Preparing Youth for an
Empl yable Future
Dreams or Memories
• Over 1.9 million citizens of NC are between the ages of 5
• NC ranks 45th in the nation in high school completion
rates (only 63% of NC youth complete high school
yearly). For minority students, graduation rates are even
lower, with an estimated 55 % of Black and Hispanic
students graduating yearly.
• In NC, one-in-six parents of low income children has had
to quit, refuse, or change a job because of problems
• In NC, two-thirds of mothers with children under the age
of six are in the workforce. By the next decade, it is likely
that working women will out number working men.
The Face in the Mirror – Is Changing
• In the past decade the
Hispanic population in NC has
• 170 languages are spoken in
• NC’s school-age population is
the 6th fastest growing in the
• From 2000 to 2004, 25
Counties In NC experienced 71954
85% of our growth; while 16
counties lost population.
Total Racial & Ethnic
• Wake, Mecklenburg,
Gastonia, and Cabarrus
Counties rank in the top ten
fastest–growing metro areas
in the nation.
Understanding Our Youth
• 20% of U.S. 1st graders have severe reading problems.
• While African American students account for only 16%
of the U.S. student population, they represent nearly a
third (32%) of all students in programs for mild mental
• African American and Hispanic students are also three
times more likely than White students to be labeled as
mentally retarded. Hispanics are also
disproportionately placed in special education.
An Average Day
The US has one of the shortest school years in the world.
Worldwide, the average school year is roughly 210 days,
while in the US it is 180 days.
• 91% of NC parents say afterschool programs are an
• 27% of NC’s working parents say that afterschool care
affects their decision in choosing an employer.
In an average NC 8th grade classroom of 25 students:
• 5 students never discuss course work with someone at home
• 7 students never read for fun
• 20 students’ parents hardly ever check homework
• 17 students live in homes with more than 25 books
• 21 students have a computer at home they can use daily
S T Scores
• In 2005, NC ranked 41st in the nation with 74% of students
taking the test. The 2005 mean SAT score for NC was
• Since 1990 NC has had the highest SAT point gain for
states where more than half of the students took the test.
NC’s 62 point improvement was 27 points higher than
the national average.
– In NC, females make up 55% of those taking the test yet on
average they score 35 points lower than males.
– In NC, minority youth score on average 114 points lower
than there white peers.
A Very High Price Tag
Estimated Lifetime Earnings by Educational
Bachelor's Degree 2.1
Associate's Degree 1.6
HS Graduation 1.2
Not HS Graduate 1
• The new • One-fifth of North Carolina's
global,knowledge-based high school graduates who
economy is creating enter a NC community
greater competition for college enroll in a
jobs from outside NC and
the nation’s borders. developmental reading
• Less than half (48%) of first
year NC community • A recent study found that
college students return NC employers listed the
for their second year. following skills as critical:
Only 80% of NC four-year basic mathematics, reading
college freshman return comprehension, and the
for their sophomore year, ability to integrate
and only 58% of them information and
graduate with degree
with six years. communication technology.
Career Pa hways
Preparing youth for an employable future . . . 4-H bridges
school based career coursework with experiential
• The 10 NC Career Pathways are:
– Agricultural & Natural Resources Technologies
– Biological & Chemical Technologies
– Business Technologies
– Commercial & Artistic Production Technologies
– Construction Technologies
– Engineering Technologies
– Health Science
– Industrial Technologies
– Public Service Technologies
– Transportation System Technologies
OBJ 1: Youth will gain knowledge and skills regarding
MOP: # of youth gaining knowledge regarding career pathways
MOP: # of youth increasing their awareness of potential career
pathways through job shadowing/internship/service learning
MOP: # of youth identifying their career aspirations (measured by a pre
and post test).
II: # of youth obtaining employment and/or participating in Job
Shadowing/Internship/Service Learning programs. (Behavior /
II: # of youth setting career goals. (Behavior / Decision)
II: # of youth planning on pursuing post secondary education.
(Behavior / Decision)
II: # of youth (motivated to) staying in school. (Behavior / Decision)
The Big “E”- Entrepreneurship
• Youth entrepreneurship programs represent an essential
vehicle through which the economic self-sufficiency of
youth may be improved.
• Entrepreneurship education during adolescence has
been shown to be a character-building exercise, and
youth who work during this phase of life evidence
changes in domains such as self-reliance, self-esteem,
and practical knowledge, while showing reductions in
problem behaviors such as delinquency and alcohol
• In sum, there is evidence that entrepreneurship, school-
to-work and experiential education programs can
positively influence youth development.
OBJ 2: Youth will gain knowledge and skills regarding
MOP: # of youth gaining knowledge regarding entrepreneurship
(measured by a pre and post test).
MOP: # of youth demonstrating knowledge and skills by
participating in an entrepreneurship business.
MOP: # of youth increasing their awareness of the economic and
social impacts entrepreneurs have on society.
MOP: # of youth who aspire to own their own business.
MOP: # of youth gaining knowledge regarding financial literary
(measured by pre and post test).
II: # of youth starting and entrepreneurial business. (Behavior
Decision / Social / Economic)
II: # of youth developing a business plan. (Behavior / Decision)
II: # of youth presenting in the careers & entrepreneurship and
presentation category. (Behavior / Decision)
OBJ 3: Youth will gain life skills.
MOP: # of youth gaining knowledge and life skills in the following
_____ Critical Thinking (as measured by pre and post test)
_____ Decision Making (as measured by pre and post test)
_____ Communication (as measured by pre and post test)
_____ Goal Setting (as measured by pre and post test)
_____ Problem Solving (as measured by pre and post test)
II: # of youth who use more than one source of information before making a decision.
II: # of youth who organize their thoughts before speaking.
II: # of youth who look at all possible solutions to problems before action
II: # of youth establishing goals.
Math, Science, Technology and Engineering (STEM)
• Students across the United States, including those in NC,
rank very low in math and science when compared to
students in other countries.
• The demand for technology is unlikely to abate.
• NC compares favorably to other states in the degree to
which it is equipping schools with technology; however,
technology use is uneven. Large wealthy districts are
outfitting schools with state-of-the-art technology but
smaller, poorer districts are moving much slower.
• NC standardized science assessments at the elementary
and middle school levels will begin in the 2007-2008
school year at grades 5 and 8.
– Science assessments are required in elementary and middle
schools in every state as part of No Child Left Behind.
OBJ 4: Youth will gain knowledge and interest regarding
current and future trends in science, technology,
engineering and math (STEM) related career fields.
MOP: # of participating in the following program areas:
II: # of youth aspiring a career in a STEM related field. (Behavior /
II: # of youth planning on pursuing post secondary education in a
scientific field of study. (Behavior / Decision)
The Next Step
•LRFA Support Curriculum
•Potential Funding Opportunities & Partnerships