Positive youth development as an improvement resource in odds-beating secondary schools

Abstract

This multiple case study examines practices of educators in high schools called “odds-beaters”. These schools are exemplary in that they consistently achieve better-than-predicted graduation outcomes among economically disadvantaged, African-American/Black, Hispanic/Latino, and English language learners. Findings from this study revealed that these schools are characterized in part by educators’ priorities for an interdisciplinary specialization known as positive youth development (PYD). These priorities are expressed in how educators talk about young people; their use of PYD practices as a school improvement resource; and their strategies for facilitating students’ engagement, agency, and identity development. The PYD practices evidenced in these schools offer insights for others and serve as a source for those struggling to improve college and career readiness among their diverse students.

Keywords:

• Adolescent development
• positive youth development
• school engagement
• social and emotional development
• student agency
• student identity development

Acknowledgements

This study is the result of the work of many. We especially thank the district and school leaders, teachers, and support staff who so graciously gave up their time to accommodate us at all odds-beating and typical schools. We also want to thank Fang (Lisa) Yu for her assistance with this study: She provided invaluable research literature support as well as assistance in school selection, data collection, and analysis. In addition, we extend our gratitude to doctoral students Kelly Gross, Eva Jones, Effie McBride, Brian Rhode, Lisa Cala-Ruud, Rebecca Shea, Stacy Ward, and Mary Ann Zuccaro who accompanied us on site visits and assisted with data collection and analysis. This study would not have been possible without the invaluable contributions of our co-investigator Kathryn Schiller as well, who assisted in all aspects of the research. Finally, we express our sincere appreciation to post-doctoral fellow Aaron Leo for assisting in all aspects of this study. This report is a result of the work of all, although ultimately only the authors are responsible for any omissions or misrepresentations.

Additional information

Notes on contributors

Catherine S. Kramer

Catherine S. Kramer ([email protected]) is a doctoral candidate in the School of Social Welfare, University at Albany, State University of New York, and former Research Assistant for NYKids. Catherine is a Licensed Master Social Worker and holds a master’s degree in public administration with a concentration in public policy. Her research interests span multiple settings – educational, juvenile justice and child welfare – in pursuit of organizational designs and practices that ensure healthy development and opportunity for vulnerable young people.

Kristen C. Wilcox

Kristen Campbell Wilcox ([email protected]) is Associate Professor in the Department of Educational Policy, Florida International University, Miami, FL. Kristen teaches research methodology as well as courses on curriculum and instruction for diverse students. Her research interests focus on the intersections of national and state policy, leadership, curriculum, instruction and diverse student outcomes.

Hal A. Lawson

Hal A. Lawson ([email protected]) holds a joint appointment in the Department of Educational Policy and Leadership and the School of Social Welfare, University at Albany, State University of New York. His research and development initiatives focus on vulnerable children, families, and communities. Interprofessional collaboration, inter-organizational partnerships, and cross-sector, collective impact initiatives are special priorities.