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Expanding Opportunities, Closing Gaps: The Role of Out-of-School Program Staff in Creating Complements to Formal Learning The Forum for Youth Investment Karen Pittman, Executive Director Harvard University, Graduate School of Education October 4th 2003 Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Framing the Challenge Copyright © 2001 [Forum for Youth Investment]. All rights reserved. What We Know • Young people need and deserve supports throughout their waking hours. • Young people deserve early and sustained investments throughout the first two decades of life. • Young people need investments to help them achieve a broad range of outcomes. Copyright © 2001 [Forum for Youth Investment]. All rights reserved. What We Know • The progress young people make is directly correlated with the quality and quantity of supports, services and opportunities they are offered. • These supports are offered not just by families and schools, but by the full range of organizations and individuals who touch children and youth’s lives. Copyright © 2001 [Forum for Youth Investment]. All rights reserved. What learning needs to happen ? Cognitive Social/Emotional Physical Cultural Civic Vocational Moral/Spiritual Copyright © 2001 [Forum for Youth Investment]. All rights reserved. National Research Council: Personal and Social Assets that Facilitate Youth Development Physical development – health habits, risk management skills Intellectual development – e.g. life skills, vocational skills, school success, critical thinking, decision-making, navigation Psychological and emotional development – e.g.good mental health, positive self-regard, selfregulation, coping skills, autonomy, time use Social development – connectedness, sense of place, attachment to prosocial institutions, navigate cultural contexts, commitment to civic engagement Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Challenge for All Youth Investors: How Do We Fill the Developmental White Space? Outcome Areas •prevention to participation •cognitive, social, civic, physical Ages Times of Day Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Who is Responsible for the Rest? Families Peer groups Schools and Training Organizations Youth-serving organizations CBOs (Non-profit service providers and associations) Businesses (jobs, internships, apprenticeships) Faith-Based organizations Libraries, Parks, Recreation Departments Community-based Health and Social Service Agencies Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Where and when does learning really happen? WHERE? In the School Building W H E N During the School Day Out of School Copyright © 2001 [Forum for Youth Investment]. All rights reserved. In the Community Where and when does learning really happen? WHERE? W H E N During the School Day Out of School In the School Building In the Community School Classrooms & Spaces Libraries, Museums, Colleges, Businesses School Buildings, Community Schools Families, CBOs, Faith, Parks & Rec, Community Centers Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Challenge: Learning Opportunities Co-vary WHERE? W H E N During the School Day Out of School In the School Building In the Community School School, Classrooms Classrooms & & Spaces Spaces Libraries, Libraries, Museums, Museums, Colleges, Colleges, Businesses Businesses School School Buildings, Buildings, Community Community Schools Schools Families, CBOs, Faith, Parks & Rec. Rec, Comm Centers Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Out-of-school opportunities low in low-income communities Classic Chicago study (Wynn and Littell) found 71 activities per 1,000 children/youth in affluent neighborhoods, 23 per 1,000 in low income. 1995 Detroit study (Skillman Foundation), 15 of 38 recreation centers in neighborhoods w/ lowest population density, 16 of high density communities had no centers. Copyright © 2001 [Forum for Youth Investment]. All rights reserved. African-American programs are particularly thin 2002 program review by California Tomorrow found programs in affluent communities more likely have enrichment focus and offer specific types of programming (e.g. pottery). Predominantly African-American programs have lower per capita budgets, 20 % had no sports or recreation compared to 6% white majority. 30 offered no enrichment components at all. Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Services more plentiful than Opportunities in “High Risk” Neighborhoods “Enrichment” Services “Low Risk” Youth in Low Risk Communities “High Risk” Services Music Lessons; Leadership Classes Prevention curricula; Tutoring “High Risk” Youth in High Risk Communities Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Child care; Substance abuse treatment Framing the Response Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Just targeting problems is not enough Delinquency & Violence Pregnancy & HIV Dropouts & Illiteracy Unemployment/ Under employment Substance Abuse Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Problems Co-vary, Strategies overlap Delinquency & Violence Dropouts & Illiteracy Pregnancy & HIV Core Supports & Opportunities Unemployment Substance Abuse The Common Core of Prevention Strategies Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Common Themes in Prevention are Themes That Support Learning Skill Building Participation Norms and Expectations Adult-Youth Relationships Information and Services Extracted from Joy Dryfoos, Adolescents at Risk, 1990 Copyright © 2001 [Forum for Youth Investment]. All rights reserved. 3. Single Problem reduction is a short term, not long term goal Civic Delinquency & Violence Physical Pregnancy Health & HIV Core Supports Dropouts & & Illiteracy Opportunities Educational Substance Abuse, Suicide, Depression Social & Emotional Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Unemployment Vocational After-school programs can make a difference Copyright © 2001 [Forum for Youth Investment]. All rights reserved. What Happens After School? WHERE? In the School Building W H E N During the School Day Out of School Formal Learning ?? Copyright © 2001 [Forum for Youth Investment]. All rights reserved. In the Community Enriched Learning Informal & Applied Learning Remediation? Enrichment? Supervision? Engagement? The Impact of After-School Programs Social/Emotional/ Physical/Civic Skills After-school programs Participation in School Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Academic Achievement Engagement in Learning What do we mean by academic achievement? Academic Core Skills Higher Order Skills Content Knowledge Achievement Motivation Progress Competence Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Strategies for Infusing Academic Content Extended (explicit content, traditional delivery) Explicit (explicit content, innovative delivery) Embedded (embedded content, innovative delivery) Enrichment (authentic content, innovative delivery) Copyright © 2001 [Forum for Youth Investment]. All rights reserved. NRC Features of Positive Developmental Settings Physical and psychological safety Appropriate structure Supportive relationships Opportunities to belong Positive social norms Support for efficacy and mattering Opportunities for skill-building Integration of family, school and community efforts Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Local After School Programs Survey Results 100 90 80 70 60 50 40 30 20 10 Safety Relationships Participation Skills Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Comm. Roles Measuring Outcomes That Matter Percent of Participants at Optimal Levels 100 90 80 70 60 50 40 30 20 10 Safety Relationships Participation Skills Copyright 2001 [Forum © CAYP,©IRRE, CNYD for Youth Investment]. All rights reserved. Comm. Roles Measuring Outcomes That Matter Percent of Participants at Optimal Levels 100 90 80 70 60 50 40 30 20 10 Safety Safety Relationships Participation Skills Relat. Copyright © 2001 © CAYP, IRRE, CNYD[Forum for Youth Investment]. All rights reserved. Particip. SkillsComm. Roles Quality in Afterschool programs: Measurable, Malleable, Matters Copyright © 2001 [Forum for Youth Investment]. All rights reserved. After-school programs can lead the way Copyright © 2001 [Forum for Youth Investment]. All rights reserved. 21st Century Skills, Content, Contexts Core skills – reading, writing, computation 21st century skills – technology, problem-solving Personal interest – playing an instrument, etc. Core content – geography, history, literature 21st century content – civic, financial, global awareness Core context – school-based acquisition 21st context – community-based applications Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Copyright © 2001 [Forum for Youth Investment]. All rights reserved. Filling the White Space “ Schools are clearly under the gun to show kids are doing better academically. But many believe, including teachers and principals, that the function of after-school programs should be to provide activities kids aren’t getting elsewhere.” – Karen Walker, P/PV Copyright © 2001 [Forum for Youth Investment]. All rights reserved.