Sharing Lessons Learned in the Field

A Forum — July 24, 2002

Past participants of American Youth Policy Forum field trips gathered to candidly reflect on lessons learned from their visits to schools and community-based organizations (CBOs) during 2001-2002. Their discussion revolved around reform efforts at various sites; student attitudes toward reform efforts; partnerships between schools, CBOs, and businesses; and contrasting differences between how schools and CBOs engage students.

Participants present at the informal salon discussed their experiences on the following trips:

A View of Exemplary Practices in Two Virginia Cities-A Nationally Recognized High School in Newport News and Youth Development and Comprehensive Youth Programming in Hampton, featuring insights into Hampton's commitment to comprehensive programming for youth with a focus on youth as assets, and visits to Jones Middle School, the Newtown Learning Center, youth-serving agencies, Menchville High School (a 1999-2000 U.S. Department of Education New American High School, Newport News), and a meeting with Hampton City government leaders.
Eleanor Roosevelt High School, Greenbelt, MD, New American High School Academy Leadership. Eleanor Roosevelt High School is a 1999 New American High School (NAHS) and has been recognized as a national Blue Ribbon School of Excellence in 1991 and 1998.
Interventions for Youth in the School and Out-of-School Hours in Denver, Colorado, focusing on Colorado's Small Schools Initiative and high school reform, including a visit to Manual High School; and community schools and extended learning opportunities, with a visit to Cole Middle School, the site of a Beacon Neighborhood Center; adolescent youth programming, and visits to The Spot, downtown Denver's award-winning, nonprofit, drop-in youth center, and YouthBiz, a Youth Opportunity Grant site.
High School Redesign and Innovation, Providence, Rhode Island, with visits to The Big Picture Company regarding The Met, the Rhode Island Children's Crusade for Higher Education, Providence School District, Central High School, Mt. Pleasant High School, and the Arts/Literacy Project at Brown University.

A heavy focus of the discussion formed around the slow progress of school reform efforts. It was agreed that reform is messy and slow, "like oil on water," "happens in dribs and drops," and "you take two steps forward and one step back." Participants acknowledged that the visits allow them to only get a snapshot of the daily life of a school and its students. In one school visited there were cut backs in funds and the building looked neglected. Although the students seemed to be happy, the school looked poorly. "It was sad to see how far the school had been allowed to fall down," said one participant. Even with money pouring into schools for reform, evidence of improvements is difficult to see. There was questioning over the integrity and planning for long-term school reform. "Comprehensive school reform grant funds seemed to be thrown out the window once Gates Foundation funds came through," said one participant. "Three hundred thousand dollars were used to improve a school. The money was used in part to create posters and folders which in the end were not well respected by the students. For example, we saw a torn poster hanging on the wall," added another participant. Despite some improvements, it was obvious to participants of one visit that students did not share the view of school leaders. There was a sense of alienation, improvements were not seen as helpful, and some students wanted to leave. In one school, improvements in the form of professional development were being crafted for 9th grade teachers, but participants wondered what was being done for the other grades. "How much sense does it make to improve 9th grade when these students will go into sub-par upper grades?" wondered one participant. There was also the specter of overcrowding students in urban schools.

In spite of the depressed state of school reform, participants did acknowledge some bright spots. There is good work being done overall and a vision to reform in schools. "We met incredible leaders, people who can get in and do whatever it takes. However, the good folks get promoted out of their jobs," said one participant. Some teachers stood out as beacons of good teaching, such as a teacher who dressed up like Ernest Hemmingway for a class lesson in literature. Advanced Placement classes are open to all students in Eleanor Roosevelt High School in Prince Georges County, MD. Double Advanced Placement classes are also being offered, and a search is out for more teachers who can offer this level of curriculum instruction. In Providence, it was observed that the school system is working well with the business community and community partners. Brown University serves as a mediator, bringing visionary leadership. Participants agreed that CBOs and universities can serve as mediators in a school district. In Providence, there is a large CBO network, but CBOs were not well connected with the schools. At the MET, teachers work with small business people to develop interesting, career related lessons for students. Partnerships were noted as key during other school visits. At Manual High School, people from the business community served one-on-one with the kids. At the Millennium Quest High School, there was a partnership with Children's Hospital.

School improvements were not as impressive as what participants have seen in youth development programs. "In contrast to the schools, community-based organizations Youth Biz and The Spot, in Denver, were neat and innovative. They know their target audience, they know their program. Kids were learning skills and had incentives for getting good grades. There was a high amount of engagement work done for students 16 to 24," said one participant. Participants agreed that students were not just hanging out at the CBOs. "There was an unspoken code of respect among gang members to be peaceful while in The Spot. Kids want the same things that adults want; a place to hang out," said another participant.

This reflection on visits over the 2001-2002 period, from a minority of field trip participants, questions the progress of school reform. How far have we come? Are we connecting with and including youth voice in school reform decisions? Are school reform efforts focused on a long-term vision? What are the measurements for successful school reform? Can schools learn from youth development organizations and community-based organizations?

The American Youth Policy Forum (AYPF) is a non-profit, nonpartisan professional development organization that bridges youth policy, practice and research for professionals working on youth policy issues at the national, state and local levels.

 

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