Stanford Education Partnerships Youth Development
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Presented at the 2013 NPEA conference by: Science in Service, Jumpstart, East Palo Alto Stanford Academy, and Ravenswood Reads - Haas Center for Public Service, Stanford University http://www.educational-access.org/npea_conference_workshops_2013.php
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Stanford Education Partnerships Youth Development
- 1. Kelly Beck, Jennifer Eustaquio, Theresa Metz, & Julie Wilson NPEA - Boston April 11, 2013
- 3. Stanford University Haas Center for Public Service Education Partnerships
- 4. Education Partnerships believes all children, including low-income children, have a right to high quality educational experiences and opportunities. Every day, we connect Stanford students and Ravenswood youth in mentoring relationships because mentoring is a powerful tool for helping today’s youth while training tomorrow’s educators.
- 9. Cradle to college Engage at key transition points ◦ Strong early childhood ◦ Reading at 3rd grade level ◦ Adolescent transition ◦ STEM preparation ◦ High school pathway to college Youth development focus
- 11. Place your work or your organization’s work on the spectrum of higher education focus to youth focus.
- 13. East Palo Alto Palo Alto San Mateo County Santa Clara County 2.5 sq. mi. 23.9 sq. mi. Historical Events Historical Events ◦ Fertile land ◦ Stanford ◦ Whisky Gulch University ◦ 1992 “Murder ◦ Tech companies Capital” Dreams of a City by Michael Levin– History of East Palo Alto
- 14. Race/Ethnicity Race/Ethnicity Af Am Af Am 16.7% 1.9% Latino Latino 64.5% 6.2% White White 6.2% 60.6% Polynesian Polynesian 0.2% 7.5% Asian Asian 3.8% 27.1% East Palo Alto Palo Alto
- 15. Category Ravenswood City Palo Alto Unified School District School District Free/Reduced Lunch 92% 2% ELL 64% 9.5% 3rd gr. Proficient+ ELA 32% 79% 5th gr. Proficient+ Math 61% 90% 8th gr. Proficient+ Science 34% 89% H.S. grad rate 64.6% 97.5% B.A./B.S. 15.8% 79.4%
- 16. • What should a university “expect from” its surrounding community? And what should it “give to” its surrounding community? • What should a community “expect from” its local university? And what should it “give to” its local university?
- 18. Approach in which young people are positively supported throughout path of life, strengthening sense of self, belonging, and resiliency.
- 19. Safety Supportive Relationships Youth Participation Skill Building Community Involvement Community Network for Youth Development (CNYD): http://www.cnyd.org/framework/index.php
- 20. Positive youth development Improved communities Better policies, programs and processes Community Network for Youth Development (CNYD): http://www.cnyd.org/framework/index.php
- 21. For quality youth programs. Community Network for Youth Development (CNYD): http://www.cnyd.org/framework/index.php
- 23. In your group: • Review the quotes college students and community youth. • Identify and discuss elements of Youth Development framework evidenced.
- 25. Successes Challenges • First Generation students • Commitment & time • Ed. Partnership Fellows • Stanford Context • Education Careers • Boundaries with youth • Educational access
- 26. Successes Challenges • Stanford network • Community & campus distance • Academic models • Program Capacity • College-going practice • Demystifying college • Transfer of Behaviors • After school/summer • Complexities of real world • Individual attention • Attendance/transience
- 27. Successes Challenges • Ethical & Effective Service • Competing goals • Long-term relationships • Sustaining relationships • Attracts university & • Funding programs donors • Measuring success • Ties within community
- 29. Kelly Beck, Jennifer Eustaquio, Theresa Metz, & Julie Wilson haas.stanford.edu/students/edp
Editor's Notes
- WelcomeIntroduce ourselvesPreview of presentation – few table activities, overview of Haas Ed P, Our beliefs (YD), Our context, Successes & Challenges, End with what we think are Take Aways
- All have unique contexts that influence our work.Our programs bridge cities of EPA and Stanford Univ in PA
- All have unique contexts that influence our work.Our programs bridge cities of EPA and Stanford Univ in PA
- Totally separate cities in totally separate counties, shared geopolitical border.EPA in SMCo VS PA inSCCo – think of Silicon Valley, primarily in SC Co, though some resources bleedSize difference; EPA unincorporated until 1983, when became city. EPA- Great Documentary called Dreams of a City by Michael Levin – History of East Palo Alto - Charles Weeks businessman from Indiana (1916) 1 acre & independence- housing lots are slightly larger- Long time interactions with Stanford (1891) – Whisky Gulch – far enough outside Stanford’s req. for selling alcohol.1992 – “Murder Capital” 42 murders of 24,000 residents. Related to drugs, other criminal activity; ["People just drive into our city, pick up their drugs and drive out, and you get your murders along the way," said interim City Manager Mike Bedwell. More than half of the homicides were narcotics-related, statistics show, and 70% of the victims were involved in criminal activity when they were killed.As the battles over drug-selling turf have turned bloodier, the Police Department has suffered because of budget problems that have plagued the city since it incorporated a decade ago, Bedwell said. The 37-member police force is so overburdened that the FBI and officers from neighboring cities frequently help out.http://articles.latimes.com/1993-01-05/local/me-833_1_east-palo-alto]Video clips: http://dreamsofacity.pbworks.com/w/page/39808058/FrontPagePA- Major component of PA is SU founded by Leland & Jane Stanford. Made $ with Central Pac Rails; CA Gov 1862Top ranked University (1891) – In 2012 - 6.6% acceptance rate. Raised $6.2 billion raised (2012-2017)Home to tech companies – HP, E-Trade, Pinterest, Tesla Motors
- EPA primarily Latino – 64.5% VS 6% in PA; followed by 16.7% Af Am VS just under 2% in PA; including new immigrantsPA primarily White at 60.6% VS 6% in EPA and 27% Asian VS 3.8 in EPAPolynesian primarily Tongan & Samoan – SM Co. has largest pop of Tongans outside Tonga
- Unified VS Not Unified = No reg. public HS in RCSDCommon data points to compare. Free/Reduced says something about poverty – PA median household income double EPA (90K VS 45K in 2010)ELL – resources/attention of districtState Data at various grades in various content areas.City as a whole – HS & College grad rate.Context of our University-Community Partnership – working in community is not feeder to university
- College students as part of the continuumAddress varying levels of understanding of YD, review for someYouth Development BeliefsFramework works through continuum of ages.Young people’s life experiences and perspectives important and valuable
- Safety, so young people feel:Physically and emotionally secure.EX. Lesson Plan, “creating a safe learning environment,” norms, varied types of participation.Supportive Relationships, so young people can experience:Guidance, emotional and practical support & Adults and peers knowing who they are and what's important to them EX. Mentorships, coordinators, program directorsMeaningful Participation, so that young people can:Be involved in meaningful roles with responsibility,Have input into decision-making,Have opportunities for leadership, andFeel a sense of belonging.EX. Active researchers/develop scientific questions, mentor homework – background support, fellows – collaborative leadershipSkill Building, so that young people can have:Challenging and interesting learning experiences which help them build a wide array of skills, andExperience a sense of growth and progress.EX. Presentation skills, lab techniques, graphing, data tables, interpersonal skills, develop lesson plans, leadership development – difficult conversationsCommunity Involvement, so that young people gain:An understanding of the greater community, andA sense of being able to make an impact in their community.EX. Guest speakers, BGCP & Stanford Comm., parents as presentation guests/open house attendants/orientation
- Positive youth development: Healthy, happy, and productive adults. Youth have skills, confidence, networks, and knowledge to be successful adults.Improved communities: Youth are part of the essential civic fabric of place, and are positive contributors to their neighborhoods, organizations, and institutions.Better policies, programs and processes designed to serve and support young people.
- Include regarding successes?
- Mention youth outcomes are created but by programBrainstorm:Developing approaches and teaching strategies developmentally appropriate and effectiveResponsiveness to studentsMeeting students where they areZone of proximal developmentBackwards designUse the fundamental teaching strategies of disciplinary area and developmental stageResearch-basedShared best practices
- SuccessesFirst Gen - 17% SU student body; 22% of students involved at HaasEd P Fellows quarterly professional development as a group leverage resource within larger Ed P group to support individual ed programs; see peers as resourcesDue to generosity of donor, ability for student leaders to identify& attend additional professional development; $100Careers in educationhands on experienceStaff support – ability to have staff write letters of rec vs student groups working only with peersAwareness of educational access issues throughcourses connected with our programshands on experience; managing real issuesPersonal relationshipsGetting outside the bubbleChallenges:Commitment vs. available time – increasing difficultyMore demands of student commitment, time, which filters out students available for long-term commitmentsStanford Context – 1) Family expectations, more profitable career pathway, first gen students responsible to return financial success to community2) Entrepreneurial – results in lots of student groups wanting to do similar things.Relationships with youthAwareness/Acceptance of youth realitiesEstablishing appropriate boundaries
- Building Stanford network1) After they leave – sense of a community (shared experiences/time)Applying to high schoolAdditional academic modelsScience skills Academic skills developmentLiteracy skillsChallenges:EPA is NOT a feeder district for Stanford, affects “sense of belonging”Limited role in follow up/wrap-around services – Transfer of positive behaviors to schools
- Successes:- Principles – several conversations with 75+ community partners, students, faculty, staff etc. – Available to you from Haas website- 25+ years in some of our orgsA lot of our donors give to SU students (give to RCSD to target youth); Dev. Of Ed P Leadership attracts univ, donors, alumsMutually beneficial relationship; Part of Mega-network Continuum of Care/Youth Empowerment Strategies for Success – Clear tie between SU/Haas & EPA; Contact w/in silosChallenges:Sometimes competing goalsSustaining relationships (Change in leadership, Community organization turnover, Partner changes, Transitions – between quarters)Rely on private funding – no endowment; slowly building presence with top admin of Univ., but remain vulnerable – not attractive b/c of SUMeasuring success
- Details of one ex. of university-community partnership, especially when community isn’t feeder for university Impacts relationships between youth, partners, volunteers- Youth Development Framework –includes college students; levels of youth participation- Tool: Ethical & Effective Service- Broader definition of success with both college youth and community youthCommunity Youth Goal - Not necessarily 4 yr college right out of high school b/c of realities of their lives – not really what funders want to hearCollege Youth Goal – Not necessarily new cadre of teachers – Still hear from students their parents say we didn’t send you to SU to become a teacher; Indirectly affecting “upstream” change – If in policy, rememberexp with Ed P; If in a board room, think about service; If in convo w/ neighbor, think about Ed P. Hard to measure.- Struggles in measuring success: holistic view of community & college youth; developing our outcomes; Logic Model; Youth Data Archive; 40+1 Developmental Assets/Elements