The document discusses a program called Project New Futures (PNF) that provides comprehensive support services to help foster care youth successfully transition to adulthood. PNF aims to strengthen youth's job skills, education, and life skills through transition planning, resource building, vocational training, and ongoing support. Services include mentoring, workshops, internships, and post-secondary support to boost college retention and employment. The goal is to equip youth with the tools needed to become self-sufficient adults.
This document discusses how mentoring can help improve academic achievement among American youth. It notes that 1 in 5 youth do not graduate high school, and many require remedial college courses. Mentoring relationships have been shown to increase the likelihood that youth stay in school and complete homework. Studies show mentored youth are 52% more likely to stay in school. Mentors can help youth develop skills to overcome barriers to academic success by providing academic support, developing non-cognitive skills, and connecting youth to community resources. Investing in high-quality mentoring programs can help address the critical need to improve educational outcomes in the U.S.
This research project examines barriers to education engagement for young people in Brimbank, Victoria. The researcher conducted literature reviews, surveys, focus groups, interviews, and case studies. The research found that lack of appropriate education and support, family disconnection, mental health issues, poverty, and low academic achievement were significant recurring barriers. The community of Brimbank has high rates of poverty, unemployment, and residents without higher education qualifications compared to state averages. To overcome these barriers, the research suggests early intervention, long-term skill-building programs, and individualized case management supports for young people.
The document describes vtalent year, a 44-week structured volunteering program for 16-25 year olds in the UK. It aims to improve employability and skills while also benefiting public services. Over 800 volunteers have participated, with many coming from disadvantaged backgrounds or previously unemployed. The program provides qualifications, skills training, and pastoral support. Evaluations found significant increases in volunteers' confidence, skills, social networks, and likelihood of entering employment or education. Local services also benefited from volunteers' contributions. The program has had transformative impacts for some volunteers by improving their employment prospects and life trajectories.
The Gateway to College National Network has grown from a single program in Portland, Oregon in 2003 to a network of 43 colleges in 23 states. In the 2012-2013 academic year alone, over 4,200 formerly disengaged students changed their lives through the Gateway to College program, with a record 671 students graduating with both a high school diploma and an average of 35 college credits. The network has had measurable success, with 73% of Gateway graduates continuing on to post-secondary education and earning college credentials at high rates.
An analysis of the social impact of the
stipend program for secondary school girls
of Khyber Pakhtunkhwa (in Pakistan)
Sustainable Development Policy Institute
The lesson emphasizes the importance of obtaining at least a high school diploma for future career and financial success by explaining the relationship between education level, salary, and cost of living; it reviews New Jersey's high school graduation requirements to help 9th grade students achieve academic success; and incorporates small group and individual activities to engage students in learning about enhancing their future opportunities through school achievement.
This document discusses how mentoring can help improve academic achievement among American youth. It notes that 1 in 5 youth do not graduate high school, and many require remedial college courses. Mentoring relationships have been shown to increase the likelihood that youth stay in school and complete homework. Studies show mentored youth are 52% more likely to stay in school. Mentors can help youth develop skills to overcome barriers to academic success by providing academic support, developing non-cognitive skills, and connecting youth to community resources. Investing in high-quality mentoring programs can help address the critical need to improve educational outcomes in the U.S.
This research project examines barriers to education engagement for young people in Brimbank, Victoria. The researcher conducted literature reviews, surveys, focus groups, interviews, and case studies. The research found that lack of appropriate education and support, family disconnection, mental health issues, poverty, and low academic achievement were significant recurring barriers. The community of Brimbank has high rates of poverty, unemployment, and residents without higher education qualifications compared to state averages. To overcome these barriers, the research suggests early intervention, long-term skill-building programs, and individualized case management supports for young people.
The document describes vtalent year, a 44-week structured volunteering program for 16-25 year olds in the UK. It aims to improve employability and skills while also benefiting public services. Over 800 volunteers have participated, with many coming from disadvantaged backgrounds or previously unemployed. The program provides qualifications, skills training, and pastoral support. Evaluations found significant increases in volunteers' confidence, skills, social networks, and likelihood of entering employment or education. Local services also benefited from volunteers' contributions. The program has had transformative impacts for some volunteers by improving their employment prospects and life trajectories.
The Gateway to College National Network has grown from a single program in Portland, Oregon in 2003 to a network of 43 colleges in 23 states. In the 2012-2013 academic year alone, over 4,200 formerly disengaged students changed their lives through the Gateway to College program, with a record 671 students graduating with both a high school diploma and an average of 35 college credits. The network has had measurable success, with 73% of Gateway graduates continuing on to post-secondary education and earning college credentials at high rates.
An analysis of the social impact of the
stipend program for secondary school girls
of Khyber Pakhtunkhwa (in Pakistan)
Sustainable Development Policy Institute
The lesson emphasizes the importance of obtaining at least a high school diploma for future career and financial success by explaining the relationship between education level, salary, and cost of living; it reviews New Jersey's high school graduation requirements to help 9th grade students achieve academic success; and incorporates small group and individual activities to engage students in learning about enhancing their future opportunities through school achievement.
This document discusses the benefits of afterschool programs for middle school students. It begins by outlining some of the unique developmental needs of middle school aged youth, such as physical activity, competence and achievement, creative expression, and positive social interactions. It then discusses how afterschool programs can help address these needs. Specific examples of successful afterschool programs are provided that incorporate leadership opportunities, empower youth to make responsible choices, and allow youth to have ownership over activities. The conclusion states that afterschool programs provide multiple benefits to middle school students by supporting their social, emotional, and academic development.
The document discusses strengthening education sector response to reproductive health, HIV, and AIDS through comprehensive sexuality education. It notes that fewer youth are prepared for adulthood, rendering them vulnerable. In Kenya, HIV prevalence among 15-24 year olds is 3.8% and sexual debut has declined to 12 years old. Comprehensive sexuality education in schools can help increase knowledge and skills to prevent diseases and unintended pregnancy by addressing relationships, values, and decision making. Research shows such programs do not increase sexual activity but can promote healthy behaviors and attitudes when culturally appropriate. The education sector aims to collaborate across stakeholders to implement comprehensive sexuality education.
This document discusses a Foundation Degree in Community Leadership program developed at the University of Central Lancashire for South Asian women in Burnley, Lancashire. The program was created to build skills for these women to become more effective community activists while also addressing cultural and family needs. There were significant challenges to make the program inclusive for these women, who face barriers like family disapproval of activities outside the home, caring responsibilities, and low self-esteem. The program organizers worked to gain community trust, locate the program in a familiar local school, and be flexible to accommodate students' family responsibilities. This inclusive and supportive program model has helped the women gain confidence and skills to become community leaders.
Caribbean Studies - CAPE Unit 2 - Internal Assignment/IA 2017John Doe
This document appears to be a research paper or project on the topic of how poverty affects social development in Lengua Village, Princes Town, Trinidad and Tobago. It includes an introduction outlining the research problem, purpose, objectives and definitions. It also includes a literature review summarizing several sources on the relationship between poverty and social development. For data collection, the author used a questionnaire distributed to households in the village as well as secondary sources like books and articles. The document goes on to present and analyze the collected data, discuss findings, and provide conclusions and recommendations.
PDF Scanning environment for startegic intervention for youthMosharaf Hossain
The document discusses strategic interventions for youth in Jharkhand, India. It identifies the following key issues through discussions with youths: lack of higher education attainment, limited livelihood opportunities, poor sexual and reproductive health, and feelings of exclusion. These issues are interrelated and perpetuate intergenerational poverty. The document analyzes the issues thematically and outlines them under the categories of higher education, livelihood, health, and protection. It prioritizes the issues and presents a vision statement by youth in Palamu district to attain at least 12th grade education, job/trade training, sufficient income, health knowledge, and community participation.
In Africa, the concept of Guidance and Counseling although relatively new in educational systems, has been embraced by most governments. Although most African countries recognize the essential role of organized Guidance and Counseling Programmes, there are limited researches studies conducted to assess the effectiveness of the programmed services being implemented to improve the student’s decision making processes that lead to improved future benefits. Research is yet to identify gender specific strategies to positive psychosexual development in boys and girls that can promote safe reproductive health. A wide spread ignorance on the subject of sex is due to the fact that the subject has been surrounded with mystery and beclouded by dark silence. The result has increased curiosity and desire to acquire more knowledge on this forbidden subject; yet, the people entrusted with the responsibility of educating the adolescents on the subject have not made appropriate information readily available. The study investigated effectiveness of guidance and counselling programmes on academic achievement among public secondary school students in Bungoma South Sub-County, Kenya. The study adopted Albert Bandura’s Social Cognitive Theory postulated in 1986. A descriptive research design was used with target population of 52 guiding and counselling teachers. A sample of 16 participants was selected using, using 30% of Mugenda and Mugenda (2003) and randomly selected from 52 schools. Data was collected using structured interview schedule and questionnaire and analyzed descriptively. Results highlights teacher counselling and peer counselling were the most effective strategies in guidance and counselling as compared to students suspension and corporal punishment. More than half of guidance and counselling teachers asserted that schools had inadequate policy and manual procedures and code of ethics and regulation governing sexual behaviour. This paper points at need of guidance and counselling departments to develop policies and manual procedures on sex and relationship education that acts as a reference point to all members of the school. In addition, the Government should set up reproductive health institutions for the youth, promote peer counseling, talks by health providers in schools which has a bearing on students’ performance.
America’s education system is based on the assumption that barring illness or an extraordinary event, students are in class every weekday. So strong is this assumption that it is not even measured. Indeed, it is the rare state education department, school district or principal that can tell you how many students have missed 10 percent or more of the school year or in the previous year missed a month or more school − two common definitions of chronic absence.
Understanding adolescent vulnerabilities in LMICs through an intersectional lens: launch of a new European Journal of Development Research Special Issue
Background and objectives
This event will showcase a new EJDR special issue that explores adolescent experiences across diverse LMICs, including conflict-affected contexts, drawing on unique mixed-methods data from the GAGE longitudinal study. It will highlight why an intersectional approach is critical to capture adolescents’ diverse and dynamic capabilities, and what the policy and programming implications are to ensure no adolescent is left behind.
Older Adults and Functional Literacy Needs for Successful AgeingPremier Publishers
Living for at least five decades may come with different coping issues ranging from health to finance and having sustainable environment. Alleviating these challenges to enhance successful ageing in a nation with constantly increasing population of older adults require a level of literacy that goes beyond the ability to read, write and compute numerically. Therefore, this study investigated the functional literacy needs of older adults based on the perspective of older adults in Edo and Ondo States, Nigeria. The study employed survey research design using simple random sampling and inclusion criteria to select 200 adults who are 55 years and above as participants. A 26-item close-ended questionnaire was used to collect data for the four research questions raised for the study. The research questions were answered descriptively. Findings revealed among others that health, environmental and financial literacies are important for successful ageing. It was therefore recommended among others that adult education programme contents should be designed to enhance health, environmental and finance issues for successful ageing which will rub off on the nation.
High school dropout rates have declined since the 1970s but remain a significant problem. Reasons students drop out include low grades, feelings of unsafety, inability to get along with peers, pregnancy, family issues, and substance abuse. Dropping out has negative lifelong consequences, including much lower annual and lifetime earnings, higher rates of unemployment, poverty, poor health, and incarceration. As teachers, addressing the dropout issue will be important to help students graduate and achieve better life outcomes.
Youth Violence in the Home and/or Severe DisengagementTanya Langford
This report examines youth violence in the home and severe youth disengagement in the Peel region of Western Australia. It finds that both issues are prevalent and impact individuals, families, and the community. While some services exist in the region, there is a lack of evidence-based programs needed to effectively address the problems. The report reviews contributing factors, outcomes, successful programs used elsewhere, and current local services. It concludes that early intervention is key to altering negative trajectories and provides recommendations for improving support services in Peel region to help at-risk youth and families.
This document discusses ways to improve student involvement at Salem Community College. It identifies several reasons why students drop out, such as academic, financial, and personal issues. It recommends solutions tailored to specific student populations like nontraditional, first-generation, and online students. These solutions include improving educational policies, student motivation, resources for incoming students, and implementing programs like clubs, tutoring, and on-campus jobs. The document also stresses the importance of information technology and ensuring the college website provides accurate and up-to-date information to students.
Academic motivation that prevents educational failureldh004
The document discusses ways to motivate students to stay in school and complete their education. It notes that dropout rates are highest among Latinos, blacks, and males. Dropouts have lower lifetime earnings and contribute less in taxes. The author aims to find ways to motivate students through their research. Some suggestions include involving students in sports and clubs, counseling and peer support groups, and random drug testing. The conclusion recommends offering tutoring, more school counselors, and better communication between parents, teachers, and students.
- Oprah Winfrey and Xavier Romano, Vice President for Student Services at EOU, both participated in TRiO programs during their education which provided support and helped them achieve their educational goals.
- Romano discusses how TRiO was an important support system for him as an undergraduate where he received mentoring and help adjusting to university life.
- The document discusses the history and purpose of TRiO programs in supporting first-generation and underrepresented students in achieving higher education. EOU recently received a grant to fund their TRiO student support services program to serve 160 students annually.
The document provides an overview of major issues facing youth in the Asian and Pacific region. Key issues discussed include education, employment, health, and participation in decision-making. Regarding education, transition between education levels and low tertiary enrollment are challenges. Youth unemployment rates are significantly higher than adult rates. Health issues faced by youth include drug use, HIV risk, and lack of access to reproductive healthcare. Cultural barriers sometimes limit youth participation in the political process.
The document summarizes key health issues affecting young people aged 15-24 globally. Over 1.8 million young people die each year mostly from preventable causes. Leading causes of death include road accidents, violence, HIV, and complications during pregnancy and childbirth. Many health issues experienced during youth like tobacco use, malnutrition, and mental health problems can have lifelong health consequences. Promoting healthy behaviors in adolescence through policies, programs, and services is critical to improving current and future public health.
On Thursday 23 July 2020, the NCSEHE hosted a panel discussion with Professor James Smith (Menzies School of Health Research), Dr Bep Uink (Kulbardi Aboriginal Centre, Murdoch University) and Professor Daphne C. Watkins (University of Michigan).
A presentation by Dr Nicola Jones, Expert Workshop organised by UNU-Merit.
https://www.gage.odi.org/event/social-protection-in-the-context-of-forced-displacement-programming-promoting-young-peoples-resilience-in-general-and-during-covid-19/?fbclid=IwAR1krlZWPD992qz1brdyKOK0-CskvbYxXaYdbAF5dG805xdw077RI6BYKuI
Communication studies Basic Exposition pieceCrissi Daley
The document discusses failing schools in Jamaica and potential solutions. It notes that failing schools contribute to issues like low academic performance, illiteracy, and future crime and violence. Three sources are examined that provide perspectives on why schools fail and how to address it. The first source describes a speech where the former education minister said failing schools should not be allowed to exist and leadership is key. The second source discusses common reasons for failure like poor leadership, teaching, and resources. The third and most comprehensive source provides several solutions, including putting principals on contracts, improving teaching techniques, and reducing class sizes. Overall, the document seeks to understand why schools fail in Jamaica and what can be done to improve academic performance.
The document presents the Western Cape Youth Development Strategy (YDS). It provides a framework to guide investments and policies to support youth development through a whole-of-society approach. The strategy is needed because ages 10-24 are critical for development, but many youth lack support systems and face risks like addiction, crime or gangs. The YDS aims to create more opportunities and services for positive youth development by focusing on ages 10-14 (pre-youth) and 15-24 (youth) and addressing challenges related to families, education, jobs, violence exposure and reconnection. It outlines priorities, pillars and a vision for coordinated multi-stakeholder action on youth issues.
The document outlines the C.H.A.N.G.E Initiative program, which aims to help at-risk youth through academic and social support programs. It details the program's mission to develop youth leadership and success. The program goals are to build skills in self-knowledge, social interaction, decision-making, and challenge negative mindsets. Objectives include motivational speaking, mentoring, testing preparation and community service. The target group are elementary students, to maximize effects on early academic achievement.
This document discusses the benefits of afterschool programs for middle school students. It begins by outlining some of the unique developmental needs of middle school aged youth, such as physical activity, competence and achievement, creative expression, and positive social interactions. It then discusses how afterschool programs can help address these needs. Specific examples of successful afterschool programs are provided that incorporate leadership opportunities, empower youth to make responsible choices, and allow youth to have ownership over activities. The conclusion states that afterschool programs provide multiple benefits to middle school students by supporting their social, emotional, and academic development.
The document discusses strengthening education sector response to reproductive health, HIV, and AIDS through comprehensive sexuality education. It notes that fewer youth are prepared for adulthood, rendering them vulnerable. In Kenya, HIV prevalence among 15-24 year olds is 3.8% and sexual debut has declined to 12 years old. Comprehensive sexuality education in schools can help increase knowledge and skills to prevent diseases and unintended pregnancy by addressing relationships, values, and decision making. Research shows such programs do not increase sexual activity but can promote healthy behaviors and attitudes when culturally appropriate. The education sector aims to collaborate across stakeholders to implement comprehensive sexuality education.
This document discusses a Foundation Degree in Community Leadership program developed at the University of Central Lancashire for South Asian women in Burnley, Lancashire. The program was created to build skills for these women to become more effective community activists while also addressing cultural and family needs. There were significant challenges to make the program inclusive for these women, who face barriers like family disapproval of activities outside the home, caring responsibilities, and low self-esteem. The program organizers worked to gain community trust, locate the program in a familiar local school, and be flexible to accommodate students' family responsibilities. This inclusive and supportive program model has helped the women gain confidence and skills to become community leaders.
Caribbean Studies - CAPE Unit 2 - Internal Assignment/IA 2017John Doe
This document appears to be a research paper or project on the topic of how poverty affects social development in Lengua Village, Princes Town, Trinidad and Tobago. It includes an introduction outlining the research problem, purpose, objectives and definitions. It also includes a literature review summarizing several sources on the relationship between poverty and social development. For data collection, the author used a questionnaire distributed to households in the village as well as secondary sources like books and articles. The document goes on to present and analyze the collected data, discuss findings, and provide conclusions and recommendations.
PDF Scanning environment for startegic intervention for youthMosharaf Hossain
The document discusses strategic interventions for youth in Jharkhand, India. It identifies the following key issues through discussions with youths: lack of higher education attainment, limited livelihood opportunities, poor sexual and reproductive health, and feelings of exclusion. These issues are interrelated and perpetuate intergenerational poverty. The document analyzes the issues thematically and outlines them under the categories of higher education, livelihood, health, and protection. It prioritizes the issues and presents a vision statement by youth in Palamu district to attain at least 12th grade education, job/trade training, sufficient income, health knowledge, and community participation.
In Africa, the concept of Guidance and Counseling although relatively new in educational systems, has been embraced by most governments. Although most African countries recognize the essential role of organized Guidance and Counseling Programmes, there are limited researches studies conducted to assess the effectiveness of the programmed services being implemented to improve the student’s decision making processes that lead to improved future benefits. Research is yet to identify gender specific strategies to positive psychosexual development in boys and girls that can promote safe reproductive health. A wide spread ignorance on the subject of sex is due to the fact that the subject has been surrounded with mystery and beclouded by dark silence. The result has increased curiosity and desire to acquire more knowledge on this forbidden subject; yet, the people entrusted with the responsibility of educating the adolescents on the subject have not made appropriate information readily available. The study investigated effectiveness of guidance and counselling programmes on academic achievement among public secondary school students in Bungoma South Sub-County, Kenya. The study adopted Albert Bandura’s Social Cognitive Theory postulated in 1986. A descriptive research design was used with target population of 52 guiding and counselling teachers. A sample of 16 participants was selected using, using 30% of Mugenda and Mugenda (2003) and randomly selected from 52 schools. Data was collected using structured interview schedule and questionnaire and analyzed descriptively. Results highlights teacher counselling and peer counselling were the most effective strategies in guidance and counselling as compared to students suspension and corporal punishment. More than half of guidance and counselling teachers asserted that schools had inadequate policy and manual procedures and code of ethics and regulation governing sexual behaviour. This paper points at need of guidance and counselling departments to develop policies and manual procedures on sex and relationship education that acts as a reference point to all members of the school. In addition, the Government should set up reproductive health institutions for the youth, promote peer counseling, talks by health providers in schools which has a bearing on students’ performance.
America’s education system is based on the assumption that barring illness or an extraordinary event, students are in class every weekday. So strong is this assumption that it is not even measured. Indeed, it is the rare state education department, school district or principal that can tell you how many students have missed 10 percent or more of the school year or in the previous year missed a month or more school − two common definitions of chronic absence.
Understanding adolescent vulnerabilities in LMICs through an intersectional lens: launch of a new European Journal of Development Research Special Issue
Background and objectives
This event will showcase a new EJDR special issue that explores adolescent experiences across diverse LMICs, including conflict-affected contexts, drawing on unique mixed-methods data from the GAGE longitudinal study. It will highlight why an intersectional approach is critical to capture adolescents’ diverse and dynamic capabilities, and what the policy and programming implications are to ensure no adolescent is left behind.
Older Adults and Functional Literacy Needs for Successful AgeingPremier Publishers
Living for at least five decades may come with different coping issues ranging from health to finance and having sustainable environment. Alleviating these challenges to enhance successful ageing in a nation with constantly increasing population of older adults require a level of literacy that goes beyond the ability to read, write and compute numerically. Therefore, this study investigated the functional literacy needs of older adults based on the perspective of older adults in Edo and Ondo States, Nigeria. The study employed survey research design using simple random sampling and inclusion criteria to select 200 adults who are 55 years and above as participants. A 26-item close-ended questionnaire was used to collect data for the four research questions raised for the study. The research questions were answered descriptively. Findings revealed among others that health, environmental and financial literacies are important for successful ageing. It was therefore recommended among others that adult education programme contents should be designed to enhance health, environmental and finance issues for successful ageing which will rub off on the nation.
High school dropout rates have declined since the 1970s but remain a significant problem. Reasons students drop out include low grades, feelings of unsafety, inability to get along with peers, pregnancy, family issues, and substance abuse. Dropping out has negative lifelong consequences, including much lower annual and lifetime earnings, higher rates of unemployment, poverty, poor health, and incarceration. As teachers, addressing the dropout issue will be important to help students graduate and achieve better life outcomes.
Youth Violence in the Home and/or Severe DisengagementTanya Langford
This report examines youth violence in the home and severe youth disengagement in the Peel region of Western Australia. It finds that both issues are prevalent and impact individuals, families, and the community. While some services exist in the region, there is a lack of evidence-based programs needed to effectively address the problems. The report reviews contributing factors, outcomes, successful programs used elsewhere, and current local services. It concludes that early intervention is key to altering negative trajectories and provides recommendations for improving support services in Peel region to help at-risk youth and families.
This document discusses ways to improve student involvement at Salem Community College. It identifies several reasons why students drop out, such as academic, financial, and personal issues. It recommends solutions tailored to specific student populations like nontraditional, first-generation, and online students. These solutions include improving educational policies, student motivation, resources for incoming students, and implementing programs like clubs, tutoring, and on-campus jobs. The document also stresses the importance of information technology and ensuring the college website provides accurate and up-to-date information to students.
Academic motivation that prevents educational failureldh004
The document discusses ways to motivate students to stay in school and complete their education. It notes that dropout rates are highest among Latinos, blacks, and males. Dropouts have lower lifetime earnings and contribute less in taxes. The author aims to find ways to motivate students through their research. Some suggestions include involving students in sports and clubs, counseling and peer support groups, and random drug testing. The conclusion recommends offering tutoring, more school counselors, and better communication between parents, teachers, and students.
- Oprah Winfrey and Xavier Romano, Vice President for Student Services at EOU, both participated in TRiO programs during their education which provided support and helped them achieve their educational goals.
- Romano discusses how TRiO was an important support system for him as an undergraduate where he received mentoring and help adjusting to university life.
- The document discusses the history and purpose of TRiO programs in supporting first-generation and underrepresented students in achieving higher education. EOU recently received a grant to fund their TRiO student support services program to serve 160 students annually.
The document provides an overview of major issues facing youth in the Asian and Pacific region. Key issues discussed include education, employment, health, and participation in decision-making. Regarding education, transition between education levels and low tertiary enrollment are challenges. Youth unemployment rates are significantly higher than adult rates. Health issues faced by youth include drug use, HIV risk, and lack of access to reproductive healthcare. Cultural barriers sometimes limit youth participation in the political process.
The document summarizes key health issues affecting young people aged 15-24 globally. Over 1.8 million young people die each year mostly from preventable causes. Leading causes of death include road accidents, violence, HIV, and complications during pregnancy and childbirth. Many health issues experienced during youth like tobacco use, malnutrition, and mental health problems can have lifelong health consequences. Promoting healthy behaviors in adolescence through policies, programs, and services is critical to improving current and future public health.
On Thursday 23 July 2020, the NCSEHE hosted a panel discussion with Professor James Smith (Menzies School of Health Research), Dr Bep Uink (Kulbardi Aboriginal Centre, Murdoch University) and Professor Daphne C. Watkins (University of Michigan).
A presentation by Dr Nicola Jones, Expert Workshop organised by UNU-Merit.
https://www.gage.odi.org/event/social-protection-in-the-context-of-forced-displacement-programming-promoting-young-peoples-resilience-in-general-and-during-covid-19/?fbclid=IwAR1krlZWPD992qz1brdyKOK0-CskvbYxXaYdbAF5dG805xdw077RI6BYKuI
Communication studies Basic Exposition pieceCrissi Daley
The document discusses failing schools in Jamaica and potential solutions. It notes that failing schools contribute to issues like low academic performance, illiteracy, and future crime and violence. Three sources are examined that provide perspectives on why schools fail and how to address it. The first source describes a speech where the former education minister said failing schools should not be allowed to exist and leadership is key. The second source discusses common reasons for failure like poor leadership, teaching, and resources. The third and most comprehensive source provides several solutions, including putting principals on contracts, improving teaching techniques, and reducing class sizes. Overall, the document seeks to understand why schools fail in Jamaica and what can be done to improve academic performance.
The document presents the Western Cape Youth Development Strategy (YDS). It provides a framework to guide investments and policies to support youth development through a whole-of-society approach. The strategy is needed because ages 10-24 are critical for development, but many youth lack support systems and face risks like addiction, crime or gangs. The YDS aims to create more opportunities and services for positive youth development by focusing on ages 10-14 (pre-youth) and 15-24 (youth) and addressing challenges related to families, education, jobs, violence exposure and reconnection. It outlines priorities, pillars and a vision for coordinated multi-stakeholder action on youth issues.
The document outlines the C.H.A.N.G.E Initiative program, which aims to help at-risk youth through academic and social support programs. It details the program's mission to develop youth leadership and success. The program goals are to build skills in self-knowledge, social interaction, decision-making, and challenge negative mindsets. Objectives include motivational speaking, mentoring, testing preparation and community service. The target group are elementary students, to maximize effects on early academic achievement.
The New Heights Program provides support services to expectant and parenting teen students in DC public schools to help them graduate and become self-sufficient. It addresses the high dropout rate and risk of repeated pregnancies. Services include counseling, childcare assistance, and educational workshops. The program is currently only funded by grants and needs permanent funding to ensure long-term support of these students. The PR campaign aims to raise awareness of how vital the program is and encourage the district to allocate ongoing funding.
The document discusses initiatives to help teen parents and their children break the cycle of poverty through education. It outlines that teen parents often have less education and career prospects, and their children often face health and developmental issues. The Hamilton East Public Library then proposes a new program to assist teen parents in achieving their potential through access to knowledge, resources, and support networks. The program's goals are to empower teen parents and improve outcomes for their children through partnership with other community organizations.
Review of Documented Literature on Policies, Programs and Services in Kenya by Dr. Teresa Mwoma; ECD Department; Kenyatta University
Dr. Teresa Mwoma, of the Department of Early Childhood in Kenyatta University partners with PAN to review the status of Adolescents with parenting responsibilities.
Focus Forward is a nonprofit organization located in Fresno, California that aims to promote successful outcomes for at-risk youth in the juvenile justice and foster care systems through programs like Bright Futures, which provides parenting support and child visits, and mentoring that offers case management and resources. The organization provides various services and workshops covering topics like art, reproductive health education, and foster care assistance in order to equip incarcerated and at-risk youth with tools and support for success upon their release.
This document provides context about the field agency, Concern for Kids, and the community it serves in Berks County, Pennsylvania. Concern for Kids is a nonprofit child welfare agency that serves abused, neglected, and at-risk youth. The community of Berks County has over 400,000 residents, with higher rates of poverty, unemployment, and children in need of foster care services compared to state averages. Concern works closely with other social service agencies in the area to meet the needs of its clients and recruit foster families from the local community.
The Homeless Youth Initiative provides housing and support services to homeless high school students in Fairfax County, Virginia. It offers several housing options, including a group home for girls, host homes with volunteer families, and rental subsidies. Case managers and therapists provide ongoing assistance with needs like healthcare, education, and independent living skills. Since starting in 2009, the program has increased from serving 100 students to over 260, with greatly improved educational outcomes like no dropouts and all graduates pursuing higher education. Securing ongoing funding and expanding services remain priorities.
Social Work Foster Care Advocacy-Literature ReviewAshlynDeCarlo
This document is a literature review analyzing how social workers assist youth aging out of the foster care system. It discusses several ways social workers provide support, including helping ensure youths' basic needs are met, implementing educational and wellness programs, assisting with group home placements, facilitating natural and formal mentorship programs, and helping foster resilience. The review examines research on how these efforts aid youth as they transition to independent living.
Enhance Worldwide provides education, life skills training, and economic support to girls and young women in Ethiopia. In 2016, they reached over 150 individuals through programs. Highlights included celebrating their first college graduate, expanding partnership with Kapadia Education Foundation to support 10 women in university, and operating all programs continuously despite political unrest in Ethiopia. Financially, they had a 286% increase in private donations allowing them to expand programs while maintaining a positive cash balance at the end of the fiscal year.
Invisible Children is an organization founded by three college students to raise awareness about the war in Uganda and help rebuild communities affected by the conflict. The organization uses films, events, and social action to end the use of child soldiers and support education programs. One key program provides scholarships and mentoring to over 500 secondary and university students. Mentors regularly visit students to provide support and ensure their needs are met to help them succeed academically. The program aims to empower youth and break the cycle of poverty through education.
Invisible Children is an organization founded by three college students to raise awareness about the war in Uganda and help child soldiers. They produce films and use social media to educate others and fundraise. Donations support rebuilding schools, providing scholarships, and mentoring vulnerable children. The Legacy Scholarship Program provides secondary and university education for over 500 students and mentoring from local leaders, helping break the cycle of poverty and violence. Critical thinking is an important part of the program and education, to allow students to problem solve and create change in their communities and country.
Focus Forward is a nonprofit organization located in Fresno, CA that aims to promote successful outcomes for incarcerated and foster youth. It provides various programs including Bright Futures, which supports parenting youth, and mentoring/case management. The organization strives to equip youth with resources to reduce recidivism and build healthier communities. Focus Forward prioritizes safety and sets clear expectations for volunteers and interns through training and background checks.
Transition to adulthood in Pennsylvania workbook for parents, teachers, careg...Ryan Wexelblatt, LCSW
This document provides information and resources to assist youth with transitioning to adult living, including healthcare needs. It begins with an overview of secondary transition planning requirements in Pennsylvania and the importance of starting the process early. It then introduces a Transition Skills Inventory to help assess a youth's current abilities and needs across various life domains like self-awareness, safety, healthcare and more. Finally, it lists various state agencies and organizations that can provide supports during and after high school. The goal is to create a comprehensive transition plan that incorporates healthcare and leads to success in post-secondary education, employment and independent living.
This document discusses mentoring programs in Atlanta Public Schools and Fulton County Schools. It highlights the positive impacts of mentoring on students, including being less likely to skip school or use drugs, and more likely to enroll in college. Mentors in afterschool programs, led by college students, help with social and emotional learning and development. The document encourages more community members to volunteer as mentors in various ways to help guide youth and make a difference in their lives.
PCG Human Services White Paper - Transitional Aged Youth Need Supports to Ach...Public Consulting Group
This document discusses supports needed for transitional aged youth (TAY) in foster care to achieve self-sufficiency. It defines TAY as those between ages 16-24 transitioning from foster care and notes they face higher risks of homelessness, unemployment, and lack of education without support. The document recommends child welfare agencies take a collaborative, outcome-based approach across five areas of support: social supports, health care, employment, housing, and education. It provides details on federal programs that address these areas, including Supplemental Security Income and Social Security Disability Insurance.
This document summarizes an interview with Jacob Okumu about his research on the experiences of emancipated foster youth transitioning to college. Some key points:
1) Emancipated foster youth face significant challenges transitioning to college like isolation and lack of family support. Their needs often differ from traditional students in needing financial and housing assistance.
2) Effective strategies for supporting these students include identifying policies that make them feel isolated, providing mentorship programs, and tailored advising that helps them develop holistically.
3) Implementing programs to help emancipated foster youth transition successfully is important for achieving diversity and ensuring this population can enroll and persist in college. Okumu's research is informing new mentoring
Running head SERVING LEARNING ORGANIZATION ROUGH DRAFT1SERVI.docxtodd521
Running head: SERVING LEARNING ORGANIZATION ROUGH DRAFT 1
SERVING LEARNING ORGANIZATION ROUGH DRAFT 2
Serving Learning Organization – Rough Draft
Ray Wilson
University
Combatting Senior Isolation with Volunteerism
Senior isolation is a social issue that many of our senior citizens face today. It is estimated that 40% of our senior population suffers from senior isolation. Senior isolation in the elderly has been linked to an increase in illnesses, mortality, depression, elder abuse and a higher incidence of the elderly needing long term care services. It is one of the largest risks to our aging senior’s health and well-being. Volunteer work can help combat senior isolation and have a positive impact on a senior’s health. Senior citizens make up 15.2 percent of the total population of the United States according to the 2016 census bureau and it is reported that by 2060 the number of senior citizens will double. Senior volunteer programs that promote involvement can assist in combating isolation and the negative health consequences while keeping our seniors healthy and active within their communities.
Senior Corps is an organization that currently engages roughly 220,000 older adults between the ages of 55 and above within America in service to their communities through its Foster Grandparent, Senior companion and RSVP programs according to Nationalservice.gov. Utilizing the strengths and assets of our seniors today not only keeps our seniors from isolation but also benefits the communities in which they live. The primary focus of Senior corps is to utilize the strengths, skills and attributes of seniors 55 and above to help tutor, mentor, care for and volunteer to meet the needs of others within their community while also having mutually positive benefits to the health and wellness of the aging senior population. Senior Corp programs not only improve the lives of those served but also the lives of the senior volunteers. Service learning opportunities within Senior Corps could produce beneficial outcomes for the American communities that Senior Corps volunteers, the partnering universities and the student service learners reside. The collegiate service learning students can play an instrumental role in increasing awareness with marketing strategies including recruitment events and informative meetings to promote participation, and enrollment into the programs. Creating and implementing marketing plans while utilizing their technology skills and social media platforms, collegiate service learners can assist Senior Corps in increasing the number of senior volunteers enrolled within each of the programs. Intergenerational learning can promote valuable relationships and partnerships that help bridge the generation gap. Service learners in intergeneration settings report “positive outcomes related to a better understanding of the older generation, enjoyment of interacting with the elders, appreciation of the life exp.
Running head SERVING LEARNING ORGANIZATION ROUGH DRAFT1SERVI.docx
PNF White Paper - ASN
1. !
Comprehensive Preparation
and Ongoing Support for
Foster Care Youth:
Building and Sustaining Support Structures Necessary for Post-Secondary
Education and Employment Success
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Table of Contents
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Topic Area Page
Executive Summary 3
Introduction: The Problem 4
Success Story 6
Framework: Comprehensive and Ongoing Support 7
Program Structure 10
Outcomes 13
Importance of Continued Funding 16
Provider Contact Information 18
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3. !
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Executive Summary
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Providing Quality Education with a Specific Emphasis on Inner-city Children, Youth, and Adults
For years now, the poor health of the American economy has inflicted difficulties on the
unemployed populations and yet some would try to mask the situation and say that the pain and
suffering is affecting many in society. Ironically, the same may be true of the population of youth
who are transitioning from the foster care system into society at large. These youths, who have
had the deck stacked against them throughout their lives and are in a constant battle for mere
survival, are most frequently unable to climb the ladder to success without intervention through
comprehensive social service programs.
Alternative School Networks - New Futures Program
Alternative Schools Network (ASN) in Chicago is the largest and oldest formal association of
non-public, community-based alternative schools in the country. Thirteen of the ASN schools
participate in the Project New Futures (PNF) program that seeks to serve youth from the foster
care system between the ages of 16–21, who are out of school and have not obtained a high
school diploma or a GED. ASN provides a wide range of comprehensive, educational, social,
employment and work-related training services to youth and adults in the Chicago area with the
purpose to build and sustain support structures necessary for foster care youth’s post-secondary
education and employment success.
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Introduction: The Problem
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Project New Futures (PNF) began in 2004 as a five-state U.S. Department of Labor
Demonstration Program to enable youth from foster care backgrounds to successfully transition
to adulthood by strengthening their job skills, academic achievement, and general life skills. By
providing comprehensive and supportive services, networking opportunities and mentoring,
PNF participants have achieved success in college and job training programs. These gains
contribute to self-sufficiency and the satisfaction of attaining employment. These outcomes
reflect the potential benefits of investment to support PNF and reduce homelessness, criminal
activity, the toll of mental illness, and the concomitant long-term burden of poverty and
dependency on Temporary Assistance for Needy Families (TANF).
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Recent statistics reveal there are over 15,000 youths currently in foster care in Illinois, with over
5,300 living in the city of Chicago. Too often, when they “age out” of foster care and are
expected to become a productive member of society, they are ill-prepared to successfully join the
workforce and manage the challenges they face:
• Mental illness and maladaptive social and workforce behavior skills;
• Homelessness;
• Educational deficits and lack of self-esteem typically generated by strong familial bonds and
life experiences;
• Inadequate employment experience, career exploration, and academic achievement.
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Studies conducted independently by Casey Family Programs and the University of Chicago’s
Chapin Hall show that both youth in foster care and alumni of foster care experience greater
rates of unemployment, poverty and homelessness than the general public. Chapin Hall’s 2005
study Midwest Evaluation of the Adult Functioning of Former Foster Youth: Outcomes at Age 19
found that only 40% of youth in care were employed at age 19, compared with a rate of 58.6%
for 19 year olds in the general population cited in the Add Health study the same year. The same
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5. study found that 22.2% of the alumni were homeless within a year of emancipation from state
care, and that 33.2% were living at or below the poverty level at the time of the survey.
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Casey Family Programs 2006 Northwest Foster Alumni Study researchers reported the
employment rate of alumni eligible for work was 80.1%, much lower than the national average of
95% for eligible youth ages 20-24 in the year 2000. These high rates of unemployment and
underemployment, along with high rates of homelessness, high school dropout and low post-
secondary education are not rare. They are the norm, characteristic of the foster care alumni
population.
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The most effective way to impact the lives of these youth and change such dire figures is to
provide a pathway fraught with effective wrap-around service, guidance and support to help them
develop belief in themselves, trust in the people around them and hope in a better future. To gain
quality academic and work-related skills and the desire and discipline to complete high school,
vocational training or college, these youth need a full-continuum of services. When they are
independent adults and self-sustaining workers in society, they will no longer fall prey to an
impoverished future of welfare support.
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ASN holds a total of seven years experience in offering services specifically tailored for foster
care youth. As part of the Foster Youth Demonstration Project from January 2005 through June
2007, youth were enrolled in the PNF program in the second semester of their junior year or
during their senior year. Part-time transition counselors were housed in the participating
member alternative high schools and assisted youth in preparing for postsecondary education
and employment. A part-time transition counselor worked at each of the schools and provided
youth with intensive postsecondary preparation and planning, including preparation for the
workforce. Youth participated in summer internship programs and were assisted in finding work.
Every youth desiring a summer job as part of their individual goals for achieving success were
provided with one. Transition specialists were stationed at ASN to provide support to the
students once they left high school and went on to postsecondary education or work. The
postsecondary support was a key component of the program and intended to address the issue of
youth “falling between the cracks” once they left high school.
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Success Story
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Success is PNF support when it matters most
Dara
(an
older
youth
in
the
DCFS
system
–
name
changed
to
protect
privacy)
dropped
out
of
high
school
and
re-‐enrolled
into
an
alternative
School
in
March
2008.
She
was
able
to
graduate
in
June
2008
and
go
on
to
college
in
September
2008.
In
October
2008,
she
was
raped
and
was
not
able
to
tell
anyone
until
November,
when
she
told
her
Alternative
Schools
Network
PNF
transition
specialist.
What
would
have
happened
if
Dara
didn’t
have
PNF
support?
She
would
have
left
college
in
November,
flunked
all
of
her
courses,
owed
thousands
of
dollars
of
tuition
with
no
way
to
pay
it
back
and
would
have
had
no
real
way
to
return
to
college.
In
short,
she
would
have
been
back
in
Chicago,
facing
a
nearly
complete
dead
end.
Without
the
PNF
supportive
program
and
a
caring
staff
person
she
could
trust,
Dara
could
have
been
just
another
statistic:
a
victim
of
sexual
assault
and
a
college
dropout
without
the
financial
resources
to
complete
school.
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PNF
helped
Dara
withdraw
from
her
classes
in
November
without
a
penalty
and
made
sure
she
received
the
counseling
she
needed
to
face
the
rape
and
deal
with
the
betrayal
and
post
trauma
stress
she
experienced.
Reporting
the
rape
was
a
key
factor
in
her
defense;
and
by
leaving
school
in
good
standing,
she
was
able
to
return
to
college
without
financial
burden
or
failed
grades.
Most
importantly,
she
was
able
to
take
time
off
for
treatment
and
healing.
Today
Dara
is
back
in
college
and
she
is
in
daily
contact
with
her
PNF
transition
specialist.
This
is
what
PNF
considers
success.
Helping
youth
live
better
lives;
helping
one
youth
at
a
time.
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Framework: Comprehensive
and Ongoing Support
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Today, the overall goal of the PNF project continues to be to prepare foster care youth to be self
sufficient, viable adults in society, equipping them with the necessary tools needed to become
productive and participating adults in society.
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Specifically, the PNF program is designed to help develop comprehensive, systematic
approaches for older foster care youth, ages 16 to 25, by providing continuous follow-up and
support services for post diploma/GED attainment in order to ensure college and vocational
enrollment and/or employment and sustainability. PNF provides support, resources and
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8. instructional services on a daily/weekly/monthly basis. Particularly, PNF operates on the basis
of a program cycle which includes the following:
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Transition Planning: During this phase, initial contact is established with a foster care youth
and a transition specialist is assigned to develop and manage the youth’s case load. Through
regular mailings, phone calls, in-person visits, and events PNF support staff assess the status and
progress of graduates. Transition specialists track each youth’s status and progress, establishing
plans for those youth who are encountering barriers to success. They also help participants to
build relationships with college staff for another layer of support.
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Resource Building: PNF creates a social support network that includes the school-based
transition staff, a full-time mentor, key school staff, and peer mentors that build and bridge
resources and services for a successful transition to adulthood and self-sufficiency.
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The transition specialist focuses on creating structures that assist youth in the transition to
college such as peer-to-peer mentorship structures, or “college clusters”, securing one-on-one
and group tutoring, while incorporating life skills building activities based on individual needs.
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PNF staff provides networking opportunities by facilitating Weekly/Monthly Clubs, Workshops
and/or Life Skill Meetings such as:
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Workshops and Life Skills Resources:
Newsletter Development
Goal Setting
Banking and Budgeting
Critical Shortage Careers
Effective Parenting and Pregnancy Prevention
Emancipation Preparation
DCFS Programs and Benefits
Healthy Living
Prevention-Domestic Violence, substance abuse, and mental health
Conflict Resolution
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9. Effective Communication
Job Training-Soft skills, Interview Skills, Job Matching/Assessment, Shadowing, and
Customer Service Training
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Clubs and regularly meeting groups
Leadership Development
Peer Alumni Club
Book Club
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Vocational Training: PNF provides post-secondary services to participating youth in order to
boost college and/or employment retention and success. Comprehensive pre- and post-exit
services provide the support and skills necessary to ensure increased opportunities and positive
future outcomes. An EXTRA On-Line Program, which is a comprehensive, self-paced, highly
structured open entry/exit internet learning tool, is utilized by all PNF participants to help
facilitate the PNF process.
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Continuum Support: The sustainability of a placement is achieved by teaching youth how to
balance every day incidentals, family and societal trials and challenges, while maintaining focus
on their specific goals.
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Program Structure
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Criteria: Population, Referral and Enrollment
Youth participating in the PNF program are enrolled in the program for a projected length of
services of 36 months. Services are offered upon graduation as youth begin to accomplish
individual goals and move toward self-sufficiency. Services continue to be extended to youth who
have voluntarily or by age emancipated from foster care, if they have graduated from alternative
high schools. These youth will have special consideration for extended enrollment based on
progress toward Individual Transition Plan Goals.
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Emancipated participants have a six-month review in order to be approved for re-entry into the
program. Re-enrollment will be based on the level of need for assistance in the areas of college,
employment, housing, and physical and/or mental health issues that require immediate and/or
long-term attention.
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The referral process for older foster care youth preparing to graduate is handled by ASN
counseling and mentoring personnel. The PNF Program Coordinator conducts intake,
orientation, and a PNF program overview to youth that are referred, prior to graduation. Upon
enrollment, PNF youth will be assigned to a Transition Specialist Case Manager for post-
graduation services. The PNF Program Coordinator visits each school four times per year to
review student progress with school personnel.
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Full-time direct service staff require a four-year college degree in Education, Social Work,
Juvenile Justice or Psychology or related field; or a non-related degree and two years experience
with at-risk youth, foster care youth, and/or a strong knowledge or background in the child
welfare system from personal experience, volunteer work, internships or mentorship.
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Program Positions:
Program manager
Program Coordinator
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11. Four full-time ASN Transition Specialists
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PNF staff has at least one monthly in-person meeting with each youth on their case load. The
ASN Transition Specialist does not retain more than 30 participants on any one caseload.
Constant communication with youth is established by phone and email contact. Case
management services include campus visits, financial aid assistance, counseling, life-skills and
employment trainings and referrals.
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Staff and youth will create an Individual Transition Plan (ITP) and work toward the goals set in
the following seven areas:
1. Employment
2. Education
3. Housing
4. Transportation
5. Personal well-being
6. Permanency
7. Parenting
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Assessing and Tracking Student Success
PNF Youth participant progress is tracked through a variety of measures. Using both qualitative
and quantitative data, PNF staff is able to determine which students are encountering barriers to
success and develop a plan of action to ameliorate or eliminate these barriers. For example,
students who are receiving a “C” or below in their college classes are provided with tutoring
options in order to improve grades.
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In order to assess programmatic outcomes, PNF participant progress and success is tracked by
the following indicators:
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Students grades (quarterly or by semester)
Rate of Completion
Vocational Trade/Training Programs
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12. College Degree
Employment
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Rate of Retention
Job Retention(tracked quarterly)
Rate of college credit accrual
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Additionally, students’ progress towards successful transition to post-secondary education is
assessed through college participation indicators, such as involvement in campus activities and
by staff observation. PNF is currently engaged in an effort to improve data collection and
program evaluation efforts via an improved program database.
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Outcomes
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Highest Ranked and Rated Program in Chicago
The Johns Hopkins Institute for Policy Studies, Institute for Educational Leadership (IEL) and
the Casey Foundation (The Casey Family Programs) have evaluated the performance of the
Alternative School Network (ASN) awarded administration of PNF services in Chicago.
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A review of these studies indicates that PNF was found to be consistently be the highest ranked
and rated program among the five states of Illinois, Texas, Michigan, California, and New York
for provision of college preparatory services, and positive outcomes associated with employment
and attainment of GEDs or high school diplomas.
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Table 5 shows the percentage of youth who achieved each of three specific outcomes: attained a
GED or diploma, entered postsecondary school, or achieved an employment outcome. The
fourth row shows the percentage of youth who achieved any one of these three outcomes:
Table 5: Outcomes Achieved - State Comparison (PNF Program)
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Outcomes Chicago Detroit
Houston
Los
Angeles
New
York
City
GED
or
Diploma
43.6% 4.6% 27.9% 15% 8.7%
Post
Secondary
33.5% 10.5% 19.3% 9.2% 0.8%
Employment 56.4% 38.8% 31.8% 24.2% 20.5%
Any
Positive
Outcome
66.1% 45.4% 46.4% 32.4% 23.6%
Number
of
Youth
214 152 358 207 127
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14. Program Success
The ASN New Futures Program Older Foster Youth Demonstration Project exceeded all goals.
Most foster youth who have participated in the program are completing their high school
education and go to college and/or find a job.
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This program helped keep students off the streets and on track:
• 44% have been placed in jobs, working for the first time in unsubsidized employment;
• 39% have gone to college;
• 65% earned a high school diploma.
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PNF has developed good relationships with local community colleges, which are particularly
productive partnerships as community colleges are generally able to provide youth with the extra
supports they may need to successfully continue their education.
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Post-Secondary Success
Since January 1, 2005 –
• Over 204 youth have attended a community college
• Youth have received college scholarships ranging from $250-$40,000
• Youth have received Associates and Bachelor’s Degrees in Business Management and
Psychology
• Youth continue to earn 6+ college credit hours per semester
• Over 110 youth have attended college
• Over 240 youth have held at least one job
• Youth have retained gainful part-time and full-time employment, some inclusive of
benefits: in areas of retail, security, food industry, customer service, healthcare; also in
Chicago based organizations and privately-owned business; profit and not-for-profit
agencies. Some of the nation-wide chain stores where youth are employed include
Walmart, Jewel-Osco, Walgreens, Macy’s, Dunkin Donuts, McDonalds, and Burger
King.
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15. • Over 30 youth have received professional certifications, most of which are in the
healthcare industry: Certified Nursing Assistant, Medical Billing and Coding, Medical
Assistant, Phlebotomy, and Pharmacy Technician.
• Over 60 youth have completed internships, some of which were with former Senator,
now President Barack Obama; Chicago Alderman and Commissioner Offices; a
prominent African-American law firm; Chicago Transit Authority; several community
based organizations, as well as community centers and healthcare facilities in Chicago
and in the metropolitan Chicago suburban areas.
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16. !
Importance Of Continued
Funding
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Job Placement
The needs and challenges of youth in the foster care population make getting and retaining a job
particularly challenging. The larger issues for youth in foster care centers focus on finding and
maintaining long term employment. First, many of the youth are unprepared for work, even for
part-time employment. Second, many, if not most, of the placements are short-lived. We
acknowledge that young people typically move from job to job before settling in a career track;
so, the fact that the youth tend not to keep their first jobs is not, therefore, the main concern.
Rather, it is how unprepared the youth are for work, in spite of the work-readiness program
offerings. The job preparation facet of the PNF program needs to employ more staff (job
specialists and job developers) to expand the job services component of the program and offer
more intensive and long-term assistance in job skills and preparation.
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One way, PNF has tried to address this issue is to add a career exploration and preparation
curriculum, and hire a job specialist who follows up with the employers and the youth on a
regular basis to try to resolve issues while the youth is still employed. Internships and summer
employment are now a part of the program offerings across the PNF school sites, and they serve
as a way to introduce youth to work. However, more work must be done so that the first job is a
positive experience for both young worker and the employer; and so that jobs lead to long term
employment and ultimately, careers.
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Homelessness and Mental Health
Other barriers to higher education and employment are continued homelessness, mental health
and substance abuse issues. Affordable housing for these youth once they have emancipated out
of the state system is lacking, as are funds for mental health and substance abuse treatment.
While ASN has been successful in raising funds in general and in raising visibility around the
issues of high school dropouts, its next phase is to develop closer relationships with child welfare
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17. agency providers and the agency that administers the State Workforce Investment Act (WIA)
youth programs for the city.
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Big Payoff for Youth
A high school dropout who graduates from high school and goes to college will make over
$700,000 more in their lifetime than a high school dropout.
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Big Payoff for Taxpayers
The Center for Labor Market Studies in Boston research shows that households headed by adults
with high school diplomas contribute major fiscal benefits to the country over the years - that
“the combined net fiscal” benefits – including the payment of income taxes – adds up to more
than $292,000 per youth who re-enrolls and finishes high school – significantly more than those
who do not earn a high school diploma.
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Provider Contact Information
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By providing extensive supportive services before PNF student participants graduate and
continuing those services after graduation, school-based transition counselors and ASN
transition specialists work together to create a seamless program of support. The purpose is not
to handle life challenges for these older foster care youth but to offer them a hand in building and
sustaining the kind of support structures that many of us take for granted. With this period of
mentorship, older foster care youth can gain the solid foundation necessary for post-secondary
success.
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Provider Agency: Alternative Schools Network
PNF Program
1807 W. Sunnyside Suite 1D
Chicago, IL 60640
Corporate Office: Legal Entity Status: Not-for-Profit
Executive Director: Jack Wuest
Telephone: 773-728-4030
Program Contact: Program Coordinator: Tamara Harrington
Telephone: 773-728-4030
Fax: 773-561:3781
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Transition does not end at high school graduation....