Project Rise served 18- to 24-year-olds who lacked a high school diploma or the equivalent and had been out of school, out of work, and not in any type of education or training program for at least six months. After enrolling as part of a group (or cohort) of 25 to 30 young people, Project Rise participants were to engage in a 12-month sequence of activities centered on case management, classroom education focused mostly on preparation for a high school equivalency certificate, and a paid part-time internship that was conditional on adequate attendance in the educational component. After the internship, participants were expected to enter unsubsidized employment, postsecondary education, or both. The program was operated by three organizations in New York City; one in Newark, New Jersey; and one in Kansas City, Missouri.

Project Rise served 18- to 24-year-olds who lacked a high school diploma or the equivalent and had been out of school, out of work, and not in any type of education or training program for at least six months. After enrolling as part of a group (or cohort) of 25 to 30 young people, Project Rise participants were to engage in a 12-month sequence of activities centered on case management, classroom education focused mostly on preparation for a high school equivalency certificate, and a paid part-time internship that was conditional on adequate attendance in the educational component. After the internship, participants were expected to enter unsubsidized employment, postsecondary education, or both. The program was operated by three organizations in New York City; one in Newark, New Jersey; and one in Kansas City, Missouri.

Project Rise served 18- to 24-year-olds who lacked a high school diploma or the equivalent and had been out of school, out of work, and not in any type of education or training program for at least six months. After enrolling as part of a group (or cohort) of 25 to 30 young people, Project Rise participants were to engage in a 12-month sequence of activities centered on case management, classroom education focused mostly on preparation for a high school equivalency certificate, and a paid part-time internship that was conditional on adequate attendance in the educational component. After the internship, participants were expected to enter unsubsidized employment, postsecondary education, or both. The program was operated by three organizations in New York City; one in Newark, New Jersey; and one in Kansas City, Missouri.

The proposed presentation describes the outcomes of a partnership between a youth and community development program and a teacher education program at a regional university in the Midwest. Once a federally funded program for low-income, youth ages 16-24, this agency provides General Equivalency Diploma (GED) preparation, job skills training, and community service opportunities for high school dropouts (Cohen & Piquero, 2008; Kapp, 2009), and faculty and pre-service teachers from a university supported the GED preparation and transition components of the program. Therefore, the proposal for this session most closely aligns with the “HEAD”: Academic Achievement & Leadership strand of the conference, as results of the partnership indicate improved academic outcomes for program participants (increases in scores on standardized tests, GED pass rates, community colleges and technical institute enrollment, and full-time employment). In addition, the partnership simultaneously provided pre-service teachers a chance to apply teaching strategies in authentic and diverse learning environments that improved both teaching strategies and cultural responsiveness.

The proposed presentation describes the outcomes of a partnership between a youth and community development program and a teacher education program at a regional university in the Midwest. Once a federally funded program for low-income, youth ages 16-24, this agency provides General Equivalency Diploma (GED) preparation, job skills training, and community service opportunities for high school dropouts (Cohen & Piquero, 2008; Kapp, 2009), and faculty and pre-service teachers from a university supported the GED preparation and transition components of the program. Therefore, the proposal for this session most closely aligns with the “HEAD”: Academic Achievement & Leadership strand of the conference, as results of the partnership indicate improved academic outcomes for program participants (increases in scores on standardized tests, GED pass rates, community colleges and technical institute enrollment, and full-time employment). In addition, the partnership simultaneously provided pre-service teachers a chance to apply teaching strategies in authentic and diverse learning environments that improved both teaching strategies and cultural responsiveness.

The proposed presentation describes the outcomes of a partnership between a youth and community development program and a teacher education program at a regional university in the Midwest. Once a federally funded program for low-income, youth ages 16-24, this agency provides General Equivalency Diploma (GED) preparation, job skills training, and community service opportunities for high school dropouts (Cohen & Piquero, 2008; Kapp, 2009), and faculty and pre-service teachers from a university supported the GED preparation and transition components of the program. Therefore, the proposal for this session most closely aligns with the "HEAD": Academic Achievement & Leadership strand of the conference, as results of the partnership indicate improved academic outcomes for program participants (increases in scores on standardized tests, GED pass rates, community colleges and technical institute enrollment, and full-time employment). In addition, the partnership simultaneously provided pre-service teachers a chance to apply teaching strategies in authentic and diverse learning environments that improved both teaching strategies and cultural responsiveness.

A collaboration of the University of Illinois School of Social Work/Children and Family Research Center and Cunningham Children’s Home, the research described in this report analyzes empirically the status of Cunningham’s existing vocational programming for foster children and youth. Data reported here primarily come from a survey of 58 Cunningham clients, supplemented by focus group data from a smaller group of Cunningham clients and information on occupational interest from a commercial computer-based career planning program (Career Cruising) used by Cunningham youth. Initially, researchers also planned to develop a supported education/employment pilot model designed to serve the specific population of foster children and youth. However, findings from the research suggest the need for a structure and curriculum more compatible with currently accepted models in community mental health and adult education than with the resources and supports available in a largely residential program like Cunningham. This represents a significant barrier to quick implementation of supported education/employment for the foster population, and so development of the pilot model has been deferred. Meanwhile, the authors have incorporated findings from this study into the Children and Family Research Center’s ongoing research agenda on transitioning foster youth, expecting these results will continue to inform both research and practice supporting the progress of these young people toward successful adulthood.

A collaboration of the University of Illinois School of Social Work/Children and Family Research Center and Cunningham Children’s Home, the research described in this report analyzes empirically the status of Cunningham’s existing vocational programming for foster children and youth. Data reported here primarily come from a survey of 58 Cunningham clients, supplemented by focus group data from a smaller group of Cunningham clients and information on occupational interest from a commercial computer-based career planning program (Career Cruising) used by Cunningham youth. Initially, researchers also planned to develop a supported education/employment pilot model designed to serve the specific population of foster children and youth. However, findings from the research suggest the need for a structure and curriculum more compatible with currently accepted models in community mental health and adult education than with the resources and supports available in a largely residential program like Cunningham. This represents a significant barrier to quick implementation of supported education/employment for the foster population, and so development of the pilot model has been deferred. Meanwhile, the authors have incorporated findings from this study into the Children and Family Research Center’s ongoing research agenda on transitioning foster youth, expecting these results will continue to inform both research and practice supporting the progress of these young people toward successful adulthood.