Evaluation of the National Guard Youth ChalleNGe / Job ChalleNGe Program. Final Report

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Autor/inn/en	Berk, Jillian; Kahn-Lang Spitzer, Ariella; Stein, Jillian; Needels, Karen; Geckeler, Christian; Paprocki, Anne; Gutierrez, Ivette; Millenky, Megan
Institution	Mathematica; Social Policy Research Associates (SPR); MDRC
Titel	Evaluation of the National Guard Youth ChalleNGe / Job ChalleNGe Program. Final Report
Quelle	(2020), (164 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Evaluation; Youth Programs; Armed Forces; Residential Programs; Dropouts; High School Equivalency Programs; Educational Attainment; Program Effectiveness; Outcomes of Education; Postsecondary Education; Career Development; Job Training; Community Colleges; Credentials; Career Counseling; Employment Services; Job Shadowing; Internship Programs; Enrollment; Juvenile Justice; Grants; Program Implementation; Job Search Methods + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Jugendsofortprogramm; Military; Militär; Sozialer Wohnungsbau; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsabschluss; Bildungsgut; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Berufsentwicklung; Berufsqualifizierender Bildungsgang; Community college; Community College; Studienbuch; Employment service; Arbeitsvermittlung; Berufspraktische Ausbildung; Einschulung; Jugendgerichtshilfe; Grant; Finanzielle Beihilfe; Arbeitsplatzsuchtheorie
Abstract	Many youth in America are not on track for labor market success. One factor that increases the risk of poor labor market outcomes among these youth is dropping out of school (Rumberger 2020). Youth who drop out of school are at greater risk for job instability and for lower longterm earnings (Hair et al. 2009). They are also more likely to struggle with mental health and substance abuse issues (Maynard et al. 2015). These challenges are compounded for youth who have early involvement with the juvenile or criminal justice systems. Even low levels of involvement can disrupt school attendance and increase the likelihood of dropping out of school (Kirk and Sampson 2013; Hjalmarsson 2008). Additional collateral consequences--including restrictions on financial aid, employer discrimination, and occupational licensing restrictions-- also create barriers to future labor market success (Simpson and Holthe 2018). Youth with prior involvement in the justice system need targeted support to overcome these barriers (Office of Juvenile Justice Delinquency Prevention 2000). The National Guard Youth ChalleNGe (YC) Program is an evidence-based program for helping youth who have dropped out of high school get back on track. An evaluation of this program for youth ages 16 to 18 found that three years after program entry, YC participants were more likely than the control group to have obtained a GED or high school diploma, earned college credits, and be employed (Millenky et al. 2011). The YC model includes a 20-week, community-based residential program followed by a year of post-program mentoring that aims to build youth confidence and maturity, teach practical life skills, and help youth obtain a high school diploma or GED. Building on this successful model, the Employment and Training Administration (ETA) of the U.S. Department of Labor (DOL) funded YC programs in three states: Georgia, Michigan, and South Carolina, to expand their YC programs to include more court-involved youth and to create a follow-on residential occupational training program called Job ChalleNGe (JC). The subsequent evaluation examined the implementation of these grants and the outcomes for youth participants related to postsecondary education, employment, and criminal justice involvement in the two years following program involvement. This report describes the findings and presents lessons from the experiences of the three grantees and participating youth. (ERIC).
Anmerkungen	Mathematica. P.O. Box 2393, Princeton, NJ 08543. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: publications@mathematica-mpr.com; Web site: https://www.mathematica.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01