Most Popular Publications
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|5,952||Youth Today: Some Things Do Make a Difference||
By Karen Pittman, April 2003
While the debate over whether after-school programs make a difference in academic achievement takes shape inside the Washington Beltway, more good news has been deposited on the bridge where research, policy and practice meet.
|2,475||Youth Today: Still at Risk, but Not at Sea||
By Karen Pittman, June 2003
Twenty years ago in April, the National Commission on Excellence in Education gave the country a wake-up call with the release of A Nation at Risk, the report whose warnings about the prevalence of low expectations and low performance in American schools set the stage for today's educational standards movement.
|3,376||Youth Today: Strength in Unity||
By Karen Pittman, November/December 1994
|2,447||Youth Today: Striving to Succeed, Daring to Fail||
By Karen Pittman, February 2001
The achievement gap between young black and white Americans is like the Energizer Bunny: It keeps going and going and going. And there are latent fears about whether the achievement gap can be closed.
|4,344||Youth Today: Superintendents of Learning||
By Karen Pittman, March 2008
|2,122||Youth Today: Supports, Opportunities and Services||
By Karen Pittman, October 2000
I like to coin phrases — simple ways of saying things that help people remember important concepts. Years ago I coined, “Supports, Opportunities and Services,” or S.O.S. Young people need steady doses of all three. They need services: Healthcare, housing, transportation, crisis intervention, instruction, financial assistance, public spaces — things provided for them. They need supports:
|5,377||Youth Today: Taking Risks for Transition-Age Youth||
On any given day, scores of young people with limited individual and social capital are simultaneously struggling to exit some systems and enter others: foster care, residential treatment centers, higher education, mental health programs, gainful employment.
|2,316||Youth Today: The 8 R's: Building Community Within Schools||
By Karen Pittman, June 1999
“Shoelace monitor.” This is the new job that a group of four-year-olds asked their teacher to post so they could apply. Their logic: Lots of kids still can’t tie their shoes well. The teacher spends time tying shoes, straining her back and cutting into playground time. The solution: Certify lace tie-ers to help.
|2,077||Youth Today: The Algebra of Development||
By Karen Pittman, July 1998
“Youth development is what you’d do for your own kid on a good day. We don’t need a fancy definition to know what to do.” This practical advice was offered recently by Hugh Price, president of the National Urban League. He’s right. We don’t need a fancy definition. We need a functional equation.
|2,361||Youth Today: The Black Table||
By Karen Pittman, May 1998
Why are all the black kids sitting together in the cafeteria? This question was the theme of a paper I wrote 25 years ago for a psych class at Oberlin College — the first white college to admit blacks. It was a question I was asked frequently, as one who was not always, or even often at the “black” table. It was one of my daughter’s key queries when she came home on her first break from Oberlin three years ago, and the theme of a talk I just gave to the prospective students of color being courted by my alma mater. It is also the title of a recent book, written by a Dr. Beverly Daniel Tatum, a black female psychologist, teacher, trainer and advocate who happens to be my cousin. Clearly this is a longstanding question in my family. But it is not just my family.