Neighborhoods and Youth

The U.S. Department of Education's Promise Neighborhood Initiative is one of the Obama administration's major antipoverty initiatives and a core strategy of the White House's Neighborhood Revitalization Initiative. It is intended to improve educational outcomes by creating a continuum of school readiness, academic services, and family and community support for children from early childhood through college. The DC Promise Neighborhood Initiative (DCPNI) received one of the U.S. Department of Education's 21 Promise Neighborhood planning grants in October 2010. This policy brief summarizes DCPNI's planning year and how DCPNI intends to improve the educational outcomes of youth in the years to come.

This presentation summarizes findings from the Norms and Networks of Latino Youth project, funded by OJJDP. Youth in a small neighborhood were surveyed about their own pro-social and delinquent behaviors and their social networks. Survey respondents named 20 close contacts and answered questions about those individuals. Using social network analysis methods, we examined both personal networks and individual delinquency and the whole network (comprising all youths’ overlapping contacts), to analyze group behaviors related to co-offending and peer influence. The findings are relevant to developing appropriate interventions for delinquency and shed light on the efficacy of neighborhood-based interventions.

In October 2010, the DC Promise Neighborhood Initiative (DCPNI) became one of 21 recipients of a US Department of Education Promise Neighborhood planning grant. The Urban Institute partnered with DCPNI to act as the data analyst and local evaluator of this ambitious initiative. The Needs Assessment and Segmentation Analysis are intended to provide a timely understanding of the needs of the community and to inform the continuum of strategies developed by DCPNI and their workgroups.

Policies and strategies at all levels of government are increasingly associating educational outcomes with community planning and housing. Challenges remain for local officials and practitioners trying to align these policy areas, including persistent spatial inequity and rigid institutional silos. This report develops seven steps to link education and planning policy at the local level. The authors draw from a national scan of model activities, interviews with key experts and agency staff members, and the authors' experience working with local governing bodies. The report identifies practical solutions that encompass assessing the current educational environment, engaging the community, strategic planning and implementation of investment, and institutionalizing successful innovations.

The ripple effects of the foreclosure crisis have created increased instability for children and families. In this brief we focus on two such sources of instability in the lives of public school students in Washington, D.C.: moving homes and switching schools. We find high rates of residential and school mobility for students in general, and even higher rates associated with students who lived in buildings that entered the foreclosure process. These mobile students tended to stay in the same neighborhood or move to areas that were similarly poor and high-crime. In this policy brief, we make a series of low-cost recommendations to school districts and nonprofit housing counseling agencies in order to minimize the harm of additional instability on children.