Young Adults in New York City

Now is the time in New York City!
With a burgeoning population of
more than 1 million young adults
between 16 and 24 years of age,
government and non-profit leaders
are seeking better ways and more
resources to support the successful
transition of these youth to selfsufficiency
and active participation
in their communities.
While many of these youth will
transition successfully, nearly 50%, will
need additional supports to complete
high school, or if they are already out
of school, to prepare for further education
and work.
These needs should not obscure
their strengths. Many are deeply interested
and capable of making constructive
contributions to their communities
if opportunities can be created that tap
these strengths through community
service, work, internships and other
areas. As we examine programs that
help them build their academic and
work skills, think of them as resources
waiting to be tapped.
In this edition of InFocus, there is
information about young adults in
New York City and three extraordinary
programs now underway. Please use
this information to inform others.
Young
Adult
Lives
Continued on page 8
2
P R O M I S I N G PATHWAYS I N N E W YO R K C I T Y
South Brooklyn Community
High School (SBCHS)
A SCHOOL-BASED PATHWAY
Did you ever sit through a class and wonder what the teacher was talking
about? Did you raise your hand and ask for help? Suppose the confusion
extended to several of your classes. If you attended a high school
with 4,000 students?with more safety officers than guidance counselors?
who would you turn to? Many young people make a simple
decision. They stop going to school. Some attend sporadically, others
dropout entirely. As time passes, these young people find themselves
older and further behind. After a while it seems like there is no way to
catch up.
Fortunately, in a small corner of Brooklyn, young people who have
been chronically truant or who have dropped out can catch up. South
Brooklyn Community High School (SBCHS) is a small public high school
that offers the possibility of a diploma to under-credited, over-aged students
who have stopped going to school. By offering a rigorous instructional
program, SBCHS prepares its students for post-secondary education,
meaningful employment, healthy personal and family relationships,
and participation in the life of their communities. An authentic partnership
between the New York City Department of Education (DOE) and
Good Shepherd Services, SBCHS is the antithesis of the big anonymous
high school.
SBCHS opened in September 2002, but the partnership has history.
For twenty-two years, Good Shepherd had run an off-site program to reengage
and educate chronic truants from John Jay High School. With a
New Century High School grant (a consortium of funds from the Bill and
Melinda Gates Foundation, the Carnegie Corporation of New York and
the Open Society Institute), Good Shepherd and the Superintendent of
the Brooklyn and Staten Island High Schools (B.A.S.I.S.) collaboratively
designed a school that offered a larger pool of young people, up to 150
at any point in time, the chance to do what they thought they never
could?obtain a high school diploma.
Since opening its doors two years ago, students living in South
Brooklyn who have been absent from school for more than 35 days,
have a minimum of eight credits, and read above the sixth grade
level are potentially eligible to attend SBCHS. Staff
reaches out by phone and letter, to young people in the
catchment?s area to invite them to return to school.
Those who respond meet with counselors to discuss
their educational history, interests, and expectations.
Some are admitted to SBCHS and others are referred to
programs that are better aligned with their needs, abilities,
and interests.
EDUCATIONAL PROGRAM
At the bedrock of South Brooklyn?s approach is youth
development. Youth development is a fluid approach to
working with young people that views youth as central
actors in their own lives. Through close relationships
with caring adults, high expectations, engaging activities,
opportunities for participation in decision-making
activities, and a continuity of support, young people build
competencies that enable them to succeed as they enter adulthood.
SBCHS blends the best practices in youth development with a standards-
based instructional model and a support structure that focuses on
leadership development, goal setting and community building. The
needs, interests, capacities, and desires of the students are the raw material
around which the school and curriculum are structured. Young people
played a central role in the development of the school and continue
to play a critical role in its daily operation and ongoing growth.
The school culture explicitly fosters relationships between youth,
adults, and peers in a safe environment that provides multiple opportunities
for participation. Positive peer support through small biweekly group
meetings, and monthly community meetings create space for youth and
staff to build and maintain a sense of community and mutual responsibility
within the school.
A student describes the school culture: ?In my old school, the
teachers didn?t care. Here they watch out for us and make sure everyone
understands.? The students at SBCHS need this support structure. By definition
all of them have missed a considerable amount of school. Many
are coping with a range of challenging life circumstances that further
interfere with their educational success. Some are raising children or
younger siblings; others are dealing with the death of a parent or other
close relative. Still others are managing with little or no adult support.
To further support the needs of its students and ensure their continued
attendance, Advocate Counselors provide a strong personalized
support system for each student. Through regular meetings with students
in school, and if need be, at home, Advocate Counselors locate
needed services, including health care and day care. They help students
plan for graduation including employment and post secondary education.
Consistent with the youth development approach, the instructional
model is premised on the belief that every student can learn and achieve
at a high level. Students are supported through a demanding standardsbased
instructional program that prepares them to pass the required
Regents Exams. Through longer classes and more frequent meetings, students
earn more credits per semester than they would at a typical high
school?an attractive incentive for older students.
The curriculum focuses on the core academic subjects: math,
English, science, and social studies, but includes hands-on activities that
help students connect with the learning. A student says, ?In science, we
grow the plants instead of reading about it in a textbook.? Given the
poor academic track record of many SBCHS students, literacy is essential
to all instruction. The entire faculty is trained in a balanced literacy
approach to improve comprehension while making reading a more enjoyable
activity. Similarly, writing is integrated into every subject area and
students are expected to practice the skills associated with good writing
in English class as well as science. Technology is also infused across content
areas to ensure that students graduate with the skills to connect to
today?s job market and to compete in other post-secondary opportunities.
When the school was in the design phase, student team members
remarked that throughout the course of their educational history, no one
had ever told them what they were supposed to know at the end of each
year to progress to the next grade. The SBCHS educational program
responds directly to this legitimate concern. Expectations at SBCHS are
high, and all students know exactly what they need to do to succeed. Each
course has clear proficiency targets that are provided to the students and
posted in the classroom.
Every two weeks students are assessed in each of their classes to
measure their progress towards meeting the course goals. There are no
surprises.When students are not meeting the goals, teachers examine
their own practice to develop better strategies.
SBCHS is a partnership between a community organization and the
DOE (now Region 8 since B.A.S.I.S. ceased to exist with the DOE reorganization).
A principal and a Good Shepherd Division Director jointly run
the school. Generally, participating as one body?regardless of which
payroll a staff member is on?the staff engage in joint professional
development activities, regular meetings, and ongoing assessment activities,
ensuring their growth as an effective team working together to fulfill
the school?s mission. The principal and director meet frequently and
align decisions and supervision. An advisory board comprised of members
of both partner agencies guides long term planning. The school is
richly staffed thanks to extensive fundraising by Good Shepherd and its
designation as a federal Title I school. The Department of Education staff
Young
Adult
Programs
?In my
old school, the
teachers didn?t
care. Here they
watch out for us
and make sure
everyone understands.?
includes a principal, eleven teachers (including art and physical education),
a technology specialist, a guidance counselor, and 5.5 support
staff. Good Shepherd funds an additional twelve staff, including a division
director, two program facilitators, six Advocate Counselors, and
three additional support team members.
SUCCESSES TO DATE
In only two years, SBCHS has achieved enormous success.With a
Regents pass rate surpassing most high schools in New York City, SBCHS
boasts a near perfect pass rate on the US History Regents, with roughly
three-quarters of the students passing
the Math A and Global History Regents.
Almost as impressive, nearly 7 out of 10
students passed the ELA and Living
Environment exams.
These remarkable scores are even
more astonishing when compared to the
student?s previous performance. Prior to
attending SBCHS, cumulatively the students
passed only one in five of the
Regent exams they sat for. During their
tenure at SBCHS, they were passing three
out of five. Before entering SBCHS only
two students had passed both the Math
and English Regents. Since entering
SBCHS, 63 are closer to a Regents
Diploma. Credit accumulation shows the
same improvements. In the year prior to
enrolling in SBCHS students earned an
average of 5.41 credits. In their first year
at SBCHS students doubled their credits
with an average of 11.34.
Graduation statistics are also
impressive for such a young school. In
the 2003-2004 school year, SBCHS
graduated almost a third of the young
people who attended over the course of
that school year?57 students out of
185 young people. Most of the remaining
students returned the next school
year for additional credits. Most graduates
move on to college or employment.
One graduate currently attends
Manhattanville College.
IMPLICATIONS FOR PROGRAMMING
FOR YOUNG ADULTS
The achievements of a school like
SBCHS do not come easily. Good
Shepherd and the DOE have worked
together for over two decades and have
built a partnership based on mutual respect. While that is an enormous
accomplishment, the partners still face significant obstacles to this work.
There are no government guidelines describing this type of partnership
leaving it up to the agencies to hash out the details. For example, currently
DOE and union rules prohibit the community agency from playing
a significant role in selection of the principal?despite its obvious importance
to the future success of the school.
Specific structures geared towards these special relationships will
benefit new and existing schools as they face the inevitable challenges
3
New York City Initiatives for Young Adults
Multiple Pathways/Expanded Options: The New York City Department of Education (DOE) is creating new schools and programs for young people who are
under-credited and/or overage for their grades. For more information: JoEllen Lynch, Executive Director, DOE Office of Youth Development and Community
Services: 212 374 6713.
The Young Adult Capacity Initiative (YACI): The Youth Development Institute/Fund for the City of New York (YDI) has brought together 13 community organizations
and schools to build program capacity through training, networking for sharing and support, and to address policy issues. All of the programs described in
this newsletter are part of YACI. For more information, Pardeice Powell McGoy, Director, the Young Adult Capacity Initiative, YDI, 212 925 6675.
Out of School Youth and Adult Literacy: The New York City Department of Youth and Community Development (DYCD) administers the Federal WorkForce
Investment Act (WIA) and the NYC Adult Literacy Initiative, both of which fund programs for young adults. Through WIA?s older youth component, 16 agencies
receive funds to provide comprehensive services that help young adults achieve employment; while the Adult Literacy Initiative provides literacy programs in
libraries, community organizations, and the City University of New York. For more information: Michael Ognibene, Director of External Affairs, the NYCDYCD, 212
442 5989.
Continued on page 4
4
Balado, ?prior to YouthWorks our division only looked at youth development
through a school-age, middle-school, or high-school lens.We now
see that there is a huge population of young people who don?t fall into
any of those categories but are not yet independent adults either.? And,
he adds, ?When you see them at intake and then a year from that?it?s
amazing!?
YouthWorks reaches out to those young adults who are disconnected
from school and work, and in need of a place to begin building their
lives by: solving problems; confronting their needs; developing skills,
competencies, and credentials that will enable them to become self-sufficient,
active citizens.
At St. Nicks, the process begins in getting clients through the door
and into educational and training programs. Educational opportunities
include GED, college preparation, and for some 80% of participants,
basic academic skills.
A childcare training program that offers internships placements at
four St. Nick?s childcare sites provides valuable links and training for jobs,
right away. Some participants select YouthWorks? childcare track as a
?back up career? while they figure out what they want to do. Others
focus on the work experience itself rather than the ultimate career. One
young man offered another benefit: ?Before I was working at a restaurant,
but I?m trying to learn social skills and take the lessons I learn with
kids for when I have them.?
Job options, expanded by client initiative, also include access to
jobs in manufacturing, information technology and entrepreneurship.
Occupational-skills and job-readiness classes are services that support
employment tracks and career ladders. The services include for each
client both a Youth Employment Specialist and partnership with a Followup
Coordinator who keeps close tabs on the individual?s progress and
needs regarding employment, education, and additional social services.
Success is possible because the program is able to take clients?
social and economic needs seriously as obstacles to educational and
occupational progress. Those needs are extensive and, in the beginning,
were almost overwhelming for the staff. ?Frankly we were na?e in estimating
the depth of this population?s issues,? Balado says. ?Our participants
are experiencing homelessness, domestic violence, parenting probof
operating a small learning community that is enhanced by external
resources and support. While there has been a proliferation of small
schools in the last several years, small schools cannot operate by the
same rules as the old zoned high school. Budgeting, supervision, and
assessment criteria need to be adapted to the different realities of operating
on a smaller economy of scale.
Funding is also a serious challenge for small schools. It is expensive to
operate a school that offers the kinds of supports found at SBCHS. Good
Shepherd raises significant private funds each year. They raised the outside
money to construct their own state-of-the art building. Currently, roughly
52% of the SBCHS annual budget is private, with government providing
the remainder. It should also be noted, that the government funding is not
guaranteed, and in fact, is anticipated to decrease in the coming
year. This is an enormous burden on the agency and many
community organizations-particularly those without
the history and reputation of Good
Shepherd. And many will not be able to
sustain their contribution over time. New
York City must develop a funding strategy
that supports the vital contribution of
Good Shepherd as well as its many other
community partners over time.
YOUTHWO R K S
St. Nicholas
Neighborhood
Preservation
Corporation (St.
Nicks)
A COMMUNITY-BASED PATHWAY FOR
YOUNG ADULTS
According to the Program Director, Felipe Balado, the clients at St. Nick?s
are ?like the ?forgotten people.? Outside the usual categories of youth
defined by their relation to high school and middle school, these ?disconnected
youth? have expanded needs. ?In all honesty,? reports
In the
2003-2004
school year,
SBCHS graduated
almost a third of the young
people who attended over the
course of that school year?57
students out of 185 young people.
Most of the remaining students
continued in the school for
the following year
P R O M I S I N G PATHWAYS I N N E W YO R K C I T Y continued from page 3
lems, and they often don?t have childcare?. While St. Nick?s has always
worked with young adults, we?ve never worked with an out-of-school
population of this size before.?
YouthWorks? quality lies in a carefully crafted approach to these
young adults? very critical needs. For Balado, the direction was obvious.
?These youth can?t concentrate on work readiness or anything else if
they?re in violent situations at home.? Once acknowledging the extent of
need among their clients, YouthWorks staff developed multiple services
to strengthen participants? ability to overcome roadblocks that bar their
way to productive and healthy lives. In just two short years, 131 young
adults have completed YouthWorks.
A steadfast commitment to excellence at every level is essential in
YouthWorks? wrap-around approach. It starts with the program?s very
clear sense of identity rooted in the core belief that all youth can succeed,
given the right supports. The program integrates its wide range of
internal and external resources into its model so that in the end, the
services equal far more than the sum of their individual parts.
YouthWorks now collaborates with the Department of Education and
Career Education Center that has brought two GED instructors directly
on staff. And there are links to outside sources for unexpected numbers
of youth who need a more intensive, basic academic component.
For the coming year Balado says, ?Our goal is to transform
YouthWorks into not just an effective youth employment program but an
outstandingyouth developmentprogram.? He expects great strides to be
gained through additional services that include Friday workshops that
directly address ongoing issues of parenting; domestic violence, health
care, HIV and drug prevention. For staff development, Balado points to
the ?co-option? or ?re-deployment? of the Division?s Director of
Adolescent Support Services for weekly training and supervision of staff.
?His integration into the program has been a crucial factor in improving
our ability and confidence in dealing with our participants in the personal
arena.?
In fact, staff is at the heart of YouthWorks? quality. They bring
degrees, experience, and passion with them. But a good deal of their
success rests on something that can?t be learned in school: the ability to
seamlessly balance the roles of mentor, confidant, and advisor. What
fuels their dedication is success. As one counselor put it, ?Once you do it
and it works?the success becomes its own motivator.?
Growth at YouthWorks does not end, nor does their review of their
successes, the assessment of their stepping-stones, or review of their
final goals for their clients. The childcare career track is one case in point.
The childcare career is a logical choice for clients, given St. Nick?s existing
achievements and the resources that are already in place. The training
fills an employment need of their client base. ?Working with kids was
something I always wanted to do,? Collete remarks. While she began
there, the experience inspired her to enter college and become a social
worker with young youth. The childcare track, at the same time, is a relatively
low-paying job opportunity with few chances for significant
advancement. It is still an option but new areas of career exploration are
being developed.
YouthWorks has diversified its employment tracks, its services for
clients, its professional development and support of staff. Given the program?s
ever-persistent self-appraisal,
the future is an open book. For
Balado, the book is a wide one. ?It
takes years; I have them for the
rest of their lives. I look forward to
seeing YouthWorks grow.?
T H E N OW WHAT. . ?
P R O G R A M
Pius XII Youth
and Family
Services
A COMMUNITY-BASED
PATHWAY FOR YOUNG
ADULTS
In 1998, the leadership of Pius XII
Youth and Family Services, with
support from the Pinkerton
Foundation, initiated the Now
What?? Programto provide
opportunities for recent high
school dropouts and to direct their
energies and services to the problems
they face. The program has
grown more comprehensive over
the years and today engages youth
who have dropped out of high
school and are unemployed.
By integrating intensive support
services with existing educational
and employment opportunities
Now What?? has proven
that effective programs and
employment can be offered to 17
to 22 year olds, an age group largely
left unattended to by most social
services and education programs.
On Going Follow Up and
Support