August 2017

August 2017


Webinar: Making Sense of Personalized Learning: What It Looks Like and How it Helps Students (Tuesday, September 19, 2017 from 2:00-3:15pm ET)

In this webinar co-sponsored by the College & Career Readiness & Success Center at AIR, AYPF, iNACOL, and Center on Innovations in Learning, leading national experts will make practical sense of common personalized learning approaches, providing examples of what they look like in practice, policy conditions for implementation, and how they can be used to promote specific aspects of college and career readiness. Panelists includeCatherine Jacques, Researcher, American Institutes of Research; Susan Patrick, President & CEO, iNacol; Sam Redding, Senior Learning Specialist, Center on Innovations in Learning; and Mark Williams, Vice President of Institutional Advancement, Academic Development Institute.


Capitol Hill Forum: Advancing Pathways to Education and Workforce Opportunities for Systems-Involved Youth (Monday, September 25, 2017 from 12:00-1:30pm ET)

Young people involved in the child welfare and/or juvenile justice systems often face significant challenges to long-term success. Systems-involved youth may struggle with an array of education and workforce barriers that hinder their path to postsecondary opportunities and a family-sustaining career. This forum will explore critical elements at the intersection of policy and practice for supporting these youth on a pathway to long-term success through presentation and moderated discussion by Leticia Peguero, Executive Director, Andrus Family Fund. Panelists include; Gisele Castro, Executive Director, Exalt Youth, New York, NY; Sam Cobb, Chief Executive Officer, First Place for Youth, Oakland, CA; and others to be announced.



Thought Leaders Discussion: Afterschool and Workforce: Bridging Systems to Serve Older Youth

To support AYPF’s understanding of the opportunities for coordination and collaboration between afterschool and workforce systems, we convened a group of thought leaders to build our understanding for research and practice as well as to identify key policy levers. Along with resources and programs discussed, AYPF wrote a summary of our conversation that will help inform a forthcoming white paper on leveraging lessons learned from afterschool system building to better connect with workforce systems in service of older youth.

Please visit our YouTube channel at for video clips of events, interviews and more.


Forum For Thought Blog

  • Policy/Research Intern Logan Beyer wonders where special education is in the broader conversation about social and emotional learning (SEL). Read More
  • Through a profile of efforts in Ohio, Policy/Research Intern Danny Gillis explores how career and technical education (CTE) can strengthen equity. Read More
  • Utilizing summer to develop social and emotional learning (SEL) is critical says Policy/Research Intern Amber Verhoorn. Read More

Click here to view all AYPF publications
Click here to find all briefs and reports


Check these out – recommended reading from the AYPF staff:

Georgetown University Center on Education and the Workforce and J.P. Morgan Chase Good Jobs that Pay Without a BA
This project investigates the impact of overarching structural economic change has had and is having on workers who do not get a B.A.. The interactive online database,, documents the concentration of these good jobs, nationally, at the state level, by industry and occupation, and by wage. It will also examine other characteristics that show the quality of these good jobs and the demographics of those who hold them.

Advance CTE The Value and Promise of Career Technical Education (CTE): Results from a National Survey of Parents and Students
The first step in removing the stigma from CTE is conducting research with parents and students to explore their attitudes towards CTE. Detailed in the report, students involved in CTE, and their parents, are extremely happy with their education experience – from the quality of their courses to the opportunity for work-based learning. Additionally, those not involved in CTE want more of these same opportunities, which we know CTE can provide.

CCRS Center Evidence-Based Practices to Support College and Career Readiness in High School: Early-College High School
Early-college high schools are a partnership between secondary and postsecondary institutions and businesses that allow students to earn both a high school diploma and an associate’s degree or postsecondary credit toward a bachelor’s degree. This evidence-based practice provides a learning environment that enhances students’ education experience and improves student outcomes in high school and postsecondary education.

CCRS Center Evidence-Based Practices to Support College and Career Readiness in High School: Early Warning Indicators
Early warning indicators are used to identify and intervene with students early to help them get back on track and meet major educational milestones, such as on-time graduation. Research suggests that the indicators in this evidence-based practice are highly effective at predicting student outcomes.

College Board and Education Commission of the States Advanced Placement Access and Success: How do rural schools stack up?
This report shows a steady increase in Advanced Placement (AP) participation in rural communities over the past 15 years as well as reports on urban and high achievers’ participation.

Education Commission of the States Policy Snapshot: Statewide Longitudinal Data Systems
This policy snapshot defines SLDS and explores 2016 and 2017 – enacted and failed – legislation. It also includes several state legislation examples.

Education Commission of the States State Education Governance Structures: 2017 update
This 50-State Review provides an overview of governance structures in the states, as well as implications for practice, deep dives into four governance models, and examples of other governance models.

Education Trust Systems for Success: Thinking Beyond Access to AP
To support the increased access to Advanced Placement courses, this report explores the practices of two diverse high schools that have achieved the dual goals of enrolling more students in AP courses and supporting students of color and low-income students to pass AP exams at rates well above the national average.


The American Youth Policy Forum (AYPF), a nonprofit, nonpartisan professional development organization based in Washington, DC, provides learning opportunities for policymakers, practitioners, and researchers working on youth and education issues at the national, state, and local levels.

AYPF events and publications are made possible by a consortium of philanthropic foundations: Andrus Family Fund,Bill & Melinda Gates FoundationWilliam T. Grant FoundationThe Wallace FoundationWilliam and Flora Hewlett Foundation and others.