How can a program reengage youth who have given up on the traditional education system, either as dropouts or underachievers, in their learning and career pathway? What strategies can work with such young people who, after falling behind in high school, are now in their late teens or early twenties?

These questions go to the heart of Diploma Plus, a program developed and managed by the Center for Youth Development and Education (CYDE) at the quasi-public Commonwealth Corporation. The program currently servesclose to 700 youth at seven sites across Massachusetts and one in Maryland. Diploma Plus sites are a mix of small schools and alternative education programs that serve at-risk or previously out-of-school youth, including community-based high schools and redesigned GED programs that can now offer high school diplomas through agreement with local school districts.

Performance-Based Program
For several reasons, Diploma Plus has helped at-risk young people -- particularly older youth -- recommit to school, achieve academically, and transition to college or the workplace. First, the program is performance-based. Students can accelerate their progress toward a high school diploma by meeting explicit academic competencies and an array of challenging program requirements. This is opposed to a "time-in-seat" or traditional course credit approach, which may take more time than the young person can or is willing to invest. Second, Diploma Plus emphasizes work on projects and other active learning approaches, which make academics more engaging and relevant. Third, the final stage of the model -- called the "Plus Phase" --incorporates post-high school experiences that genuinely look and feel different from "regular" school. Among other things, students in the Plus Phase take college courses, participate in internships, and undertake major projects, all of which involve "adult-like" experiences and require students to assume greater responsibility for their learning.

Community Action Projects
Nowhere is the combination of active learning, relevance, and adult responsibility more evident than in the Community Action Project (CAP), one of three required projects in the Plus Phase of Diploma Plus. The CAP has several intended learning goals, among them:

• To encourage in students a sense of responsibility for the larger community and an understanding of the value of being proactive.
• To enable students to develop a sense of empowerment and have the satisfaction of doing something that is meaningful to others.
• To provide an opportunity for students to apply research and problem-solving skills in a real-world context and to gain experience working as part of a team.
• To help students learn about how the government and/or community organizations work, and ways to influence decision-makers whose decisions impact their community.

The CAP is well illustrated by examples from the fall of 2001 at two Diploma Plus sites, Action for Boston Community Development's (ABCD)University High School, and City Roots-South Boston.

At ABCD, teacher Sarah Johnson thinks it is essential for Plus Phase students to select their CAP topic. She gives students examples of different kinds of projects to choose from, often using current affairs as the jumping-off point. This fall, her students decided to focus on September 11th: what led up to the attack, its impact on young people directly affected by the tragedy, and how the nation and its citizens are responding.

As with previous CAPs, students made many decisions about particular activities and as such, the project was, in Sarah's words, a "moving target." But sheaw to it that the project had structure and academic depth. Among the project's assignments were these-a reflection piece and chronology about the events of September 11, a narrative from each student on "what is war," research into the historical roots of the "war on terrorism," study of federal and state government and their responses to the attacks, discussion of daily news briefings, a PowerPoint presentation about international support for the US-led coalition, letters to the editor, interviews with family members, and a daily journal.

As a group, the students decided their main goal was to educate the school community about the terrorist attacks and their aftermath. For culminating activities, students developed informational leaflets, designed and placed posters around the school, presented at meetings of the student body, and organized a debate addressing how the September 11 attacks impacted the ABCD school community.

College Fair
Meanwhile, at City Roots-South Boston, Diploma Plus teachers Paul Markis and Mariel Beal guided students as they designed, planned, and hosted a college fair. Students generated this idea themselves, as they had been dissatisfied with college fairs they had previously attended. Here, as at ABCD, students had significant input into the project's direction, assignments, and activities, but the teachers pro-vided structure and set overall expectations.

The students decided early on that the college fair should serve not just their fellow students, but also any interested youth from South Boston and other Diploma Plus sites. Students then brain- stormed tasks and responsibilities, with Paul and Mariel providing feedback to fill in gaps. In the course of the project, students prepared a work plan and budget, nd then divided up into subteams to contact colleges and confirm their participation, conduct out-reach to numerous youth-serving programs and centers, and publicize the college fair through posters, flyers, e-mails and press releases. After successfully hosting the event, students individually prepared a final report and presentation, which summarized the project as a whole, described their own contribution, and reflected on what they had learned.

As these examples show, the CAP works well for Diploma Plus students. They take on ambitious tasks, and in doing so, learn and accomplish a great deal. The CAP draws the best out of students because it is their project. Teachers guide it and set parameters, but students decide what issue they want to address and how they will serve their community.

The CAP is therefore like the other key Plus Phase activities, which ask students to apply their skills in adult settings. By doing so, the program meets students where they are: young adulthood. And in successfully completing Diploma Plus requirements, students demonstrate to themselves that they are indeed ready for the next step. For more information about Diploma Plus, see the program's Web site at: www.commcorp.org/cyde/dp

Alex Hoffinger is a senior program manager at Commonwealth Corporation's Center for Youth Development and Education. He can be reached at 617-727-8158 and by e-mail at: ahoffinger@commcorp.org