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|Youth Today: Needed: Calluses, Credits and Credentials||
By Karen Pittman, June 2002
“Those who can, do. Those who can’t, teach. Those who can’t teach, do youth work.”
|Results Accountability Guide||
The Results Accountability Guide presents a practical how to guide for government and non-profit accountability. And it addresses the link between program accountability and community or population-level accountability. Many of these ideas can be easily implemented. The Results Accountability Guide provides a nice compliment to the Forum's Ready by 21 framework as planners begin to drill dow
|Youth Today: First to Guess, Last to Know||
By Karen Pittman, May 2002
There are moments when all your youth work training fails you. I just had one.
My son is one of the most wonderfully bright, witty, head-on-straight people I know. Of my three children, he’s the one I lecture the least. Not surprisingly, he’s the one I talk to the most.
My son is also gay.
|Learning Opportunities for Children and Youth: Expanding Commitments, Blurring the Lines||
This publication shares the argument that communities should "blur the lines" between learning that happens inside the school and out in the community, during and outside of the school day.
|Youth Today: Powerful Pathways Indeed||
By Karen Pittman, April 2002
Vulnerable youth. College access. Career success. Alternative pathways. Alternative credits. Learning supports.
These themes are increasingly the subject of conversations among progressive educators, particularly in groups that combine K–12 reformers with higher education researchers and specialists. This is a world in which we need to move. These are outcomes that youth workers need to claim as their own.
|Oregon: Oregon Progress Board. Linking Performance Measures to Benchmarks in the Budget Process||
This powerpoint presentation by the Oregon Progess Board addresses these questions: Why measure performance? Why Oregon Benchmarks? and What makes a good performance measure? What is required in the budget process?
|Youth Today: Early and Sustained Supports Needed||
By Karen Pittman, March 2002
Early investments have big payoffs. We know this from the High/Scope Perry Preschool Project in Michigan that is often credited for the expansion of Head Start. We know it from a handful of other longitudinal studies — including a recently released 15-year follow-up study of Chicago preschoolers — that tracked youngsters five to ten years after preschool and found big differences in academic performance and risk behaviors.
|Youth Today: Wanted: New Words, New Policies||
By Karen Pittman, February 2002
This just in: “Tween” has been chosen as the 2001 word-of-the-year by Webster’s. Prepubescent 9- to 12-year-olds are enough of a market force that the term coined in 1966 by Harper’s Magazine has now been upgraded from popular slang to official English.
|Steering a Course Toward Effective Youth Policies: Dashboards For Youth||
Based on frameworks advanced by states across America and countries around the world, the Forum for Youth Investment has developed a sample youth policy framework. This framework, builds off of the metaphor of a car dashboard. If one wants to “steer a positive course” for youth, the first thing they will need is a clear vision of the areas of development they wish to promote.
|Unfinished Business: Further Reflections on a Decade of Promoting Youth Development||
This is the paper that got the Forum started when we were still a part of the International Youth Foundation-US. It articulates the vision of youth policies that incorporate youth development principles and operate under a coordinated framework.