Community Based Organization Schools:
A Crucial Education-Youth Development Link
A Forum — November 16, 2001
A Community Based Organization (CBO) School is a public secondary school that is operated by a community based organization that offers a diploma-granting academic program. The Center for Youth Development and Policy Research, headed by Richard Murphy, at the Academy for Educational Development (AED) collected information on 11 CBO schools that have solid reputations for helping young people, especially those who have been unsuccessful in mainstream schools, to become engaged, challenged, and supported so that they find ways to succeed educationally, and, in the process, change their lives and communities. Information on these 11 schools is contained in an AED report, CBO Schools: Profiles in Transformational Education.
Jean Thomases, a consultant with AED, provided information on why CBO schools were started. About half of CBO schools are in large urban school districts where the regular public high schools have very high dropout rates. Thomases said, "Because so many urban high schools are failing our youth, we need other models that work for kids." CBO schools work to make standards challenge students rather than penalize them. Schools have adapted both curriculum and school structure to the idea that young people learn best in relationship to caring adults who engage them and have high expectations for them. Youth development is a critical part of CBO schools. In some communities, youth development is seen as something that happens outside of school, and education happens within the school from 9 AM - 3 PM. In CBO schools, youth development, education, and good pedagogy are synonymous and aligned, Thomases said.
CBO schools educate any youth free of charge. They receive state and local education funds through various means, including contracts and agreements with local school districts, and most recently, charter designation. Most CBO schools, however, receive these state and local funds at a lower level than other public schools. Therefore, CBO schools rely on other non-educational public funding sources and private support in order to offer a full range of academic and development supports and opportunities.
CBO schools adhere to five principles and practices that make them effective: High and Comprehensive Standards; Relevant and Diverse Learning Opportunities; Personalized and Flexible Learning Environments; Supports and Services for Effective Learning; and Opportunities to Make a Contribution. The core activities of CBO schools are engaging curriculum and opportunities for contribution/leadership in school or community.
Dan Grego, Director of Educational Services, TransCenter for Youth, Inc., described one CBO school, Shalom High School in Milwaukee, WI. Shalom began as an after-school educational support program for youth that were in trouble with the court, but was expanded over time to become an alternative school. Grego said, "Some students just tolerate high school better than others, but those that don't, need other options." There are now three CBO schools in Milwaukee because of a waiting list of students wanting to attend.
The philosophy at Shalom is to treat all adolescents as adults rather than treat them as children and run the risk of alienating them, Grego said. Students work closely with a staff member who acts as a mentor and counselor in helping students to plan and accomplish their individual educational goals, as youth are empowered to go through the school in a way that "fits". Students not only earn credit toward a traditional high school diploma, but also through demonstrating mastery of 300 required competencies in six categories (communication, critical thinking and analysis, problem solving, valuing, environmental responsibility, and social interaction). Much of the learning occurs outside of class, and Shalom uses cooperative learning, peer learning, and resources from the community.
Grego described funding sources for the school. The Wisconsin "Children at Risk Act" requires that 80% of the per pupil expenditure follows students to alternative schools. Even with this legislative mandate, the CBO schools receive only four percent of the Milwaukee budget for secondary schools, despite the fact that 19 percent of the graduates come from the CBO schools.
Perry Price, with the Minneapolis Urban League Street Academy, another CBO school, said the Urban League started programs in the 1960s in Harlem with the goal that all kids have the potential to go to college. This early community effort has resulted in four street academies across the U.S. The Minneapolis school district provides $4500 per student attending the Street Academy, and the Urban League provides additional funding to support activities like cultural events, an employment and training program, a health program, and group homes.
Price said that students are successful at the Street Academy because of small class size, the relevancy of the curriculum, and individualized supports for each student. Also, he said, "Teachers would get kicked out by the students if they just lecture," so class is very interactive and designed to reach multiple learning styles. Students must pass the Minnesota state test to graduate, and they have a 95% pass rate on the Minnesota basic skills test. Price said, "Once students are with us for one year, they will pass the tests. We provide summer schools with the focus on passing the test."
Arnaldo Rivas attended a Minneapolis public high school where he said the relationship between teachers and students was very poor. Teachers and students did not respect each other; teachers wouldn't teach; and there was a culture of racism. After leaving and enrolling in Shalom, Rivas said, "the whole environment is different. There are two teachers for each class. There is a feeling of love and community and trust between students and teachers. They make me feel successful. It's my family away from home." Rivas indicated that teachers work with each student at their own speed but hold high expectations for success. Shalom High School's focus on service to the community also helps students feel proud that they are helping other people and contributing to their community, Rivas said.
This brief is from an American Youth Policy Forum held on November16, 2001 on Capitol Hill reported by Betsy Brand.
AYPF's events and policy reports are made possible by the support of a consortium of philanthropic foundations: Carnegie Corporation of New York, Ford Foundation, Ford Motor Company Fund, General Electric Fund, William T. Grant Foundation, George Gund Foundation, Walter S. Johnson Foundation, W. K. Kellogg Foundation, McKnight Foundation, Charles S. Mott Foundation, Wallace-Reader's Digest Funds and others.