, there is no sponsor in the House.
The staffers then fielded questions from the Group. Jim Pitofsky asked what
opposition the bill has received. As the bill is brand new, and a "Dear
Colleague" letter hasn't even been sent out to solicit support, no opposition
has yet been voiced. Frank asked how the bill fits into national service. The
bill is intended to encourage young people to start serving their communities
at an early age, and build a foundation to teach people to serve for a lifetime.
There are other ties to the National and Community Service Act as well, and
more linkages will be made as the bill progresses.
Julia Frifield also announced that "as we speak", Senator Wofford is
introducing a bill which would extend the life of the King Holiday
Commission and make Martin Luther King Holiday into National Service
Day. The bill would authorize $500,000 per year for National Service Day
activities in conjunction with the Commission on National and Community
Service. How this legislation will be coordinated with the current National
Youth Service Day is unclear.
V.
Report on COOL conference and Road Scholars Program
Kristen Parrish gave the Group a brief summary of the "National COOL
Conference: Listen to the Voices, Make the Connections" which took place on
March 25 - 28th at the University of Illinois, Champagne-Urbana. Eli Segal
and Kate Frucher from the White House Office on National Service attended
the conference and conducted the plenary on National Service. The
conference focused on developing community service programs in Higher
Education and touched on a variety of issues facing young people and the
service field today. The conference was attended by approximately 1,500
students, educators, practitioners, and others in the service field. Issues facing
various "identity groups" within the service field, like Pan-Africans, Women,
Gay/Lesbian and Bi-sexuals, Asian/Pacific Islanders etc. were addressed in
group meetings throughout the conference and will help shape the future
direction of COOL and define the focus of the COOL Summit later this year.
At the conference, three new programs were introduced, The Road Scholars
Program, COOL's on-the-road teams of trainers/consultants who provide low
cost technical assistance site visits to colleges and universities wishing to
develop or start community service programs; the Pan African Student
Alliance, a developing network of African-American college-based programs
and individuals focusing on community problem-solving in African-
American communities; and From the Hip, a documentation of youth service
programs from across the country. For more information about any of these
programs, contact COOL at 612/624-3018. A special Working Group meeting
was also held at the conference, and was attended by a number of interested
new faces who want to be more involved in policy.
VI.
Report on USSA National Conference and National Service Forum
Stacey Leyton provided the Group with an overview of the USSA National
Conference which took place on March 19 - 22nd. USSA holds two
conferences a year, and one is always held in D.C. with a main focus on
lobbying efforts. Over 400 students representing 80 - 100 different schools
participated in the conference. At the conference, there were lots of
opportunities to educate participants on national service. The kickoff of a
series of National Service Forums was held at the conference which was
televised by C-SPAN. The forums are being sponsored by Young People for
National Service along with the United States Student Association, Stanford
Project on National Service, and the Campus Outreach Opportunity League
(COOL). Planned entirely by young people, the forums are designed to provide
a vehicle for young people across the nation to provide input on the direction
of the President's national service initiative.
At the Forum, Stacey got the feeling that there is a strong demand for national
service among students. Many participants voiced there concerns, however,
over the potential barriers to service that were reflected in the ONS summary
outline, and in presentations made at the conference by representatives of the
White House. Differential benefits, access for non-traditional students,
income contingency, and the role of the IRS in the collection of loans were all
issues that were raised by testifiers at the forum. Videos of the forum are
available. For more information, contact USSA at 202/347-8772.
VII. Young People for National Service Update
Diane Jackson gave an update of Young People for National Service. She
began by saying that YPFNS is currently working on a pro/con questionnaire
outlining different aspects of the very controversial differential benefits issue
of Clinton's national service initiative. The questionnaire will be
disseminated to the members and the feedback will be compiled and given to
ONS.
YPFNS is looking to rapidly expand over the next few months. Right now,
there are over 1,000 members, and the number probably doubled as a result of
the COOL conference exposure. Jared Genser mentioned that he is working
hard to work with High School networks to increase the involvement of high
school students in YPFNS.
Currently YPFNS is working to raise money to start and staff a resource office
from which to conduct business. They are also looking to assign a steering
committee to take on the tasks of the organization. YPFNS will be having
weekly meetings with Kate Frucher from ONS. For more information about
YPFNS, contact Diane Jackson at 202/234-2057 or Malkia Lydia at 202/659-8475.
VIII. Discussion of Administrative Options for National Service
Frank Slobig opened up the floor to discuss what the administrative agency for
national service should look like. Is the potential relationship between the
Commission on National and Community Service and ACTION wise? Is
there a middle ground that can be reached?
Roger mentioned that the Coalition will be looking closely at this issue and
will put together a consensus piece on basic principles the Coalition would
like to see in any administering agency. Sam added that the field has been
generally lucky to have had a geographically and politically diverse
Commission that has operated in a fairly open manner. He expressed concern
that the service movement may become identified as a Bush or Clinton
initiative and ignore the work that has been going on for many years.
Therefore, he felt that the independent status of the Commission needs to be
maintained. Any "superagency" that is closely tied to the White House
automatically sets itself up for criticism. Sam also urged the Working Group
to follow the Coalition's lead and go on record in support of the Commission.
Sam's comments spurred other reactions from the Group. Keith Canty was
concerned that the Commission has gained expertise in its last year or so of
operation, and shifting of responsibilities will have serious consequences.
Alan Khazei, former vice-chair of the Commission's board, felt the
Commission has tried to do a good job and be responsive to the field. It's
limitations lie in its limited staff size relative to the tasks at hand, and relative
lack of flexibility in the things it is able to do. By lack of flexibility, Alan meant
in its grant making ability which is required to go through state lead agencies
in most cases. It's strength, however, is in the hardworking and dedicated
staff. Jim Pitofsky asked Alan if he recommends that all subtitle applications
should be directly submitted to the Commission? Alan said, no, that would
require too big a bureaucracy, but the Commission could expand its areas of
grant-making to include different types like continuation grants, venture
capital grants, and others. In some of these areas, it makes sense to have
applicants apply directly.
Frank steered the Group to look at the governance structure of the
Commission. It has a 21 member board with 7 ex-officio members. The
current trend in ONS feedback is to reduce the number of members. Is this too
big? Some felt that it would depend on who the members were and what they
do. There is an advantage in having a multitude of diverse opinions which
ensures that the board is not easily swayed. The Commission also can gain
wider support by having a larger representation. Jared Genser felt that the
board should remain large, but there should be two slots reserved for young
people who are "active" participants and will work to increase the visibility of
young people in service. Roger observed that there seems to be a growing
governmentalization of the field at all levels to control money and centralize
efforts through government centered language and direction. In his view, the
the national service initiative should be an independent sector program, and
the issue at stake is larger than simply who sits on the board.
John Briscoe added that the field needs to make explicit that the National
Service Trust is not the National Service Movement and in thinking about
government, the two must remain separate. Maybe there shouldn't only be
one agency. Would having the Commission and the Trust be so bad?
A few other comments were made by various members. In short, however, it
seems that the consensus of the Group regarding the government agency is
that it is seeking a flexible, independent, bi-partisan, community focused
agency that is not federally dominated, but has mechanisms built in to prevent
fraud.
Sam then moved to have the Working Group develop a statement. Sam
Halperin, Frank Dirks, Nanine Meiklejohn and Fran Rothstein volunteered
to work on the statement.
IX.
Summer of Service Update and other CNCS Activities
Catherine Milton reported to the Group that the Commission received
between 450-470 applications for Summer of Service grants. Some of the
applicants had up to 30 partners for a summer program. Reviewers are
coming in to review the applications starting next week. The target date for
announcing the grantees is April 16th.
The Commission is also working hard to plan the training components of the
the summer initiative as well as the plans for the August summit. There are
few details to report at this time, but more information will be relayed soon.
The Summer of Service initiative is a part of the President's economic
stimulus package which has passed in the House, but is being held up in the
Senate. [Last months minutes stated in error that the stimulus package passed
Congress. /The package is scheduled to be reconsidered on Tuesday April 20th
(National Youth Service Day).
Catherine emphasized that whoever the grantees are, they must understand
the huge responsibility they have to conduct a successful program, as all eyes
will be watching. Sam added that quality is the key to ensure that the summer
of service doesn't become a winter of discontent.
Frank Slobig asked if the Boren bill money had been transferred to the
Commission yet. Not yet, Catherine replied, but a target date of April 10th has
been set for the transfer. Margaret Gates has been hired to organize the Boren
bill programs.
[You may recall that as part of the Defense Appropriations bill (PL 102-396)
passed on October 6, 1992, $40 million in FY'93 was appropriated to the
Commission on National and Community Service to support youth corps and
youth service programs as part of the military phasedown. Of that amount,
$20 million was provided to administer a newly established federal youth
corps. The other $20 million is for programs, that give special consideration to
linkages with military facilities or involve active duty or exiting military
personnel in the operation of programs. An additional $30 million was
authorized to the National Guard to establish a pilot Civilian Youth
Opportunities Program. The measure was scored by OMB as a legitimate
defense expenditure, and the Commission has been waiting for the transfer of
funds before beginning its grant-making process.]
From this discussion, several questions were posed, many of which were
unanswerable at this time. A roundtable discussion followed, which
illustrated the concerns being felt as these legislative initiatives loom.
X.
Next Meeting
The next Working Group meeting will be held on:
Friday, May 7, 1993 from 12:30 to 3:00
at Youth Service America,
1101 15th Street, NW, Suite 200.
The steering committee of the National and Community Service Coalition will meet
at 10:30 a.m. immediately prior to the Working Group.
SUMMARY OF THE
"SERVICE LEARNING ACT OF 1993'
General context and purpose
service learning language is added include:
Local Targeted Assistance programs
The "Service Learning Act of 1993" is designed to accom-
Law Related Education programs
plish three main objectives:
Blue Ribbon Schools program
First, to elevate the visibility and importance of service
Eisenhower Math and Science Critical Skills
learning as a teaching and learning methodology within ex-
Improvement Programs (both elementary and secondary and
isting K-12 education programs authorized by the Elemen-
post-secondary programs)
tary and Secondary Education Act;
Magnet Schools program
Second, to support programs that improve the ability of
Secretary's Fund for Innovation in Education
teachers and others to effectively use service learning as part
Drug Free Schools program
of the K-12 curriculum;
In addition, Title I:
And, third, to encourage more direct links between edu-
Directs the Secretary of Education to carry out a
cation programs and institutions and youth service programs
program of grants and contracts to encourage state and
run by others, including programs funded by under the Nat-
local education agencies and others to establish and conduct
ional and Community Service Act.
service-learning programs; an authorization of $20.0 million
The proposal was drafted following extensive consultation
is included in this section.
with the Alliance for Service Learning, a new national coal-
Requires the National Diffusion Network within the
ition of individuals who are leaders in integrating youth ser-
Department of Education to coordinate with the
vice and education, and with a number of other education
Commission on National and Community Service in
and youth service organizations nationally.
identifying and disseminating information regarding
Its chief authors are Senators Harris Wofford (D-PA)
innovative service-learning programs.
and Dave Durenberger (R-MN). Both Senators represent
Authorizes the Secretary of Education to develop
states that have been leaders nationally in linking youth
materials, provide assistance and make grants to strengthen
service and education.
and expand service learning by infusing service learning into
core academic curricula.
Elevating the visibility and
importance of service learning in
A major new national commitment to
existing K-12 education programs
teacher training in service learning
TITLE I of the Service Learning Act of 1993 takes an
TITLE II of the Service Learning Act creates a new
entirely new approach to using federal policy to encourage
service learning teacher training grant program. This
service learning as a teaching and learning methodology.
program is intended to expand and improve the training and
Rather than creating new programs or authorizing signif-
retraining in service learning of K-12 teachers, school
icant additional spending, this title is intended to integrate
leaders, other school personnel, and other community mem-
the concept of service learning into a number of existing
bers who are engaged in "team" service learning projects
federal education programs. The goal, in other words, is to
with teachers.
get educators to think of service learning as a potential
Under this Title, the Secretary of Education is authorized
component of every program and every course -- not as an
to make competitive grants to states, with the size of grants
"add-on" or extra-curricular pursuit.
determined by the number of children ages 5-17 in each
It does that by explicitly adding service learning to
state.
"allowable uses" of funds under a number of different
Each state's grant is to be divided as follows: 75 percent
programs authorized by the Elementary and Secondary
going on a competitive basis to elementary and secondary
Education Act (ESEA). In some cases, support for service
education programs; and 25 percent -- also on a competitive
learning projects is also included among specific program
basis -- to post-secondary programs. In each case, no more
funding priorities.
than five percent may be reserved for administrative expens-
Program authorizations in the ESEA into which specific
es at the state or local level, or by the grant recipient.
Proposed funding authority for the teacher training pro-
A special provision is included to ensure that there will
ams is as follows: For FY1994: $75 million; for FY1995:
be equitable participation of teachers and other school
100 million; for FY1996: $125 million; for FY1997-98: "such
personnel in private schools.
as may be necessary." Actual funding levels will be
Al the national level, the Secretary of Education is
etermined each year by appropriations.
required to provide technical assistance and develop
The K-12 section of this Title authorizes grants to be
procedures for state and local evaluation of the teacher
to local school districts on a competitive basis by the
training programs authorized and funded. The Secretary is
department of education. Funds may be used for
also required to report every two years to the Congress on
ther teacher training programs or for grants to individual
activities assisted under this program. And, in conjunction
achers to undertake projects to improve their teaching
with state and local education agencies and the Commission
bility. At least five percent of the funds in each state are
on National and Community Service, the Secretary is requir-
tended to be reserved for demonstration and exemplary
ed to develop model reporting standards to encourage com-
rograms and the dissemination of information within the
parability of data required in evaluating funded projects.
on those programs.
In awarding grants, special consideration is to be given to
Ties between education and service learning
rvice learning projects for historically underrepresented
also added to other federal laws/programs
underserved populations of students, including females,
inorities, individuals with disabilities, individuals with
In addition to the links to service learning added 10
mited-English proficiency, and migrant students.
programs authorized by the Elementary and Secondary
The higher education section of this Title also reserves
Education Act, TITLE III makes similar links to programs
to five percent of the funding each state receives for
authorized by two other laws.
ate-level administrative expense and requires that at least
First, the regional clearinghouses authorized by the
percent be used for competitive granis to both public and
National and Community Service Act are specifically
higher education institutions.
authorized to provide and collect information regarding
Grant recipients are to use the funds to establish trainee-
school-based service learning.
programs for new teachers, retraining, and inservice
A specific funding authorization of $4.0 million per year
aining for teachers to learn and improve teaching skills in
for the regional clearinghouses receiving grants from the
rvice learning, and retraining of higher education faculty in
Commission is also included in this Title of the proposal.
rvice learning methodology and techniques.
And, second, the Office of Education Research and In-
These programs must be run under agreements with one
provement (OERI) within the Department of Education is
more local school districts to provide training for their
given the additional assignment to conduct research on
achers, including teachers at private schools in those
experiential based methods of instruction, such as service
stricts.
learning.
A priority in awarding grants is given to higher education
stitutions conducting cooperative programs that involve a
school district and a non-profit organization.
Applications for grants to states are to cover three vears.
proposal spells out a number of items that must be
cluded in each state's application including an assurance
II federal funds will not be used to supplant existing state
local service learning funds and that funds received
der this program will be coordinated with other similar
ograms. especially those funded under the National and
mmunity Service Act, and linked to other school reform
ins.
Applications for grants 10 local school districts arc also
cover 3 three-vear period and may be initiated by consor-
of school districts or school districts and onc or more
her education institutions. The applications must include
oreation on current levels of participation in service
raing projects, the needs of current teachers in service
thing. how funds will be used. how funds will be coordin-
à with other service learning programs, and how progress
raid stated objectives will be monitored.
Summary of HR 1004 Shags/Mfurne bill,
NATIONAL SERVICE PROGRAM
I. OBJECTIVES
A. To instill in American youth a spirit of service and
commitment to country and foster a sense of responsibility
toward the betterment of our nation through service to
oneself and to others.
B. To provide an experience which affords American youth not
only the values and rewards concomitant with serving others
but also the opportunity to acquire leadership,
organizational and other practical skills beneficial to
success in future endeavors.
C. To provide meaningful volunteer assistance to organizations
seeking to accomplish objectives beneficial to individuals,
communities, states and the nation.
II. REQUIREMENTS AND TERMS OF SERVICE
A. Every resident of the United States between the ages of 18
and 25 shall be required to perform a minimum of 6 months
(1,000 hours -- 25 weeks X 40 hrs./week) of service to
his/her country.
* This requirement will become effective 36 months from
the month of enactment.
- All residents who have not attained the age of 15 on
the day of enactment will be considered as required
to fulfill this obligation.
*
Personal discretion is allowed in determining the time
increments of service (it may be done hours or days at a
time or all at once).
*
Individuals may, at their own discretion, commence
service once they have attained the age of 16, however,
registration requirements do not apply until the age of
18.
B. Every resident of the United States is required to
register with the appropriate state office within three
months of attaining the age of 18.
C. Waivers of requirements (other than those provided for
in Sec. VII) will only be granted at the discretion of
the Director of National Service.
III. ELIGIBLE TYPES OF SERVICE
A. Non-Profit and local volunteer organizations
B. Existing and Newly-Created State and Federal Programs
C. Job-Training
IV. NON-PROFIT/LOCAL VOLUNTEER ORGANIZATIONS
A. State and local volunteer organizations will apply to
their respective State Office of National Service to
receive accreditation as an eligible provider of national
service.
B. These organizations will have their names included in a
state catalogue of eligible providers of national service.
C. Volunteers will be paid $1/hour of service by the
sponsoring organization.
* Payment will be made on a time schedule consistent with
payment of its salaried personnel and payment will be
exempt from taxation.
D. Sponsor organizations will assist in the recording of
volunteers service either through filing of a W-2 form,
providing a voucher for service performed or such method
as The Director establishes to record volunteers' service.
V. EXISTING AND NEWLY CREATED TYPES OF SERVICE
Individuals who complete service in one of the following
organizations will have that service counted as their national
service requirement.
A. Peace Corps
*
Will be expanded to provide such sums as are necessary
to increase the number of Peace Corps Volunteers to
8,000 in 1st Year, 10,000 in the 2nd year, 12,000 in the
3rd Year, 14,000 in the 4th Year and 15,000 in the 5th
Year after enactment.
B. VISTA
* Expanded to provided such sums as are necessary to
increase the number of volunteers to 4,000 in the 1st
Year, 5,000 in the 2nd Year, 7,000 in the 3rd Year,
15,000 in the 4th Year and 30,000 in the 5th Year.
C. Urban Elementary Literacy Corps
*
Established and administered by the Department of
Education (DOEd).
DOEd. will award grants for states to establish
literacy programs of between 3 months and 1 year for
volunteers with high school diplomas and such skills as
the states shall determine.
*
Programs should provide both summer and school year
opportunities to enhance literacy.
*
Grants will be sufficient to provide a stipend of 105
times the poverty level, health coverage,
transportation costs and training costs (identical to
benefits/payments provided to VISTA volunteers).
- Total appropriation will be sufficient to allow for
3,000 volunteers in the 1st Year, 4,000 in the 2nd
Year, 5,000 in 3rd Year, 10,000 in 4th Year and
20,000 in the 5th Year.
D. Commission on National Service
* American Conservation and Youth Corps
- Increase the amount of grant money available for this
program to $30 million in 1st Year, $60 million in
2nd Year, $120 million in 3rd Year, $240 million in
4th Year and $480 million in the 5th Year after
enactment.
*
All other Commission operated programs will qualify
E. Armed Services
*
Active, Guard, or Reserve
F. Law Enforcement
x
Examples include: Police officer, Drug Enforcement
Agency agent, Border Control official
G. Firefighter
H. National Health Services Corps
I. Teacher Opportunity Corps/Paul Douglas Teacher
Scholarship Corps
*
as provided for in the Higher Education Authorization
Act of 1992.
J. Those programs established through the interagency task
force (Sec.III).
K. Any other programs established by the Director.
VI. JOB-TRAINING
A. Any child of a family dependent on welfare assistance
who enrolls in and completes a job-training program
of at least 6 months shall have that counted as their
national service requirement.
VII. OFFICE OF NATIONAL AMERICAN SERVICE
A. Within three months of enactment, the President shall
select a Director of National Service (The Director), to
be confirmed by the Senate. The Director will report
directly to the President.
B. Following confirmation, the Director will take the
necessary steps to have the National Service System
operational within 36 months of the month of enactment.
These steps will include but not be limited to:
* Establishing a system to track and record individual
service. The Director shall consider the following two
options and such as others as appropriate to establish
the most efficient and cost effective system.
- the Director will examine the existing Selective
Service System to determine the extent of possible
integration of record keeping with this existing
database.
- work with the Administrator of the Internal Revenue
Service to explore the possibility of establishing a
system of tracking service through tax-return system.
a. since participants will be paid $1/hour, hours of
service could be tabulated through the W-2 form.
*
Establishing an interagency task force composed of
representatives from each Cabinet office and such other
agencies as the Director may determine appropriate to
make recommendations about the creation of new federal
programs to provide service.
- Such programs, once established, will be under the
control of the relevant Cabinet or Agency Director
and service stipends ($1/hour) will be paid from
the operating budget of the department or Agency.
* Drafting and disseminating a report introducing
individuals to the idea of National Service and
specifically outlining the requirements and the
method/process for fulfilling this obligation.
- Arranging for dissemination of this information
through the school system in a manner which
provides individuals with the necessary information
about their obligation prior to reaching age 16.
* Consulting with local non-profit and service-related
organizations on the effective means for implementing
a National Service program.
*
Coordinating with the Governor of each state, to
oversee the establishment of state offices.
C. Appropriation for national and state bureaucracy:
*
Upon enactment - $20 million; 2nd Year - $40 million;
3rd Year - $80 million; 4th Year - $160 million;
5th Year - $160 million.
VIII. STATE OFFICES
A. Each state is required to establish an office of national
service and such local offices as necessary (with a
minimum of one office per congressional district) to
administer and oversee participation.
* State offices will have listings (contact names and
phone numbers etc.) of where people can apply to
complete their service.
- State offices will provide 1-800 telephone service
to enable volunteers to call for information.
* employees of state offices will serve as counselors
and caseworkers to assist individuals in identifying
areas of service compatible with their interest and
in performing this service.
B. Each state will provide public notice to advise potential
sponsor organizations cf the program and the opportunity
to apply for accreditation, no later than the end of the
second year following enactment.
C. Each state will also establish a process to review
applications of potential sponsor organizations.
*
Organizations wishing to become eligible providers of
national service will apply to the state office and
upon approval be included in a list of eligible
providers.
*
Criteria should be sufficient to allow a broad range
of types of service.
IX. ENFORCEMENT PROVISIONS
A. People not completing their 6 months of service by their
26th birthday (unless having approved notification from
state official that service will be complete in one
month) will receive the following penalties:
*
Ineligible for federallly administered welfare
assistance.
*
Ineligible for any federal education grants or loans.
*
Ineligible for a government job.
*
Ineligible to participate in a program which receives
federal grant funding.
WORKING GROUP ON YOUTH SERVICE POLICY
SPECIAL SESSION 1993 COOL CONFERENCE
March 26, 1993
MEETING NOTES
In Attendance: Kelly Griggs (Active Students for the Community), Malkia
Lydia (Advocacy Institute), Lyssa Whiren (Albion College), Jerry Schearer
(American Humanics), Roger Nozaki (Campus Compact), Chris Murray,
Brian Trelstad (Campus Green Vote), Megan Hoyt (Carleton College), Tony
Barrancotta, David Kaelber (Case Western Reserve University), Kevin Probst,
Sarah Greenfelder (C.A.U.S.E.), Kathy Sheehan (City Volunteer Corps), Hugh
Bailey, Chris Murphy (Commission on National and Community Service),
Jamie Daves (Democratic National Convention), Diane Jackson (D.C. Service
Corps), Jennifer Schaeffer (Earlham College), Steve Haddad, Lena Juarez
(Florida's Office of Campus Volunteerism), Stephanie Miller (Frontier
College), Peter Konwerski (George Washington University), Jean Gaznier
(The Giraffe Project), Leslie Samuelrich (Green Corps), Kerri Heffernan (Lasell
Center for Public Service), Robyn VanRiper (LEAD, USA), Angie Davies
(Literacy Volunteer Corps), Julie Busch (Michigan Campus Compact), Jennifer
Coken (National Student Campaign Against Hunger and Homelessness),
George Tocco (Northeastern University), Daniel Gardner (Ohio Campus
Compact), Kelly Tores (Ohio-West Virginia YMCA), Kerry Conroy (Outreach),
David Crowley, Darin Day, Jared Genser, Nicole Tembrock (Points of Light
Foundation YES Ambassadors), Chris Drake (Princeton Student Volunteers
Council), Sean Smith (Project Serve), Jason Scott (Public Allies), Michael
Mack (Rutgers College), Hillary Zacknoff (SAVE-American University), Lisa
Madry (SCALE), Ted Allen (Scrub Oak Educational Center), Wendy Krieg
(Student Leader Fellowship Program), Mörk Murdock, Eileen Yeh (Stanford
University), Carolyn Corne (Student Action with Farmworkers), Catherine
Hottenrot (Teach for America), Theresa Zoro (UCAN-Wingate College),
Pronita Gupta, Vaughn Thompson, (United States Student Association),
Chantelle Allen (University of Illinois), Kristen Knudsen, Kevin Schantz
(University of Texas), Harriet Neiel, (University of Toledo), Jason Parker,
Virginia Pace, Julie Reinbold (Vanderbilt University), Liz Baumgarten, Tim
Holtz (Virginia COOL), Kate Frucher (White House Office of National
Service), Trabian Shorters (Young People for National Service), Karen Stultz
(Youth Action), Kris McVey (YSA's Regional Action Council), Bob Giannino,
Sung Moon (YSA's Youth Action Council), Cinnamon Bradley, Paula
Mitchell, Aulani Wilhelm (Youth Service America).
I. Opening
Aulani Wilhelm opened the meeting by stating the primary goals of the
gathering:
Give history and overview of the Working Group on Youth Service Policy.
Better integration of youth voice into policy arena.
II. Current vehicles to engage in policy discussions
A. Pronita Gupta discussed the National and Community Service
Reauthorization Coalition which is now the National Service Coalition.
Pronita stressed the importance of getting involved, due to the lack of youth
input in the Coalition.
B. Chris Murphy gave a brief overview of the structure and grant award areas
of the Commission on National and Community Service. Chris mentioned
that as the youth voice program officer his major focus is to solicit more
youth involvement. He also added that the National Commission
encouraged states to set up similar commissions to sub-grant money.
Cinnamon asked if the sub-granting process could be further explained to the
group.
Chris added that Washington doesn't always know best when it comes to
local programs. Therefore, a good number of local programs are funded
through states for K-12, Corps, and demonstration models. Chris stressed that
this process enables more players to get involved.
C. Young People for National Service
Trabian Shorters spoke on the initial task of YPFNS, which was to present to
the Clinton Presidential Transition Team a proposal for what a National
Service Corps should look like. Trabian added that the model "Americorps"
was presented to the transition team, and YPFNS has been working on
outreach efforts to involve other young people.
D. Office of National Service
Kate Frucher familiarized the group with her work at the Office of National
Service, explaining how important it was to ONS to get feedback and ideas
from young people. Kate said that Eli Segal is open to youth voice.
Darin Day asked how do we make sure that the vehicles being used are
effective.
Kate Frucher responded that ONS wants to hear debate on the issues.
Pronita responded that the USSA is another effective vehicle. They are
currently organizing a letter writing drive and a major lobbying day. The
USSA is encouraging students to meet with their representatives
congressional staff to express their views on national service.
Chris Murphy from the Commission added that CNCS was not looking for
individuals to "sign-on", but to discuss and critically think about the issues.
A YPFNS representative further added that they are about getting youth voice
heard--by asking and answering questions.
Kate Frucher from ONS updated the group on the post-service benefit issue,
but stressed that National Service isn't meant to solve the "access to
education" problem. And further stated that financing education should not
be the focus.
David Crowley added the the financial aid (access) crisis considerably blurs the
issue.
Jared Genser asked how we could or would legislate/mandate that young
people are meaningfully involved in planning at all levels.
Pronita Gupta stressed that it was important to "remember students"
Kate Frucher responded that the goal is really to "make service affordable."
III. Key Questions and Issues
Karen Stultz asked how the National Service program would be used for
"non-students." She added that in many cases those are the individuals we
should be looking to reach.
Darin Day stressed that we should be sure to make the link with community
development and the National Service Program. He also asked "How is
service defined by the Working Group?"
Jennifer Coken added that the National Service Program should make the tie
with technical and professional schools and any other type of education
desired by the participants.
Vaughn Thompson asked that we consider the fact that unless there is a
"reasonable stipend" you are not going to get a diverse group of individuals.
Kate Frucher responded that there was a real need to be pragmatic and work
with the process.
A participant asked if their were provisions for foreign students to participate.
Kate Frucher responded that presently there were no such provisions.
The issue of evaluation was then raised. It was stated that this should be
looked at at the beginning of the process.
Chris Murphy from the Commission stated that an evaluation process is
presently "getting off the ground.
Jennifer Coken commented that there had to be room for the five elements of
quality service such as education of trainers and participants, community
voice, etc. She asked how "the Trust" would handle these issues.
David Crowley then asked what the current thinking was on the other
streams of service. Where do they fit in the scheme of things.
Kate Frucher from ONS responded that the White House would like input
on that topic and that the President will be encouraging service-learning on
all educational levels.
Jamie Daves stressed that there were some political realities involved and we
should look at the "common ground" First, National service is
Clinton's "baby"/ there is no real political constituency/ and the fight will
be won on Capitol Hill. These things considered Daves suggested that we
educate ourselves on where our congressional representatives stand on the
issue and then educate our peers.
Jason Scott pressed for a broad definition of service that made the link with
social change and advocacy.
Steve Haddad expressed his concern that with the current thinking on the
placement system community-based/development organizations would be
left out. Because they simply cannot compete with the United Way and the
Red Cross from a financial standpoint. Haddad added that this was
unfortunate because all programs should be recognized for what they do well.
Chris Murphy stated that another important thing to guard against was
national service becoming national servitude. There has to be accountability
of programs where individuals are placed. Young people don't want to just
do grunt work. Will there be some criterion established for worksites.
Virginia Pace asked that there be some mechanism in place to ensure that
those receiving grants allow the community to participate.
Kate Frucher asked the group how they would define community. she
stressed that this issue had to be addressed before we could really examine the
issue of community participation.
Diane Jackson stressed the importance of this being a bi-partisan effort
Darin Day reminded the group that there must be mechanisms put into place
to gauge impact, insuring that the programs are helping those they are meant
to help.
IV. Closing
Aulani Wilhelm thanked everyone for attending the meeting and
announced that there would be a National Service Forum the following day
to continue discussion on the issues which the group addressed.
YOUTH
RECEIVED MAR n 1 1993
SERVICE
AMERICA
TO:
Working Group Members
FROM:
Frank J. Slobig
DATE:
February 23, 1993
RE:
Minutes / Next Meeting / Issue Papers
Enclosed are the minutes of the February 5th Working Group meeting along
with the appropriate enclosures.
Remember that the next meeting has been rescheduled for Friday, March
12th. The agenda will be mailed to you in advance as the date approaches. If
there are any items you would like to see on the agenda, please let Aulani
Wilhelm know as soon as possible.
As discussed, the Working Group will be producing three new issue papers in
1993. The topics include Mandatory Service, Service-Learning and Education
Reform and Creative Uses of College Work Study Funds. If you are interested
in contributing to or reviewing any of the papers, please contact the
appropriate YSA staff member:
Mandatory Service
Cinnamon Bradley
Service-Learning and Education Reform
Aulani Wilhelm
Creative Uses of College Work Study Funds Vollie Melson
See you at the next meeting!
1101 15th Street, NW, Suite 200 Washington, DC 20005
202/296-2992
FAX 202/296-4030
WORKING GROUP ON YOUTH SERVICE POLICY
February 5, 1993
MEETING NOTES
In Attendance: Caroline Allam (Council of Chief State School Officers), David
Battey (Youth Volunteer Corps of America), Liz Baumgarten (Virginia Campus
Outreach Opportunity League), Chris Boyd (City Volunteer Corps), Michael Brown
(City Year), John Buchanan Jr. and Laura Citrin (People for the American Way),
Keith Canty and Diane Jackson (DC Service Corps), Andrea Carlson and Cyndi Lein
(National Crime Prevention Council), Chic Dambach and Geri Critchley (National
Council of Returned Peace Corps Volunteers), Carmen Delgado Votaw (Girl Scouts
of the U.S.A), Kerry Gurtler and Catherine Roach (ACTION), Samuel Halperin and
Jennifer Cusack (American Youth Policy Forum), Kathleen Kennedy-Townsend
(Maryland Student Service Alliance), Jim Klasen (Public/Private Ventures), Tammy
Kutzmark (International City/County Management Association), Stacey Leyton
(United States Student Association), Michael Lipsky (Ford Foundation) - by phone,
Joe Madison (Massachusetts Youth Service Alliance) - by phone, Catherine Milton,
Peg Rosenberry, Michael Camunez, Ruby Anderson, and Chris Murphy
(Commission on National and Community Service), Andy Moore and Emilio
Williams (National Association of Service and Conservation Corps), Peg O'Brien
(Christian Children's Fund), Kristen Parrish (Campus Outreach Opportunity
League), Donna Power (Close Up Foundation), Gordon Raley (National
Collaboration for Youth), Tess Scannell and Angela Roberts (Generations United),
Marilyn Smith (University of Maryland and National Society for Experiential
Education), Todd Stephens (Youth Action), Dorothy Stoneman (YouthBuild U.S.A.)
- by phone, Susan Stroud (Campus Compact), Chuck Supple (Points of Light
Foundation), Tonya Thomas (United Way of America), Steve Waldman
(Newsweek), Kathleen Welch and Ponce Tidwell (National Association of Public
Interest Law), Frank Slobig, Roger Landrum, Anais Troadec, Jacqueline Lundquist,
Aulani Wilhelm, Vollie Melson and Cinnamon Bradley (Youth Service America).
I.
Announcements
A.
Sam Halperin announced the completion of "Visions of Service", the
last publication of the William T. Grant Foundation's Commission on
Work, Family, and Citizenship. Copies of the publication were made
available at the meeting. For additional copies, contact Sam or Jennifer
Cusack at the American Youth Policy Forum, 202/775-9731.
B.
Andrea Carlson invited everyone to attend the National Crime
Prevention Council's National Forum on Youth as Resources. The
Forum will take place on March 8, 1993 at the Vista Hotel in
Washington D.C. For more information, contact Andrea at 202/466-
6272.
C.
Joe Madison announced (by phone) that the Massachusetts state Senate
passed an incentive for economic development package. The incentive
package included a job creation bill with $1,000,000 written in for youth
corps. [Since the meeting, the House version of the bill went to the
Ways and Means Committee, which removed the $1,000,000 corps
provision. A vote is expected to take place soon. If passed, a negotiated
corps provision could be re-added to the bill in conference with the
Senate. Whatever the outcome, the legislative connection between
economic development and corps is a breakthrough in itself.]
D.
Kathleen Kennedy-Townsend invited everyone to the kickoff of
CivicWorks, a new urban youth service corps in Baltimore. Senators
Mikulski and Sarbanes will both be there to celebrate with the corps.
The kickoff will take place on Monday, February 22, 1993 at Clifton
Mansion at 10:00 am. For more information contact Dana Stein at
410/366-8533.
E.
Liz Baumgarten announced that the Virginia Campus Outreach
Opportunity League (VACOOL) will be holding its statewide conference
entitled: "Taking Responsibility for Community and Country: Service-
Learning on Campus," on March 19 - 20, 1993 at Shenandoah
University in Winchester, VA. For more information, contact Liz at
804/289-8963.
IL
Legislative Update
A.
Catherine Milton gave an update on the status of the Boren
amendment to the Defense Appropriations bill.
[You may recall that as part of the Defense Appropriations bill (PL 102-
396) passed on October 6, 1992, $40 million in FY'93 was appropriated to
the Commission on National and Community Service to support
youth corps and youth service programs as part of the military
phasedown. Of that amount, $20 million was provided to administer
a newly established federal youth corps. The other $20 million is for
programs, that give special consideration to linkages with military
facilities or involve active duty or exiting military personnel in the
operation of programs. An additional $30 million was authorized to
the National Guard to establish a pilot Civilian Youth Opportunities
Program. Before becoming a reality, however, the measure needed to
be scored by OMB as a legitimate defense expenditure.]
As hoped, OMB approved the amendment as a legitimate use of
defense funds. As a result, the Civilian Community Corps
Demonstration Program was added as subtitle H to the National and
Community Service Act of 1990. With the $20 million appropriation,
the Commission now has the responsibility of developing two
residential programs, the Summer National Service Program and the
National Service Program. The Commission will monitor and
supervise these programs and hire a national director.
An additional $20 million is also available to the Commission to
develop and expand non-residential urban and rural community
service projects to assist in the economic transition of localities affected
by military downsizing. The Commission may use the appropriation
to fund projects in any of their four subtitle programs.
The details of the grant process have not yet been worked out, as the
Defense Department still has to transfer the funds to the Commission.
Once the funds are available, a notice of funds availability will be
printed. (See attached fact sheet for more information.)
B.
Catherine also announced another source of potential funding for the
field. Under the Veteran Affairs, HUD and Independent Agencies
Appropriations Act of 1993, the HUD Urban Revitalization
Demonstration (URD) Program was created for severely distressed
public housing developments. The Act, which appropriates $300
million in funding for the program, includes a community service
component as a program requirement.
The Commission on National and Community Service has been given
the responsibility to work with HUD in establishing the guidelines and
overseeing the development and implementation of the component.
Eligible applicants are the Public Housing Agencies located within the
40 most populous U.S. cities as designated by the 1990 census or those
included on HUD's Troubled Housing Authority list. The URD
program will award no more than 15 grants with a maximum award of
$50 million per city for implementation grants, and $500,000 for
planning grants. Up to 20% of the funds can be used for community
service programs. (See attached fact sheet for more information.)
III.
National Service Trust
The Working Group was fortunate to have Eli Segal, Assistant to the
President and Director of the White House Office of National Service, visit
the Working Group to discuss President Clinton's national service initiative.
Robert Gordon, Policy Analyst, accompanied him.
Mr. Segal began his presentation by recounting the telephone call he received
from then President-elect Clinton asking him to be on the front line in the
Administration. He stated that Director of National Service was the only job
in the Administration that he would have accepted. He described his first
two weeks in office as "extraordinary and exhilarating". He admitted that the
favorable press up until yesterday's Washington Post article added to the
thrill of his first two weeks.
He assured the Group that President Clinton is as committed as ever to
dramatically expand opportunities for young people to pay for college. He
said that the direction that the White House Office of National Service takes
will come from advice of the field. He also assured the Group that the Office
is committed to supporting all streams of service.
Mr. Segal emphasized that the National Service initiative is at the core of the
new administration. The President wants to be able to provide opportunities
for all Americans across the country who want to serve their country. The
initiative will not translate into a massive federal bureaucracy, however. In
keeping with his theme of "reinventing government" the President wants
the program to grow out of the already established network of service
programs.
Mr. Segal recognized that lots of legislative issues still need to be resolved,
and many questions have yet to be answered. He encouraged the group not to
be discouraged by the fiscal crunch. He said he was stunned to find out that
the Peace Corps was launched with only 500 volunteers in the first year. He
guaranteed that the Clinton initiative will be launched with many more.
He closed by saying that he is extremely optimistic about the program and that
he expects that the initiative will receive widespread support in Congress. He
welcomed future input from members and opened the floor up to questions,
some of which are summarized below.
Sam Halperin asked what the plans are for the Points of Light Foundation.
Mr. Segal said that he had recently met with Richard Schubert and Robert
Goodwin from the Foundation who agreed that something would be worked
out between the two offices.
Roger Landrum asked what message the Office wants to get out? Mr. Segal
responded by saying that the President never promised that there would be
enough slots for everyone. He promised that slots would be made available
in accordance with budgetary allowance. He also promised to provide more
ways to finance a college education. Two things have to happen in order for
this to become a reality. First, legislation has to be passed for the
development of a Trust; and second, students must be allowed to pay off
loans over a longer period of time and be income contingent.
Chris Boyd asked if there was a set ratio of college and non-college bound
slots. Clinton is not just talking about college bound students, Mr. Segal
assured. However, the numbers will be left up to the administrative entity
chosen to administer the program. Not to worry, he said, Robert Reich is a
strong advocate for non- college bound youth in the Administration.
With the Domestic Volunteer Service, National and Community Service and
Elementary and Secondary Education Acts all up for reauthorization this year,
Frank Slobig asked how he sees those laws progressing. Eli said he has no
answer at this time. There are lots of options to explore and all are being
considered.
Gordon Raley asked what the timing of the initiative is. Mr. Segal responded
that the initiative is on a fast track. There is no set target date, but he predicts
the proposal will be hammered out before its time to go swimming this
summer.
A few more questions were posed before Mr. Segal left to catch a plane.
Robert Gordon stayed to continue the Q&A session. After a few minutes,
however, the questioning turned into a large roundtable discussion among
all members. Philosophical issues were addressed, and varying viewpoints
were expressed. The discussion provided a valuable forum to discuss issues
that aren't usually addressed in meetings. Sam Halperin emphasized the
need to continue such discussion and create or continue using the Working
Group as a vehicle to discuss the varying philosophies of the field.
Robert Gordon closed the agenda item by saying that the Trust fund is only
one part of Clinton's larger national service plan to provide many avenues of
service. He looks forward to an initiative that leaves an incredible amount of
flexibility to the field. That's the difference between a new approach and the
old CCC approach.
To reach the White House Office of National Service the phone number is
202/456-6444, and the fax number is 202/456-2461.
IV.
Financial Aid Aspects of a National Service Trust
Stacey Leyton, Executive Director of the United States Student Association,
gave a brief presentation about the history of financial aid programs and how
it relates to the pending national service initiative. She began by reviewing
the GI Bill and the introduction of the Higher Education Act of 1965, which
were landmarks in what we now consider federal financial aid. The Higher
Education Act led to major changes throughout the 1970's in the way students
could pay for college. She described the history of the Pell Grant and the
various types of loans like the Stafford and Perkins loans and how they could
be altered to meet current student need. Originally these programs were
designed to balance each other, so that students would be able to receive a
manageable mix of both loans and grants. In the 80's, this balance changed.
According to recent statistics, 12% of students currently default on loans due
to inability to pay.
One of USSA's missions is to create new opportunities for student financial
aid. As part of this mission, USSA supports the notion of a National Service
Trust and believes that the program can be an important supplement to
current federal financial aid programs. USSA has developed a vision for
what a national service program should look like. USSA believes that
student representation in both the development and implementation of
national service is critical in meeting the needs of the current student body.
For further details about USSA's recommendations for national service, see
attached handout.
USSA's Board of Directors has agreed that national service should be a top
priority for its membership. To ensure that the voice of the membership is
heard, USSA will be sponsoring a Town Meeting on National Service on
Monday, March 22 in Washington D.C., following their Annual Legislative
Forum which will take place on March 19 - 21, 1993. For more information
about the Forum or Town Meeting, contact USSA at 202/347-8772.
V.
National and Community Service Act Update
Catherine Milton announced that applications for FY'93 grants are due
February 16, 1993. New grants will be awarded in subtitles B2, D and E only.
Leader states and programs will also be designated for subtitles B1 and C.
Catherine also announced the completion of the Commisson's report to
Congress entitled "What You Can Do For Your Country." Copies were made
available at the meeting for all who were interested. To request a copy of the
final report, contact the Commission at 202/724-0600.
In regard to the Commission's Board of Directors, Catherine announced that
there are seven vacancies on the Board. In response to a question she
mentioned that as of that date, Shirley Sagawa was still a member of the
Board, but Alan Khazei had chosen to resign. She requested that any
recommendations to the Board be given to Robert Gordon at ONS, as soon as
possible. The next Board meeting will be at the end of April.
VI.
National and Community Service Act Coalition Update
Roger Landrum gave a brief update on the status of the National and
Community Service Coalition. From the Coalition's inception in July of last
year, the Coalition has aimed to operate in two stages -- gathering input from
members on what the amended law should look like, and working to get the
Act reauthorized. In the beginning, Shirley Sagawa managed the Coalition.
In her interim absence, the chairmanship and staffing responsibilities went to
the National Association of Service and Conservation Corps. At the last
meeting of the interim steering committee, a recommendation was made to
the full membership that the Coalition now be housed at and staffed by YSA
as a separate project in coordination with the Working Group, and co-chaired
by Roger Landrum and John Briscoe. Members have until Friday, February
11, 1993 to agree or disagree with the recommendation. All comments are to
be directed to Frank Dirks at the Close Up Foundation. [Since the meeting,
the full Coalition has affirmed the recommendation.]
The next steps for the Coalition are to (1) secure funding for the project (If the
MacArthur grant that was given to the National Women's Law Center to run
the Coalition is regranted to YSA, the Coalition will be able to hire staff.); (2)
hire a full-time project director; (3) establish an open steering committee; (4)
establish goals and an overall plan; (5) expand the Coalition. Please send any
recommendations and resumes to YSA as soon as possible.
Roger also mentioned that in a meeting with Senator Wofford last week, he
got the sense that Senator Wofford does not feel that the National Service
Trust and the Reauthorization of the National and Community Service Act
are guaranteed, especially in the House. It is important, therefore that the
field does not take the legislative initiatives for granted. It is essential that
Representatives and Senators be educated by local programs about the
significance of such programs, and the field as a whole, to gain their collective
support.
VII. Brainstorm on New Pennsylvania Legislative Initiative
The last agenda item was deferred to a future Working Group meeting. Cathy
Palm, staff member for Pennsylvania State Senator Michael O'Pake, was
unable to make the meeting. Senator O'Pake is spearheading an initiative in
Pennsylvania which would would make PennSERVE a permanent state
agency within the Department of Labor and Industry. The initiative would
also include a comprehensive service bill which would coordinate state
community service efforts. The Senator is looking for creative ideas and
wants collective feedback from the field.
In the interim month before the next meeting, an initial draft may be
developed, and made available for preview.
VIII. Other Business
A.
Frank congratulated the Maryland Student Service Alliance on the
dynamic conference they held last weekend in Annapolis, MD,
involving over 900 students. More than 40 workshops were conducted
on a wide range of topics including advocacy training, program
development and creative student initiatives. The conference was
followed by a training of 25 young people who developed a youth
council called YouthRISE (youth representatives involved in service-
learning education) whose mission is "to inspire and motivate other
young people to become involved in service, to advocate for and
educate others about service-learning, and to build bridges between
young people and adults by opening minds to the power of youth to
make a difference."
B.
Frank also announced that recently, an effort by both houses of the
Maryland Legislature to rescind the Board of Education high school
service requirement passed last year has created a high degree of
controversy in the state. On January 27, a hearing was held to receive
testimony on the topic. A number of people including Frank Slobig,
Chic Dambach, Kathleen Kennedy-Townsend, John Buchanan, Chuck
Supple and a vast number of young people from across the state
provided testimony in favor of the requirement. [A vote was expected
to take place on January 29th or February 1, but has now been
postponed. Another hearing in the House is scheduled to take place on
February 26, 1993.]
IX.
Next Meeting
The next Working Group meeting will be held on:
Friday, March 12, 1993 from 12:30 to 3:00
at Youth Service America,
1101 15th Street, NW, Suite 200.
Hopefully, this change in schedule has not posed a problem for anyone.
Are you getting all the
financial aid you need?
I'm getting a grant but it hardly covers my costs
Federal financial aid funding keeps dropping while tuition costs outpace inflation every year.
In 1980 the maximum Pell Grant covered 50% of college costs. In 1991 it only covers 25% of
average costs. We need to raise the maximum Pell Grant to $4500 to keep up with rising
tuition and inflation!
They said my parents make too much money.
In 1978 a family making $25,000 a year was eligible for a Pell Grant - that would be $49,000
in 1991 dollars. But now families making over $30,000 are told they are too "wealthy." Middle
and lower income families are getting shut out; we need to expand eligibility for Pell Grants
with with a more realistic expectation of family contribution.
I had a grant when I started school but this year they say there
is no money
Pell Grants are a discretionary program which means Congress can just decide not to fund
them - regardless of how many needy students are eligible. (How about discretionary tuition
bills; we'll pay as much as we feel we can!) Making Pell Grants an entitlement would require
Congress to find money for every eligible student.
All I can get are loans, how will I ever pay them back
In 1975-76, grants constituted 80% of financial aid, and Pell Grants were one of the most
basic forms of aid. Today grants constitute only 48%, and more and more students can only
get loans. Making Pell Grants an entitlement would mean fewer students would be forced to
take loans or at least a lot of us could take fewer loans and graduate with less debt.
Work with USSA to:
Raise the maximum Pell Grant to $4500
Expand eligibility for Pell Grants
Make Pell Grants an entitlement
Get more GRANTS and real financial aid for students
MAKE EDUCATION ACCESSIBLE TO ALL!
Contact the U.S. Student Association at 815 15th St. NW #838, Washington DC 20005 or (202) 347-8772
USSA NATIONAL SERVICE RECOMMENDATIONS
The following is a condensed version. For more details
USSA members call. (202) 347-8772.
The program must operate to enhance students
educational access and protect participants rights.
The Trust Fund should supplement, not replace,
Each year of service should earn a student a $10,000
existing student aid programs.
voucher or loan forgiveness. The voucher should be
The rust Fund should not undermine current grant
usable for tuition, fees and books or for vocational
programs which should regain their position as the
education and training.
primary form of federal financial aid.
Pre-college participation in national service should not
The Trust Fund should be accompaniedbya PellGrant
affect a student's eligibility for financial aid.
entitlementto guarantee that all students willreceivethe
National service participants should have guaranteed
grant for which:they are eligible:
minimum working and living conditions outlined explicitly
I he current loan programs, which offer subsidized
and should have access to health care coverage.
interest rates, should be retained, Any new loans
Students should have. aright toa role the governance
offered under the National Service Trust Fund should
ofthe programs where they are working.
also be subsidized.
Because income contingent loan (ICL) repayment
Service should be directed in a manner that truly
force a studentto pay backa much highertotal amount
meets societal needs.
overtime, students should only utilize ICL repayment
Service should be viewed broadly to allow for a wide
whenin danger of defaulting on their student loans
range of service options. including programs such as
The IRS should not collect student oans-it wouldnot
battered women or rapecrisis centers youthcounseling
of students adequate counseling and flexibility.
and mentorship encouraging young people to go to
college.
All students should have access to community
National service should take place mainly through
service as a mechanism to repay student loans.
locally run service programs to allow for innovation, for
The stipend should allow students who are living
programs that truly meet local needs and for
independentlyto affordto do National Service. Thus the
decentralization of the bureaucracy.
annual stipend should be no lower than $10,000 and
Training should be provided to give students the tools
should be adjusted regionally based on cost of living.
they need to perform quality service. Ongoing support
The stipend should be adjusted for students with
and problem intervention should also be provided.
children and students with disability related expenses
to insure access for all students.
Students should be integral participants in the
A residential option including family housing for
development and implementation of this program.
those who need it - should be available.
As those who will be filling the ranks of national
The program meet non-traditional students needs. In
service programs, we should be represented in
particular we suggest offering the option of doing part-
committees, commissions, advisory boards and other
time service and making childcare available.
bodies that will be determining the structure and the
Discrimination based on age, race, ethnicity. gender,
functioning of national service. This will insure that
sexual orientation, disability, religion, socioeconomic
programs are designed in a manner which is effective
class or familial status mustbe prohibited in the selection
in increasing community service and which meets
and treatment of national service participants.
students needs.
USSA believes that the National Service program can be an important supplement to current federal
financial aid programs and provide thousands of students with new opportunities to afford college.
The USSA national officers. staff and Board of Directors have worked together to develop a vision of
now an ideal National Service program would look We believe that student representation in both
the development and the implementation of National Service is critical in developing a program that
meets the needs of today's student body In this spirit, see the inset for USSA recommendations.
The USSA Board of Directors agreed that this is a top priority for the USSA membership - we must
make sure that our voice IS considered in the development of this new program' In order to do so, we
will do letter writing campaigns, a media campaign, local campus meetings and/or hearings and
awareness raising on all of our campuses throughout the country The Legislative Conference will also
include a public form or hearing on the issue of National Service on the morning of Monday, March
22 Please read up on National Service and prepared to activate your campus next month!
5
YOUTH
SERVICE
AMERICA
National Leadership Summit Team
David Sawyer, Facilitator
David Sawyer is the director of Students for Appalachia at Berea College, an innovative service
program at a unique institution. SFA is considered by many people to be one of America's
model youth service programs. In 1992, SFA was honored with a Presidential Points of Light
Award, only the second college program to be recognized since the award began in 1978. Part
of SFA's philosophy is contained in the the phrase coined by David, "the best way to serve 'at-
risk' youth is to have them serve." He also believes that a true service program not only helps
others and the world it develops and transforms those who serve.
In addition, Mr. Sawyer helped design the Bonner Scholars Program, a new national initiative
involving 22 colleges pioneered by the Bonner Foundation. Bonner Scholars are students of
limited means who receive tuition credit while performing community service during the
academic year and who engage in special summer projects around the region and around the
world. David was the first director of the pilot project at Berea College. In 1990, along with other
college officals, he had a rare opportunity to travel to India and meet with The Dalai Lama to
design a Tibetan refugee education project for Berea College. David is also an original planner
and staff member of the Brushy Fork Institute, a leadership and community development
program at Berea College that works with adults who live in the central Appalachian highlands.
A new Brushy Fork student leadership program is under his direction. In January of 1992, he
co-taught a class at Berea College entitled Leadership for Social Change: Global and
Appalachian Perspectives.
David's written works include published articles on the importance of service-learning,
reflection, reform in higher education, right livelihood and the critical role young people must
exercise to meet the future. He gives speeches on campuses across the country and has
spoken, conducted workshops or helped facilitate conferences for Campus Compact, Youth
Service America, COOL, The Points of Light Foundation and the National Youth Leadership
Council on topics ranging from "Standards for the Service Profession" to "Spirituality and
Service." In 1990, he received a national award from COOL as an outstanding community
service director and now serves on the COOL Board of Directors.
David began studying world religions as a boy, has been on retreats in both Christian and
Buddhist monasteries, and has long explored the possibility of and American contemplative life.
Discovering the essential threads that run throughout religion and philosophy and helping
others do the same he considers part of his life's work. David is a native Kentuckian with rural
roots. He lives, together with his wife Jennifer, on a rugged, secluded farm in the Cumberland
Mountains in a log home he hand-built with the help of many friends. He believes in hard work
and living close to the land. David graduated with academic and leadership honors from the
University of Kentucky in 1973.
AnnMaura Connolly, Project Director
AnnMaura joined the YSA staff in 1989 as Special Projects Coordinator and began a three year
reign as queen of National Youth Service Day. In 1991, she was promoted to Director of
Communications and Constituent Relations where she directed NYSD, YSA's Affiliates Program
and all of YSA's public relations activities. Last month she took on new responsibilities as
Director of Planning and Special Projects.
Prior to her arrival at YSA, AnnMaura spent two and a half years as National Coordinator for
Field Services and Programs with Very Special Arts, an international organization that promotes
and provides opportunities in the arts for people with disabilities. During that time, she directed
two national conferences, produced three national award winning plays at the John F. Kennedy
Center for the Performing Arts, and served on the management team for the first International
1101 15th Street, NW, Suite 200 , Washington, DC 20005
202/296-2992
FAX 202/296-4030
Very Special Arts Festival, an event which brought together more than 1000 artists with
disabilities from around the world.
Her commitment to national service is rooted in her experience as a member of the Jesuit
Volunteer Corps in 1986-87, following her graduation from the College of the Holy Cross in
Worcester, Massachusetts. As a Jesuit Volunteer, AnnMaura directed a counseling program for
refugees from Southeast Asia, Eastern Europe and the Middle East in Southern California. She
demonstrates her commitment to the Washington D.C. community by serving as a member of the
Board of Directors of D.C. Cares, a local nonprofit service organization. Last May, she chaired
the organization's first ever citywide servathon.
Connolly was a member of the pioneer class of YSA's New Generation Training Program, and
was chosen last spring to be honored by Public Allies' Tomorrow's Leaders Today project. She
was an invited speaker at the Harvard Women's Leadership Conference last fall, and has been
a featured speaker at several youth service conferences, including the Thomas Jefferson
Forum's annual conference, United National Indian Tribal Youth's National Conference, the
COOL National Conference and the Maryland Student Service Alliance conference.
John Stanley, YSA Staff
John joined the YSA staff in the fall of 1991 as Assistant to the Executive Director. In this
capacity, "Steamer" Stanley's responsibilities have ranged from acting as Roger's "gatekeeper"
to assisting on special projects to spearheading the quest for new office space.
John graduated magna cum laude from Harvard College in 1990, where he majored in
government and minored in soccer. He spent much of his junior and senior years directing An
Evening With Champions, a student-run program that organized a series of professional figure
skating exhibitions and raised $200,000 for children's cancer research.
In his first job after college, John worked as a legal assistant at a Wall Street Law firm in New
York and volunteered for Advocates for Children, a legal aid organization. He continues his
community service work as an active member of the recruitment committee for D.C. Cares'
Servathon '93. John is enjoying D.C. immensely, and took advantage of YSA's proximity to the
Clinton Campaign's D.C. office (it was next door), moonlighting for the victorious Democrat.
YOUTH
SERVICE
NATIONAL
AMERICA
LEADERSHIP
SUMMIT
SESSION I
JANUARY 14 THRU 17
1993
PARTICIPANT
PERSONAL BIOGRAPHIES
&
ORGANIZATIONAL
FACT SHEETS
COOLFONT, WEST VIRGINIA
1101 15th Street, NW, Suite 200, Washington, DC 20005
202/296-2992 FAX 202/296-4030
01/11/93
09:59
S1ß 472 4207
Youth
Volunteer
Corps
America
The Youth Volunteer Corps of America (YVCA) is the only national youth service program with the
express mission of providing volunteer opportunities for youth, ages 11-18. Tapping the talents
and energies of young people across the country, YVCA establishes Youth Volunteer Corps
programs nationwide that engage thousands of young people in meeting local community needs.
Our History:
As part of his research in 1985 for his senior public policy thesis, YVCA President David Battey
visited existing service corps and interviewed leaders in the newly forming youth service field. His
research showed that while service opportunities were randomly available through schools,
churches and synagogues, a broad-based community organization offering challenging, organized
service opportunities to youth of all ethnic and socio-economic backgrounds was not consistently
available. Developing a framework for such an organization, Battey returned to his hometown of
Kansas City in 1986 and established the Youth Volunteer Corps of Greater Kansas City under the
sponsorship of the Heart of America United Way.
The YVC was successful in involving hundreds of diverse Kansas City youth in substantive service
projects. In October 1988, as a project of Youth Service America, replication of the Kansas City
model began. In May 1990, the W.K. Kellogg Foundation provided a four-year $1 million grant to
expand the Youth Volunteer Corps network natiorwide. In May 1992, YVCA became an
independent non-profit organization with its national headquarters in Kansas City.
Our Mission:
It is the mission of YVCA to increase opportunities for the nation's young people to participate in
organized service programs that directly serve community needs and that develop a lifetime ethic
of service. Toward this end, YVCA offers communities a proven, cost-effective youth service
program designed to engage diverse groups of young people in service projects designed by local
non-profit agencies.
Held throughout the summer and school year, service projects sponsored by Youth Volunteer
Corps programs offer young people challenging, rewarding and educational opportunities to serve
their community. Reflection activities involve youth in a close examination of their service
experience toward the goal of developing a lifetime ethic of service in each volunteer.
Recruited from inner cities, suburbs and rural areas, Youth Volunteers, ages 11-18, reflect the
ethnic and socio-economic diversity of the community. This rich mix of participants adds depth to
each young person's service experience and enhances his or her understanding of ethnic
appreciation, team work and civic responsibility.
Our Services:
YVCA provides affiliates with on-site developmental and technical assistance, operating materials
and evaluation guidelines. In addition, YVCA offers local YVC programs recruitment and
promotional materials, conferences and training programs, publicity and recognition, network
newsletters, and cost savings through bulk purchasing. Additional information on affiliate services
is available from YVCA.
1080 Washington St.
Kansas City, MO
64105-2216
816/474-5761
FAX 816/472-4207
PR/TT/TO
10:00
0816 472 4207
UNITED WAY
002
Youth
Volunteer
Corps America
Profile of David W. Battey
President, Youth Volunteer Corps of America
David W. Battey, 29, is the President of Youth Volunteer Corps of
America (YVCA), a national non-profit organization headquartered in
Kansas City. YVCA is the only national youth service program with
the express mission of providing volunteer opportunities for young
people, ages 11-18.
The ethnic and socio-economic diversity of the program's volunteers
has attracted widespread support for YVCA's national expansion
efforts. Since the first program began 1987, young people in Youth
Volunteer Corps programs across the country have donated more than
300,000 hours to community service.
As a Political Economy major, Battey initially developed the Youth
Volunteer Corps concept in 1985 as part of a senior public policy
thesis while attending Williams College in Massachusetts. In 1986 he
returned to his hometown to establish the Youth Volunteer Corps of
Greater Kansas City. In 1988, as a project of Youth Service America,
replication of the Kansas City model began. In 1990, the W.K.
Kellogg Foundation provided a four-year $1 million grant to expand
the Youth Volunteer Corps network nationwide. In May 1992, YVCA
became an independent non-profit organization with its national
headquarters in Kansas City.
Last year, Battey was selected to serve on the national Board of
Directors for the 1992 Noxzema Extraordinary Teen Awards. He also
was selected as one of 25 recipients for the first annual 1992 Kansas
City Up and Comers Award. In addition, he is a volunteer and
inspirational speaker, addressing groups of teens and adults alike.
Battey's interest in public policy issues extends beyond U.S.
borders. He is the author of Worker Ownership and the Work
Experience: Three Case Studies, based on his research in the United
States, France and Israel. In 1992, he toured with the Center for
Global Education, visiting El Salvador, Nicaragua and Guatemala to
study the countries' political and economic climates. In 1989, he
was a member of the American Center for International Leadership's
delegation to the Soviet Union. He volunteered with Operation
Crossroads Africa helping to build an elementary school in rural
Kenya, studied abroad at the Chinese University of Hong Kong through
the Yale In China Association and lived in France through the
Experiment in International Living.
m/profiles.wps 1/93
1080 Washington St.
Kansas City, MO
64105-2216
816/474-5761
FAX 816/472-4207
After graduate school. John became
assistant to the president of Bryn Mawr
College - Wofford. "I did special proj-
eets from setting up a summer program,
to whatever governmental relations we
did, to fund raising, to correspondence,"
A direct path of service
he says. He left that post to run for the
state Legislature in 1976, having been
John Briscoc's "carefully planned ca-
defeated in 1974.
reer development" actually was a scren-
The same fate befell Briscoe in 1976
dipitous route to his present post as di-
and he went to work for Congressman
rector of the Governor's Office of Citizen
Bob Edgar for the next 10 years. "First 1
Service - PennSERVE.
served as district director, then as ad-
He attended a Friends high school in
ministrative assistant, sometimes I was
Bucks County and, after graduation from
campaign manager or finance director,"
college, raught in Kenya for a year. Later
he says with good humor.
he joined the Peace Corps and spent two
Briscoe began "looking around for
years in India.
something fun to do next," following
Returning to Washington, John
Edgar's defeat by Sen. Arlen Specter. To
worked for the Peace Corps doing train-
John's good fortune, he came to Harris-
ing programs and working with Harris
burg for Wofford's swearing-in ceremony
Wofford. a co-founder of the Peace
as secretary of labor and industry. They
Corps. In fact, the two men's paths con-
began brainstorming how to initiate citi-
tinued to cross over the next two decades.
zen volunteer service in Pennsylvania,
While in Kenya for its independence
one of the charges the governor had
day in 1963, Briscoe was standing in the
asked Wofford to implement. And Wof-
The advocates
crowd listening to a speech by Pres.
ford asked Briscoe to head up the Penn-
of community
Kenyatta when, in the middle of the
SERVE office.
service want
speech, he switched from English into
"It's been fun," he says. "I've always
Swahili. "He cracked several jokes, and I
said that where I wanted to be was the
to be a part
started laughing. The guy behind me
place where research and policy meet,
of the debate
tapped me on the shoulder and asked
but I also wanted to be part of the 'Tun'
because they
what Kenyatta was saying. The guy was
of making things happen."
believe they
Harris Wofford." laughs Briscoe.
And with characteristic enthusiasm
"Another example of careful career plan-
and good humor, John Briscoe is having
can help
ning"
fun making things happen.
improve the
schools.
April 1989
7
PennSERVE / PH Corps
IEL: 117-787-9458
Jan 11,95 12:34 No.004 P.03
PennSERVE:
The Governor's Office of Citizen Service
Commonwealth of Pennsylvania
Robert P. Casey, Governor
To Ask and Enable
We have the means and the obligation to make community service the
common expectation and experience of all Pennsylvanians. I am
creating PennSERVE to ask and enable all Pennsylvanians to serve
their communities.
--Governor Robert P. Casey
Young people have learned only half of America's story.... Although
they clearly appreciate the democratic freedoms that, in their view,
make theirs the "best country in the world to live in," they fail to
perceive a need to reciprocate by exercising the duties and
responsibilities of good citizenship.
--Democracy's Next Generation
PennSERVE supports the entire range of community service and
volunteer programs, but its special focus is to encourage community service
by young people. PennSERVE believes that the habits of service, once
established, will continue throughout life, and that young people are an
overlooked resource in the development of strong communities and a healthy
environment.
Located administratively in the Department of Labor and Industry,
PennSERVE reports to an ad hoc Committee of the Cabinet headed by the
Secretary of Labor and Industry and the Secretary of Education. It is
guided by an advisory board, the Citizen Service Project of Pennsylvania.
In 1990-91 PennSERVE had a total budget of $6,990,000 and a staff of seven.
Through PennSERVE and associated programs the Commonwealth invests more
than $10 million in youth service. PennSERVE:
o provides competitive grants to schools, colleges, local governments
and non-profit agencies
o offers technical assistance and training
o administers the Pennsylvania Conservation Corps
0 assists summer corps and full-time local corps
o 18 an advocate for volunteering
o serves 88 an information exchange for volunteer initiatives
0 publicizes and recognizes successful model programs and individuals
o serves as Pennsylvania's designated point of contact for the
National and Community Service Act of 1990
Students as Resources:
School- and College-Based Community Service
I'm helping people instead of sitting in class. If I were in class,
I probably wouldn't be listening right now.
--Mike Ristine, Student Literacy Tutor
Lincoln High School, Philadelphia
Traditionally, education and youth development programs have focused
on the problems of youth, such as ignorance, irresponsibility and
immaturity. Service-learning takes a different view: it builds on the
capacities, skills and abilities of youth. It views youth as resources--as
workers and citizens rather than as clients and victims.
PennSERVE's goal is to make community service an integral part of
every school in Pennsylvania. PennSERVE promotes school- and college-based
service-learning through:
1. Minigrants: PennSERVE, on its own and in cooperation with Project
Success, an award-winning drop-out prevention program of the Department of
Education, provides three-year, $15,000 mini-grants to support community
service programs in 85 schools.
2. Training: PennSERVE has worked closely with the Philadelphia
School District and the Citizen Service Project of Pennsylvania to launch a
statewide community service training institute, The Pennsylvania Youth
Service Institute. PennSERVE also offers in-service programs, regular
regional workshops and summer teacher institutes.
3. Literacy Corps: PennSERVE administers the Pennsylvania Literacy
Corps, which provides grants and technical assistance to 16 colleges. It
also works closely with the 12 colleges in Pennsylvania that have received
federal Literacy Corps grants. Through these programs, more than 840
college students provide literacy tutoring to over 2,100 Pennsylvanians.
4. Advocacy: PennSERVE sponsors joint workshops with the 27 school
districts involved in Pennsylvania's school restructuring project, "RE:
Learning." PennSERVE helped launch the Pennsylvania Campus Compact, an
agreement among 37 college presidents to encourage student community
service on campus.
Service-learning has shown promising results, Chestnut Ridge School
District raised its post-secondary enrollment rate from 28 percent to 68
percent in five years. Philadelphia's Overbrook High School raised
attendance among its most at-risk students from 75 percent CO 89 percent
after adding a service component. Pittsburgh's OASES program for at-risk
8th graders places nearly 20 percent of its participants on the Honor Roll.
Service-learning is spreading. The proportion of schools offering
academic credit for service has increased from 5.6 percent CO 13.5 percent
in two years; six districts in Pennsylvania now require community service
for graduation. In all, 1t is estimated that some 25,000 Pennsylvania
students are involved in intensive and well-organized school-based
community service.
2
PennSERVE / PH Corps
IEL: 717-787-9458
Jan 11,93 12:34 NO.004 P.U5
Youth as Resources:
Conservation and Service Corps
The qualities of a productive worker are the
same as those of a good citizen.
--Governor Robert P. Casey
Many youth seek a more intensive, full-time community service
experience. At the same time, there is much community work that needs the
concentrated effort that a well-organized team of young people can provide.
Environmental improvement, housing rehabilitation, cabin and park
headquarters construction and elder care are just a few of the types of
work undertaken by the more than 10,000 young Pennsylvanians who have
served in Pennsylvania's various conservation and service corps in the past
6 years.
Youth corps offer young people the chance to develop the skills of
citizenship and employability. Working in groups under the direction of
skilled crew leaders, youth corps members learn to work as a team, to be
punctual, to show initiative, to carry out instructions and to shoulder
responsibility. By completing needed, substantial and highly visible
projects, corps members develop self-confidence and know--perhaps for the
first time--how it feels to have accomplished something of importance and
to have it recognized by others.
PennSERVE's goal 18 to have a year in a corps become the expected
pattern of growing up in Pennsylvania. In the near term we aim to provide
opportunities for 10,000 young Pennsylvanians to serve each year.
PennSERVE's current efforts include:
1. Pennsylvania Conservation Corps: PennSERVE administers the
Pennsylvania Conservation Corps (PCC), the second-largest statewide corps
program in the country. Since 1984, 9,000 PCC corps members have
undertaken some 450 conservation, recreation and historical projects
throughout the Commonwealth. PCC has improved 18,000 acres of forest
lands, 30 miles of streams and 2,500 acres of wildlife habitat; built or
renovated 4,600 miles of trails, 349 state park cabins and 417 picnic
areas; rehabilitated 22 historic buildings and a nineteenth-century sailing
ship; and planted 150,000 trees. Every dollar invested in the corps
produces over $1.30 in completed projects. But the larger value of the
Corps lies in lives given dignity and purpose. All corps members were
unemployed when they joined the Corps; nearly 50 percent had not completed
high school; nearly 20 percent were on public assistance.
2. Local Corps: PennSERVE has provided financial and technical
assistance to eight municipalities for the creation of new, locally
operated youth corps that will serve as integral parts of youth development
in their communities. It is expected that 400 youth will serve in local
full-time corps in 1991-92.
3. Summer Corps: PennSERVE has worked closely with the Bureau of Job
Training Partnership and the Pennsylvania Service Delivery Areas to
restructure the Summer Youth Employment and Training Program into the
Summer Youth Service Corps, an effort attracting national attention and
emulation. During the summer of 1990, more than 1,000 young people were
enrolled in 100 summer corps.
3
All Pennsylvanians
Everybody can be great because everybody can serve,
--Dr. Martin Luther King
PennSERVE devotes much of its time and resources to youth, but its
mandate is to "ask and enable ALL Pennsylvanians to serve." PennSERVE
works closely with like-minded organizations, including the Pennsylvania
and National Volunteer Centers, the Pennsylvania Association for
Volunteerism, the United Way of Pennsylvania and the Citizen Service
Project of Pennsylvania. PennSERVE functions as an advocate for
volunteering and as an information center for volunteer activities in the
state. PennSERVE co-sponsors an annual statewide conference on
volunteering with the Pennsylvania Association for Volunteerism, and
distributes information through newsletters, articles in journals and
through phone contacts.
PennSERVE invites your comments, suggestions and criticism. We want to
hear your story and share it. For further information contact:
PennSERVE: The Governor's Office of Citizen Service
1304 Labor and Industry Building
Harrisburg, Pennsylvania 17120
Phone (717) 787-1971
Fax (717) 787-9458
STAFF
John A. Briscoe, Director of PennSERVE, (717) 787-1971
Louise Giugliano, Deputy Director of PennSERVE, (717) 783-6382
Dee Spidle, Administrative Assistant, PennSERVE (717) 787-7290
Don Mathis, Director, Pennsylvania Conservation Corps, 783-6385
Jan Hoffman, Coordinator, Corpsmember Development & Training, 783-6383
Lou Scott, Program & Fiscal Specialist, 783-8226
Ken Wolgemuth, Publications & Planning Specialist, 787-7230
Shirl Bratcher, Clerical Supervisor, 772-3479
Deb Meck, Clerk-Typist, 783-3833
4
CH
Background on Michael Brown
Michael Brown is co-director and co-founder of City Year, a youth community service
corps Boston, Massachusetts. City Year's mission is to demonstrate, promote and
improve the concept of voluntary national service as a means of building a stronger
democracy.
In the spirit of an urban peace corps, City Year unites a remarkably diverse cross section of
young people, ages 17 to 23, for a year of full-time community service. The corps
represents all income, educational, racial and geographic (city and suburban) backgrounds.
Corps members begin each day with calisthenics and then fan out in teams to schools,
homeless shelters, food banks and playgrounds to meet pressing community needs.
Learning leadership skills as they serve, City Year corps members receive a weekly stipend
of $100 and a $5000 Public Service Award upon graduating the program.
Founded in 1988 and growing each year, City Year has more than 200 young people in the
1992-93 program, selected from more than 800 applicants. Launched entirely by private
sector contributions and now a private-public partnership, City Year is seeking to raise the
financial resources to grow the corps to 500 participants by 1994.
Michael's interest and excitement for youth service began in 1982 when he worked as a
legislative assistant to Congressman Leon Panetta of California, whose youth service
legislation pioneered what would later become the National and Community Service Act of
1990, sponsored by Senator Edward Kennedy and signed into law by President Bush. In
1985, Michael worked at New York City's youth corps, the City Volunteer Corps, during
its first year of operation.
As roommates in college and law school, Michael and his colleague Alan Khazei fonnalized
plans for starting a City Year as an "action tank" for the idea of voluntary national service
- a combination think tank and program-- that could contribute to moving the idea of
national service forward through direct program experience.
In 1989, City Year developed the country's first "serve-a-thon," a day of community
service and fundraising for the general public inspired by Dr. Martin Luther King JT.'S
vision of the "Beloved Community." In October 1992, for City Year's fourth annual
serve-a-thon, 8000 people volunteered 48,000 hours of community service at more than
200 non-profits, and raised money to support City Year by asking friends and colleagues to
sponsor their hours of service. Today, many cities across the country have established
serve-a-thons.
Michael grew up in Belmont Massachusetts and was graduated from Harvard College,
Magna Cum Laude, in 1984. He received his J.D., Cum Laude, from Harvard Law
School in 1988, and clerked for Federal Judge Stephen Breyer of the First Circuit.
Together with Alan Khazei. Michael is a recipient of the Reebok Human Rights Award. the
Jefferson Award for Outstanding Public Service, and the Public Service Award of the
Boston Bar Foundation.
10-30-92
11 Stillings Street
Boston, MA
02210
617.451.0699
Fax: 617 605 0560
In the Spirit of an Urban Peace Corps
Designed as a model national service program, City Year unites young adults from diverse backgrounds for a rigorous year of
full-time community service. The name City Year reflects the idea that young people, following their high school years,
should be challenged to devote a "City Year" tackling the pressing needs of their community.
Uniting Young People from All Backgrounds
The corps reflects the diversity of the Greater Boston community middle, upper and lower income, urban and suburban,
African-American, Asian, Caucasian, and Hispanic, recent high school graduates, high school drop-outs working on their
G.E.D., and college students. More than 50 Boston neighborhoods and towns are represented in the corps, as well as an
increasing number of communities nationwide. City Year is open to any young person between the ages of 17 to 23. More
than 1000 young people applied for the 200 spots in the 1992 - 1993 corps.
Meeting Critical Community Needs
After morning calisthenics, the corps fans out in teams to non-profit organizations and government agencies across Greater
Boston to operate after school programs for the city's children, serve as teachers' aldes in Boston schools, salvage donated
food, operate recreational programs for senior citizens, repair and paint shelters, community centers and hospitals, build
hunger relief pantries, work with physically and mentally handicapped children and adults, and restore playgrounds and parks.
Thinkers and Doers
City Year helps corps members gain the skills and confidence to become actively engaged in their community as both
thinkers and doers. Overlaying the daily service projects is an experiential educational curriculum designed to teach corps
members community building skills and promote critical thinking. Corps members participate in workshops and lectures
featuring business and community leaders, serve on committees which govern the corps, develop special service projects, and
share and reflect upon their service experiences in corps wide meetings. During the month of January corps members work on
individual Internships which they help to create.
Helping Themselves While Helping Others
Serving full-time from September to June, corps members receive a $100 weekly stipend and. upon graduating City Year, a
$5000 Public Service Award, in the form of 8 college or vocational training scholarship, or a cash readjustment and a savings
certificate, both payable over two years. City Year also provides G.E.D. and basic education classes, and collegs and career
advising.
Private-Sector Public Service
City Year is the first youth service corps to be launched endrely through private sector support, both financial and in-kind.
from corporations, foundations, professional communities, labor unions, civic organizations, and individuals. Major grants
have been provided by Apple Computer, Bain & Company, Bank of Boston, The Boston Company, The Boston Foundation,
The Boston Legal Community, The Boston Wharf Company, Echoing Green Foundation, The Equitable, Fleet Bank of
Massachuseus, Liberty Mutual, W.K. Kellogg Foundation, New England Telephone, KPMG Peat Marwick, The Reebok
Foundation and The Timberland Company. In 1992, City Year was named a "national demonstration" program by the
Commission on National and Community Service and awarded 8 major grant which will account for 25% of its budget over
four years and leverage greater private-sector involvement.
The City Year Serve-A-Thon
Each fall City Year conducts an annual serve-a-thon called The City Year Serve-a-Thon. The 1992 event attracted more than
7000 volunteers. who contributed more than 55,000 hours of service at 216 community organizations and raised more than
$700,000 for City Year.
Voluntary National Service
Voluntary national service has long been proposed as a means of tapping the idealism and energy of young people to meet
community and national needs, and develop 8 strong sense of civic responsibility among young people. Designed as R
national model, City Year is dedicated to advancing and improving the concept of voluntary national service.
An Entrepreneurial Public Service Project
Developed as 3n entrepreneurial public service project, City Year operated a nine-week pilot program for fifty young people in
the summer of 1988 and launched its first year-round youth service corps in September 1989 with SO corps members. 70
corps members served in the 1990-91 program, 100 served in 1991-92. and 200 are enrolled in the 1992-93 program. City
Year is a unx exempt. 501(c)3 not-for-profit corporation.
City Year 1992
11 St 08$ Street
Boston, MM.
02210
017 451 0699
Fax: 617.695.0562
Bio of Michael Camuñez
Michael Camuñez is a founding staff member and Program Officer for the
Commission on National and Community Service in Washington, D.C. Michael
manages the National Service Demonstration Program, a $45 million program
created under the National and Community Service Act of 1990 to test potentially
large-scale models of National Service. Michael has been actively involved in
promoting national and community service for several years. He began as an
undergraduate working as part of the start-up staff of ACCESS: Networking in
the Public Interest in 1987, encouraging college students and recent grads to
pursue public-interest careers. An ESL tutor and after-school volunteer, he later
served as the campus director of Harvard's House and Neighborhood
Development Program, which places nearly 500 Harvard undergraduates in
community service assignments in Cambridge elementary schools. Michael was
also actively involved in the implementation of the Human Corps service
legislation in his home state of California, where he worked with Operation Civic
Serve to encourage California universities to make service an integral part of the
academic experience.
he Commission on National and Community Service has one
T
core mission: to renew a spirit of civic responsibility and
national unity by weaving community service into the fabric
of every American's life. Through its support of programs in primary
529 STREET. SUITE 452. WASHINGTON DC 20045 202-724-0600 FAX 202-724-0608
and secondary schools, higher education institutions, youth corps, and
other models of national and community service, the Commission is
building a system of service designed to empower our people and
strengthen our communities. At the heart of the Commission's work is
the belief that every American has the capacity and responsibility to
reach out to fellow citizens and, in SO doing, enrich society and make a
difference.
A COMPREHENSIVE APPROACH
TO NATIONAL AND COMMUNITY
SERVICE
The U.S. Congress established the
grams of community service, recognize
Commission on National and Community
and disseminate proven models, and
Service in 1990 to engage Americans of
encourage widespread replications.
every age and background in service to
their country. An independent federal
DEVELOP INFRASTRUCTURE
agency, the Commission operates much
Encourage and support talented commu-
like a public foundation in supporting
nity service leaders and stimulate and
innovative service programs at the nation.
guide the development of the infrastruc-
al, state, and local levels.-
ture needed to build a strong, diverse,
innovative national movement.
The Commission has focused its
strategies initially on school-age children
INSPIRE LEADERS
and their families, college and university
Provide and support visionary, coalition
students and recent graduates, and out.of.
building leadership in promoting the com-
school youth to build a tradition of service
munity-service movement.
SE EAMERICA
among young Americans that will carry
over 10 all segments of our society.
Congress has appropriated more
than 875 million to the Commission for
CNCS COMM. THE SERIAL *
The three principal Commission
both fiscal years 1992 and 1993. In 1992.
strategies are to:
the Commission distributed these funds
to 153 new and expanding community ser-
CREATE MODELS
vice projects in nearly every state.
Encourage and evaluate promising pro.
SERVE - AMERICA
Serve America grants support programs spon-
and the District of Columbia. Grants range in
sored by schools or community-based agencies
size from under $7,000 to over $1.6 million. In
to involve school-age youth in service to the
must cases, state education agencies subgrant
community and to involve adult volunteers in
their funds to local schools and communities.
the schools. The focus of Serve-America is to
The programs funded include:
build a sound foundation for service-learning in
the curriculum of every school in America.
Maryland - Training at least 200 teachers and
engaging an additional 33,000 students in ser-
Service-learning is an innovative con-
vice-learning projects. Subgrants support sill-
cept which educates and empowers students
dont service-learning in 60 schools.
through community service. Students partici-
pate in organized service experiences that
New York - Developing year round service
meet community needs and are supported by a
opportunities for youths in school and after-
curriculum that allows student research,
school and for drop-outs, including promoting
reflection, and discussion of their experiences.
racial and cultural understanding through
teams of high school mentors.
In fiscal year 1992, the Commission on
National and Community Service allocated 57
West Virginia - Establishing regional service
grants worth $16.3 million to help fund commu-
training sites and forming à national computer
nity service programs in 47 states, Puerto Rico,
database for information sharing.
HIGHER EDUCATION
INNOVATIVE PROGRAMS
College and university projects build the over-
University of North Alahama - Pairing single
all system of national service by creating a new
mothers in its school of social work with single
generation of leaders. Higher education pro-
mothers on public assistance in the surround-
jects will explore new ways to integrate service
ing community.
into the college curriculum and support model
community service programs on campus,
New York City Technical College - Helping
including those that link college community
low-income residents design and plan public
service with other service programs. in addi-
housing improvements and economic develop
tion, these projects will develop teacher and
ment projects.
volunteer training programs in K-12 schools.
California Poly State University
In fiscal year 1993, the Commission will
Collaborating with a community college and a
use 58 grants worth $5.2 million to help 175 insti-
conservation corps to improve a public housing
tutions of higher education launch innovative
project and tutor children in the complex.
community service efforts. The grants range in
size from $15,000 for a tutoring program to
Clark Atianta University - Incorporating ser.
$500,000 for a national subgranting program
vice-leaching into core undergraduate and
involving up to 50 different schools. Many of the
graduate curricula.
grants go to consortia of colleges and universities
CNCS
to build a strong infrastructure for training,
information sharing, and technical assistance.
OTHER COMMISSION PROGRAMS
AND INITIATIVES
In addition to funding models in its four princi-
movement, and provide technical assistance to
pal program areas, the Commission also pro-
strengthen new and existing service projects.
vides limited support for projects and initia-
s significant amount of resources are also
tives that build national and regional service
devoted tù evaluate the effectiveness of the
coalitions, broaden participation in the service
programs supported by the Commission.
ELIGIBILITY AND SELECTION
PROCESS
States, Indian tribes, institutions of higher edu-
Although the majority of resources
cation, and non-profit organizations are eligible
appropriated in fiscal Year 1993 will be devoted
to receive funding from the Commission, though
to renewing existing grants, & limited portion
eligibility varies by program area. Projects sub-
of funds will he available to fund new Higher
mitted directly Lio the Commission for funding
Education programs and National Service
are evaluated on the basis of their overall quali-
Models in Fiscal Year 1993. In addition, some
ty, innovation, replicability, and sustainability.
resources will be available to support coalition-
These criteria were developed to ensure that the
building, technical assistance and training
limited resources available to the Commission
activities as well. Interested applicants should
are used to support the best models and pro-
contact the Commission for additional informa-
grams in the field. Proposals are evaluated by a
sion on ehgibility and application procedures.
combination of outside review panels and
Commission staff, while the Board of Directors
makes all final funding decisions.
CNCS
ION ON NATIONAL & COMMUNITY SERVICE
reel NW, Suite 452, Washington, DC 20045
CONSERVATION AND YOUTH
SERVICE CORPS
In fiscal year 1992. the Commission helped
simple expectations. sure discipline, a tough
sponsor youth service corps in 25 states and
but caring sraff, the close attention of 0118
localities and six Indian tribes with grants
adult, high expectations, and a diverse and
totalling $21.5 million These programs are
tightly-knit group of participants. The coros
laboratories for involving young people from
funded by the Commission include:
different backgrounds in innovative projects
that meet community needs.
Los Angeles Conservation Corps - Opening &
satellite center w engage youths from neigh-
The teenagers and young adults
borhoods impacted by the 1992 ricts in healing
involved receive job and skill training, living
and rebuilding efforts.
ailowances, and scholarships. The standard
corps are non-residential programs that use
YouthBuild Boston - Involving unemployed
teams of 5-10 young people between 18-33
youth in renovating abandoned buildings to
years old. Each team usually has a single
house homeless youth.
supervisor or team leader to guide and monitor
its work.
Florida Conservation Corps - Engaging youth
in a wetland plant nersery project to mitigate
Service activities include educational,
the reduction of Florida's werlands.
human, environmental, and public safety pro-
jects. The best service corps have clear and
NATIONAL SERVICE
DEMONSTRATION PROJECTS
In fiscal year 1992, the Commission awarded a
address the needs of the region. A community
total of $20.1 million to seven states and one
development model, the Delta Corps will
Indian tribe to test national service programs
engage up 10 1,000 participants in full- and
that will engage individuals ages 17 and older
part-time service in connties throughout the
in full- or part-time service to the community
Delta
and nation. In exchange for their commitment.
individuals receive a modest living allowance
City Year - As extraordinarily diverse urban
and earn either educational ul' housing bene.
youth corps in Boston, will engage young peo-
fits for each year of parricipation in the pro-
ple ages 17:24 in service w the greater Busion
gram.
community, invigorating local schools. commu-
nity centers and neighborhoods with the ideal-
The eight models reflect a diversity of
ism and energy " an turban Peace Corps
design and approach to national service and all
With Commission support, City Yes: will
have 35 their goal the rendering of meaningful
expand to UP to 500 coros members, adding
service in address unmet social needs.
innovative "mission based" service divisions in
Examples include:
its already successful program.
The Delta Service Corps - A joint initiative of
The Commission is also supporting
Arkansas. Louisiana and Mississippi. engages
innovative models :ii Georgia, Maryland, 3/1-19
participants in providing critically needed ser
Jersey, Oklahoma, Pennsylvania 2nd at phi
CNCS
ace through community-based organizations 10
Senece Nation in Wash. York
AMERICAN YOUTH POLICY FORUM
SAMUEL HALPERIN, Ph.D.
Biographical Sketch
Samuel Halperin has held a variety of leadership positions in academia, the federal government and non-profit
organizations since earning his doctorate in Political Science from Washington University, St. Louis in 1956.
Most recently, as Study Director from 1986-1992 of Youth and America's Future: The William T. Grant
Foundation Commission on Work, Family and Citizenship, he was responsible for development of the
Commission's major studies: The Forgotten Half: Non-College Youth in America and The Forgotten Half:
Pathways 10 Success for America's Youth and Young Families (both published in 1988), as well AS three dozen
additional research reports and monographs on youth development and the school-to-employment transition. Recent
publications which he edited are: Voices From The Field: 30 Expert Opinions on America 2000, The Bush
Administration Strategy to "Reinvent" America's Schools: States and Communities On the Move: Policy Initiatives
to Create a World-Class Workforce: Youth Apprenticeship in America: Guidelines for Building an Effective
System: Making Sense of Federal Job Training Policy: 24 Export Recommendations to Create "A Comprehensive
and Unified Federal Job Training System."
Barlier, as a Congressional Fellow of the American Political Science Association, he worked on U.S. Senate and
House of Representatives committees dealing with major education legislation (1960-61). AR Director of the U.S.
Office of Education's Office of Congressional Relations and, later, as Assistant U.S. Commissioner of Education
for Legislation, he participated in the development and passage of such significant measures AS the Elementary and
Secondary Education Act of 1965, the Higher Education Acts of 1963 and 1965, and many others. In 1966, Dr.
Halperin joined the Office of the Secretary of Health, Education and Welfare whore, as Deputy Assistant Secretary
under Secretaries John W. Gardner and Wilbur J. Cohen, he continued work as an "executive branch lobbyist" for
passage of soores of Great Society measures in education and the social services. For these efforts, he was twice
awarded HEW's Superior Service Award, HEW's Distinguished Service Award, and the National Association of
State Boards of Education Distinguished Service Award.
From 1969 to 1981, Dr. Halperin headed leadership training programs at The George Washington University,
including the nationwide Institute for Educational Leadership, of which he was the director and first president.
Dr. Halperin is the author, co-author or editor of 8 dozen books on the political process and on educational policy
issues, as well as some 90 articles. He has taught at Wayne State, American, and Duke Universities and Teachers
College - Columbia University, and lectured at many others. He has also served on numerous boards and advisory
bodies, including those for the Peace Corps, Secretary of the Navy's Advisory Board on Education and Training,
National School Volunteer Program, and Jobs for the Future. Currently, he serves on the Private Industry Council
of the District of Columbia, is Founder and Treasurer of the D.C. Service Corps, and works with numerous youth
development organizations, including Youth Service America, YouthBuild USA, National Youth Employment
Coulition, Opportunity Skyway. In 1990, he received the Distinguished Service Award of the National Association
of Service and Conservation Corps.
1001 Connecticut Avenue, N.W., Suite 301, Washington, D.C. 20036-5541
(202) 775-9731
Fax: (202) 775-9733
Vanessa Kirsch, President and Executive Director
Before founding PUBLIC ALLIES, Vanessa worked as the assistant to pollster Peter D. Hart,
during which time she founded and chaired the Women's Information Network (WIN). Vanessa
managed over eighteen hundred personnel as the Senior Pre-Convention manager for the 1988
Democratic Convention in Atlanta and also worked as field organizer in seven states for the
Dukakis for President Committee. Vanessa, a 1987 graduate of Tufts University, was an elected
member of the Board of Trustees and was also the Chair of the Tufts chapter of MassPIRG and
was the recipient of two awards for community leadership. Vanessa is presently a member of the
Board of Visitors for the Center on Philanthropy at Indiana University.
PUBLIC ALLIES APPRENTICESHIP PROGRAM
WASHINGTON. DC
Fact Sheet
WHAT IS PUBLIC ALLIES?
PUBLIC ALLIES: The National Center For Careers in Public Life is a new multicultural organi-
zation designed by and for young people who want to make a difference. Through 2 variety of pro-
grams - including the PUBLIC ALLIES Apprenticeship Program - PUBLIC ALLIES will
decelop the leadership capacity of young people across the country. In doing SC PUBLIC ALLIES
will bring a new generation into organizations that are working on this country's most pressing
public issues. National headquarters are located in Washington, DC, with pilot programs operat-
ing in Washington, DC and Chicago, Illinois.
PUBLIC ALLIES is committed to being ₫ multicultural organization. Our staff and board repre-
sent many cultures and communities. Similarly, our programs reflect our commitment to pro-
viding opportunities for individuals commonly blocked from pursuing careers in public life for
financial and/or cultural reasons, and to fostering dialogue and debute that places is value on
understanding, respecting and working with people's differences.
WHO ARE PUBLIC ALLIES?
PRIDGE
"Public Allies" are individuals between the ages of 18 and 30 who are interested in beginning
careers in public life. 20-30 Public Allies will be selected through a competitive application
process before being placed in one-year, paid positions beginning in September 1992 we are
providing opportunities for individuals of all sexes, TACES and ethnicities, socio-conomic back-
grounds. sexual orientations, physical abilities and religions. We strongly encourage anyone to
apply, regardless of financial situation, special need, CT previous experience. PUBLIC ALLIES
urli be providing financial assistance (above und beyond the Host Organization salary) to insure
that all Allies are provided with a liting wage that takes into account such expenses as student
loan payments and child care. Above all, we are seeking Allies who are dedicated 10 working hard
to solve critical national and community problems.
WHERE WILL PUBLIC ALLIES BE PLACED?
Allies will be placed in "Host Organizations" working for positive, systemic change on the
national or local level. These may be community-based organizations, public interest groups or
citizen groups that address issues such as child poverty, civil rights, community development or
health care. "Host Organizations" will be selected on the basis of their ability to provide a chal-
lenging paid staff position related to the primary purpose of the organization. Groups will be
expected to expose the Ally to the different facets of the organization's operations and mission,
while focusing on their development of certain skills. Organizations are offering positions that
require a broad range of skills, experience and education. We therefore encourage individuals
with any and all skills, experience and education to apply to the Apprenticeship Program.
WHAT ARE THE TRAINING PROGRAMS?
The 20-30 young people who are placed in groups in DC will go through an initial orientation
together, and will then participate in ongoing training and education throughout the year. The
curriculum will be based on the needs that emerge out of the Public Allies' work experiences.
Training will range from current issues forums, to office skills, to advocacy and organizing skills
(such as coalition-building, media strategies, and public speaking). The emphasis will be on fos-
tering an exchange of ideas across different backgrounds, issue areas, institutions, and approaches
to critical public problems. Training will take place in the evening as well as during a full day
once a month.
WHAT ARE THE SUPPORT PROGRAMS?
In an effort to link generations, each Public Ally will be matched with an accomplished communi-
ty leader or public servant outside of the Host Organization who will serve as their mentor dur-
ing the year. In addition, formal and informal gatherings will be organized to assist in the devel-
opment of peer networks and a sense of community. Finally, PUBLIC ALLIES staff will be avail-
able to address any concerns that either a Host Organization or an Ally might have during the
placement year.
For more information call PUBLIC ALLIES at 202-232-6800.
PUBLIC ALLIES: THE NATIONAL CENTER FOR CAREERS IN PUBLIC LIFE
Origins and Background
PUBLIC ALLIES was founded in 1991 by a diverse coalition of young people, advised
by national and community leaders, who all shared a common commitment to providing
our generation with opportunities to be on the front-lines of working for needed change
from our neighborboods to our capitol buildings.
The original concept for the organization came from founder and Executive Director,
Vanessa Kirsch, who had been polling young people on their civic attitudes for a
national study called "Democracy's Next Generation." The study found that although
only 12% of the young people surveyed identified voting as part of their definition of
citizenship, they would be eager to participate in community problem-solving -- if
opportunities were made available, accessible and affordable. These results were
confirmed by numerous visits with young people at colleges, universities and community
groups across the country.
PUBLIC ALLIES was designed to respond to this need and this potential. Tbrough a
variety of programs we will place young people in jobs in community-based organization,
public interest groups and innovative government agencies. as well as provide training.
education and support programs to build the leadership capacity of our generation.
In November 1991 a national planning meeting was convened at the Wingspread
Conference Center in order to develop regional plans for PUBLIC ALLIES that truly
meet existing needs and build effectively on related efforts. This gathering was
sponsored by the Johnson and Hitachi Foundations and was attended by over fifty
national and community leaders.
The first-year regional programs are located in Washington, DC (where the national
office is also housed), and in Chicago, Illinois. PUBLIC ALLIES is being organized by
four staff people, over 125 volunteers, local Advisory Boards, and a national Board.
In April 1992 the Washington, DC chapter of PUBLIC ALLIES was launched at an
award ceremony and inaugural event, Tomorrow's Leaders Today. PUBLIC ALLIES was
joined by DC Mayor Sharon Pratt Kelly, Senator Harris Wofford and a broad coalition
of community leaders in honoring 140 young people for their current community
involvement and for their commitment to working professionally to solve critical public
problems. Over 500 people attended the event, from many different neighborhoods,
racial and ethnic groups, local and national organizations. government, churches. and the
press. In October PUBLIC ALLIES will launch its Chicago chapter with a similar event.
Initial support for the idea for PUBLIC ALLIES came from the Advocacy Institute
which housed the project in DC from February of 1991 10 January of 1992, and from the
John D. and Catherine T. MacArthur Foundation.
Gail M. Kong
The youngest of three daughters (alas, no sons!), a third-generation Chinese American
(my parents were born in California). Born in 1945 and raised in Gilroy. California,
now the Garlic capital of the world, among dust bowl whites, Italian immigrants. a small
Japanese farming community and Chicano farm laborers--a town like "The Last Picture
Show," but add a dose of bigotry.
Always wanted to make a difference, to make the world a better place to live. Alrended
Stanford in an era when racial quotas were much in force. Remain grateful for a
wonderful education, which included an expectation that we make important contributions
after college, not because we're the cultural elite, but because it's a good thing io do.
Dropped out of Hunter College School of Social Work, because helping the poor through
casework was too slow and uncertain. Short stint in Mayor Lindsey's Office of Urban
Action. Five years running a national organization which used federal funds to give
grants to poets and writers. Affected deeply like many in my generation by the Vietnam
war and especially by Watergate. Three years in New York State government (social
services and consumer affairs), Jimmy Carter's Presidential campaign in New York State,
12 years in the Koch Administration, with 2 favorite jobs: commissioner for child welfare
(foster care and child abuse) and executive director of the City Volunteer Corps, a
national service demonstration project. Last five years very active in New York City
Asian communities working on voter registration, charter revision and redistricting, and
a volunteer mentoring pregram.
Moved in 1990 to California to run StarServe, the first major student service program
funded by a corporation, Kraft General Foods Foundation. Also took the job to be closer
to my family, especially my 75-year old mother, who is a great inspiration and is
teaching me how to grow old gracefully. Have enjoyed learning about schools as
institutions, about teachers as professionals and more about the educational aspects of
child development.
My work and life commitment is to public policy, for better ways to govern ourselves.
Not so interested in expensive pilot projects which can't be replicated and case by case
change. Strong interest in good management and honest, selfless leadership which inspire
others to give of themselves and work hard in solve problems together on a larger scale.
Constantly seek learning opportunities and ways to be helpful. I don't need accolades and
I don't work very well with those who do
Welcome referrals of single Asian males (probably .00007 of the population, and the
third reason I moved to California). Willing 10 relocate, dig up my share of the weeds,
and pay my share of the mortgage.
Two orange cals, one fat, one regular.
STARSERVE FACT SHEET
What is StarServe?
StarServe is a national, not-for-profit organization established in 1990 to help America's
schools introduce, expand and celebrate student community service. StarServe is endorsed
by national professional associations of teachers, elementary and secondary school principals,
education commissions and school board members. StarServe is exclusively funded by the
Kraft General Foods Foundation and operates in partnership with The Love Foundation for
American Music, Entertainment and Art, and United Way of America. StarServe is a Points
of Light Foundation Initiative.
StarServe offers free materials, resources and technical assistance to enable teachers and
students (kindergarten through the 12th grade) to plan and implement community service
projects. StarServe also builds support for youth service by assisting with professional
development, service conferences and special pilot programs.
Free Resources and National Services
Basic K-12 Kit for all subject areas, including a flexible Teacher Guide, examples of
integrating classroom lessons with community service projects, student activity masters for
elementary and secondary levels (in English or Spanish), motivating classroom poster and
letter from celebrities involved in service, and a Resource Directory of national and regional
service organizations.
Supplemental Publications: a) a bibliography of children's books with service themes
related to environmental awareness, homelessness and hunger, the elderly, literacy, and other
important issues; b) Classroom Connections with ideas and examples of how community
service projects helping the elderly and homeless can be used to teach specific academic
subjects; c) Tips to Involve Parents through community service with ideas and an activity
master to encourage parent participation in their child's education.
Toll free assistance for educators staffed by experienced teachers.
Promotion of the educational value of community service working with mass media,
education media, such as education journals and newsletters of professional education
associations.
Facilitate networking between school or school district personnel and those experienced
in student community service: helo colleague organizations promote their professional
conferences by sharing mailing lists; assisted by StarServe's database of 25,000 educators.
Special Project: Elucidation
During 1992-93 StarServe will conduct field visits and publish profiles of 4-6 schools which
are using community service as a component of 3 school improvement plan. Schools selected
will be diverse geographically, by grade level, and in terms of approaches to school
improvement.
YOUTH
SERVICE
Dr. Roger L. Landrum
AMERICA
Executive Director
Youth Service America
Roger Landrum is co-founder and Executive Director of Youth Service America, a nonprofit
organization which provides national leadership for organizing and expanding a system of
youth service programs in schools, colleges and universities, and states and cities. As one of
the country's leading experts on national and community service, Landrum has appeared on
"Nightline", "The CBS Evening News" and "The MacNeil/Lehrer NewsHour." His writing about
youth service has appeared in The New York Times, The Washington Post, The Baltimore Sun
and Youth Policy,
Before coming to YSA, Dr. Landrum served as a consultant to the Ford Foundation. At the Ford
Foundation, Dr. Landrum reviewed youth service activities throughout the U.S. and prepared a
grant-making strategy for the foundation to spur the development of the youth service field.
Today, the field includes over 4,000 state and local programs, a presidential initiative,
Congressional legislation and a National Governor's Association Task Force.
From 1982-84, Dr. Landrum was a Senior Issues Advisor to Senator Alan Cranston and issues
coordinator for the Cranston presidential campaign. As a representative of Senator Cranston,
Dr. Landrum chaired meetings leading to an agreement among the major national arms control
organizations on a Ten Point Arms Control Platform and coordinated lobbying of the 1984
Democratic Platform Committee and National Convention.
Between 1977 and 1982, Dr. Landrum was study director at the Potomac Institute. He prepared
two books for the Institute's Committee for the Study of National Service, Youth and the Needs
of the Nation and National Service: What's at Stake, and organized a 1979 national conference
on national service.
After graduating from Albion College, Landrum was a Peace Corps Volunteer teacher in Nigeria
(1961-63). He subsequently designed and directed the first community based training programs
for Peace Corps Volunteers in a variety of settings. He has remained active in Peace Corps
affairs, currently serving as board member and past president of the 7,000-member National
Council of Returned Peace Corps Volunteers. Dr. Landrum has been instrumental in
establishing the Peace Corps Alumni Archives at the John F. Kennedy Library in Boston and the
annual Sargeant Shriver Awards for Distinguished Humanitarian Service.
Dr. Landrum taught at the University of Nigeria (1961-63), Yale (1972-74) and Harvard (1976-
77). He organized and directed programs for Yale and Harvard undergraduates working as
teaching assistants and tutors in public schools. From 1968-72, Landrum was founder and
president of The Teachers, Inc., a private organization with goals of bringing talented young
teachers into inner city public schools and demonstrating more effective educational
approaches.
Dr. Landrum was educated in the public schools of Osceola County, Michigan. He has a
doctoral degree in human development from Harvard University and a B.A. degree from Albion
College. He was honored by Albion with its 1990 Distinguished Alumnus Award. He has
served on numerous boards and advisory councils, and currently serves on the board of the
National Council of Returned Peace Corps Volunteers and the Board of Governors of
StarServe.
1101 15th Street, NW, Suite 200, Washington, DC 20005
202/296-2992
FAX 202/296-4030
YOUTH
SERVICE
AMERICA
Youth Service America's Mission
YSA's mission is to build an ethic of service in America by helping to develop
and sustain a national network of quality service programs that provide young
people of all ages and backgrounds with opportunities to begin a lifelong
commitment to community improvement and civic participation.
Major Areas of Emphasis
Youth Development and Leadership
YSLI is an innovative new training institute designed to foster leadership by
young people at all levels in the youth service field. Through the Institute,
YSA's Youth Action Council offers a select group of young leaders from around
the country opportunities to represent their peers at the national level and to
work towards building a network of young leaders in service. The New.
Generation Training Program is an intensive management and leadership
training institute for young professionals and entrepreneurs in the youth service
field. YSA also offers a series of internships and fellowships to young people
from across the United States as part of YSLI.
Planning and Policy Development
Since 1988, YSA has covened a policy and planning group comprised of
leading organizations in the youth service field. The Working Group assists with
the development of federal, state and local policy and designs program
expansion strategies for the youth service field. Through the Initiative for State
Youth Service, YSA offers training and technical assistance to states
developing comprehensive statewide plans for youth service.
Building an Ethic of Service
Since 1986, YSA has been working to build an ethic of service in the United
States through public education projects, conferences, newsletters and other
publications, videos and promotional materials designed to broaden awareness
of the power and potential of youth service. National Youth Service Day and
the 1992 Youth Service Superconference are the centerpieces of that effort.
Building a Movement from the Bottom Up and the Top Down
Youth Service America brings together local, regional and national
organizations through the Professional Affiliate Program, which offers technical
assistance, national visibility and resource sharing. YSA's major replication
effort, the Youth Volunteer Corps of America is an innovative program model
that creates low-cost youth corps that offers full-time summer and part-time
school year service opportunities for junior and senior high school students
from diverse backgrounds.
Major Funders:
AT & T Foundation
The Ford Foundation
Amelior Foundation
W.K. Kellogg Foundation
DeWitt Wallace Readers Digest Fund
Charles Stewart Mott Foundation
01/06/93
15:36
202 659 8484
ADVOCACY INST.
LORRY
002
MALKIA KOKUYAMBA LYDIA
1125 Columbia Road, NW
ADVOCACY INSTITUTE
Washington, DC 20009
(202) 659-8475 day
(202) 588-9087 evenings
Co-Directors
Michael Pertschuk
David Cohen
Malkia Kokuyamba Lydia is a 22 year old native of Washington,
Kathieen D. Sheekoy
DC. She is currently a Program Associate for Leadership Development at
the Advocacy Institute in Washington, DC. In May of 1992, Malkia
Board of Directors
received a B.A. in Public Policy Studies from Duke University in Durham,
Patricia Bauman
Helene Brown
NC. Because of her activities in the Duke and Durham communities,
Roger Claver
Peter Kovier
including serving as President of the Black Student Alliance, Malkia
Terry Lierman
Richard Paisner
received the University's Griffith Service Leadership Award upon
Leroy Richie
graduation. In 1988, Malkia graduated from the District of Columbia
Jack Sheehan
Linoa Tarr-Whelan
Public School system with honors.
Dr. Reed V. Tuckson
Melanne Verveer
Fred Wertheimer
Arthur White
Her current memberships include Delta Sigma Theta Sorority, Inc.,
Kenneth Young
an international public service sorority, the Black Student Leadership
Network of the Children's Defense Fund and Young People for National
Service. She is a member of the YPfNS Task Force which developed its
proposal on national service. Malkia is also & member of the Founding
Team of Public Allies. After completing her Public Allies apprenticeship
at the Advocacy Institute, Malkia will pursue a career in education-as an
advocate for policy reform, & producer of children's media, and as a
classroom teacher.
1700 BRODE ISLAND AVENUE NW
SUITE 500:
WASHINGTON, DC 20030 3118
202 559-8475
FAX (202) 659 8484
January 1992
ADVOCACY INSTITUTE
ADVOCACY INSTITUTE CAPABILITY STATEMENT
MISSION
Co-Diteotors
Michael Panschuk
David Cohen
The Advocacy Institute, 8 tax exempt 501(c)(3) organization, is a center for
training, counseling and support of public interest advocates - both professionals and
citizen activists . within the United States and abroad, on a wide range of public policy
Board of Directors
issues.
Patricia Bauman
Heisne Brown
Since 1984, when it was founded, the Institute has worked with more than two
Roger Craver
Feter Kovier
thousand non-profit organizations. It provides training in advocacy skills, such as long.
Terry Gierman
range strategy planning. coalition-building, media advocacy, and advocacy uses for new
Richard Paisner
Leroy Richie
communications technology to a variety of citizen groups at the local, state and national
Jack Shoonan
levels and from around the world. It does not substitute its own efforts for those of the
Linda Tarr-Wholan
Dr. Read V. Tuckson
groups it serves. Rather, it strengthens the client organizations' advocacy skills and
Maisnie verveer
Find
resources. thus increasing their ability to influence public policy.
Annur While
Kenneth voung
Developing Leadership that Builds Bridges
Today many citizens are on the outside, looking in. They have removed
themselves from participation in the democratic processes. The percentage of eligibles
who vote continues 10 diminish. And organized activists still get involved in hair-splitting
differences that prevent them from forming meaningful coalitions to work on important
policy issues. The Advocacy Institute's mission is to help develop an issue leadership that
fosters a policy of inclusion that moves beyond specifically conceived agendas, builds
bridges with others, and addresses common concerns that CUI across regional and class
lines. Without the necessary advocacy skills and support, issue leaders too often "burn
out" short of attaining their goals. abandoning advocacy in frustration. The Institute will
sustain and nurture them, connecting them 10 each other and to a network of mentors,
and providing them with the skills training and professional support necessary for
successful advocacy.
Leveling the Playing Field
A further goal of the Institute is 10 correct the imbalance between the skills and
resources of private interest and public interest advocates. Our democratic political system
can and does respond (0 the just demands of citizens lacking economic or political
advantage. But il will respond only 10 those who refuse 10 be mystified or intimidated by
the political process and who learn how 10 insist on being heard. The Advocacy Institute is
a valuable partner on the side of public interest. It has been an "advocate for advocacy,"
fighting 10 preserve the rights of advocacy organizations and in convince funders 10
support advocacy
PHONE
AVENUE,
SUITE 600
20036-3113
Young People for National Service
formerly ihc Young People's National Service Coulision
Who are we?
We are The young people President-elect Clinton seeks to involve in his vision of national
service, and we believe any national service system must involve its participants in design,
implementation and administration. Towards that end, we have formed Young People for
National Service.
We are activists, counselors, teachers, students, direct service providers, corps members,
program directors, and community organizers. We are from different racial, ethnic,
geographic, cultural and socio-economic backgrounds and sexual orientations.
We started as a small cluster of youth service professionals working in develop
recommendations for a large national service initiative. Through conferences, working group
meetings, and extensive outreach efforts, our coalition has expanded and continues to grow
rapidly, to better reflect the diversity and desires of our nation's young people.
Why are we here?
Our mission is 10 mobilize and unite diverse groups of young people 10 impact a national service
system which inspires long-tem community problem-solving.
We support the creation of a comprehensive national initiative for service which fosters
service 02 many levels: (including but not limited to) K-12 and higher education service
learning, campus-based service initiatives, and full-time and part-time opportunities for young
people and adults.
We propose AmeriCorps as the core experience within a comprehensive system promoting
life-long service-learning and service opportunities. We envision AmeriCorps as a loose
federation of intensive, compensated, full-urne and part-time service opportunities for young
people.
AmeriCorps is
system of flexible placement options
National service for young people can not be a monelithic. para-military remake of the
Civilian Conservation Corps. If national service is is foster life-long community involvement
and long-term community problem-solving, young people must be shle 10 serve in ways that
interest them and meet their individual needs 25 well as the needs of the communities they
serve. Placement options must range in sizes and operation styles, types of service activities
and targeted issues.
There must be room for the variety of existing service models as well 11.3 innovative new
models. Placements would include service and conservation corps, community-based
73 01/01 17:10
2 202 659 8484
organizations, non-profit agencies, the Peace Corps and VISTA, as well as work to assist
campus-based and K-12 programs.
Compensation and post-service benefits may also vary within the national system, as long as
a weekly minimum stipend is guaranteed to all participants.
1 system that is nationally interdependent time locally and regionally independent
AmeriCorps would be administered by a slim, decentralized agency delegating much
responsibility 10) local and regional intermediaries, 10 ensure that the needs of young people
and the communities they serve are met.
Programs and participants would be connected by a national support system which would
provide standards for program operation, technical assistance, and a core training
curriculum.
The bulk of AmeriCorps programs would be community-based to ensure that real local
needs are met.
A system that unites young people from all backgrounds
AmeriCorps has the potential to involve hundreds of thousands ut young people in long-term
community problem-solving on every street corner, in every school, and in every community
in the nation. AmeriCorps could bring America's young people together in common causes
and work against racism, sexism, classism, and homophobia by building bridges of
understanding.
To reach these goals, the national system must meet the needs of a wide range of young
people and offer flexible methods of compensation and service options. The program must
use a variety of recruitment approaches, including outreach in underserved communities.
A truly Justainable system will be created by bridging the voices of young people from all
parts of America into the design, implementation and administration of 8 national service
system.
avent 1292
Kristin Parrish is the new Executive Director of Campus
Outreach Opportunity League. For the past three years, she has been
actively involved in emergent and family literacy as well as campus-
based community service programming. While attending the
University of San Diego, she was the director of the Student Literacy
Corps. She also developed and implemented The Reading Connection,
a program that recruits, trains and organizes volunteer readers to
serve in low-income housing developments throughout San Diego
County. Currently, she serves on the Board of Directors of the
Children's Theatre Company in Minneapolis as chair of the publicity
committee. She is also involved with the Edina Art Center in
Minnesota, where she volunteers as a special needs children's art
instructor, as well as a fundraising and special events coordinator.
WHAT IS COOL?
The Campus Outreach Opportunity League (COOL) is a national non-profit organization,
founded in 1984, that works with college students to develop campus community service
programs. In the nine years since COOL's founding, our network has grown from sixteen
colleges and universities to over 650 across the nation.
This growth reveals that college students are becoming more active in addressing the
serious, connected challenges facing our nation. An annual poll of incoming first-year
students revealed that they are more concerned with" influencing social values" today than
at any time since 1967. Students are witnessing a number of growing problems, and want to
make a difference in their local communities.
But students need help. They need a forum to create collective answers to individual
problems. COOL works to meet that need through a variety of efforts, including:
Into the Streets, a national Initiative designed to introduce students to community
service and provide them a learning experience that will challenge them to
volunteer on a more regular basis.
Mixing It Up, a program that builds service-based collaborations between well
served institutions (upper-income, predominantly-white universities) and nearby
under-served institutions (community colleges, historically black, latino, tribal, or
differently-abled colleges). We will diversify the student service movement by
opening it up to different voices.
Teaming Up, à partnership with the Ford Foundation, that provides grants and
training for campuses wishing to add a community service component to their
curricula.
Summer Fellows, a fellowship program that recruits the best young talent around
the country and sends them to our national office for hands-on experience in
programming, organizing, and training.
Campus Outreach, our bi-monthly Journal that gives students a platform for
raising Issues or viewpoints on what's going on in the community service fleld. The
newsletter has a readership of 5,000.
Eight student-authored resource books on campus organizing, hunger and
homelessness, literacy, and service and the curriculum.
" An annual conference and leadership summit which bring together more than
2,000 students and administrators to learn basic skills and discuss public issues.
COOL is governed by a board of recent college graduates and current students, as well as by
leaders from the professional, business, and non-profic sectors. We have a twelve member
staff of recent college graduates and a $1.2 million annual operating budget COOL is
supported by grants from various foundations including: the Amelior Foundation, the Ford
Foundation, Ben & Jerry's Foundation, the W.K. Kellogg Foundation, the C.S. Mott
Foundation, as well as by the contributions of individual students and other friends
COOL's work has been featured in the New York Times, the Washington Post, the
Chronicle of Higher Education, the Chronicle of Philanthropy, USA Today, Time and
Newsweek.
Toni Schmiegelow. Executive Director of the New York City
Volunteer Corps, the largest urban national service corps.
Previously worked in the public sector: first, for the City of Los
Angeles in the Employment and Training area and later, as an
appointee in the Carter Administration at the US Department of
Housing and Urban Development. Serves on numerous boards including
Associate Trustee, University of Pennsylvania: Treasurer, New York
City Parks Council; NYC League of Women Voters.
CITY VOLUNTEER CORPS
838 BROADWAY
NEW YORK, NY 10002.
(212) 475-6444
Fax (212) 475 9457
CITY VOLUNTEER CORPS
FACT SHEET
The City Volunteer Corps of New York City, a 501(c)(3) nonprofit organization, was
founded in 1984 to demonstrate that young people in urban areas can work together to help
their communities while the building skills and confidence they need to succeed as adults.
The country's largest national service corps, CVC works toward several goals: giving a
wide range of service to New Yorkers in need; enrolling young people from all backgrounds
to work cooperatively on teams; helping the volunteers make a successful transition to
adulthood through learning from service and through a specially-tailored education program;
and promoting federal support of national service. CVC's first eight years have shown the
value of national service to New Yorkers, the nation and the nation's youth.
I.
CVC Attracts a Diverse Group of New York Youth
CVC enroll 675 young people, aged 16 to 20, each year.
Volunteers work full-time for one year and receive a weekly stipend plus $5,000 in
scholarship funds or $2,500 in cash. High school and college students work part-time
while in school and full-time during the summer and also receive pro-rated stipends and
scholarships.
City Volunteers come from neighborhoods throughout all five boroughs, and from many
different cultural backgrounds (Caribbean, Latin America, Eastern Europe, India,
Pakistan, China, Southeast Asia, Native Americans).
Fifty six (56%) percent of Corps members are black; 31% are Hispanic; 13% are Asian
and white.
Twenty two percent (22%) of City Volunteers are high school graduates, 58% have
dropped out of school; 20% are in high school or college full-time.
December 1992
page I
A DEMONSTRATION OF NATIONAL SERVICE
II.
City Volunteers' Service Contributions are Real and Lasting
Volunteers have given over 3.5 million hours of service since 1984; service projects are
completed for government agencies and community-based organizations.
Organizations with which City Volunteers work to accomplish service projects are called
sponsors. Sponsors provide supervision (along with a CVC Field Supervisor) and
appropriate training to volunteers, who in return contribute their time, energy and
enthusiasm to help expand sponsors' services.
City Volunteers work together in teams and serve on 6-7 core projects exposing them to
a wide range of populations and service needs:
Two-thirds of projects are in human services: working with the elderly and disabled
in institutions and at home; tutoring children in elementary school and in afterschool
programs; conducting public education campaigns and public surveys for City
agencies.
One-third are in physical services: creating community gardens from vacant lots;
developing nature trails and exercise courses in parks; rehabilitating abandoned
housing; improving commercial strips for Development Corporations to spur retail
sales, etc.
City Volunteers also work on different types of projects which further expand their
service experience: theater presentations on resisting peer pressure for junior high
school students; anti-litter street skits, surveying South Bronx land use for a City
Planning development plan.
Teams are available for special events: escorting the handicapped to holiday shopping;
assisting at borough-wide career fairs for youth; escorting the elderly to special events.
III,
City Volunteers Learn While They Serve
After the service day, City Volunteers attend classes arranged by CVC with the City
University of New York and the New School. Given their diverse backgrounds, the
volunteers are placed in a wide range of classes: English as a Second Language; Adult
Basic Education (for those reading below the eighth grade level); GED; college
preparatory classes for high school graduates; and college courses.
CVC arranges summer school for most volunteers, to prevent the loss of skills attained
during the school year.
CVC also sponsors Corps Member Development, eight modules per year that build on
the service experience to ensure learning through doing Modules include the political
process, cultural and ethnic diversity, and career planning
December 1992
page 2
IV.
Research Illustrates the Special Benefits of Youth Service
In an audit published in November 1988. the New York City Comptroller found that CVC
is a "winner" and "success," where 80% of volunteers obtained employment after CVC,
usually above minimum wage, compared with 49% prior to enrollment, and one-half
obtained further education. He concluded that these benefits " coupled with CVC's
contribution to the City's public service sector indicate that the cost of CVC. is money
well spent."
The Ford Foundation sponsored research by Public/Private Ventures. Their Fall 1987
study found that enrollees in CVC have the highest completion rate of nine major corps
nationally, and the best GED completion rate. They also surveyed sponsors and found a
high level of satisfaction with services provided Finally, they concluded that "the
integration and harmony among the different groups serving in the Corps is notable [the]
youth and their Field Supervisor consistently comment on the eye-opening experience of
men working shoulder-to-shoulder with women, of blacks and Hispanics getting to know
each other, of high school graduates tutoring dropouts, of 'bad attitude' youth being
encouraged to shape up by their teammates, and of youth gaining exposure to the wide
variety and opportunities of life in the city
The William T. Grant Foundation sponsored a larger-scale, longitudinal study by
Public/Private Ventures, started in 1988 and continuing for three and a half years. This
study was divided into three parts: an implementation study, including interviews with
staff, officials and others involved in the conception of CVC; an ethnographic study, in
which an anthropologist followed a CVC team for a year; and an outcomes study, tracking
500 corpsmembers for up to one and a half years after they left CVC. Public/Private
Ventures noted in its interim report in December 1990 that "CVC's corpsmembers deliver
quality work in all five of New York City's boroughs." This report also confirmed that
"the educational gains posted by corpsmembers and the positive attributes of the team
experience suggest that the urban corps model may be an effective vehicle for improving
the lives of some urban youth." Conclusions from the final report, issued in September
1992, found that CVC volunteers were continuing their education even after leaving the
corps, were obtaining their high school diplomas or GEDs despite having been dropouts
when they enrolled in the corps, and had developed higher self-esteem and increased
tolerance for others following participation in CVC than prior to joining.
V.
CVC is a Key Model for Federally-Supported National Service
CVC is the largest service corps in an urban area, and the pioneer in involving youth in
human service.
One of 50 programs nationally, CVC works with Youth Service America, a Washington
umbrella organization, to encourage federal support. These efforts resulted in the passage
of the historic National and Community Service Act of 1990 This legislation provides for
full-time service corps modeled after CVC, as well as school-based and campus-based
service programs.
December 1992
page 3
BIOGRAPHY
OF
KATHLEEN SELZ
Kathleen Selz is Executive Director of the National
Association of Service and Conservation Corps (NASCC).
Founded in 1985 and located in Washington, D.C., NASCC
serves the growing network of local and state youth corps
through policy development, training and technical
assistance. Prior to joining NASCC in 1991, selz was a
senior consultant with The Conservation Company, a
Philadelphia-based planning and management consulting firm.
She worked primarily with foundations and corporate
contributions programs, developing grantmaking initiatives
to promote the health, educational and social well-being of
at-risk children and their families.
Previously, Selz was Vice President of Planning and
Management of the Council on Foundations, a national
association of more than 1,200 grantmaking organizations.
She also worked for the Community Foundation of New Jersey,
where she designed an innovative home equity conversion plan
for senior homeowners. During the Carter Administration,
Selz served as a special Assistant in the Office of the
Secretary of the U.S. Department of Health and Human
Services.
Selz began her career as a VISTA volunteer, working with
Native Americans in Montana. She subsequently worked at The
Ford Foundation and Columbia University in New York City. A
graduate of Marymount College, Selz-has professional
training in public administration.
WHAT IS NASCC?
National Association of
Service & Conservation Corps
The National Association of Service and Conservation Corps is the membership
organization for conservation and service corps programs. Since its founding in
1985, NASCC has served as an advocate, central reference point and source of
assistance for the growing number of state and local youth corps around the
country. In 1992, 63 youth corps operated in 16 states and 45 cities and
counties, serving approximately 17,500 young people in both year-round and
summer programs.
NASCC's primary mission is two-fold: to strengthen the quality of existing youth
corps programs and to promote the development of new ones. To accomplish this
NASCC
maintains an Information Clearinghouse on youth corps policies, programs
and practices, as well as the overall status of the youth corps field;
provides written and on-site technical assistance to new and operating
corps and those in the planning stages;
sponsors an Annual Coriference for youth corps staff and corpsmembers;
organizes professional development workshops for corps program directors
and other staff on a range of policy, program and management topics; and
publishes an annual Youth Corps Profiles, a quarterly newsletter -- Youth
Can! -- and other information bulletins on issues of importance to the field.
NASCC speaks for the corps in Washington, D.C. Through policy development
and public affairs activities it works to bring the value of youth corps to the
attention of policymakers, the media, philanthropic community and general public.
NASCC is an active participant in national coalitions such as the Working Group
on Youth Service Policy and the National Youth Employment Coalition.
In cooperation with Public/Private Ventures, NASCC provides policy development
support to the Urban Corps Expansion Project (UCEP), a national demonstration
now underway in 12 cities around the country.
NASCC is a nonprofit corporation governed by a board of directors which is
composed of corps program directors from throughout the U.S. and prominent
citizens. NASCC receives support from me mbership dues and registration fees,
as well as from foundations and corporations, including the AT&T Foundation, the
DeWitt Wallace-Reader's Digest Fund, the William and Flora Hewlett Foundation,
the W.K. Kellogg Foundation, and the Charles Stewart Mott Foundation.
666 Eleventh Street, NW If Suite 500 24 Washington, DC 20001 a (202)737-6272 as (202)737-6277Fax
JHN 00 25
YouthBuild
U.S.A.
58 Day Street, P.O. Box 440322, Somerville, MA 02144
Tel: (617) 623-9900 - Fax: (617) 623-4331
Dorothy Stoneman is founder and president of YouthBuild USA.
She was formerly director of the Youth Action Program in
East Harlem for 10 years, and before that the executive
director of the East Harlem Block schools. She has worked
for 25 years developing community-based schools, housing,
employment programs, and community service programs. A
graduate of Harvard, she also has a Master's degree from
Bank Street College.
JAN 06 '93 12:36 YOUTHBUILDOUSA
P.2
YouthBuild
U.S.A.
58 Day Street, P.O. Box 440322
Somerville, MA 02144
Tel: (617) 623-9900
Fax: (617) 623-4331
INTRODUCTION TO YOUTHBUILD
December 1992
The YouthBuild movement, growing out of the Youth Action Program
in East Harlem in 1988 and already extending to 44 states, is
creating a groundswell of programs which are committed to
enabling young people to rebuild their communities and take
charge of their own lives. The vehicle for this is the
YouthBuild program. We are building this movement by doing the
following:
providing technical assistance and extensive training
to groups committed to developing YouthBuild programs;
organizing the YouthBuild Coalition to advocate for
funding and to link interested groups with each other;
developing a national core of youth leaders who can
share leadership of the YouthBuild Coalition;
providing training to adults in the theory and method
of youth leadership development as a central part of
youth programming.
There are currently more than 200 groups in the United States
that want to launch YouthBuild programs. There are 317 groups in
44 states that have joined the Coalition. There are fifty young
people from ten states in the leadership core, nineteen of whom
are on the Steering Committee of the YouthBuild Coalition, along
with seven adult leaders of local programs.
Summary of YouthBuild Program Design
In YouthBuild programs, young people with an interest in
rebuilding their communities are trained in construction skills
for twelve to eighteen months, while they rehabilitate abandoned
buildings to provide affordable permanent housing for homeless or
very low income people. In rural areas they construct new
housing, since there are few abandoned buildings.
Students attend academic classes for half of the program time,
mastering basic skills and preparing for their high school
equivalency diploma. Also built into the program are individual
counseling, peer support groups, driver's license training,
recreation, and cultural activities.
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Major emphasis is placed on providing opportunities for young
people to develop as leaders through making decisions affecting
the program and its policies, through involvement in community
life, and through leadership training.
At the end of the program, graduates usually obtain unsubsidized
jobs in the construction industry where they earn from $6.00 to
$18.00 an hour. Follow-up counseling and support groups are
available. Every effort is made during the program and
afterwards to include trainees in pre-apprenticeship programs so
that they may gain entry into the construction-related unions.
The program is comprehensive. It works extremely well for young
men who have dropped out of school, since it gives them a chance
to play a profoundly useful and respected role in their
community, building the most essential commodity needed by their
families and neighbors: affordable housing. This restores them
to the traditional role filled by young men in healthy
communities. The program also works well for young women
interested in non-traditional careers.
Origins and Background of YouthBuild Program
The YouthBuild program was pioneered by the Youth Action Program
of the East Harlem Block Schools between 1978 and 1984. In 1984,
responding to an upsurge of community support for YouthBuild, the
New York City Department of Employment replicated it by funding
two additional agencies. One of these, the Banana Kelly
Community Improvement Association in the South Bronx, joined the
Youth Action Program in providing assistance to other groups
through the national YouthBuild Coalition.
In addition, Public/Private Ventures, a national research and
demonstration agency, has proven a variation of the model
workable in more than a dozen cities under the name "Ventures in
Community Improvement" (VICI).
Replication Process
We are providing general information, including a comprehensive
implementation manual, to all interested groups, and inviting all
CO periodic three-day training seminars.
we work closely with selected groups who possess a high level of
commitment, organizational capacity, and philosophical agreement.
We have detailed an eleven-stage process of replication,
including an evaluation component. There are now fourteen
YouthBuild programs of various sizes in operation in New York
City, Boston, Cleveland, San Francisco, Tallahassee,
Philadelphia, Indianapolis, Gary, Milwaukee, St. Louis, and
Gadsden County (Florida).
in the current period, replication is dependent on private funds
and locally-raised public funds.
20
F.5
The YouthBuild Legislation
The YouthBuild Act (H.R. 501), authorizing $200 million for
YouthBuild programs administered through HUD, was introduced in
the House of Representatives by Congressman Major Owens of
Brooklyn in 1990. Senator John Kerry of Massachusetts introduced
it in the Senate as S 1100 in 1991.
After two years of energetic advocacy, the bill was passed into
law as "Subtitle D - Hope for Youth: Youthbuild," in the Housing
and Community Development Act of 1992. Congress directed HUD to
spend a minimum of $17.5 million and a maximum of $40 million on
YouthBuild programs in 1993. These funds will be administered by
the United States Department of Housing and Urban Development,
through a competitive process. Regulations are now being
written.
YouthBuild USA
The YouthBuild effort has generated real momentum. As a result,
YouthBuild USA incorporated in 1990 as a separate national
organization to carry out the YouthBuild replication process,
provide training in youth leadership development to interested
youth-involving organizations, and ensure that the YouthBuild
Coalition has an impact on national policy affecting young
people.
AMPUS COMPACT
THE PROJECT FORPUBLIC AND COMMUNITY SERVICE
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Susan Stroud has served in several capacities at Brown
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in the filteen years she has worked there, including
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director of a consortium of liberal arts colleges in the
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JAN- 7-93 THU 12:14 CAMPUS COMPACT
Campus Compact
COMPACT
P.O. Box 1975, Brown University
FACTS
Providence, RI 02912
(401) 863-1119
August 1992
Campus Compact is an action-oriented coalition of college and university presidents, organized to create public
service opportunities for students, and to develop an expectation of service as an integral part of student life and the
college experience. A project of the Education Commission of the States, the Compact grew out of a 1985 meeting of
higher education presidents who met to discuss efforts they could take to foster greater collegiate involvement in public
and community service.
Now a coalition of over 300 Institutions, Campus Compact provides information and technical assistance to
member campuses, creates incentives for student involvement in service by helping to shape policy at all levels, and
promotes a national awareness of the important resources students offer in the public interest.
Campus Compact member presidents are committed to developing in students an increased respect for the
responsibilities placed on them in a democratic society. Students involved in service activities gain exposure to 8 range
of social and economic concerns and become involved with others from different backgrounds, races, ages and classes.
Service provides a real-life dimension to the theory that they discuss in the classroom; students return to academic
studies nager to reflect on their experiences and incorporate solutions. Ultimately, public and community service can do
more than any academic seminar to make social responsibility an integral part of students' lives.
MEMBERSHIP
Membership in Campus Compact requires a letter of interest and commitment from D university president.
Member presidents agree to a series of expectations involving promoting and supporting service on their campuses, and
pay a membership fee based in the size of their student body. In return, the Compact offers administrative and
technical support. The Compact's members represent a full range of institutions from all parts of the country. They
include public and private universities, two - and four year colleges and small and large institutions. The organization
as a whole works to build a strong coalition of college and university presidents and staff people, while working with
service-related associations, and cultivating the support of community, state and national leaders. Frank Newman, the
president of the Education Commission of the States, gives his leadership to the project. The coalition is currently
chaired by Thomas Ehrlich of Indiana University.
In response to a growing interest in membership, and in order to provide individualized support to a greater number of
campuses, the Compact works with interested states to organize state compacts; each is independently funded and has
its own state compact director who maintains close contact with the national office. in 1988, higher education
presidents in Pennsylvania, Michigan, and California were the first to organize such coalitions; in 1992 higher
education presidents in Florida, Washington, West Virginia, Colorado, Illinois and Ohio also organized such
coalitions Presidents in several other states including Minnesota, Rhode Island and Vermont are in the process of
establishing state compacts.
SERVICES TO MEMBERS
Information and Technical Assistance to Support Program Development Information gathered from member campuses
is incorporated into a computerized databose and provides the basis for a bimonthly newsletter, resource packets on
specific topics, training manuals and other reports on campus service activities. Regional meetings offer opportunities
for campus representatives to share ideas and experiences.
Student Humanitarian Awards, The Compact sponsors a Student Humanitarian Award which recognizes five college
students at member institutions annually who have made an outstanding contribution in the area of public service. Each
member president is asked to nominate one student to participate in the national award competition. Recipients receive
$1500 each (1) fund a self-directed humanitarian activity.
SPECIAL PROJECTS
Campus Compact researches and disseminates information and generates discussion on issues central to the content and
structure of campus community service programs.
Mentoring Campus Compact's Partners in I earning (CPIL) program encourages college students to serve as mentors for
youth at risk of not making a successful transition to adulthood. CPIL supports program development and helps
institutions mobilize students and faculty to connect with local schools systems, community organizations and state also
concerned with at-risk youth.
Service and Academic Study, Campus Compact has established a summer institute for faculty and administrators to
design models to integrate community service and academics. Fifteen member institutions participated at the first of
three institutes this past summer at Stanford. The second summer institute in 1992 was held at Brown University.
Research. Campus Compact is collaborating with the American Council on Education and UCLA to track student
attitudes and participation in service during their college years. Further research is planned to assess the impact of
service on student attitudes and behaviors, as well as the scope of service-related activities on campuses around the
country.
NATIONAL AGENDA
Supplementing efforts to facilitate service opportunities on member campuses. Campus Compact works on a national
level to Increase support for collegiate public service and to create new avenues for student participation in service by:
Building Public Awareness. With the guidance of a Media Task Force comprised of university representatives, Campus
Compact works to publicize student service initiatives and campus programs that will inspire others to become
involved. The Compact has been featured extensively in media, including The New York Times, the Chronicle of
Higher Education, USA Today, the CBS weekend nows, and The Washington Post.
Creating Opportunities for Discussion. To further thinking on issues affecting the quality of student service, Campus
Compact sponsors panel discussions and forums for debate at meetings of policy makers and higher education
organizations, including the American Association of Higher Education, the American Association of University
Students, and the American Council of Education.
Shaping Legislation on State and Federal Levels. Campus Compact works with legislators to shape public policy that
creates financial incentives and removes barriers to student participation in service. Campus Compact invites members'
involvement by providing updates on the current status of proposed legislation, sponsoring informational briefings
featuring legislators and aides and offering opportunities to give testimony at House and Senate hearings.
Collaborating with National Service Organizations. To strengthen the efforts and broaden the impact of each
organization, Campus Compact works with other groups, such as the Campus Outreach Opportunity League and Youth
Service America, that pursue similar missions. Together, these and other organizations work to support service
programs in communities, in schools and on campuses.
Campus Compact receives funding from the individuals and organizations who have supported our programs and
operations since 1985: ACTION; AT&T Foundation: Amelior Foundation; Aema Foundation; Camegie Corporation of
New York: Jackson Foundation; John D. and Catherine T. acArthur Foundation Honeywell Foundation: Ford
Foundation: Hearst Foundation, Inc.: Johnson Foundation; Mellon Foundation; Rockefeller Brothers Fund; Stuart
Foundations; and an anonymous donor; as well as in-kind donations from Apple Computers, Inc. and Brown University.
Susan Stroud, Director: Nancy Rhodes, Associate Director: Roger Nozaki, Coalition Coordinator; Keith Morton, Project
STATE For information contact:
Director for Service and Academic Study; Brad Rose. Project Associate for Service and Academic Study: Betty Johnson,
Administrative Assistant; Melisse Smith. Research Assistant, Steven Corey, Newsletter Editor.
POINTS OF LIGHT
FOUNDATION
CHUCK J. SUPPLE
Vice President for Youth Engaged In Service (YES)
Chuck Supple is the vice president for Youth Engaged in Service at The
Points of Light Foundation and is directly responsible for youth service
programming.
Mr. Supple comes to the Foundation with 8. diverse and challenging
background in community service. As a student at the University of California,
he taught elementary school children about the problems of drug and alcohol
abuse. Upon graduation, his volunteer work led to a full time career in volunteer
program management at the University's century old student community service
organization Stiles Hall. During this time, he also served as president of the
Health Commission for the City of Berkeley.
While pursuing his graduate degree in Public Administration at the
Kennedy School of Government, Mr. Supple set up the school's Community
Service Clearinghouse which links students, faculty, staff, and their families
with community service opportunities. He directed the endowment campaign for
Harvard College's renowned community service organization - Phillips Brooks
House. Under the leadership of the president of Stanford University and the
chancellor of UCLA, Mr. Supple created and directed Celifornia Campus Compact,
a coalition of college and university presidents in California which supports
collegiate community and public service.
He holds B. B.A. from UC Berkeley and a Master's in Public Administration
from the John F. Kennedy School of Government at Harvard University, which he
received in 1988. He resides in Washington, D.C.
136 JACKSON PLATE WASHINGTON DC 20503 TE. 202.408.5162 FAX 202-208-3109 TDC 207 - 239 - 3807
POINTS OF LIGHT
FOUNDATION
INFORMATION SHEET
YOUTH AND EDUCATION OUTREACH
Youth Engaged In Service (YES)
The mission for Youth and Education Outreach is to challenge every young
person, age five to twenty-five, to engage in service directed at meeting important
social needs, and stimulate the creation of opportunities and support necessary to
make that service meaningful. Schools are a primary target of opportunity for
community service. Young people can contribute through, and learn from the
experience of serving and community members can help through volunteer services
to improve educational outcomes for children and youth.
To draw more young people into service, youth leadership is key. The
Foundation promotes youth leadership by involving young Americans on its Board
and committees and by operating the Youth Engaged in Service Ambassadors
Program. The work of YES is firmly rooted in the bellef that each young person has
something important to contribute to our country and that service by young people
not only benefits those they help but also themselves, their schools, and their
communities.
The top priority for YES is to forge a link between community service and
efforts to improve education in this country. The Foundation collaborates with youth
service, business, and education leaders to place community service as a high
priority on education reform agendas. Cooperative efforts for this purpose are
being pursued in 1992 with, among others, the Commission on National and
Community Service and the Department of Education.
In order for community service to play an integral role in the education of
America's youth and for every school to provide students with opportunities to
serve, the Foundation will work to:
Make a strong case to education, business, and foundation leaders that
community service is essential to education reform;
Highlight outstanding examples where community service is helping to
improve schools and develop young people;
Build collaborations with national associations and organizations to help
communicate the importance of community service through the
development of support materials and tools;
Encourage community service as a part of state and local educational
reform activities;
Stimulate the development of community models where service is
contributing to the achievement of educational goals;
Develop leadership and involvement among young people in education
reform through the YES Ambassadors program and forge coalitions to
support community service in select communities through Points of Light
Youth Action Forums.
6/16/92