Presentation on theme: "A Brief Introduction to Ready by 21"— Presentation transcript:
1 A Brief Introduction to Ready by 21 A program of the Forum for Youth InvestmentA community-based approach to improving outcomes for youth.
2 Nonprofit, nonpartisan “action tank” dedicated to helping communities and the nation make sure all young people are Ready by ready for college, work and life.Working in partnership with the government, business, education and nonprofit sectors, we provide a framework, coaching and tools for leaders who care about youth.Our Mission: To create powerful opportunities and incentives for youth and adult leaders to think differently, act differently and act together because they are:• linked by core beliefs about what is needed,• guided by a shared sense of accountability,• girded by compelling data, and• driven by a common desire to ensure that all children, youth, families and communities have the supports and opportunities they need to succeed.
3 Leaders – change-makers – are the pivot point of the Ready by 21 approach moving the small gear makes a big differenceSource: Ready by 21
4 Children’s Services in Los Angeles County Business as Usual … See a Problem, Convene a Task Force, Create a Program… Has Created a Tangle of InefficienciesChildren’s Services in Los Angeles CountyTALKING POINTSFragmented programs lead to fragmented services. This is a real diagram showing the number of different public programs and services across 5 departments that combine to support a low income family in Los Angeles County. A scary picture.And again, a similar picture emerges when communities attempt to “map” their coalitions, task forces and special issue groups.But unless we change the current way that we work -- see a problem, convene a task force, create a program -- we will continue to pile up or add on programs and efforts that do not necessarily add up to the changes we want to see.SOURCE: Margaret Dunkle
5 Shared OutcomesFocusing on shared outcomes enables us to move towards critical community goals.Using shared outcomes allows us to act strategically using a systems-based approach.Committing to shared outcomes is part of “big picture” thinking.
7 The Big Picture Approach: Thinking Differently Child- and Youth-CenteredResearch-BasedAction-OrientedFocus and Prioritize Differently… see both the forest and the treesTALKING POINTSREADY BY 21™ is the phase the Forum for Youth Investment came up with a few years ago when we realized that policy makers (and many others) just didn’t understand what we meant by youth development. We knew we needed a way to convey the goal of helping young people grow and develop across time and outcomes areas and settings that was simple and direct, and would imply all that needed to be done without being overwhelming. Adding the phrases “ready for college, ready for work, ready for life” conveys the breadth of the goal and leads naturally to the questions – what does it take to be ready? How many are ready?
8 Support educational outcomes What do youth need to succeed in school? To plan to graduate from college? To be ready to succeed in college and work by age 21?How can we help youth succeed in school? Plan to graduate from college? Succeed in college and work by age 21?What critical services do we need to fund in order to achieve these goals?
9 Support critical services Basic supports including safe housingTransportationAfter-school programsCivic, social and work opportunitiesSocial supportsAccess to physical and mental health care
11 Do these Supports Really Make a Difference? Even in Adolescence? ABSOLUTELYGambone and colleagues show that youth with supportive relationships as they enter high school are 5 times more likely to leave high school “ready” than those with weak relationships…The researchers also did specific analyses to look at the extent to which specific supports or opportunities – like those on the NRC list we looked at earlier – made a difference for young people. Given the data they had to work with they were able to look at supportive relationships, opportunities to contribute, and challenging experiences.Looking just at supportive relationships, they found that young people who enter high school with supportive relationships are five times more likely to leave high school “ready” than those with weak relationships. Providing supports as late as adolescence can still change the odds for youth. With so much recent attention paid to early childhood, some people think that if we don’t invest in supports for children by the time they’re five, we’ve missed out entirely. It is important that we have both early and sustained efforts with young people.SOURCE: Finding Out What Matters for Youth: Testing Key Links in a Community Action Framework for Youth Development
12 _ _____ _______ ___ _ _________ __ ________ _ _____ _______ ___ _ _________ __ ________Do these Supports Make a Difference in Adulthood?… and those seniors who were “ready” at the end of high school were more than 4 times as likely to be doing well as young adults.What this slide shows is that the impact is sustained. The young people who left high school “ready” were 4 times more likely to be doing well as young adults in their early twenties.SOURCE: Finding Out What Matters for Youth: Testing Key Links in a Community Action Framework for Youth Development
13 Providing These Supports CAN Change the Odds Gambone/Connell’s research suggests that if all young people got the supports they needed in early adolescence, the picture could change…from 4 in 10doing wellThe researchers didn’t stop there. They asked the question, if every young person coming into high school had the supports that kids in the “doing well” category had, would the picture change? They determined that we could change the 4 in 10 statistic to 7 in 10 “doing well” and 1 in 10 doing poorly.This research suggests that it is never too late to invest in young people, and that it is possible to change the odds.If all young people got the supports they needed in early adolescence, the picture could change from 4 in 10 doing well to 7 in 10 doing well. That’s not perfect, but it’s significant – and this research only captures the difference made based on supports provided during early adolescence. It is possible that with increased investments during the first decade of a young person’s life, we could get closer to 10 out of 10.to 7 in 10doing well
14 Quality Counts It Matters It is Measureable It is Malleable Research shows that improved youth outcomesrequires program attendance and program quality.It MattersThe core elements of program quality are both measurable and consistent across a broad range of program types.It is MeasureableMost programs can improve quality by undertaking integrated assessment and improvement efforts.It is MalleableDecision-makers and providers will invest in improving quality if they believe that it matters, is measurable and is malleable given available resources.It is Marketable
15 What’s needed? Change the way we do business Change the landscape of communitiesChange the odds for youthCHILDREN & YOUTHFAMILY COMMUNITY & SCHOOLLEADERSAccountabilitySupportsOutcomesChanging the way leaders think and act is the key to success: Rby21 partners seek to support state and local leaders and especially change-makers who already recognize the need for a new approach to address youth issues and have capacity (funds, expertise, and time), motivation, authority, and the ability to engage other leaders. Helping these leaders improve what they do, how they do it and rethink why they do it, (through information, tools, and collaboration opportunities) will enable them to increase the availability and quality of the required family and community supports to help youth.Help leaders improve what they do, how they do it and rethink why they do it…Enabling increases in the availability and quality of family, school and community supports needed to help children and youth…Leading to positive outcomes and raising the probability that young people are ready for college, work and life by 2115
16 Washtenaw County DataThese data are from 2005 (HIP data) as well as (school data) and other sources. We need to update these dashboards as well as analyze data by residence, SES, race and age.
17 Learning Dashboard LEARNING 93 79 63 90 83 71 65 75 56 95 88 67 All Washtenaw County children and youth will have an effective education that promotes life-long learning.LEARNINGElementary Age(6-10)MiddleSchool(11-13)High(14-18)YoungAdults(19-24)MEAP math scores937963MEAP reading scores908371MEAP writing scores657556Average Daily School Attendance95High school completion88Earned 2- or 4-year degreewithin 5 years67Suggests that young children are more often than not receiving a decent start and an effective education in Washtenaw.Middle school, data suggests that the “divide” between those receiving an effective education and those not becomes clearer and more entrenched in terms of probably outcomes. This is even clearer among young adults.No Data/NACritical StatusCautious StatusSatisfactory Status
18 Depression/Suicide – Suicide thoughts Alcohol use in last 30 days Thriving DashboardAll Washtenaw County children and youth will be healthy through access to resources and practice of good health habits.THRIVINGElementaryAge(6-10)MiddleSchool(11-13)High(14-18)YoungAdults(19-24)Child Poverty8.6 %Free and reduced lunch22 %Chlamydia rates1 %37 %39 %Depression/Suicide – Suicide thoughts20 %Substance abuseAlcohol use in last 30 days14 %Physical activity and weightYouth at normal weight66 %79 %56 %Chlamydia Rates: 34% of all cases of Chlamydia are represented by teensNo Data/NACritical StatusCautious StatusSatisfactory Status
19 Connecting Dashboard CONNECTING All Washtenaw County children and youth will make positive choices and are safe and supported in their families and communities.CONNECTINGElementary Age(6-10)MiddleSchool(11-13)High(14-18)YoungAdults(19-24)School safety – harassmentExperience a school environment safe from intimidation and harassment41%School safety – physical violenceExperience a school environment safe from physical violence48%DelinquencyConfirmed cases of neglect/abuse218Extracurricular Participation56Single, supportive adult92Our only direct evidence is in the high school category. What do we know about other groups of young people?Neglect/abuse, though low compared to state and national levels, is red because no level of neglect/abuse is acceptable.Although single, supportive adults is great, Given what we see in other cells, “supportive adult” may not mean connected and/or effective adults in every child’s life across all outcome areas.No Data/NACritical StatusCautious StatusSatisfactory Status