A Participatory Program Review to Strengthen a Youth Development Program Serving Under-Resourced Communities

• In Event: AERA Roundtable Session Thursday 7:45 am
  In Roundtable Session: Reimagining the Holders of Knowledge: Teachers and Youth as (Co)llaborators and (Co)creators in the Pursuit of Educational Justice and Renewal

Abstract

A Boston youth development program used a participatory review to improve services for students of color and female students from schools with low graduation rates. Over three months, the program involved students, staff, and partners.

Using methods like the ATLAS protocol and Learning Walks, participants examined retention and student experience data. This process revealed key needs traditional evaluations missed, such as culturally aligned mentorship and financial wellness courses, which the program has since implemented.

The program adopted flexible learning pathways and culturally responsive evaluation tools that focus on student belonging, agency, and social capital. This case study demonstrates how participatory evaluation can create more equitable and effective outcomes in out-of-school learning environments.

Authors

• Daina Estime, The Possible Zone

• Salma Yehia, The Possible Zone