This worksheet is designed to help leaders assess current data strengths and gaps in their community. The worksheet prompts thinking about what data is important for decision making, where current data is accessed, and what additional data would contribute to more informed decision making.
This resource packet is designed to help leaders better understand the services, supports and opportunities available to children and youth in a community. It includes a guide, a template for a program landscape mapping survey, and a set of sample charts and results.
Tagged in: Neighborhood, Suburban, Urban, Young Children, City, Primary School Age, Rural, Better Data and Decisions, County, Secondary School Age, Government/Policy, Older Youth, Non‐profit/Foundation, Tutorial, Collect complete data about youth outcomes, community supports and leadership actions
Everyone who runs a youth program believes in their hearts that their program helps kids – but in their heads, they know they need convincing data to prove it.
This guide from the Forum for Youth Investment – From Soft Skills to Hard Data: Measuring Youth Program Outcomes – updated from 2011, is here to help them get it.
Washington, District Of Columbia
In order for community partnerships to have a positive collective impact on young people’s lives, federal policies need to support comprehensive, place-based interagency efforts. The Forum for Youth Investment, in partnership with the National Collaboration for Youth, American Institutes for Research, the Campaign for Youth, the Children's Leadership Council and the Aspen Forum for Community Solutions, hosted a webinar to learn about the White House and the Obama Administration’s plans to support such comprehensive efforts for youth in general, and for disconnected youth in particular.
Tagged in: Advocacy, Broader Partnerships, Build an overarching leadership council, Collaboration, disconnected youth, Government, Interagency, Opportuinty Youth, Policy, Webinar, White House, Align and strengthen coalitions, commissions and intermediaries, Bigger Goals, Better Data and Decisions, Bolder Actions, Establish a balanced set of goals and indicators for all children, youth and young adults, Secondary School Age, Government/Policy, Older Youth, Create a big picture, goal-oriented action plan, National, Non‐profit/Foundation, Align and connect data for decision-making, Align policies and resources
In K-12 education, one increasingly popular strategy for closing the gap between research and practice is the development of sustained partnerships that link researchers with school district staff. This paper explores the benefits and challenges of that work and describes models for emerging partnerships.
Data, smartly employed, can help after-school decision-makers with everything from allocating resources fairly to improving program quality. After-School Data: What Cities Need to Know is a new set of six tip sheets to help city agencies, after-school program providers, intermediary organizations, and others make the most of data in after-school programming.
This toolkit is designed to help school leaders embrace the use of college-going data to improve K-12 outcomes and drive more students to college persistence and success.
Many leaders and educators are adopting strategies to expand the learning day, develop deep partnerships in the community and provide a range of supportive out-of-school time programs. The success of these initiatives hinges not on any single investment or organization, but on their collective impact on the student. The student, rather than the school, is increasingly at the center of how communities think about and measure their results.
This new report taps Public/Private Ventures' extensive experience evaluating and managing collaborative initiatives to offer practical advice about collecting and using data in a multi-agency environment.
A substantial and growing evidence base confirms that afterschool programs can make a positive difference for youth in the critical domains of achievement, social and civic skills, and risk reduction. However, many programs do not realize this potential, and a primary reason for this may be the quality of experiences available to youth in these settings. Improving quality is therefore a priority for the afterschool field. Evidence suggests that the predominant form of professional development—staff training without follow-up—rarely produces sustained change in practice.