PRP: Prevention of Teenage Pregnancy University of Texas Spring Semester, 2010

1. PRP: Prevention of Teenage Pregnancy University of Texas Spring Semester, 2010

2. Outline for Spring 2010 • Quantitative Objectives: (17 Jan- 12 Feb) • Gather and evaluate existing family surveys for familiarity and data sorting. • Focus on interactions between children and families and other adult relationships • Assign team members to the different schools in the Austin District and evaluate the differences. • Create a working hypothesis pertaining to the differences seen in each of the school teams are assigned to. • Research and apply concepts of resiliency theory, risk factors, and pregnancy prevention instruction. • Write individual articles relating to youth communication practices with educators, parents, and peers for possible publishing. • Identify parts to policy research paper • Qualitative Objectives: (14 Feb-13 Mar) • Gather information and data to prove or disprove hypothesis by interviewing and interacting with after school program teachers, students and families. • Evaluate the opportunities offered at different schools and compare differences. Discuss how opportunities either aid or hinder youth development. • Identify areas of improvement in the Austin Learning Academy • Through research identify best practices for youth development programs nationwide • Write and present for evaluation Policy Research paper • CulminationsObjectives: (22 Mar-23 May) • Continue to evaluation Austin Learning Academy • Apply best practices and models researched in Policy paper to current model of Austin Learning Academy • Write thorough evaluation of Austin Learning Academy for submission.

3. Tasks for the Semester • Weekly visits to assigned school • Weekly reporting on gathered information for discussion • Articles for LBJ publication • Attend ALA functions TWO GOALS Group policy paper (mid-term) Austin Learning Academy Evaluation (end of semester)

4. Today’s Agenda • Hypothesis formulation and discussion • School assignments and missions • Data gathering (review surveys) • ALA Calendar

5. Hypothesis formulation and Discussion Working Hypothesis: Risk, risk behavior, and protective factors interact differently in different developmental environments like families, schools, and particular neighborhoods. This research hypothesizes that both the content and process of parent-child communication differ by schools even though schools share similar demographic and academic profiles. • Look at similarities and differences between schools (Qual and Quant) • -demographics • -available resources • -curriculum • -school ranking • - teacher experience • -family, peer, teacher communication • - extracurricular activities (involvement by grade, parental participation)

6. School Assignments Dobie Middle School 1200 E. RundbergLn.78753 414-3270 Webb Middle School 601 E. St. Johns78752 414-3258 Bedichek Middle School 6800 Bill Hughes Rd.78745 414-3265

7. Deliverables for next week • Visit and familiarization with assigned school • Calendar for ALA • Data from assigned school for discussion next week • Read KIR draft