Preparing Youth for Work and Career Success: A Research Perspective

By Sam Piha

Sam Piha

We hear from researchers and the business community that preparing youth for work and career success is an essential responsibility of communities, educators, and youth program leaders. Young people should be prepared by the time they leave high school. Expanded learning programs are perfectly situated to contribute to this preparation. This is the theme of our upcoming How Kids Learn conference. 

Regie Stites is Senior Researcher at SRI International who has been evaluating Linked Learning strategies in 9 California school districts. The Linked Learning Alliance is a statewide coalition of education, industry, and community organizations dedicated to improving California’s high schools and preparing students for success in college, career, and life.

Dr. Stites will be one of our featured speakers at the upcoming How Kids Learn V conferences in Berkeley and Los Angeles. He agreed to answer a few of our questions:

Q: Can you highlight some of the evidence we have for positive 

Dr. Regie Stites,
SRI International

outcomes from work-based learning? 

A: Our quantitative analyses have focused on the impacts of the overall Linked Learning experience on student outcomes. The most recent findings from the evaluation indicate that, on average, students in Linked Learning pathways completed more high school credits, were less likely to drop out, were more likely to graduate, had higher GPAs, and were more likely to be classified as ready for college when compared with similar students in traditional high school programs.

We see the most direct evidence of positive student outcomes related to work-based learning in our student survey and focus group data. Students who had participated in work-based learning reported that it gave them opportunities to gain teamwork experience, to practice hands-on skills working with tools, and to apply knowledge and skills gained in the classroom. In focus groups, Linked Learning pathway students frequently described the ways that work-based learning experiences helped them develop awareness of the norms and expectations for behavior in the workplace, helped them develop work-related interpersonal and communication skills, and gave them motivation and clarity in planning further education and choosing a career path. 

Q: Why is preparing youth for work and career success important for young people from low-income neighborhoods? Is there an issue of equity that we should seek to address? 

A: Equity in educational outcomes and in access to college and career are central goals of the Linked Learning work. One of the most fundamental premises of Linked Learning is that all students should be prepared for college and careers. The 9 school districts included in the California Linked Learning District Initiative were chosen for initiative, in part, because they serve predominantly low-income students and communities. In the current economy, a postsecondary credential is the key to employability. But simply getting more low-income students to graduate from high school and enroll in college is not enough. For example, we know that 70% of low-income students who start at a two-year college do not complete a credential within 5 years.

Q: What are some of the challenges and opportunities in this work?

A: The biggest challenge is breaking down the silos that separate educators from each other and from employers. To create seamless transitions from school to college and to employment we need seamless systems. To prepare young people for work and career success we need educators who understand work and employers who understand education. With the Career Pathway Trust Grants and related efforts, California is moving in the direction of developing regional partnerships that bridge gaps between K-12, postsecondary, workforce development, and employment systems. These efforts are just getting off the ground but the potential for fostering greater collaboration across sectors to improve and expand access to a range of high-quality work-based learning opportunities is encouraging.   

Q: Do you think that the out-of-school setting is a good place to prepare youth for success in work and career?

A: The simple answer is yes, the out-of-school setting is essential for preparing youth for work and career success. This is so because out-of-school programs can play a key role in supporting the types of integrated learning activities that connect school learning to real-world applications of knowledge and skills. For many young people, especially young people from low-income neighborhoods, one of the most important keys to educational engagement, persistence, and success is relevance. 

Simple common sense (and research) supports the notion that young people who can clearly see the relevance of what they are learning to their own lives and futures are more likely to persist and be successful in education and, as a result, are more likely to be ready for career success.

The best methods for connecting school learning to real-world applications of knowledge and skills are well known. These methods include project-based learning, experiential learning, service learning, and a range of work-based learning activities. Some of these integrated learning activities, such as project-based learning and some forms of work-based learning may not require an out-of-school setting, but they are stronger when they do.  

Q: Can you offer any advice on what out-of-school programs could do?

A: To give more low-income youth opportunities to participate in extended, high-quality integrated learning activities, out-of-school programs should look for opportunities to work together with classroom teachers and with employers and with community organizations to co-design and jointly deliver such learning activities. Youth will be more motivated and experience deeper learning when they can connect classroom learning with applied learning in an out-of-school setting.

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Regie Stites, Ph.D., will share his research on the impact of Linked Learning projects with schools and youth at the How Kids Learn V Conference. He has two decades of experience in the design and management of large-scale educational research and evaluation in the areas of literacy education, integrated academic and career-technical education, college and career readiness, and workforce development. Major projects include the Evaluation of the California Community College Linked Learning Initiative, the Evaluation of the Linked Learning Health Career Pathways Project in Oakland Unified School District (OUSD), and the Equipped for the Future National Work Readiness Credential Assessment Development and Validation. 

Welcome to Jeff Davis, New Executive Director of the California AfterSchool Network!

By Sam Piha

Sam Piha

We are very happy to congratulate Jeff Davis as the new Executive Director of the California AfterSchool Network (CAN). In our work with Jeff, he has shown himself to be a tireless collaborator who exhibits the openness, transparency, and integrity that the CAN Executive Director must exhibit. He has thorough knowledge of the field, is a strong advocate for the needs of practitioners, and is unafraid to leverage the knowledge of other field leaders. He brings a combination of both passion and attention to detail. 

The announcement by the Network says it best:

Jeff Davis,
Executive Director, CAN

“Jeff has worked with CAN since its inception in 2006, first as Program Coordinator, then as Program Director and most recently as Interim Executive Director. 

As a seasoned expanded learning stakeholder and the author of the State of the State of Expanded Learning in California, Jeff brings a great understanding for the expanded learning landscape including important initiatives and key partners. Jeff’s accomplishments in the field have been well received through his work with STEM and The Power of Discovery, CDE’s statewide Strategic Implementation Teams, the development of Quality Standards for Expanded Learning in California, as well as supporting a number of CAN’s field committees. Jeff’s most recent work has centered around supporting CAN’s transition of fiscal sponsors and procuring of funds to support CAN’s work.

We are fortunate to have such a well-respected, passionate and committed individual in Jeff Davis as CAN’s newest Executive Director. CAN’s Leadership Team is excited to welcome Jeff aboard as Executive Director and looking forward to continuing CAN’s impactful work in the Expanded Learning field.”

   Learn more and contact Jeff Davis.

Work-Based Learning Continuum: Can You Locate Your Program?

By Sam Piha

Sam Piha

We know that, as adults, it is our job to help prepare young people for success in adulthood. This is becoming obvious to educators and those who provide expanded learning programs for youth as we see an increase in opportunities to explore careers and gather work-based skills. 

The Linked Learning Alliance has created a continuum of work-based learning activities. This continuum offers educators and youth program leaders  shared language and activity definitions as a means to locate oneself on this developmental continuum. You can review a paper on this continuum authored by the Linked Learning Alliance here. (The Linked Learning Alliance is a statewide coalition of education, industry, and community organizations dedicated to improving California’s high schools and preparing students for success in college, career, and life.)

Above: Alex Taghavian
Below: Regie Stites

Alex Taghavian, Vice President of the Linked Learning Alliance, will speak at our upcoming How Kids Learn V conference. The focus of this conference is Preparing Youth for Work and Career Success. Alex will share the work-based learning continuum and researcher, Regie Stites from Center for Education Policy at SRI International, will focus on some of the challenges and opportunities for implementation of work-based learning systems based on his findings from the Linked Learning District Initiative evaluation. He will also highlight some of the evidence he has for positive outcomes from work-based learning.

Below we asked Hilary McLean, Executive Vice President of the Linked Learning Alliance, more about the Linked Learning work-based continuum. 

Q: Can you briefly say how and why this continuum was developed? 

Hilary McLean,
Executive Vice President
Linked Learning
Alliance

A: The Linked Learning Work-Based Learning continuum was developed by leaders in the Linked Learning field who have expertise in education and workforce development. It was designed to be a resource to help build understanding about the range of work-based learning opportunities that a student could and should experience as they move through their Linked Learning experience. With that greater understanding, we hoped that this resource would help schools and employer partners design coherent sequenced opportunities for students to interact with employers, apply what they are learning in the classroom in real-world contexts, and gain professional skills that are needed in college and in the workforce. 

Q: This continuum uses the term “work-based”. People often think about "work-based” learning activities that only happen within a work setting and with older youth and young adults. Can you comment on this perception?  

A: Work-based learning can actually start much earlier, by introducing children in primary grades or even preschool to careers and professionals in a range of occupations.  With Linked Learning, the career awareness phase of the continuum typically starts in the students’ freshman year of high school. Some districts that have embraced Linked Learning as a system-wide school improvement strategy start this phase in middle school. 


Q: Who is the intended audience for this continuum and how do you hope it will be used?  

A: We hope that the Linked Learning Work-Based Learning Continuum is used by Linked Learning educators, workforce development boards, intermediaries such as Chambers of Commerce or other organizations that are serving as a connection point between schools and the employer community, coordinators for mayors’ summer jobs initiatives, and anyone who is interested in economic development and improving the workforce pipeline.

Q: Do you believe that it is useful and relevant for youth programs that happen in the out-of-school hours? 

A: Yes we think that this is a huge area of opportunity that has not yet been fully tapped. 

Q: What benefits do you believe this continuum provides to program

Photo Credit: Techbridge Girls

designers and youth workers?  

A: The Linked Learning Work-Based Learning Continuum can provide guidance on how to sequence opportunities for youth so that they are prepared for each step in the process, and can succeed in both learning in and contributing to real-world professional workplaces. 

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LIAS Effectiveness Study

By Sam Piha

Sam Piha

The Learning in Afterschool & Summer (LIAS) project was launched in 2010. In the summer of 2015, the LIAS staff conducted a LIAS Effectiveness Study to gauge our impact on the field and how best to further the project goals. The objectives of this LIAS Effectiveness Study were to:

• Learn how effective the LIAS campaign was in reaching and impacting expanded learning stakeholders and program leaders;
• Learn how effective the individual LIAS strategies were;
• Improve the LIAS campaign going forward; and
• Share with the larger field any learnings that may be helpful to future efforts to improve expanded learning program quality.

We collected 91 surveys completed by Regional Leads, those who oversee or work directly with youth, or provide technical assistance. In terms of geography, most of the respondents are located in Regions 3, 4, 9, and 11. These four regions contain 57% of the total California ASES and 21st CCLC programs. (Source: California Afterschool Network). We also conducted follow up interviews with 20 afterschool leaders across the state. 

Below is a summary of findings from our study. To view the study Executive Summary, click here. To view the full report, click here. 

LIAS effectiveness: 

• The LIAS project has successfully raised awareness of the LIAS principles across the state.
• On average, 74% of respondents reported their contact with LIAS materials. Of those, 67% on average, rated their experience as a 4 or 5 on a 1-5 scale of effectiveness, with 1 being the lowest.
• On average, only 30% of respondents reported an involvement with LIAS support activities. Of those, on average, 79% rated their experience as a 4 or 5 on a 1-5 scale of effectiveness, with 1 being the lowest.
• Of those surveyed, over 84% reported that the LIAS materials and supports impacted their programs. They reported that the LIAS project either changed the way they talk about their programs (49%) or effected their program design (35%).

LIAS strengths: Respondents reported that the language of the LIAS learning principles are clear and understandable (nearly 84%) and the LIAS learning principles can easily be applied to program design and improvement (nearly 69%). 

LIAS weaknesses: A fair number of respondents (22%) thought that the LIAS project can do more outreach to educate practitioners about the LIAS learning principles. Nearly 46% of respondents replied, “No comment”. 

Challenges and barriers to program improvement: Respondents named staff turnover (92%), insufficient funding (86%), and insufficient time (80%) as the largest barrier or challenge. 

Takeaways
Objective 1: Learn how effective the LIAS campaign was in reaching and impacting expanded learning stakeholders and program leaders

• LIAS outreach – The LIAS project has been very successful in spreading the word on the LIAS principles. The newly designed website and LIAS blog have been well received.  

• LIAS impact – The LIAS project reportedly has impacted many by changing the way they talk with others about their program activities and/or changing actual day-to-day practice. Program leaders want more guidance on how to apply LIAS and character building strategies into practice. 

Objective 2: Learn how effective the individual LIAS strategies were

• LIAS materials – The LIAS postcard has been widely distributed across the state and well received by program leaders. However, some of the LIAS materials such as the webinar, are not reaching a large audience. 

• LIAS training opportunities – The LIAS orientations and introductory trainings are an effective educational outreach strategy. However, they do not go far enough in changing practice at the program level. The LIAS learning communities have been well received and judged as effective ways to impact program quality. However, they are not widely available due to issues of cost, commitment, and geography. 

Objective 3: Improve the LIAS campaign going forward

• Diversify audience – It would be useful if the LIAS project could reach out to diverse audiences that impact young people’s learning. These additional audiences include youth program providers outside of the “afterschool circle”, principals and educational administrators, instructors in higher education, museums, libraries, and Parks & Recreation departments. 

• Access to online tools – Because of issues of cost and distance, and because young workers grew up in the digital age, we have been advised to ensure that materials and tools include short videos of actual program practice, are accessible via the Internet, be multimedia, and viewable on smartphones and tablets. 

• Integrate new concepts - materials should include the new state Quality Standards. They should also integrate 21st century learning skills, social emotional learning, building character skills, non-cognitive skills, growth mindsets, and foundations for young adult success. There is also the demand that programs respond to the new state Quality Standards for Expanded Learning Programs and the Common Core State Standards. While it is true that some of these are overlapping, they still present an overwhelming set of “lists”. The LIAS project has been advised to create an approach that integrate these “lists” and the Quality Standards.

Objective 4: Learnings that may be helpful to future efforts to improve expanded learning program quality

• Cost as a barrier - Due to rising labor costs and stagnant grant awards, programs have cut the amount of resources for professional development and program tools. For all of us that work to improve program quality, we have been advised to consider the issue of cost – program materials and training - and even offer stipends to training participants in exchange for a commitment to attendance and program improvement efforts. 

• Other barriers to program improvement – Any effort to improve program quality requires educational outreach that is ongoing due to staff turnover. In addition to continuing these efforts, we have been encouraged to target program leaders, who have longer tenures than frontline staff.  

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We invite you to join us at the How Kids Learn V conference: Preparing Youth for Work and Career Success. To see more information and register, click here. 

Employability Skills Framework

By Sam Piha

Sam Piha

There are a growing number of tools to guide the design and improvement of youth programs. These come in the form of frameworks, program quality measurement tools, self-assessment or reflection surveys. Some are general in nature and some are very content-specific.

If program leaders try to use all of these tools, it can be a bit overwhelming and probably not useful. It is important that programs begin by taking a look inside and answering the question, “What are we about?” and “What needs do youth have and which do we think we should focus on through our program offerings?”. Then, program leaders can select the most appropriate framework, quality assessment tool, or self-reflection survey. 

By “framework”, we are referring to a conceptual structure intended to serve as a support or guide for the design and implementation of a youth program. There are frameworks for youth development, for young adult success, employability skills, character building, social emotional learning, and more. 

RTI International (RTI), one of the world’s leading independent, nonprofit research and development organization, developed an Employability Skills Framework for the U.S. Department of Education. This framework names the skills that employers are looking for and divides this into three categories, each with a subset of skills. They are: 

Effective Relationships

• Interpersonal Skills (understands teamwork and works with others, responds to customer needs, exercises leadership, negotiates to resolve conflicts, respects individual differences)
• Personal Qualities (demonstrates responsibility and self discipline, adapts and shows flexibility, works independently, demonstrates a willingness to learn, demonstrates integrity and professionalism, takes initiative, displays positive attitude and sense of self-worth, takes responsibility for professional growth)

Workplace Skills

• Technology Use (understands and uses technology)
• Systems Thinking (understands and uses systems, monitors and improves systems)
• Communication Skills (communicates verbally, listens actively, comprehends written material, conveys information in writing, observes carefully)
• Information Use (locates, organizes, uses, analyzes, and communicates information)
• Resource Management (Manages time, money, materials, and personnel)

Applied Knowledge

• Critical Thinking Skills (thinks critically, thinks creatively, makes sound decisions, solves problems, reasons, and plans and organizes)
• Applied Academic Skills (uses reading and writing skills, uses mathematical strategies and procedures, uses scientific principles and procedures)

Employability Skills Framework

This framework serves as a valuable tool for programs that wish to prepare young people for success in work and career. When examining this framework, one can appreciate how it overlaps with 21st century learning skills and character building/social emotional skills, and broader frameworks for youth development.

Laura Rasmussen Foster, Program Director of Adult Education Studies at RTI International, led the development of this framework. She will speak about it at our upcoming How Kids Learn V Conference in Berkeley. Below, she answers a few questions we had about the framework.  

Q: Can you briefly say how and why this framework was developed? 

A: It was developed by RTI International for the U.S. Department of Education, Office of Career, Technical, and Adult Education. 

The goal in creating the framework was to look across existing sets of employability skill standards and assessments and identify areas of overlap that would begin to unify this existing work in a common framework. We found right away that there are so many different terms used to describe employability skills and wanted to provide a common language (based on research) for both education and business to use. 

Our work was guided by a technical work group, which included representation from career technical education, adult education, and workforce training organizations. Stakeholder groups reviewed the framework and other key products as they were developed to ensure their applicability to the broad education and workforce fields. 

Q: Who was the intended audience and how do you hope this framework will be used? 

Laura Rasmussen Foster

A: The audience (educators, policy makers, and employers) is intentionally broad, as we recognize the importance of employability skills to all individuals and the need to integrate these skills into education and training programs across grade levels and content areas. Hopefully the framework can be used by these audiences in different ways to meet their specific needs. For example, teachers can review the framework skills, identify those that they already may be teaching and develop lessons for incorporating other skills. Employers can use it as a communication tool for explaining their skill needs to their education partners. Other tips for using the framework are described on audience-specific pages (see http://cte.ed.gov/employabilityskills/index.php/audience/educators, for the educators page, for example).  

Q: Do you believe that it is useful and relevant for youth programs that happen in the out-of-school hours?

A: Yes, definitely. Employability skills are an essential component of college and career readiness, no matter where that preparation takes place. It is not just the responsibility of one career and technical education program or a single teacher to teach all of the framework skills. Instead, they can and should be integrated across educational levels and programs and reinforced in various contexts. 

Q: This framework names several concepts we see in frameworks for character building, youth development, and social emotional learning. What are your thoughts on the overlap? 

A: I’m not surprised about the overlap, as the framework builds on existing sets of skills, standards, and assessments – it was not intended as a new, separate set of skills. Hopefully the overlap helps you understand how youth programs are already addressing these skills and identify any gaps for further work! 

The "HOW" Versus the "WHAT"

By Sam Piha

Sam Piha

I want to comment on the distinction between "HOW KIDS LEARN" and "WHAT KIDS LEARN". The Learning in Afterschool & Summer (LIAS) learning principles are focused on how kids learn. They are based on recent research, combining brain research, the new science of learning, and what we know from practice.

The "how" is separate from "what": the "how" is absent of any content. Different programs and adults think that young people should acquire certain skills - this is "what". The "what" could be STEM, social emotional learning, character building, workforce readiness, or academic proficiency. The "how" is about how best to shape the strategies and activities to promote learning - regardless of what content or skills we are seeking to teach. The difference may be subtle and confusing to some, but it is fundamental to teaching and learning. 

Below are some quotes that may be helpful: 

• "I think that the learning principles in after school and summer really get at the core of learning for students really starting in early childhood, going through to university." - Deborah Vandell, Department of Education, UCI

• “The LIAS principles are all critical. These principles reflect what our own field experience and research suggest about the characteristics of effective learning environments." - Karen Pittman, Forum For Youth Investment 

• “When you think about what it means to create an environment where a child is excited, supported, and ultimately takes ownership of their learning, LIAS hits the nail on the head. The principles resonate across communities of practice and in our fragmented policy context." - Samantha Tran, Children NOW

Dependable Funding? It's Up To Us!

By Sam Piha

Sam Piha

The afterschool movement first went to scale in the 1990s with allocation of public tax dollars: federal funding of 21st Century Community Learning Centers (21st CCLC) by the federal government and the release of tax dollars for California afterschool programs, mandated by Proposition 49. People assume that these funds are stable, but in fact they are threatened by legislators seeking to reduce these funds. 

We strongly believe that every program provider and program leader should understand the history of public funding for afterschool programs and be involved in advocacy efforts to preserve these funds (for a background on the funding of afterschool programs in California, see Examining California’s Afterschool Movement Post Proposition 49). 

Bruno Marchesi,
Project Manager,
Center for Collaborative
Solutions

We asked an important leader in afterschool, Bruno Marchesi, Project Manager for the Center for Collaborative Solutions, to share his perspectives on this issue. 

Q: Afterschool and summer programs became widely accessible to families with the investment of public dollars. Can we assume that this funding is now safe and dependable?

A: Even though funding authorized for afterschool and summer learning programs have remained constant for the past 6 years through 21st Century Community Learning Centers at the national level, and constant since its initial implementation through the After School Education and Safety (ASES) legislation in California since 2006, the afterschool and summer learning field (or Expanded Learning as it is also known in California) should not assume that funding is currently safe and dependable.

I have served as the Co-Chief Reader for 21st CCLC grants for the past 3 cohorts and the reality is that the current need far exceeds the amount of funding available for these programs. In the last few 21st CCLC cohorts, it was stated that most likely 1 out of every 10 programs that applied for funding were approved. This does not even take into account the many organizations and school districts that chose to not apply for funding based on the previous year's shortage of funding. 

Although federal funding for the 21st Century Community Learning Centers has remained relatively constant over the past few years, every year there have been proposals to reduce the total amount, repurpose the dollars for other uses or consolidate the funding with other federal education dollars into block grants.

In California, we are probably in a better funding position, since ASES was voter approved and therefore it would need to be brought back to the voters to cut or take away the $550 million dollars per year allocated for these programs under Prop 49. Even though this is the case in California, the funding levels to sustain high quality programs have not gone up to reflect the rising operating costs of running these programs since the amount was first established in 2002 at $7.50 per child per day.

Q: Do program leaders have a responsibility at the local level to ensure that these funds are safe and dependable? Can program leaders support the work of advocates at the federal and state levels? 

A: Each and every person at all levels in the Expanded Learning field has a responsibility to address the funding for these afterschool and summer programs. Line staff have the responsibility to provide high quality programs. It is important that these programs operate at capacity each and every day so that students are engaged and continue to attend. This ensures that they maximize the funding allocations. 

Site Coordinators and program leadership have the responsibility to build champions in their local communities. From building partnerships with school principals and districts to create joint use agreements to work together. By working together, they can ensure that the afterschool program complements the regular school day goals and objectives through the Learning in Afterschool & Summer activities that are active, collaborative, meaningful, supports mastery, and expands horizons.

Site Coordinators and program leadership should stay informed at what is happening, not just at the local level, but also statewide and nationally when it comes to best practices, policy and funding. They are a critical component to support the work of advocates at the state and national level because the folks operating programs have access to the key stakeholders in their communities. These include the students, the families, school leadership, local businesses, etc. Because of these interactions they understand their community need, challenges and opportunities that could play a crucial role in helping to shape the agenda and key talking points for advocating organizations. 

Q: What organizations are advocating for the preservation of these funds at the federal level? 

A: Organizations like the Afterschool Alliance are doing a great job in advocating for the preservation of these funds by providing information about the impact of high quality programs around the country, creating awareness with legislators and key stakeholders to build champions not just in Washington, DC, but also at the local level through their Lights On Afterschool efforts and their America After 3 p.m. report. Organizations like the Afterschool Alliance are crucial to the preservation of these funds.

Q: What organizations are advocating for the preservation of these funds at the state level? 

A: Organizations like the California Afterschool Advocacy Alliance (CA3), the Partnership for Children and Youth (PCY), the California School Age Consortium (CalSAC), among others are leading the way in advocating for the preservation of after school and summer learning program funding and sustainability.

In California, we have a large network of technical assistance providers like the California AfterSchool Network (CAN) who keep the field informed. CAN serves as a vehicle to get information from the California Department of Education (CDE) down to the program level for implementation, and highlight the voice of the field back to CDE through its statewide initiatives and committees. 

Q: What can program providers and leaders do? 

A: There are many things that program stakeholders can do to continue to help to ensure that these funds continue to stay safe and dependable.

1. High quality programs: Make sure that you continue to operate high quality programs that support maximum attendance and complement the regular school day goals and objectives. 

2. Host program visits: You can host community partners or legislative visits. Many in your community may not be aware of your afterschool or summer program and the wonderful opportunities there may be to partner or build champions at the local or state level.

3. Participate in current advocacy efforts: There are multiple opportunities to provide voice and leadership at the statewide level through the CalSAC Challenge event, through any of the multiple California AfterSchool Network committees or share your knowledge and expertise at one of the many regional or statewide conferences and events.

4. Lights On Afterschool: Participate in the Lights On Afterschool Event by hosting an event at your site. You can also participate in the national movement by signing up your event through the Afterschool Alliance’s website and staying active in promoting the event through your social media channels. 

5. Create Partnerships: Find ways to create partnerships to leverage your funding and opportunities. Connect with your local food bank to bring in extra resources for your students and families, reach out to local businesses to match donations or serve as volunteers in your program. There are many local and statewide organizations that have multiple resources to offer for the exact population that you serve in your programs each day. 

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For information on federal policy follow the Afterschool Snack blog posts at: http://www.afterschoolalliance.org/afterschoolsnack/ASnack.cfm and also follow the Afterschool Alliance on Facebook and Twitter.

To register your Lights On Afterschool site and to get event tools and kits go to: http://www.afterschoolalliance.org/loa.cfm

To learn more about supply, demand and parent satisfaction with afterschool across America and in your state go to: http://www.afterschoolalliance.org/AA3PM/
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Bruno Marchesi serves as Project Manager for the Center for Collaborative Solutions. He has more than 18 years of after school and summer programs experience at all levels including frontline staff, Site Coordinator, Program Manager, and most recently as Program Director of the California AfterSchool Network at the UC Davis School of Education. Bruno's passion and drive come from his own core values of humility, integrity, and service.

Checking In with Dr. Pedro Noguera

By Sam Piha

Sam Piha

Pedro Noguera has been an important voice in the areas of school reform, race, and poverty. He has been a dedicated warrior to address the inequity that young people face, especially low-income youth of color, in learning opportunities. Pedro worked with others to found the Broader, Bolder Approach to Education initiative. 

Today, Pedro is a Distinguished Professor of Education at the Graduate School of Education and Information Sciences at UCLA. Prior to his moving to UCLA, Pedro served as a tenured professor and holder of endowed chairs at New York University (2003 – 2015), Harvard University (2000 – 2003), and the University of California, Berkeley (1990 – 2000). He was a member of the Berkeley School Board from 1990-1994.

Dr. Pedro Noguera

Pedro has been a strong advocate for the afterschool movement and a friend to the LIAS project. He was a speaker at our HKL II conference and provided a video interview on the LIAS principles. Below we asked Dr. Noguera a few questions for our LIAS blog. We were excited about his return to the west coast. Pedro will also be a speaker for our upcoming HKL V conference. 

Q: You are returning to the west coast and will be an education professor at UCLA. Why did you make this move? 

A: I’m making the move back to the west coast and to UCLA for personal and professional reasons.  All four of my older children live on the west coast and I want to be closer to them.  Additionally, I have many close colleagues at UCLA and I'm looking forward to working within a community of scholars rather than in isolation as I have at NYU.  

Q: You will be presenting again at the upcoming How Kids Learn conference. Was there a particular reason why you agreed to return to address the attendees at HKL V? 

A: I am a big fan of the How Kids Learn conference because I think it's focused on the right questions. Too often, we expect kids to adjust to the way schools teach, rather than adapting the instruction to their learning needs. By focusing more intently on the needs and interests of the learner, we could be far more successful at engaging them in powerful educational experiences. This is what I believe the conference supports and encourages.

Q: Can you speak to one or more of the LIAS principles that most resonate for you when you think about creating learning environments and activities for kids? 

Dr. Pedro Noguera at our
How Kids Learn II conference

A: Meaningfulness, I think is really important, especially for kids who come from low-income communities, and kids who come from families where no one has gone to college. If they don't see the relevance and understand why what they're learning is meaningful and important, they're more likely to become disengaged. 

Many times middle-class kids will learn something simply because they're told by adults, this will get you into college. But for someone who is not necessarily on a path to college, just saying you need this to go to college is not enough. You actually have to show them why learning something like algebra or biology or reading Shakespeare, why is that important?  What does that have to do with their lives? And teachers who can't make those kinds of connections for their students, often fail in being able to address their learning needs. 

I would say similarly that education always has to expand horizons for young people, to expand their sense of what’s possible. One of the things we're constantly working against, again particularly with young men of color, is the negative and pernicious effect of stereotypes. Stereotypes which lead them to believe they have a better chance of being a ball player, or a rap star, than of being a scientist or a writer, or being an elected official or lawyer. 

Part of expanding horizons means giving concrete experiences, which allow them to see and learn about how knowledge is applied in the real world, in professional settings, and why in fact that is a course of action and a career path that they may want to choose, and most importantly, what does it take to get there? So that kind of work, of expanding the sense of what's possible, of exploiting the stereotypes, and of tapping into that deeply seeded sense of identity is essential to the work of really capturing the imagination of young people.
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