YDEKC GOAL: COMMON OUTCOMES
Goal: Youth Development providers identify specific outcomes and indicators that they agree to mutually track; and the field develops / retains / adopts technology and infrastructure to collect data at the organizational and aggregate level. In 2011-2012, YDEKC is focusing efforts on identifying outcomes (skills and dispositions) that matter most to SCHOOL SUCCESS. YDEKC recognizes the importance of additional outcomes and indicators that matter to life success including health and safety, leadership and community engagement (among others) but has started our work in this goal area focused on school success. We will tackle other domains in the future.
The Youth Development for Education Results work group – a partnership between Youth Development Executives of King County (YDEKC) and the Roadmap Project for Education Results - is tasked with defining and vetting “non-academic” indicators that support youth success in school. Youth Development Executives of King County (YDEKC) plays the convening role for this work, and also seeks to involve, learn from, and influence other key partners around King County working on the overlaps between youth development and education results, including Eastside Pathways, United Way of King County and others.
1. Define and gain agreement around definitions of motivation and engagement and 21st Century social skills based on research that links these skills and dispositions to academic success.
2. Measure: Identify available or develop new tools to measure these skills and dispositions. Explore opportunities for increasing and simplifying data collection and data sharing.
3. Move: Identify research-based strategies to increase student motivation, engagement and social skills.
The Road Map Project (staffed by Community Center for Education Results)
The “Road Map Project” is a collective impact effort aimed at getting dramatic improvement in student achievement – cradle through college/career in South Seattle and South King County. The Road Map Project Goal is to double the number of students in South King County and South Seattle who are on track to graduate from college or earn a career credential by 2020. We are committed to nothing less than closing the unacceptable achievement gaps for low-income students and children of color and increasing achievement for all students from cradle to college and career.
An almost universally held goal for young people is that they are prepared and successful in school, work and life. However, how success is defined varies widely; and therefore, how we measure success, and the activities, interventions, opportunities and strategies that youth development organizations and schools offer to support youth success vary even more.
As a nation, we have placed high value on measuring knowledge acquisition through standardized testing, while placing little attention on the other types of learning that also impact success in school (and work, and life). By naming and measuring these important skills and dispositions – sometimes referred to as “noncognitive factors,” and using the data to drive improvements in service delivery, we will be better able to support young people where they are and target interventions effectively.
The environments in which young people build these skills and dispositions vary widely, as do the adults that help facilitate their development– from teachers, counselors, and other school-based staff to child and youth development professionals, social workers, and other community leaders, to parents, guardians and family members. When an entire year in the life of a child or youth is considered, a young person spends nearly 75 to 80 percent of their time outside of the traditional school day – with their families, in youth development programming and in other environments. It is critical that we look to the full range of settings where students can build skills and dispositions that support academic success.
Youth Development programs, sometimes referred to as informal or expanded learning opportunities (when focused on some level of academics), are offered by a host of non-profit organizations, governmental agencies, libraries, museums and other entities, and take place before, during, and after school, on holiday breaks, weekends and during the summer time. Programs can be offered within schools, in other facilities or in the outdoors. Research demonstrates that youth programs are powerful developmental settings, where young people report high levels of both motivation and engagement. These programs offer daily learning opportunities that help support the development of many of the skills and dispositions young people need to be successful. Effective schools and effective teachers also emphasize the skills and dispositions explored by this work group.
Arts Corps, Elizabeth Whitford
Boys and Girls Clubs of King County, Emily Holt
CDSA, Caryn Swan-Jamero
Communities in Schools of Seattle, Shira Rosen
Communities in Schools of Renton, Sue Paro
Community Schools Collaboration, Deborah Salas
Eastside Pathways, Susan Sullivan
Filipino Community of Seattle, Alma Kern
Bill and Melinda Gates Foundation, Ken Thompson
Girl Scouts of Western Washington, Jen Muzia
Neighborhood House, Catherine Verrenti
New Futures, Jenn Ramirez Robson
School’s Out Washington, Amanda Thomas
Seattle Parks and Recreation, Lori Chisholm
The Service Board, Ashley Miller
Treehouse, Janis Avery
Community Volunteer, Lisa Moore
YMCA of Greater Seattle, Erica Mullen
Staffed and supported by:
Youth Development Executives of King County, Jessica Werner
Community Center for Education Results, Kirsten Avery
Forum for Youth Investment, Nicole Yohalem
UW School of Social Work MSW candidate, Tammy Dee