In order for community partnerships to have a positive impact on young people's lives, federal policies need to support comprehensive, place-based interagency efforts.
While an increasing number of afterschool providers have made quality improvement a priority, addressing quality in a systemic way is complicated: It requires research, planning, building consensus, developing resources, managing new processes and sometimes redefining old relationships.
With various people and organizations playing unique roles in your community – focusing on particular issues, populations and geographic areas – someone needs to keep an eye on the big picture, connect the work of those groups and make sure there are no gaps. That’s why every successful Ready by 21 state or community has an overarching leadership council.
Out-of-School Time Policy Commentary #17: The Common Core Standards: What do they Mean for Out-of-School Time?
Credentialed by 26 Series: Raising the Bar from Ready by 21 to Credentialed by 26: Highlights from Community and State Efforts
Continuous Quality Improvement in Afterschool Settings: Impact Findings from the Youth Program Quality Intervention
This study, Continuous Quality Improvement in Afterschool Settings: Impact Findings from the Youth Program Quality Intervention, shows how a cycle of assessing staff practices, planning based on the assessment and targeted training improves the quality of services delivered to young people.
To have a collective impact on child and youth outcomes, leaders must develop and implement a broad, long-term child and youth strategy, and be accountable for results. This can be a challenge. Policies often require the creation of strategic plans that are organized around a single, narrow topic.
In the fall of 2011, the U.S. Department of Education established a waiver process to help states obtain additional flexibility in meeting No Child Left Behind Act performance standards. The "optional flexibility" choice, also known as Waiver 11, captured the attention of leaders in education agencies, schools and community-based organizations.
The U.S. Department of Education just made it easier for agencies to share important data about young people - data that will help them improve services and supports. The Department's new guidance on FERPA makes significant strides in recognizing that a young person's development takes place both inside the classroom and out.
Balancing work and school can hinder a young person’s success in higher education. However, the opposite can also be true: Good jobs facilitate student persistence and completion. So what does it look like when working works for students? That’s what we need to understand in order to transform employment opportunities into drivers of student success.