This is the final post of a three-part series on the Sixth National Reengagement Plus! Convening in Philadelphia on March 19-20, 2018. In my first post, I discussed the progress that Philadelphia has made in better serving opportunity youth. In my second post, I highlighted systems change themes stemming from the reengagement work in Philadelphia.
Michelle’s Story*
I was attending an academic magnet high school, a highly selective, strict school. Unfortunately, I lacked support and dropped out a month before graduating. I tried to reengage on my own, and I went to summer and night school. But I needed to make money, eat, and work, too. School wasn’t a priority at that time. I ultimately reengaged in school through the school district’s “APlus” program. It was specifically what I needed since it allowed me to complete coursework online. I’m now in my second semester at the Community College of Philadelphia pursuing paralegal studies. I have a 4.0 grade-point average for my major! I have plans to transfer to Temple University. Life is good, and it all started with getting my diploma.
What made the difference in my success is that there were three different people at different times who pulled me aside and asked me the right questions. They showed concern for me. Ms. M. in high school cared about whether or not I showed up to class and checked in. That may seem like a minor thing, but it mattered. For youth like me, it makes a difference when people ask you questions and demonstrate that they care about you. That lets the youth know there’s someone who cares, “someone in my corner.” Everyone in here has a chance to change the path of a young person, just to say, “What do you want to do when you grow up? Do you know how to file your taxes?” Every child doesn’t have that at home. There are many great foster parents, but we need more. Also, teachers in classrooms spend a lot of time with their students and can see when a student is disengaged. Making a difference can be as simple as asking how their weekend was. It’s about caring.
*Name changed to protect individual’s identity. Michelle is a 22-year-old Philadelphia native who passed through the foster care system and is currently pursuing postsecondary education. She shared her story during a panel session at the Sixth National Reengagement Plus! Convening in Philadelphia on March 19-20, 2018.
Michelle’s story illustrates three ways we can all play a role in supporting opportunity youth.
Care about young people, by demonstrating empathy and connecting with them.
Michelle draws attention to the impactful role that caring adults played in her academic experience. One of the strongest themes from the conference was that relationships matter. Students need attentive adults in their lives who care about their well-being and their futures. Accelerated schools, such as the OIC Career and Academic Development Institute (OIC CADI) in Philadelphia, must value “hand-holding” and “loving the students,” noted Principal Pamela Thomas. Besides the adults in the building at OIC CADI, there are students who act as case managers, peer mentors, and tutors to provide assistance. In his remarks at the conference, Philadelphia Mayor Jim Kenney stated that youth need mentors and other people in their lives “to show them the right way.” The first step is caring.
Making a difference is about caring and acting.
–Kimberly Braxton
Meet youth where they are, by addressing their individual needs.
The “APlus” program, later renamed “440 Online,” through which Michelle reengaged, offered flexible options to help students fit coursework into their schedules. Dean David Thomas of the Community College of Philadelphia (CCP) emphasized that there is “no formula” for getting all students from point A to point B. Conference speakers shared the variety of ways in which they are working to meet students where they are:
- Brendan Conlin of Congreso de Latino Unidos explained that by providing education, case management, housing, and other services, his organization is able to serve students more fully.
- For students who are serving time at the Juvenile Justice Center, there is a career and technical education (CTE) program to develop in-demand skills that they can use when they leave.
- OIC CADI recognizes that students have a variety of challenges they are dealing with and sometimes need a little extra help with the basic things. They do not suspend students for lack of uniform, and they provide essential items, like toothbrushes, as needed.
Principal Thomas commented that you can ask questions and know when something is off. It is about “staying conscious right where they are.”
Get the word out, by helping youth see the possibilities that abound.
Multiple panelists, including youth like Michelle, noted that despite the variety of reengagement options that the School District of Philadelphia (SDP) offers, youth often lack access to information they may need to accomplish their academic goals. Christina Grant, SDP’s assistant superintendent of the Opportunity Network, explained that many students do not realize that the PSAT and SAT can be taken free of charge. Money should not be a barrier to college readiness. It is the responsibility of adults to make students aware of the opportunities available.
According to Philadelphia Youth Network’s president and CEO Chekemma Fulmore-Townsend and others at the conference, young people also need exposure and access to early college and career experiences. The Community College of Philadelphia launched an early college model that enables students to participate in dual enrollment so they can graduate high school with college credits. They can begin as early as ninth grade! CCP has also adopted the Guided Pathways model to help students expedite completion of their course of study at a four-year college or entrance into the workforce upon graduating from CCP. Conference participants also talked about the role of CTE programs in helping students explore their interests and get “real world” experience prior to entering the workforce. SDP is now offering credit-bearing, work-related experiences for students in their senior years.
Individuals can expose students to the work world by inviting them to their workplaces to show them around and give them a feel for the roles they play in their organizations. Adults can also connect students with people in their networks who are willing to talk to students about their career paths and current occupations. The difference between a student going down a path that leads to a rewarding career and meandering through critical years of education and work experience could be a simple, yet pivotal conversation.
I’ve described a few examples of how we can ensure that more young people are successful in education and employment. Making a difference is about caring and acting. Many of us know young people who could use some extra support and guidance. Others may not interact with youth, but can get involved through various routes in the Philadelphia community.
See below for several organizations that offer ways to get involved.