Five keys to youth success: unlocking the door to Arizona's future

              Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
Office of
Governor Janet Napolitano
Governor’s Office for Children, Youth and Families
Division of Community & Youth Development
Unlocking the Door to Arizona’s Future
Five Keys
to Youth Success:
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
Copyright © 2007 by State of Arizona
All rights reserved. Permission is given to reproduce this report, in whole
or in part, for educational or personal use, provided such copies are not
disseminated for profit and each copy bears the statement, “Copyright
© 2007 by State of Arizona. All rights reserved. Used with permission.”
Published September 2007
For additional copies of this report contact:
Governor’s Office for Children, Youth and Families
1700 W. Washington Street, Suite 101
Phoenix, AZ 85007
(602) 542-3489
www.gocyf.az.gov
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
TABLE OF CONTENTS
Letter from Governor Napolitano.......................................................................................... 2
Acknowledgements............................................................................................................... 3
Executive Summary................................................................................................................. 4
Introduction............................................................................................................................. 6
Key # 1: Caring Adults ............................................................................................................ 9
Key # 2: Youth Engagement................................................................................................ 13
Key # 3: Activities Outside of School................................................................................... 17
Key # 4: High School Completion........................................................................................ 21
Key # 5: Work Readiness Skills .............................................................................................. 25
Conclusion ............................................................................................................................. 30
Appendices...........................................................................................................................33
Endnotes................................................................................................................................ 41
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
STATE OF ARIZONA
JANET NAPOLITANO GOVERNOR’S OFFICE FOR CHILDREN, YOUTH AND FAMILIES IRENE JACOBS
GOVERNOR 	 	 	 	 	 DIRECTOR
Dear Community Members, Policy Makers, and Youth:
It is a pleasure to provide this report, Five Keys for Youth
Success: Unlocking the Door to Arizona’s Future. The Five Keys
provide Arizona’s first framework for action for successful youth
development. This is the starting point to ensure that all youth in
Arizona are prepared to work, contribute and succeed in the
21st century. More than 2.1 million youth live in Arizona; they all
deserve the opportunity to grow and succeed.
I’d like to offer my sincere thanks to Lynne Borden for leading the Statewide Youth
Development Task Force through this process. In addition, more than 120 youth,
adults, teachers, community leaders, business representatives and others contributed
to the creation of this document through their work with the Task Force and deserve
acknowledgement. Your leadership and real-world solutions have led to the
development of a document that will make a significant difference in the lives of
Arizona’s youth.
Now, we must roll up our sleeves and get to work. Youth and adults must work together
with businesses, community leaders, elected officials, teachers, faith leaders and others
to implement the recommendations set forth in this plan.
I encourage your participation in, and support of, the positive development of Arizona’s
youth.
	 Yours Very Truly,
	
	
	
	 Janet Napolitano
	
	
	
	 Governor
	Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
ACKNOWLEDGEMENTS
The Division for Community and Youth
Development would like to thank
the members of the Statewide Youth
Development Task Force for their
assistance in preparing this report.
Lynne Borden, Chair, Statewide Youth
Development Task Force, University of
Arizona School of Family & Consumer
Sciences
Anthony Aguilar, Fiesta Bowl Director of
Corporate Sales and Community Relations
Ariel Campbell, Youth
Raul Daniels, City of Glendale, Recreation
Supervisor
Donna Davis, Director of Development, AZ
Agricultural Education/FFA Foundation
Alma Farrell, Superintendent of Maricopa
Unified School District
Nancy Fastenau, Technical Assistance,
Western States Youth Services Network,
Executive Director
Ronnie Gammage, Youth, University of
Arizona
Dennis Ichikawa, Field Office Director,
Casey Family Programs
Brian W. LaCorte, Shareholder, Gallagher &
Kennedy
Bob Lanier, National Basketball Association,
Special Assistant to the Commissioner,
Read to Achieve Ambassador
Joan Laurence, Consultant
Lisa Lauxman, Ph.D. Acting Director, 4-H
Youth Development, University of Arizona
College of Agriculture and Life Sciences
Marie Lopez Rogers, Mayor, City of
Avondale
Randy Mettler, President, Duck and
Decanter
Rebecca Montaño, Department of
Education Solutions Team/Education Trust
Educational Consultant
Pablo Muñoz, Vice Chair, Statewide Youth
Development Task Force, Community
Initiatives Executive Director, YMCA
Celeste Oros, Youth, Pima County
Jason Sanchez, Youth, Heritage High
Jason Thorpe, Youth, Open Inn Life Skills
Instructor, Outreach Worker
Eduardo Villa, City of Phoenix, Cesar
Chavez Park Manager, Parks & Recreation
Dept.
Genevieve Watson, Phoenix College
Director, Financial Aid
Thelma White, Medical Social Worker, Tuba
City Regional Health Care Corporation
Governor’s Office for Children, Youth
and Families
Irene Jacobs, Executive Director and Senior
Policy Adviser
Tammy Paz-Combs, Director, Division for
Community and Youth Development
Lindsey Ashmore, Youth Development
Program Administrator
Regeanna Mwansa, Youth Development
Program Administrator
Melissa Lempke, Director, Community
Relations
Jessica White, Community Relations
Coordinator
Governor’s Office
Lauren Kielsmeier, Policy Adviser, Education
Erin Hart, P-20 Strategic Projects Manager
Darcy Renfro, Policy Adviser, Economic
Development, Tourism and Higher
Education
Partners
Governor’s Council on Workforce Policy
Governor’s P-20 Council
Arizona Positive Youth Development
Initiative
Arizona Governor’s Commission on Service
and Volunteerism
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
EXECUTIVE SUMMARY
Governor Janet Napolitano envisions a state where all youth are prepared to work, contribute and
succeed in the 21st century. As a result, she created the Arizona Statewide Youth Development
Task Force (Task Force) in 2005 with the purpose of furthering youth development in the state.
Positive youth development is a policy perspective
that emphasizes providing services and
opportunities to help all young people develop
a sense of competence, usefulness, belonging
and empowerment.1 This framework, Five Keys to
Youth Success: Unlocking the Door to Arizona’s
Future (Five Keys), focuses on this perspective,
and conveys the importance of investing in young
people and ensuring that youth voices are heard
in decisions that impact them.
While individual programs can provide youth development activities or services, the youth
development approach works best when entire communities, including young people, are involved
in creating a continuum of services and opportunities that youth need to grow into happy and
healthy adults.2 Every person and
organization that impacts youth has
a responsibility to ensure that youth
are supported and engaged.
Young people are this nation’s most
valuable resource. When we fail
to provide youth with support and
opportunities, as adults, they may
experience unemployment, have
drug or alcohol problems, commit
crimes and become a drain on
community resources. When young
people are nurtured by caring adults,
are given opportunities to become
involved in education or work that
builds their skills, are supported and protected during challenging times and are actively engaged
in community activities, they become valuable contributors to the quality of community life.3
The Five Keys were developed based on input from community members and national youth
development research. This framework illustrates what is needed to achieve successful youth
development, identifies current obstacles and provides strategies for implementation. Each key is
an equally important component of the process of youth development; the keys are most valuable
when they are incorporated as a cooperative effort.
Vision:
All youth in Arizona
are prepared to work,
contribute and succeed
in the 21st Century
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future SUPPORTIVE ENVIRONMENTS: All youth have supportive environments to assist them to be successful
GOVERNOR NAPOLITANO’S YOUTH DEVELOPMENT FRAMEWORK
Vision: All youth in Arizona are prepared to work,
contribute and succeed in the 21st century
(ARIZONA’S Five Keys FOR YOUTH SUCCESS)
	 (CARING ADULTS):
A caring adult or mentor suports every yout h’s suces
Create and promote incentives for adults to become mentors or school
volunteers.
Provide training to adults to increase youth involvement.
Provide resources to parents to support student academic achievement.
(YOUTH ENGAGEMENT):
Yout h are actively engaged in their communities as volunters and in service
learning
Integrate service-learning strategies into academic curricula.
Advocate that student volunteer or work hours earn elective credit in high school.
Create a statewide recognition program to honor outstanding youth volunteer
contributions.
	 (ACTIVITIES OUTSIDE OF SCHOOL):
Out -of -sc hol time programs are available for al yout h who want /ned them
Increase funding to make out-of-school time programs available to all youth.
Develop standards to measure and increase the quality of out-of-school time
programs.
Engage high school youth in community based activities outside of school to
promote work readiness and civic engagement.
	 (HIGH SCHOOL COMPLETION):
Yout h graduate from hig h sc hol wit h the coursework neded for the workforce
and post -secondary education
Establish personalized graduation plans for youth entering high school.
Create a youth advisory group that focuses on dropout prevention on a statewide
level.
Demonstrate the relevance of academic instruction to workplace needs by
providing teachers with professional development on various teaching styles.
		 (WORK READINESS SKILLS):
Yout h wil ac quire work readines skils to be competitive in the workforce
Develop a statewide career readiness certificate for Arizona students.
Engage middle school youth in career readiness and exploration activities.
Provide opportunities for high school students to enroll in Career and Technical
Education Courses.
Improve educational and workforce outcomes for youth coming out of the child
welfare system.
Improve services for youth by working with local Workforce Investment Boards,
school districts, juvenile justice and foster care providers.
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
INTRODUCTION
Since taking office, two of the priorities of
Governor Napolitano’s administration have
been education and innovation, which are
decidedly intertwined. Under the Governor’s
direction, there is a great deal of work taking
place to improve Arizona’s education system,
to give students the quality instruction they
deserve and to provide businesses
with the educated talent necessary
to compete in today’s global
economy.
Governor Napolitano envisions a
state where all youth are prepared
to work, contribute and succeed in
the 21st century. In an effort to help
youth reach this goal, she established the P-20
Council. P-20 is an education policy term that
refers to the continuum of a child’s education
from preschool through post-graduate work.
The P-20 Council is working to systematically
address educational alignment in programs
and policy from a child’s first year of education
through his/her last, thereby ensuring lifelong
learning opportunities.
While the P-20 Council is working rigorously to
identify obstacles and find solutions to reach
the Governor’s goal of educational alignment,
it is equally important to consider the numerous
factors outside school hours that influence youth
success. Therefore, the Governor charged the
Statewide Youth Development Task Force (Task
Force) with designing a framework
for successful youth development
to augment the work in the
classroom.
The result is a comprehensive
framework: Five Keys for Youth
Success: Unlocking the Door to
Arizona’s Future (Five Keys). The Five
Keys highlight the importance of out-of-school
influences such as relationships, environment,
activities and opportunities. If the P-20 model of
educational alignment is the pipeline to youth
academic success, consider the Five Keys the
insulation surrounding that pipeline, ensuring
complete, positive youth development.
The P-20 Pipeline and Insulation
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
Suportive Environments
Governor Napolitano has said that Arizona
should not only be a great state to grow old in,
but a great state to grow up in. It is no secret that
youth are most likely to thrive in fully supportive
environments.
Supportive environments provide the backbone
necessary for successful youth development to
take place. A supportive environment is one
in which a youth’s basic needs are met and
the culture inherently works to include youth in
decisions that impact them.
Basic Needs: Coordination of services
to ensure that all youth have their basic
needs met.
Data illustrates a number of obstacles faced by
today’s youth. Arizona’s streets and shelters are
home to 1,780 runaway or homeless youth age
14 and older, and Arizona youth experiment with
their first illegal substance at an average age of
12.76.4 The 2007 Annie E. Casey Foundation Kids
Count Data Book has reported the following
about Arizona’s youth:
To ensure youth’s academic success and
positive development, they must first have their
basic needs met. These needs include food to
eat, good health, a safe place to live, clothes
to wear and other basic necessities. Without
these, the likelihood of them attending class or
spending time engaging in career readiness or
other activities is low. If students go to school
hungry or do not have a safe and stable home,
their opportunities for success decrease.
Educators, government agencies, non-profit
organizations and others assist youth and
their families to meet their basic needs. More
effective coordination among these groups will
enhance the services youth receive and improve
communication regarding what services exist.
The outcome of effective service delivery is
positive student achievement, improved school
attendance and decreased violence.
Youth-Specific Policy: Promoting the use of
youth development strategies within state
agencies, non-profits, and philanthropies.
A popular youth development philosophy
says that if something is for youth, it should be
by youth. Youth want to be involved in the
decisions that affect them. Young people are
interested in having their voice heard by adults
and seeing the results of their feedback in the
form of programmatic changes.
For organizations that serve youth, supportive
environments must include a culture and a belief
system that values youth and their contributions.
Youth should have opportunities to participate in
the decision making processes of organizations
•59% of teens age 16 to 19 are unemployed 5
•33% of children are in single parent families 6
•21% of children live in households where the
household head is a high school dropout 7
•20% of children live in poverty 8
•9% of teens are high school dropouts 9
•9% of teens do not attend school and do not work 10
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
that support them. Organizations must have high
expectations of youth and provide opportunities
for participation. Best practices include written
policies and procedures that address youth
engagement.
Increasing youth participation in specific
activities will lessen the divide between youth
and their environments. Additionally, creating
more opportunities for youth to express their
opinions and ideas, and encouraging youth
participation in policy-related activities will
positively influence their development and
improve services delivered to youth. Youth will
feel involved in the world around them and
take a greater interest on matters that impact
them.
An environment in which a young person’s
basic needs are met and youth involvement is
encouraged and supported sets the stage for
successful implementation of the Five Keys. Each
of the workgroups who will move forward with
implementation of the Five Keys is committed to
addressing the issue of supportive environments
as part of their implementation strategy.
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
KEY # 1: CARING ADULTS:
A caring adult or mentor supports every
youth’s success
10 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
KEY # 1: CARING ADULTS: A caring
adult or mentor supports every youth’s
success
Overview
Family members, coaches, friends and
teachers play a crucial role in supporting and
encouraging youth to succeed. Youth benefit
from interactions and relationships with caring
adults as mentors and as sources of advice
and guidance. Ideally, all Arizona youth will
have at least one caring adult as a resource for
guidance and mentoring.
Strategy 1: Create and promote incentives
for adults to become mentors or school
volunteers.
There is a shortage of qualified mentors within
Arizona. Only 2% of Arizona’s youth are currently
involved in a formal mentoring relationship.11
Conversely, over one million youth do not have
mentors but could significantly benefit from one.
Mentors exist in both formal and informal
capacities. Formal mentors volunteer through
programs such as Big Brothers Big Sisters. Informal
mentors are caring adults that provide support to
youth without a structured mentoring program
at schools, community centers or churches.
Informal mentors, who are coaches, teachers,
pastors, friends, community leaders and others,
make up 71% of those who mentor.12
In January 2004, Governor Janet Napolitano
announced the creation of the Governor’s
Mentoring Initiative,
which encourages
State of Arizona
employees to
mentor school
age youth in their
communities. At the
announcement,
the Governor
signed an Executive
Order allowing
state employees
up to one hour of
flex time per week
to use towards
mentoring a young
person.
Many studies have
shown that mentors
can be one of the most important aspects of
youth development and academic success.
Youth with mentors earn higher grades, miss
less school, feel more competent about their
schoolwork and have better relationships with
their parents.13 Further, youth with mentors are:
•46% less likely to begin using illegal drugs.
•32% less likely to hit someone.
• 27% less likely to begin using alcohol.
•37% less likely to skip a class.
•52% less likely to skip school. 14
A potential solution to the lack of mentors is
to create more employee-based mentoring
programs. Mobilizing businesses to encourage
their employees to volunteer will not only create
a larger pool of volunteers, but will produce
the positive, in-house results for the business,
* MENTOR, the National
Mentoring Partnership,
said in a 2005 report
that if more employers
offered their employees
time off to mentor, the
number of mentors would
increase dramatically.15
The Governor’s Mentoring
Initiative currently provides
flex-time to state employees
to encourage them to
volunteer as mentors
during the school day. This
concept of employee-based
volunteering can
be expanded to businesses
and municipalities across
Arizona to increase the
number of available
mentors.
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 1
including higher
morale. Businesses
that incorporate
mentoring programs
see an increase in
employee teamwork,
morale, self-esteem
and retention.16
Companies whose
employees mentor see
increased productivity
from their employees,
an improved public
image, and healthier
communities.17 Adult
mentors are likely to experience: improved
health and self-esteem, insight into one’s own
childhood or children, public recognition and
enrichment of mentors’ family life, e.g., when
mentees provide support and companionship
to the mentors’ children.18
Strategy 2: Provide training to adults to
increase youth involvement.
To be able to involve youth and effectively
engage them in their communities, adults
need to be trained to learn key strategies and
techniques to work with youth. Staff of youth
serving organizations, volunteers who work with
youth, faith-leaders, out of school time providers
and even policy makers who touch the lives of
young people should be involved in receiving
training to increase youth involvement.
Youth are looking for caring adults to trust in
them, to give them time to express their opinions
and to listen to them. They are also looking for
caring adults to work with them who understand
the complexity of being a young person in
today’s society. Further, when they interact with
adults, they would like to be treated as equals
and with respect.
Building the capacity of adults is important, as
it will increase the quality of youth programs,
place greater value on youth contributions and
enhance community connectedness for youth
and adults. To increase adults’ knowledge
of working with youth, trainings should be
offered to adults that provide strategies related
to building strong youth-adult partnerships.
Trainings should focus on expectations for youth
and adults, communication, responsibilities,
sharing individual perspectives and on other
strategies related to building strong youth-adult
partnerships.19 These trainings should be based
in a positive youth development philosophy.
Strategy 3: Provide resources to parents to
support student academic achievement.
Research indicates a decrease in parental
involvement after children complete primary
levels of education (kindergarten through 5th
grade).20 Parent participation is often as high
as 90% in primary grades but drops to as low as
53% for 1th and 12th grade students.21 Many
parents would like to be more involved in their
child’s education but cannot compromise time
spent at work. Parent involvement also tends
to decrease with parents who have achieved
lower levels of education, earn a low income,
live below the poverty level and/or do not speak
English as their primary language.2 Youth who
are (assumedly) most at-risk are least likely to
have their parents involved in their education.
Many studies have shown the successful, positive
correlation between a student’s success and
the level of his or her parents’ involvement in
his/her child’s education. Meaningful parent
involvement can lead to impactful results.
Parental Involvement23
Over 90% Kindergarten through fifth grade
75% 	 Middle school students
59% 	 Ninth through tenth grades
53% 	 Eleventh through twelfth grades
12 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
Numerous sources have shown that when
parents are involved in youth activities, students
are more likely to:24
• Earn higher grades and test scores and
enroll in higher-level academic programs
• Be promoted in school
• Attend school regularly
• Exhibit appropriate social skills, improve
behavior and adapt well to school
• Graduate from high school and continue
on to post-secondary education
There are a number of ways for parents to
become involved in their child’s education,
regardless of their circumstances or situation.
Resource guides should be created and
provided to direct parents past obstacles to
being involved in their children’s lives. This type
of resource could be distributed at schools,
businesses, medical offices and at religious
institutions. Further, a statewide web-based
resource could be constructed to provide
information on available resources and offer
advice to parents.
It would also be beneficial to establish and fund
family resource centers in low-income areas or
in communities demonstrating poor academic
results. Centers would facilitate communication
between parents and educators, educate
parents on the requirements of high school
graduation/college entrance and provide
constant support to students with homework
and tutoring. Centers can also offer virtual
assistance to students and parents online and
via hotlines. These centers have the potential to
serve as a significant link between students and
schools after the traditional school hours.
Joyce L. Epstein, Ph.D., of Johns Hopkins University’s
Center on School, Family and Community Partnerships
has identified six types of parent involvement: (1)
assisting families with communicating, (2) parenting,
(3) student learning at home, (4) volunteering, (5)
school decision-making, and (6) collaborating
with the community. Opportunities for parental
involvement that fall under these six categories
include: supporting youth with their homework,
serving on school site councils, volunteering at
school events, establishing solid communication
links between home and school and creating a
quiet learning environment at home.25
__________________________________________________
The Knowledge is Power Program, whose mission
is to educate low-income and minority students,
requires that parents and students sign a pledge at
the beginning of the school year that communicates
expectations for student behavior and work. 26
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 13
KEY # 2: YOUTH ENGAGEMENT:
Youth are actively engaged in their communities
as volunteers and in service learning
14 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
KEY # 2: YOUTH ENGAGEMENT: Youth
are actively engaged in their communities
as volunteers and in service learning
Overview
As previously stated, a popular youth
development philosophy states that if something
is ‘for’ youth, it should be ‘by’ youth, inferring
that youth should be part of the discussion on
issues that impact them.
Many youth do not have the support necessary
to take advantage of opportunities that exist to
contribute to their environments such as youth
councils, community activities, etc. There is a
significant need to increase participation in this
sort of activity.
The positive effects of youth civic engagement
and volunteerism extend beyond youth
themselves. Neighborhoods, organizations and
fellow citizens reap the benefits of youth efforts
in the community. Involving youth in community
activities creates more effective programs to
serve them, generates sound policy, strengthens
the community and develops future leaders.
Student civic engagement can include
community-based volunteer projects, service-learning
courses, participation on state and
municipal boards and commissions, sitting on
boards of directors and student philanthropy
projects. UCLA’s Higher Education Research
Institute found that youth volunteers are more
likely to exhibit a strong academic performance
and to graduate from high school than those
who do not volunteer.27 Civic engagement
also builds greater relevancy between school
and future careers through opportunities for
experiential learning and real-world application.
In a recent study by the Bill and Melinda Gates
Foundation, 81% of youth said that providing
opportunities to see the connections between
school and work will keep more youth in school
instead of dropping out.28
Strategy 1: Integrate service-learning
strategies into academic curricula.
Volunteer and civic engagement opportunities
should be modeled to reveal real world
connections, such as in the service-learning
program. Service-learning is a method that
actively involves students in service experiences
that meet community needs. Service-learning
components are integrated into the students’
academic curriculum and provides structured
time for students to think, talk or write about their
experiences. Incorporating community service
and engagement into traditional curricula
provides students with a meaningful way to
contribute to their community while earning
academic credit.
The Corporation for National and Community
Service reports that service learning has a positive
impact on student grades and attendance
and in developing a young person’s sense
of social responsibility. Service learning has
shown to be effective in helping students learn
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 15
through engagement, critical thinking, writing,
community connectedness and in developing
compassion for the community.31
Key elements of service-learning as identified
by the National Youth Leadership Council
include:32
• Youth involvement in identification of
community needs and how to meet those
needs
• Connections to academics
and curricula
• Reflection of the learning
process and feedback on
the project
• Partnerships between youth
and the community
• Action to plan, implement
and celebrate the service
project
Strategy 2: Advocate that
student volunteer or work
hours earn elective credit in
high school.
Recent numbers show that
youth who have Recent
numbers show that youth who
have been involved in community service as
a school activity are more likely to volunteer
independently, in contrast to the students who
did not participate in a school-based volunteer
project. 33 A secondary benefit of service-learning
is that it allows students to accomplish
two things simultaneously; they can contribute
to the community and further their education
at the same time. Time spent constructively
outside of the classroom should count toward
academic credit to relieve a burden that many
students face; juggling work on top of school,
extra-curricular and family responsibilities. Many
youth have said that working while concurrently
attending high school is one of their top stressors,
and is a top reason to drop out-of-school. When
asked if they would like to receive school credit
for community efforts, youth have affirmed how
greatly this could support them and their peers,
and how much stress would be alleviated.
Strategy 3: Create a statewide recognition
program to honor outstanding youth
volunteer contributions.
The 2004 Arizona Youth Survey, commissioned
by the Arizona Criminal Justice Commission,
found that there are insufficient
opportunities for youth to be
recognized for their contributions
to the community. Statewide
coordination of youth initiatives
and civic efforts would allow
adults and youth to work together
to promote positive activities.34
It has been demonstrated that
youth are more likely to volunteer
when the actions garner positive
reinforcement. To facilitate this,
a statewide award program
could be created to honor youth
achievement in the community.
On a local level, youth could be
given tribute in an annual awards
ceremony or after a project is
completed. Regardless of the
format or formality of this recognition, it would
reinforce the positive attributes that youth have
learned through their volunteer efforts and
support their continued efforts.
The “Youth Helping
America” report reveals
that students who show
academic improvement
are more likely volunteers
inside or outside of school.29
Further, volunteering has
shown to reduce the risk
factors that negatively
impact academic
performance. The Search
Institute has reported that
“youth who volunteer just
one hour a week are 50%
less likely to abuse drugs,
alcohol, cigarettes or to
engage in destructive
behavior.”30
16 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 17
KEY # 3: ACTIVITIES OUTSIDE OF SCHOOL:
Out-of-school time programs are available for all
youth who want/need them
18 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
KEY # 3: ACTIVITIES OUTSIDE OF
SCHOOL: Out-of-school time programs
are available for all youth who want/need
them
Overview
Arizona youth need opportunities to participate
in safe, high quality programs during the hours
they are not in school. This includes before-school
programs, after-school programs, athletics,
summer camps, faith-based activities, parks and
recreation programs and other extra-curricular
activities. Participation in out-of-school programs
promotes healthy development, career
exploration and academic achievement, and
will reduce youth involvement in unconstructive
activities.
Extra-curricular programs have a positive effect
on youth development, civic engagement,
academic achievement and safety.
Unfortunately, only 12% of Arizona’s K-12 youth
currently participate in after school programs,
and 30% of Arizona’s K-12 youth are responsible
for taking care of themselves after school.35
Overall, youth who are in self care are more
likely to use drugs and alcohol, have higher
levels of stress and anger, and to demonstrate
an inferior academic performance.38 While
many younger children participate in activities
or childcare after school hours, youth typically
stop participating in traditional after school
programs when they reach the age where they
are able to stay home alone. On school days,
the hours of 3:00 to 6:00 p.m. after classes are
the peak time for youth to commit crimes, be a
victim of crime, be in or cause a car accident
or abuse drugs or alcohol.39
Strategy 1: Increase funding to make out-of-
school time programs available to all
youth.
Funding sources
must be identified
to make out-of-school
programs
available to all
youth. This could
be accomplished
by conducting a
statewide survey
to identify current
programs and de-termine
what gaps
exist and in which
areas. Pending sur-vey
results, funding
would be allocated to increase and diversify ex-isting
programs and outline plans for new ones.
This would help eliminate barriers for youth who
are unable to participate because adequate
programs are not available at their schools.
Strategy 2: Develop standards to measure
and increase the quality of out-of-school
time programs.
Quality out-of-school time programs are
thoughtfully structured to provide appropriate
time for youth to finish homework, have a snack,
discover the arts and engage in recreation
activities. The elements that make up high
quality programs should be studied, researched
Participants in extra
curricular activities have
higher graduation rates,
higher standardized test
scores and reductions in
tardiness to class.36 The U.S.
Department of Education
reports that, “students
who spend even one
to four hours a week in
extracurricular activities
were 60% less likely to drop
out-of-school by the 12th
grade than their peers who
did not participate.”37
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 19
and promoted throughout the state to ensure
that Arizona’s young people are using their time
in the most effective ways after school.
Standards should be developed in partnership
with out-of-school time professionals statewide
who can lend their expertise to this discussion.
Youth should also be invited to the table to offer
their knowledge and desires for out-of-school
time programs. Many youth have 15-20 hours
available per week to spend in out-of-school
activities. It is imperative that this time be utilized
in the most productive ways possible.
Strategy 3: Engage high school youth in
community based activities outside of
school to promote work readiness and
civic engagement.
Once young people reach the age where they
are able to stay home alone safely, they often
tend to stop being involved in traditional after
school programs. These older youth should be
engaged in other ways after school, including
volunteer activities, school clubs, career
exploration and direct work experience. This
time after school can be used constructively
to learn new skills, improve their resumes and
provide direct work experience.
Through out-of-school time activities, youth
learn valuable skills that can contribute to their
employability and their ability to be accepted
into college. A mechanism should be established
so that youth can include experiences or key skills
they learn from out-of-school opportunities on
their high school transcripts. By including these
activities on transcripts, students are able to
share their level of involvement with prospective
colleges or universities in a formal way and can
also receive support and recognition from their
school for their participation in these activities.
20 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 21
KEY # 4: HIGH SCHOOL COMPLETION:
Youth graduate from high school with the coursework
needed for the workforce and post-secondary education
2 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
KEY # 4: HIGH SCHOOL COMPLETION:
Youth graduate from high school with the
coursework needed for the workforce and
post-secondary education
Statistics have shown that the potential
for lifetime earnings increases as levels of
educational attainment increase.40 The US
Census Bureau reports that the average annual
earnings for a high school drop out are $23,400,
and jumps to $30,400 for those who graduate.
From there, individuals who graduate from
college see a large increase to $52,200 and
those who graduate with a master’s degree
see annual earnings of $62,300. 41
The Arizona Department of Education reports
that for the high school cohort class of 2004,
79.8% of students graduated in five years and
76.8% of students graduated in four years.42
The Arizona Commission on Postsecondary
Education studied dropouts from the class of
2000 (21,472 youth) and the broader financial
impact they have had on the state. The cost
of these dropouts to the state is an estimated
$214.4 million per year and $14.25 billion over
the lifetimes of these individuals.44 The societal
impact is important to consider as well,
including the higher costs of unemployment
and incarceration, as nationally 75% of
incarcerated men and women have dropped
out of school.45
Strategy 1: Establish personalized
graduation plans for youth entering high
school.
To increase Arizona’s graduation rate and ensure
student success experts recommend promoting
the “new three R’s” – relationships, rigor and
relevance, as defined by the Bill & Melinda
Gates Foundation.46 One recommendation to
address the three “R’s” is the development of
personalized graduation plans for all youth. The
idea is that these plans will help provide direction
and purpose to their high school experience by
engaging students to think critically about their
future and the steps that they need to take to
accomplish their goals.
Personalized graduation plans should include
diverse and challenging coursework and
High School Graduation Rates – 200443
Total Class
Membership
63,084
Four Year
Dropout
Rate
4.9%
Four Year
Status Un-known
Rate
8.8%
Four Year
Graduation
Rate
76.8%
Five Year
Graduation
Rate
79.8%
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 23
career development opportunities to prepare
students for college and work. Plans should also
incorporate activities outside of school including
internships and employment experience. Flexible
plans will accommodate changes, as many
high school students are unsure of the career
they would like to pursue. These plans should be
reviewed and updated by youth, their parents
and academic advisors annually. Through the
implementation of personalized graduation
plans, youth will be able to thoughtfully consider
their future goals and the steps it will take to
meet those goals, while maintaining ownership
of their future.
Strategy 2: Create a youth advisory group
that focuses on dropout prevention on a
statewide level.
Mobilizing youth around the dropout issue
may also provide new insights toward realistic
solutions. Youth recognize Arizona’s dropout
rate as a problem and understand it is a
concern of adults and policy-makers. Youth
have shown interest in addressing this issue
and voiced feedback through the Governor’s
Youth Commission Go M.A.D. Youth Summits,
the Governor’s Tucson Youth Forum, and
You-volution. Participation at these events
demonstrates that youth are eager and willing
to work to combat the dropout problem.
Strategy 3: Demonstrate the relevance of
academic instruction to workplace needs
by providing teachers with professional
development on various teaching styles.
Students are naturally more inclined to apply
themselves academically when educators
can establish realistic connections between
classroom learning and real life experience.
Although a large portion of modern curricula
is dedicated to practical skills, students are still
faced with understanding how they will utilize
what they are taught. The Bill and Melinda Gates
Foundation reports that nearly half of youth
dropouts surveyed said that they dropped out
because their classes were not interesting and
they saw no connection from their classes to
their lives.47
A sense of classroom relevancy can be
facilitated by creating professional development
opportunities for teachers, ensuring appropriate
class sizes and inviting real-world guest
speakers as career resources. Teachers need
opportunities for professional development
and chances to use different styles of teaching.
When possible, dependent on funding and
availability, class sizes should be reduced to
allow for more individualized attention of this
nature from teachers. Inviting professionals into
classrooms to share experiences and expertise
will provide an interactive connection between
classroom curricula and career opportunities.
The current workforce offers a range of career
opportunities that were not available even a few
years ago. Technology has opened doors into
new opportunities and fields of employment.
Traditional teaching styles and curricula should
be adapted to expose students to new careers
to prepare them for work and to demonstrate
how they will use what they are being taught.
24 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 25
KEY # 5: WORK READINESS SKILLS:
Youth will acquire work readiness skills to be
competitive in the workforce
26 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
Key # 5: WORK READINESS SKILLS:
Youth will acquire work readiness skills to
be competitive in the workforce
The “Industries of Opportunity”, as defined
by the Statewide Economic Study, are the
occupational areas that hold the most promise
of impacting Arizona’s economic future.
To,continue to prosper, Arizona will need to
be prepared, as a state, to fill jobs in these
industries:
Arizona Industries of Opportunity 48
1. Agriculture/Agricultural Technology
2. Computer Software and Systems
3. Construction
4. Defense, Aerospace, and Avionics
5. Engineering Services, Research and
Testing
6. Electronics/Semiconductors
7. Forest Products
8. Healthcare and Biotechnology
9. Industrial Machinery
10. High Tech Instruments
1. Telecommunications
12. Tourism
13. Transportation, Warehousing and
Logistics
Currently, some Arizona youth do not possess
the skills necessary to enter the workforce
and compete for jobs in the industries of
opportunity.49 Amongst these skills is the need for
increased proficiency in soft skills, that youth and
young adults often are said not to have. Soft
skills encompass many aspects, but generally
include the ability to communicate effectively,
utilize analytical thinking, be flexible, problem
solve and build camaraderie in a team setting,
among other things.
There is a lack of
appropriate ca-reer
readiness and
exploration activi-ties
that must be
resolved in order
to help youth de-velop
into mature,
working adults.
In addition, there
are currently no
measures in place
to gauge work
readiness and skill
level among Ari-zona
youth. It is es-sential
to measure
where students are
at in order to iden-tify
in what direc-tion
they should go
and how they must
get there.
Strategy 1: Develop a statewide career
readiness certificate for Arizona students.
Development of a statewide career readiness
certificate could certify that the students have
completed requirements related to a specific
skill set. This certificate could be presented to
potential employers to facilitate the screening
process for qualified team members.
Several states, counties and
chambers of commerce
have developed work
readiness credentials for
teens that measure core
competencies needed
for the workplace. In
Wisconsin, the Green
Bay Area Chamber of
Commerce has designed
the Lifelong Learning Skills
Endorsement, which is a
certificate that graduating
high school students can
earn that is based on
“lifelong learning skills,”
as they have identified
them. Through the
program, all high school
students are evaluated
biannually based on
the following qualities:
teamwork, initiative,
interpersonal skills, quality
of work, responsibility/time
management, decision
making, and respect.50
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 27
To be effective, it is recommended that career
readiness certificates be aligned with business
and industry expectations and should include
the three key outcomes of Positive Youth
Development: positive use of time; positive self-expression
and positive opportunities for civic
engagement and involvement. Specifically, the
certificate should include the leadership and
extra curricular experiences that youth have
been involved with in high school.
Strategy 2: Engage middle school youth
in career readiness and exploration
activities.
Career and Technical Education (CTE) courses
are provided through CTE funds and engage
youth in learning about in-demand occupations
and skills. Youth who are involved in active
career exploration and discovery activities in
middle school have shown higher academic
and personal skill gains.51 These types of
courses begin with career exploration activities
and progress to include specific occupational
training.
Career exploration activities can take many
shapes: school clubs, field trips, volunteer
opportunities, out of school activites, etc. These
opportunities provide relevant experience for
youth to engage in hands-on learning activities,
an important element of youth development.
Unfortunately, career exploration activities are
often restricted by limited funding and staff.
One solution is to integrate career opportunities
into current curricula, utilizing the same staff and
resources but slightly modifying the traditional
lesson to incorporate career activities. Another
solution is to initiate classroom discussions about
career-related issues so that students can have
questions answered and learn where to obtain
additional resources.52
Strategy 3: Provide opportunities for high
school students to enroll in Career and
Technical Education Courses.
Students involved in CTE classes demonstrate
superior academic performance over those
who are not enrolled in CTE classes. CTE
Concentrators, who have taken two units of
CTE, far outperform students who did not on the
2006 AIMS test.
The Hire Me First Program, piloted in five Washington
state school districts in 2002, offers high school and
college students the ability to obtain a “Hire Me First
Card” through an application process that evaluates
academics, school attendance, completion of a
resume and other skill assessments. The program’s
purpose centers on building a stronger connection
between school performance, attendance and
work-related skills.53
There has been considerable movement on a
national level regarding the development of a
national career readiness credential through the
National Youth Employment Coalition (NYEC) and
Equipped for the Future (EFF) that is a measure of the
skills and knowledge needed for an entry-level job.
Thus far the states of Florida, New Jersey, New York
and Washington have been working with numerous
national partners and the NYEC and EFF to design
and implement this certification.54
Career and Technical Education AIMS Performance 2006 55
	 CTE Concentrators who left secondary
	 education in 2006 and took the AIMS tests Other High School Students
AIMS Reading 92.13% met or exceeded the standard 64% met or exceeded the standard
AIMS Writing 92.65% met or exceeded the standard 54.82% met or exceeded the standard
AIMS Math 88.79% met or exceeded the standard 52.02% met or exceeded the standard
28 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
Nationally, CTE Concentrators generally achieve
test scores that meet or exceed “college
prep” students, matriculate to college, attain
a higher GPA in college and are more likely to
complete their first year of college. Also, when
at-risk students enroll in a CTE program, they are
eight to ten times more likely not to drop out of
school.56
Arizona’s youth workforce system is composed
primarily of funding from the federal Workforce
Investment Act (WIA), Carl Perkins funding
(which funds Career and
Technical Education pro-grams)
and a state block
grant that contributes to
Career and Technical Ed-ucation
programs.
The WIA funds Workforce
Investment Boards that
engage youth in educa-tional
attainment, work-force
readiness, career
exploration, higher edu-cation/
training and job
placement activities. This
system serves youth ages
14-21 who are low-in-come
and who meet one
of the six barriers to em-ployment,
which are as follows:
· Deficient in basic literacy skills
· A school dropout
· Homeless, a runaway or a foster child
· Pregnant or a parent
· An offender
· An individual who faces barriers to
employment
As a state, Arizona must meet seven specific
performance measures related to youth WIA
funding. In fiscal year 2005, the State exceeded
five measures and met two others: older youth
credential and younger youth goal attainment.
The State exceeded all of their other measures
for adults and dislocated workers. However,
strategies are still needed to assist the local
Workforce Investment Boards in exceeding all
of their youth performance measures.
Strategy 4: Improve educational and
workforce outcomes for youth coming
out of the child welfare system.
In 2004, the US Department of Labor issued
their Shared Vision for Youth strategy, which
asks states to coordinate
the delivery of workforce
activities to better serve
the nation’s most at-risk
youth.57 These “neediest
youth” are defined as
those who are not in school
(have dropped out), are
a runaway or homeless
youth, are in or exiting the
foster care system, exiting
the juvenile justice system,
children of incarcerated
parents, migrant youth,
Native American youth
or youth with disabilities.58
These youth often must
overcome the largest
number of barriers to
obtain a high school diploma, to progress to
advanced training and secure a job.
Furthermore, Arizona has been competitively
selected by the U.S. Department of Labor to be
a state pilot to demonstrate the effectiveness
of state-level partnerships, programmatic
outcomes and development of an overall plan to
meet the needs of this special youth population.
Arizona will focus on youth transitioning out of
the child welfare and/or the juvenile justice
system within Pinal and Gila counties.
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 29
Strategy 5: Improve services for all youth by
working with local Workforce Investment
Boards, school districts, juvenile justice
and foster care providers.
Primary strategies to target Arizona’s neediest
youth must successfully engage the Governor’s
Council on Workforce Policy and the Governor’s
Division for Community and Youth Development
in discussion and direct them to create tools
and/or policies to better serve the neediest
youth. Strategies should also require local
Workforce Investment Boards to report to the
Governor’s Council on Workforce Policy every
year on their strategies in serving the neediest
youth, including: outreach, best practices,
challenges, and number of youth served.
Additional strategies should: convene
stakeholders to strategize on how to serve the
neediest youth, and to discuss barriers and
solutions to serving the neediest youth, identify
potential streams of funding that can be
leveraged or better used to serve the neediest
youth, strategize ways in which data can be
shared across state agencies to better serve
the neediest youth, centralize the eligibility
and case management systems for youth to
apply for supportive services, including job
training and placement and increase overall
communication and collaboration among
Local Workforce Investment Boards, school
districts, juvenile justice, foster care and other
organizations serving the neediest youth.
The system of funding to support youth is, at best,
fragmented throughout numerous systems and
programs. Funding comes from multiple sources
in variable amounts. There is no comprehensive
source that contains all funding for youth
programs in Arizona. This creates a particular
challenge for policy-makers who depend on
this information to make informed decisions.
This also is a concern for the individuals who
run youth development programs and base
their program’s livelihood on the amount of
grant funding that they are able to cultivate
each year. Creating a comprehensive list of all
available funding sources would benefit both of
these groups by providing all of the information
on funding and resources in one location.
30 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
CONCLUSION
Addressing the obstacles to youth development
will require an integrated approach. Five Keys to
Youth Success: Unlocking the Door to Arizona’s
Future identifies a common set of influences
that, when combined, will lead to positive youth
development.
The primary objective behind the Five Keys is
to ensure that all youth receive the skills and
opportunities required to mature socially,
emotionally and physically into successful
adults. Helping youth become successful
adults will initiate a positive cycle that benefits
the community as a whole. Successful adults
contribute positively to the economy, to their
community and, most importantly, to future
generations.59
Implementation of the strategies contained in
the Five Keys can, and should, take place in
schools, religious institutes, after school programs,
community centers, non-profit organizations, at
home, in the workplace and in countless other
areas. Educators, parents and other adults have
an opportunity to help prepare young people
to meet the opportunities of adolescence and
the challenges of adulthood by assisting with
implementation.
Coordinating Services
Strong community coordination of youth-related
initiatives and programs will be an
essential component to the implementation
of the Five Keys. There are a large number of
non-profit and community organizations with
a focus on youth development. However,
current youth development efforts in Arizona
are largely decentralized. There is not a central
clearinghouse of youth programs and initiatives,
which inhibits funding, communication and
more.
The establishment of a central outlet for
youth development agencies will facilitate
coordination and thereby increase the number
of positive opportunities for youth engagement,
participation and leadership. Coordination will
generate greater opportunities for youth to
develop skills and connect to communities, and
will inform youth and adults about what types
of services and experiences are available to
them. This type of effective communication and
collaboration will ultimately allow for greater
success through combined ideas, resources
and efforts.
Statewide collaboration must incorporate
relevant, research-based data on Arizona
youth. It would be ineffective to target youth
without first compiling demographic statistics
and information.
Evaluating Youth Development in Arizona
Youth who have access to the factors associated
with successful development exhibit improved
academic performance, superior peer and
family relationships, increased self-confidence
and better community connectedness. They
also demonstrate enhanced critical thinking
skills and positively altered attitudes towards
school.60
It has been identified that youth with access to
the elements that compose the Five Keys have
decreased violent behaviors and decreased use
of illegal substances. Other proven outcomes
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 31
of positive youth development focus on long-term
results such as economic self-sufficiency,
good health, strong social relationships and
community contributions.
Measuring the success of each of the Five Keys
will be critical. We live in an era of accountability
where those who fund youth development
programs demand that they produce their
intended results. Many grants and funding
agencies require evaluation and data reporting
specific to their own grant program, which results
in individual streams of data that are difficult to
evaluate. Arizona needs a way to produce and
assess data regarding youth development across
the state. This will allow policy makers, program
managers, funders
and others to
review and
replicate successes
and to understand
and correct any
gaps in programs
or funding.
Accurate data
reporting will also
result in stronger
grant applications
and help create
higher quality
programs. 4-H, a
national leader in
youth development
research and practice is working to survey
youth across the country in their National 4-
H Youth Development Study. This study will
produce baseline data on youth and youth-serving
programs in Arizona. The Statewide
Youth Development Task Force will study both
the survey tool and the data it produces.
Youth-serving programs should also be
encouraged to develop evaluative tools to
assess their own programs. Effective evaluations
should include youth feedback on their
involvement via surveys, focus groups or other
tools. It will also be important to collaborate with
public and private sector funders to develop a
list of best practices.
Next Steps
Taken as a whole, the Five Keys introduce a holistic
policy structure centered on the fundamental
ingredients of healthy youth development. The
Five Keys present a framework for action whose
recommendations serve as a map of the course
toward youth development.
Countless organizations across Arizona currently
facilitate efforts to positively impact youth
development. As
these efforts continue
we will look to harness
promising practices
and knowledgeable
voices from these
innovative groups.
Their work is necessary
to ensure continued
advances and
success.
Governor Napolitano
supports these efforts
with collaborative
partners and
interagency bodies
that include: the
Arizona Statewide Youth Development Task
Force, the Governor’s P – 20 Council, the
Governor’s Council for Workforce Policy, the
Arizona Vision for Youth Taskforce, the Governor’s
Children’s Cabinet, and the Governor’s Office
for Children, Youth and Families’ Division for
Community and Youth Development.
Governor Napolitano has charged the Arizona
Statewide Youth Development Task Force to
serve as the leadership organization to guide
and inform an integrated vision for serving youth
32 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
throughout the State of Arizona. The Arizona
Statewide Youth Development Task Force will
continue to assist with implementation of these
strategies.
Parallel to the work of the Arizona Statewide
Youth Development Task Force, the Governor’s
Office, in collaboration with the Arizona
Departments of Commerce, Economic Security
and other community-based stakeholders,
directs the efforts of the Arizona Vision for Youth
Task Force. The Arizona Vision for Youth Task
Force works with federal and state partners to
coordinate the delivery of workforce activities
to better serve the neediest youth.
The Arizona Vision for Youth team will continue
to develop and promote the recommendations
included in the Five Keys, particularly for youth
who fall into the following categories: youth who
are in foster care, youth who have dropped
out of school, youth with incarcerated parents,
juvenile offenders, youth who are migrants and
or youth with disabilities.
The Governor’s Council for Workforce Policy
works to achieve the Governor’s vision for
Arizona’s workforce system. Governor’s Office
staff continually interact with the Council to
guide an integrated vision for serving youth
in the state, within the context of workforce
investment, social services, juvenile justice and
education.
Coordination between the Statewide Youth
Development Task Force, the Governor’s P – 20
Council, the Governor’s Council for Workforce
Policy and the Vision for Youth Task Force will
be essential to successful youth development.
These groups must unite with community leaders,
policy makers and youth to embrace these
Keys and fulfill the stated strategies, to ensure
that all youth in Arizona are prepared to work,
contribute and succeed in the 21st century.
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 33
Appendix A
Arizona Statewide Youth Development Task Force (2004-2006)
Vision
Arizona commits to all youth by providing the supports, resources, and opportunities necessary
for youth to be socially competent, engaged, self-sufficient, and interdependent.
Purpose
To develop a plan that will create comprehensive and sustainable strategies to:
· Build effective systems and infrastructures that continuously support the successful
development of Arizona’s youth,
· Advocate for viable policy and legislation, and
· Increase public and private resources.
Guiding Principles
The Task Force shall:
· Involve youth as active participants in development, implementation and evaluation.
· Create recommendations that are replicable in communities throughout the state.
· Develop recommendations that benefit all youth from all parts of the state.
· Provide recommendations and strategies for individuals, groups and institutions with
which youth interact.
· Prioritize use of existing resources and identify new resources to ensure successful
implementation in the most cost effective way.
· Ensure the youth development system has an evaluation that addresses the gaps in
critical needs (health, education, workforce, recreation, and enrichment) and tracks
progress.
· Ensure a youth development system that is locally driven, flexible, provides options and
meets the needs of special populations.
· Include a call to action to youth and representatives from the public, private, community-based
and faith-based sectors to address youth issues.
· Include best practices of positive youth development.
· Develop recommendations that are culturally relevant and sensitive.
Members
Twenty-five youth and adults from throughout Arizona are appointed by the Governor to
serve on the Task Force. Approximately 100 youth and adults from throughout the state also
serve on the Task Force’s Policy Work Groups.
34 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
Policy Work Groups
The Task Force organized four Policy Work Groups to discuss the below issue areas in depth.
Each group is composed of 20-30 youth and adults from throughout the state who have
expertise and interest in each policy area. These groups were tasked with the responsibility
of developing recommendations specific to their policy area for the youth development
framework.
· Education
· Youth Workforce Development
· Positive Youth Development
· Youth Voice and Advocacy
Process
In the summer of 2004, Governor Janet Napolitano created the Task Force by Executive
Order. Governor Napolitano recognized the importance of including youth in this work and
charged the Task Force to include youth as one-third of its total membership.
The 25-member Task Force met in 2004 to establish the foundational elements of their work -
their vision, mission, purpose and guiding principals. In 2005, the Task Force created four Policy
Work Groups to develop recommendations on four issue areas that serve as the framework
for this report: education, youth workforce development, youth voice and advocacy, and
positive youth development. Approximately 120 youth and adults from across the state of
Arizona were involved in this process, as the Policy Work Groups met monthly to develop the
recommendations that comprise this framework.
Youth Input
As the Task Force progressed with creating their recommendations, they desired to have
greater youth input into their work. To do this, they hosted two forums: You-Volution in
Phoenix on August 27, 2005 and the Governor’s Youth Forum in Tucson on September 1,
2005. Over 150 middle school, high school and college-aged youth from across the state
attended, including youth from rural and urban areas that represented diverse backgrounds
and experiences.
During the youth forums, the youth were engaged in workshops where they discussed the
draft recommendations and key questions that the Policy Work Groups asked to get specific
feedback from the youth. The information gathered at those events was shared with the
Task Force and Policy Work Group members who used the youth’s feedback to make their
recommendations more youth-friendly.
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 35
Appendix B
Youth & Adult Definitions
Task Force and its Policy Work Group members included membership of both youth and adults.
The Task Force defined youth and adults as the following:
Definition of youth – Individuals ages 10-24 years old
Definition of adults – Individuals ages 25 years old and up
Youth up to age 24 are included for a number of reasons. Many funders, especially on a federal
level, include the definition of youth to be through the early twenties. For example, the Positive
Youth Development funding from the US Department of Health and Human Services includes
youth from ages 10-24. Workforce Investment Act funding, through the US Department of Labor,
includes youth up to age 21. What’s more, recent brain research from the National Institute of
Health has clearly shown that the human brain is still developing up to age 25, especially in areas
where youth could use the most support – in decision-making and risk taking. Other advisory
groups have expanded their definition to include older youth as well: the New Mexico Youth
Alliance, a statewide advisory body of youth, includes youth ages 14-24 within their definition
36 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
Appendix C
ARIZONA STATEWIDE YOUTH DEVELOPMENT TASK FORCE
EDUCATION POLICY WORK GROUP
MEMBERSHIP LIST (2004 - 2006)
Anthony Aguilar, Task Force Member, Fiesta Bowl Tempe
Bruce Astrien, Arizona Community Foundation, Phoenix
Annemarie Avanti, Arizona School-Age Coalition, Phoenix
Ariel Campbell, Youth, Tubac
Devin Carberry, Youth, Prescott College, Prescott
Monty Cook, Yavapai College, Prescott
Maxine Daly, Arizona Department of Education, Drop Out Prevention, Phoenix
Dr. Trish Dolasinki, The Rodel Charitable Foundation of Arizona, Scottsdale
Eugenia Echols, Ph.D, Intel Corporation, Chandler
Alma Farrell, Chair, Maricopa Unified School District, Maricopa
Kristina Fryman, Youth, Saguaro High School, Scottsdale
Marissa Gilmore, Youth , Cibola High School, Yuma
Jeffrey M. Glebocki, The Virginia G. Piper Charitable Trust, Scottsdale
Greg Hickman, Center for the Future of Arizona, Phoenix
Sarah Hoopes, Youth, 4-H, Snowflake
Dennis Ichikawa, Casey Family Programs, Phoenix
Kevin Jackson, OUR TOWN Family Center, Tucson
Brian W. LaCorte, Gallagher & Kennedy, Phoenix
Therese Martin, Office of the Attorney General, Phoenix
Alyce-Anne Meadows, Arizona Adolescent Health Coalition, Phoenix
Rebecca Montano, Department of Education, Education Trust, Tucson
Mary Lou Naylor, Arizona Department of Education, 21st Century Community Learning Centers, Phoenix
Katie Nelson, Youth, Yuma
Teena Olszewski, GEAR UP, Northern Arizona University, Phoenix
Mike Owens, Youth, Prescott High School, Prescott
Lisa Palomarez, Youth, Cholla Magnet High School, Tucson
Augustine Romero, Tucson Unified School District, Tucson
Bill Peterson, 4-H Youth Development, Tucson
Zenia Rodriguez , Youth, Cholla Magnet High School, Tucson
Jane Romatzke, City of Tempe, Kid Zone Enrichment Programs, Tempe
Marie Scofield, Tanque Verde Extended Care Program, Tucson
Cindy Trejo, Arizona Department of Education 21st Century Community Learning Centers , Phoenix education
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 37
ARIZONA STATEWIDE YOUTH DEVELOPMENT TASK FORCE
YOUTH WORKFORCE DEVELOPMENT POLICY WORK GROUP
MEMBERSHIP LIST (2004 - 2006)
Janette Barnard, Youth, University of Arizona, FFA, State President, Cochise
Jessika Bogart, Youth, Flowing Wells High School, Tucson
Neil Bourque, Phoenix
Dennis Cahill, Arizona Department of Commerce, Phoenix
Donna Davis, Chair, Arizona Agricultural Education/FFA Foundation, Phoenix
Dollie J. Chauvin, Tribal Coordinator, Arizona Department of Economic Security, WIA Phoenix
Nancy Dillon, Arizona Hotel and Lodging Association, Phoenix
Peggy Eggemeyer, Arizona Department of Juvenile Corrections, Phoenix
Milton Ericksen, Arizona Department of Education, Career and Technical Education, Phoenix
Christine Fleming, TGen Foundation, Phoenix
Rick Kidder, Scottsdale Area Chamber of Commerce, Scottsdale
James Kooistra, Arizona Department of Education, Career and Technical Education, Phoenix
Joan Laurence, Consultant, Phoenix
Sharon Macedo, Youth, WIA Programs, Winslow
Brenda Marrietti, Flowing Wells Unified School District, Career and Technical Education, Tucson
Celeste Oros, Youth, Pima County, Tucson
Carrie O’Grady, Youth, Arizona State University, SkillsUSA, Mesa
Arnold Palacios, Pima County Community Services, Employment and Training, Tucson
Stephanie Parker, Ph.D. , The Aurora Foundation, Inc., Tucson
Gloria Pena, Job Corps/Innovations Group, Phoenix
Clinton Maxwell, Job Corps/Innovations Group, Phoenix
Vada Phelps, Cochise Private Industry Council, Sierra Vista
Karen Pugh, OUR TOWN Family Center, Tucson
Tom Shaughnessy, Boys and Girls Clubs of Scottsdale, Scottsdale
Dean Slaga, Prescott Valley
Pam Smith, Arizona Call-A-Teen Youth Resources, Phoenix
Rafael Tapia, Arizona Department of Commerce, Phoenix
Genevieve Watson, Phoenix College, Phoenix
YOUTH workforce DEVELOPMENT
38 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
ARIZONA STATEWIDE YOUTH DEVELOPMENT TASK FORCE
POSTIVE YOUTH DEVELOPMENT POLICY WORK GROUP
MEMBERSHIP LIST (2004 - 2006)
Nancy Bowen, Institute of Cultural Affairs, Phoenix
Carl E. Brown, Youth Count, Prescott
John Couleur, Social Venture Partners, Phoenix
Raul Daniels, City of Glendale, Glendale
Debbie Dillon, City of Phoenix, Phoenix
H. Daniels Duncan, United Way of Tucson and Southern Arizona, Tucson
Rhian Evans Allvin, Brecon Group, Vail
Ronnie Gammage, Youth, Phoenix
Courtney Geer, Institute of Cultural Affairs, Neighborhood Partners, Phoenix
Beth Knisely Tucker, University of Arizona, Cooperative Extension, Coconino County Flagstaff,
Alenna Langer, City of Glendale, Glendale
Bob Lanier, National Basketball Association, Scottsdale
Mayor Marie Lopez-Rogers, City of Avondale, Avondale
Randy Mettler, Chair, Duck and Decanter, Phoenix
Karen McLaughlin, Children’s Action Alliance, Phoenix
Carolyn Novicoff, Camp Fire- Greater Arizona Council, Phoenix
John Oyler, Institute of Cultural Affairs , Phoenix
Barry Peretz , Phoenix Rotary 100, Phoenix
Cass Rankin, APS, Flagstaff
Joe Seelbaugh, Camp Fire, Phoenix
Victoria Villalba, Youth, Phoenix
Thelma White, Tuba City Regional Health Care Corporation, Tuba City
Jeff Williamson, The Phoenix Zoo, Phoenix
POSITIVE youth DEVELOPMENT
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 39
ARIZONA STATEWIDE YOUTH DEVELOPMENT TASK FORCE
YOUTH VOICE AND ADVOCACY POLICY WORK GROUP
MEMBERSHIP LIST (2004 - 2006)
Amy Adamcin, Youth, University of Arizona, Tucson
Dan Bogert, Youth, Tempe
Joe Clay, Governor’s Youth Commission, Gilbert
Michael Crest, Youth, Skrappy’s, Tucson
Liz Crump, Youth, Skrappy’s, Tucson
Cindy Craig, Youth Count, Prescott Valley
Hillary Cumming, Peer Solutions, Tempe
Harvey Grady, Sedona
Sally Holcomb, SEABHS, Benson
Austen Jensen, Youth, Phoenix
Regina Kelly, Voices, Tucson
Lisa Lauxman, Ph.D., Chair, 4-H Youth Development, Tucson
Emma Martinez, Youth, Glendale Community College
Ed Mercurio-Sakwa, Every Voice in Action Foundation, Tucson
Elaine Meyers, Phoenix Public Libraries
Geary O’Donnell, Youth, Safford
Jason Sanchez, Youth, Heritage High, Prescott
Bob Shogren, Mammoth-San Manuel School, San Manuel
Greg Stanton, Councilman, City of Phoenix
Cindy Pearson, Graham County Cooperative Extension, Solomon
Jason Thorpe, Open Inn, Tucson
Eduardo Villa, City of Phoenix, Parks & Recreation Department, Phoenix
Kathy Wooldridge, Skrappy’s, Tucson
George Yslava, Boys & Girls Clubs of Tucson, Tucson
youth voice and ADVOCACY
40 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 41
ENDNOTES
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3 “Positive Youth Development, What is Positive Youth Development?” National Clearinghouse on
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8 “KIDS COUNT State-Level Data Online.” Annie E. Casey Foundation. 2005. <http://www.kidscount.
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9 “KIDS COUNT State-Level Data Online.” Annie E. Casey Foundation. 2005. <http://www.kidscount.
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10 “KIDS COUNT State-Level Data Online.” Annie E. Casey Foundation. 2005. <http://www.kidscount.
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42 Five Keys to Youth Success: Unlocking the Door to Arizona’s Future
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Five Keys to Youth Success: Unlocking the Door to Arizona’s Future 43
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36 Chung, An-Me “After-School Programs: Keeping Children Safe and Smart.” U.S. Department of
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37 Chung, An-Me “After-School Programs: Keeping Children Safe and Smart.” U.S. Department of
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Office of
Governor Janet Napolitano
Governor’s Office for Children, Youth and Families
Division of Community & Youth Development
1700 W. Washington Street, Suite 101
Phoenix, AZ 85007
(602) 542-3489
http://gocyf.az.gov/CYD/
Publication funded by: