Building Bridges Between Education & Youth Development Milbrey McLaughlin June 24, 2002 National Forum of the Coalition for Community Schools

Building bridges… zWarrant for bridges: What is the rationale? The evidence? zBuilding materials and strategies: What resources are needed? Available? zChallenges to constructing bridges: What will it take?

What’s the warrant? z> 25% of youth at risk of not achieving productive adulthood zTeachers say they “can’t teach these kids” zResearch on personal assets that support positive youth development zEvidence on contexts that support personal assets

Personal & Social Assets That Facilitate Positive Youth Development z Physical y good health habits & risk management skills z Intellectual y Knowledge of essential vocational and life skills; school success; thinking, reasoning and decisionmaking skills z Psychological and emotional y good mental health, positive self-regard & social identity, coping skills, ‘planfulness,’ personal autonomy, prosocial values z Social y Connectedness, attachment to conventional institutions,civic engagement

Conclusions About Personal and Social Assets zIndividuals do not necessarily need the entire range of assets to thrive;but all youth need assets in all four domains zAll youth need a variety of experiences to develop their full potential; more than school reform matters to school success zEducation reformers and others must adopt an expanded conception of “learning” & “teaching”-- beyond academics

Program & Context Features That Influence Asset Development z Physical and psychological safety z Appropriate structure z Supportive relationships z Opportunities to belong z Positive social norms z Support for efficacy and mattering z Opportunities for skill building z Integration of family, school, and community efforts

Conclusions about program & context features zSchools can’t do it alone; community resources can make particular and important contributions zContinued exposure to positive experiences & opportunities supports acquisition and growth of these assets zYouth thrive when messages and supports from school, family and community are coherent and mutually reinforcing

Community Counts How youth organizations matter for youth development Milbrey W. McLaughlin

We studied diverse youth organizations z120 youth organizations in 34 different communities-- urban, rural, mid-sized zlocal affiliates, grass roots, public agencies... zsports, arts, club programs, community service….

What youth achieved in community organizations zAcademic recognition & plans for further education zSelf-confidence, efficacy and optimism-- Life skills zCivic responsibility and connection to community

Are these benefits sustained? zHave gotten some kind of post-high school training zHold steady jobs zAre engaged parents zAre active members of their communities Nearly all of the 60 youth we have followed for more than a decade

Dimensions of an Intentional Learning Environment Bransford, Brown & Cocking, 1999 Assessment- Centered Knowledge- Centered Youth- Centered Community

Bridges can bring.. zEnhanced opportunities to learn zEnhanced opportunities to teach zPositive youth development across all personal assets zIncreased capability of teachers both those in and those out of school zCivic will to invest in opportunities for youth development

Materials for bridging learning environments in & out of school... zSpaces and times for learning zAgents of learning and teaching zContent, methods and materials of learning zCommunicators across contexts zAssessment of performance & progress

What will it take to build strong bridges? zRe-forming school/community relations & intentional connections zCreating of a coherent system & voice among community organizations zInvesting in community supports for youth development zIdentifying youth as vehicle for change zDeveloping of a community-level accountability system & compelling vision of community goals for youth