best practices in youth philanthropy practices in youth...each best practice discussion includes...

Written by Pam Garza and Pam Stevens

Best Practices in

YouthPhilanthropy

1 Foreword

2 Acknowledgements

3 Report Overview

4 Realizing Positive Change: An Introduction to Youth Philanthropy

7 Best Practices in Youth Philanthropy

7 I. Build Structure and CapacityBest Practices:• Create organizational structures to support the program• Build a youth-friendly environment• Build on community assets to support lasting change

14 II. Develop Youth-Adult PartnershipsBest Practices:• Engage youth as decision-makers • Connect adults as partners

16 III. Create ConnectionsBest Practices:• Involve youth from different cultures and backgrounds• Expand and promote leadership roles for youth in the community • Develop partnerships with community organizations

22 IV. Develop Skills and KnowledgeBest Practice:• Provide program training and support

25 V. Plan For Sustainability Best Practices:• Develop sufficient and sustainable sources of funding• Involve youth in fund development • Assess program activities and outcomes on a regular basis• Communicate program accomplishments

32 Program Development Questions

35 Appendices: Selected Resources on Youth PhilanthropyA. PublicationsB. Major Initiatives and Resource Organizations

41 Notes

43 About the Authors

44 About the Coalition of Community Foundations for Youth

Contents

The views expressed in this report are those of the authorsand the Coalition of Community Foundations for Youth.

This publication is available online at www.ccfy.org.

http://www.ccfy.org

B E S T P R A C T I C E S I N Y O U T H P H I L A N T H R O P Y

Imagine a society that values young people for theirpresent worth, not their future value. Envisioncommunities where young people routinely make andinform decisions of consequence — to neighborhoods,to schools, to the environment, that address issues suchas race and violence — in short, decisions in aid of thegreater good. This vision is a reality, but it exists inpockets of opportunities available for minisculenumbers of youth. It is not nearly enough. It is not thenorm…but it could be.

This document — which we hope you will use, notmerely consign to your estimable list of good intentions— was inspired by the 1999 White House Conferenceon Philanthropy. Youth and adults extolled the virtuesof involving youth in philanthropy to an enthusiasticaudience that included the President and First Lady. The White House and several national foundationssponsored a series of follow-up meetings, culminating ina request to the Coalition of Community Foundationsfor Youth, a national organization of 200 communityfoundations, to organize next steps. We believe thisdocument is a step in the right direction, but what youdo with it will determine if it in fact has traction.

In advocating for youth philanthropy, the Coalitionis motivated by two values:

• Philanthropy as a means of mobilizing society’sassets for the betterment of all is enhanced byproviding authentic opportunities for youth voiceand influence; and

• Young people are a current — not a deferred —source of insight and knowledge about issuesaffecting community well being. Youthphilanthropy contributes to community now aswell as in the future.

What makes youth philanthropy effective? Thisdocument probes the lessons learned from a decade ofexperience to extract what qualities youth philanthropyprograms have in common. It does not advance anysingle model or prescribe a set of activities. Rather, theaim is to provide a framework for understanding theprinciples that underlie sound practice and soundprogram design decisions. By looking at what’s bestand what’s promising, we hope to stir new, renewedand deeper commitment to the investments needed tosupport quality youth philanthropy opportunities.

This document is the product of many months ofvisits to youth philanthropy sites; interviews with youthgrantmakers, their adult advisors and others; inputfrom a wonderful group of advisors; review of programguides, curricula and other materials (the best of whichare assembled in the Resource section); and analysis.The Coalition thanks study authors Pam Garza andPam Stevens and all those who contributed their time so generously and enthusiastically to this project.

The Coalition is deeply grateful to the Ewing MarionKauffman, Charles Stewart Mott, and David andLucile Packard foundations for their financial supportof this project.

We are honored to be part of the youthphilanthropy movement, and join the White HouseConference organizers and participants in the hopethat resources such as this will galvanize theexpansion of youth philanthropy.

Cindy Sesler BallardExecutive DirectorCoalition of Community Foundations for YouthJuly 2002

Foreword

1

It was our pleasure to work and talk with manyremarkable people during the course of this project.The information they shared was invaluable and theirenthusiasm for youth philanthropy infectious.

We extend particular thanks to the members of theWorking Consortium who advised this project. Theirdedication to building the field of youth philanthropyshaped the direction of this report. Without theirgenerous contribution of time, insight and materials,this report would not have been possible. The membersinclude:

Kevin Armshaw, program coordinator, BuildingCommunities Together; Marilyn Bassett, formerexecutive director, Center for Youth as Resources;Robert S. Collier, president, Council of MichiganFoundations and Coalition of Community Foundationsfor Youth board member; Jerry Finn, consultant,Community Partnerships with Youth; Marvin King,former project coordinator, Michigan CommunityFoundations’ Youth Project; Amy Fox McNulty,project associate, Formative Evaluation ResearchAssociates; George Rice, executive director, Center forYouth as Resources; Matt Rosen, director of youthphilanthropy, Youth Leadership Institute; Karin E.Tice, partner, Formative Evaluation ResearchAssociates; Janet Wakefield, co-director, CommunityPartnerships with Youth; and Shepherd Zeldin,assistant professor, University of Wisconsin-Madison.

Our greatest pleasure came from the opportunity tomeet scores of youth grantmakers and their adultadvisors. Our thanks and deepest admiration to:

• Young people and adults involved in youthphilanthropy in Indiana, including representativesfrom the Youth Philanthropy Initiative of Indiana,the Center for Youth as Resources’ MidwestProgram Development Office, and Youth asResources programs in Indianapolis and Boone,Hamilton and Marion counties.

• Members of the Ewing Marion KauffmanFoundation’s Youth Advisory Board, in Kansas City,along with Bridget Hardgree, program associate,and Lynn Leonard, senior program officer.

• Youth advisory council staff and youth participantsin Ann Arbor, Battle Creek, Grand Rapids andKalamazoo, Michigan.

We also extend our thanks to the many others whoprovided significant information to us over the pastyear, particularly Carla Danziger and Michelle VonFange, Center for Youth as Resources; Anne Hoover,Community Partnerships with Youth; Joel Orosz,former program director for Philanthropy andVolunteerism, W.K. Kellogg Foundation; Teddy Grossand Chris Keeney, Common Cents; Vicki Perkins,Inland Foundation; and Willis Bright and Susan Wisely,Lilly Endowment.

Pam GarzaPam Stevens

Acknowledgments

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Report Overview


The purpose of this best practices reportis to identify, assemble and interpret thelessons learned from the rich reservoir ofpractice and the emerging body of researchin youth philanthropy. It documents thebest practices from a variety of youthphilanthropy program models andprovides examples, tips, and questions thatcan help inform decisions about strategies,structures, and activities for existing andnew programs.

These best practices reflect the bestknowledge available from experience,theory, research, evaluation and judgment.They are derived from interviews withleading practitioners and researchers inthe youth philanthropy field, observationof youth philanthropy programs, andreview of research, manuals, tool kits andother materials.

“Best” does not mean that there is onlyone way to achieve a desired result.Indeed, this project transcends any onemodel and identifies the common threadsthat run through quality programs. Itfocuses on the principles that guide bestpractices — shedding light on thereasoning behind each youth philanthropyprogram decision.

This document was designed to helpusers look at the big picture whenplanning a new program or thinkingabout changing an existing program. Itcan also be used to gauge a program’squality by comparing it to otherexperienced programs. While this reportcontains practical information for

program providers, it is not a step-by-stepguide to setting up and implementing ayouth philanthropy program. Excellenttools, including “how to” manuals, can befound in the Resources section of thisreport, along with information aboutyouth philanthropy organizations andInternet resources.

The report is divided into three parts:

Best Practices in Youth Philanthropydescribes the benefits of youthphilanthropy and identifies five categoriesof best practices that are essential toeffective youth philanthropy programs:

• Building structure and capacity

• Youth-adult partnerships

• Building skills and knowledge

• Connecting to the community

• Planning for sustainability

Each best practice discussion includesdescriptions of practices, examples, andsuggestions from existing programs.

Program Development Questions offers alist of questions for strengthening ordesigning a youth philanthropy program.

Selected Resources includes a sampling ofyouth philanthropy program manuals,curricula, and other publications as well asdescriptions of the major youthphilanthropy initiatives and resources forobtaining more information, technicalassistance and training.

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4

Realizing Positive Change: An Introduction to Youth Philanthropy


Youth philanthropy means differentthings to different people — from personalgiving and volunteering, to fundraisingactivity, to organized grantmaking — allapproaches demonstrating a generousimpulse by young people to help theirneighbors. For purposes of this

publication, we define youthphilanthropy as “thoseprograms and initiatives inwhich youth developknowledge of and participatein the formal practice ofphilanthropy, specificallygrantmaking.”2

Since the emergence ofyouth philanthropy in themid-1980s, more than 250youth philanthropyprograms have been

identified in the United States and severalother countries (e.g., Canada, NewZealand, Poland), and new programs areon the drawing board in countlesscommunities.3 The benefits of theseprograms are just beginning to bedocumented — but it isbecoming clear thatyouth philanthropy canmake philanthropicvalues, principles andtraditions come alivefor youth andcommunities.

Philanthropy in theUnited States has a longand varied history, ahistory made up in part

by the traditions ofmany cultures andbelief systems thatencourage theirmembers to sharetheir money, time,and services toimprove the qualityof life for all. Peoplein this countryroutinely give theirmoney to causes andorganizations ofimportance to them,such as religious institutions, culturalorganizations, and individuals. Mutual aidgroups, voluntary associations, nonprofitorganizations, community foundations,united funds, and other philanthropicorganizations provide an array of optionsfor channeling individual resources toaddress important issues and help otherpeople. Young people, too, are part of theculture of giving and serving — whetherthey are donating their allowance to buycoats for homeless people or volunteering

to read books to elderlyresidents at a local church.

Underlying the best ofyouth philanthropy is a setof common values aboutencouraging, respectingand recognizing thecontribution of youngpeople and theresponsibility of all citizensto contribute to the socialhealth of the communities

�Being a member of the YAC [YouthAlliance Committee] has given me theopportunity to become an activemember of the community throughgrantmaking. It has also allowed me tocome into contact with dynamic youthwho are determined to make a positiveimpact on their community.�1

Michigan youth grantmaker, speaking at the 1999 White House

Conference on Philanthropy

�The only thing required is awillingness to see youngpeople as full citizens, andthe courage to put aside oldassumptions and to fullyexplore how young peoplecan reach their fullpotential through helpingcommunities reach their fullpotential.�4

Minnesota youth activist

�Before the project,we felt that peopledidn�t see youth asmaking a difference.As the project tookoff, it seemed as ifpeople�s attitudeabout the youthchanged and manyadults wanted tohelp us out.�5

California youthphilanthropy grantee

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Realizing Positive Change: An Introduction to Youth PhilanthropyB E S T P R A C T I C E S I N Y O U T H P H I L A N T H R O P Y

in which they live. What distinguishesyouth philanthropy from other forms ofcharitable activity is that young peopleparticipate at a decision-making level —identifying community priorities, makinggrant decisions. But youth philanthropy is

about more than givingaway money. It integratesphilanthropic traditionand values with theprinciples of youthdevelopment — youngpeople capably andactively involved in theirown social, emotional,intellectual and physicaldevelopment — and

community development — human andcapital assets harnessed to make life betterfor community residents — to create newoptions for developing young people andenhancing community life.7

Why youth philanthropy?Youth philanthropy programs provide

authentic opportunities for young people todevelop skills and knowledge that willmake them better students and citizens inthe present and increase the chances thatthey will continue to play active roles in thecommunity in the future. Youthphilanthropy programs promise to have alasting effect on the young people andadults involved in them. They push

organizations, community residents, anddecision-makers to change the way theyperceive and interact with youth —providing a view of youth as positivecontributors and caring members of thecommunity.

This project has found that exemplaryyouth philanthropy programs set goalsthat will lead to change at multiplelevels, specifically:

• Promote positive youth developmentby engaging young people inmeaningful activities that build theirskills and capacity

• Build the interpersonal connectionsbetween youth from differentbackgrounds and experiences, andbetween youth and adults

• Enhance the operations of communityorganizations and institutions in thehuman services, philanthropic,education, and government sectors byengaging youth voice

• Strengthen communities by utilizingthe strengths and resources found inthe community

• Help communities view young peoplein a positive light

Evidence from over a decade ofresearch has begun to identify anddocument youth philanthropy’s benefits,outcomes and impacts. A comprehensivestudy of the Michigan CommunityFoundations’ Youth Project9 over a tenyear period found positive outcomes atthe individual, organizational, communityand regional levels:10

• Youth philanthropy is an effectivemeans of youth development. Youthdevelop skills, knowledge, confidenceand leadership abilities. They start to perceive of themselves as leaderswho can make a difference in theircommunities.

• Youth continue to volunteer theirtime, donate money to charitable

According to a framework prepared by the Youth DevelopmentInstitute of the Fund for the City of New York, all young people needfive conditions for a healthy adolescence and successful adulthood:8

�Philanthropy is no longer the exclusiveprovince of the blue-blooded and gray-haired. Teenagers are moving into thenonprofit world�s boardrooms as grant-makers, making difficult decisions,often asking tougher questions thantheir adult counterparts.�6

Syndicated columnist Neal Peirce

Youth Development Framework

� a one-to-one caring relationship with an adult

� a safe environment

� engaging activities

� opportunities for contribution

� opportunities to make decisions with realconsequences

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Realizing Positive Change: An Introduction to Youth PhilanthropyB E S T P R A C T I C E S I N Y O U T H P H I L A N T H R O P Y

causes and serve in leadershippositions at higher rates than thegeneral population long after theystop serving on the Youth AdvisoryCommittees.

• Many grantees are starting to changethe way their organizations involveyouth in their work. Youth are requiredto develop and implement the grantsreceived from youth grantmakers.

• At the State levelyouth grantmakersworked to pass a newlaw allowing youthages 16 and older tobe voting members onnonprofit boards.

What investments are required to achievesuch results? This project has found that anumber of best practices are common toquality youth philanthropy models andprograms. By following the best practicesoutlined in this publication, youthphilanthropy efforts can implement high-quality youth development programs,engage young people and adults in makinga positive impact on their organizations

and communities, andcombine their effortswith others to make adifference in the largernonprofit sector.

� We now know we canmaximize the developmentof our youth as civic andcommunity change leadersonly if we foster andexpect their fullestparticipation in the socialproblem solving occurringin communities.�11

Forum for Youth Investment

I. Build Structure and CapacitySuccessful youth philanthropy programs are supported by organizations and

structures that have the capacity to effectively engage young people in

leadership and grantmaking.


Best Practice: Create organizational structures to support a youthphilanthropy program

Best Practice: Build a youth-friendly environment

Best Practice: Develop a grantmaking program that builds on communityassets to make lasting change

77

Organizations must have the supports,systems, and attitudes in place tosuccessfully implement a youthphilanthropy program.12 This may requirechanging the behaviors and expectationsof adults within the organization orchanging the current way of doingbusiness. Many types of organizationsare capable of successfully providinghomes to youth philanthropy programs.According to the Michigan CommunityFoundations’ Youth Project data base,community foundations, nationalfoundations, private and public highschools, youth-serving organizations,United Ways, 4-H, Urban Leaguechapters, and city governments areamong the many homes for youthphilanthropy, with the majority locatedat community foundations.13

Whatever the organization, diligentpreparation and commitment are neededto build capacity and secure theknowledge and skills necessary to lead asuccessful program.

Best Practice:Create organizational structures tosupport a youth philanthropy program

A good homeEach organization that decides to create

a youth philanthropy program bringsstrengths and challenges to this job. Youthphilanthropy programs excel when theirhost organizations exercise their strengthson the programs’ behalf and recognizeareas where they need to seek help.

For example, community foundationscan provide a youth philanthropy programwith expertise in grants administration,access to funds, convening capacity, andknowledge about a range of programinterests. However, traditionally,community foundations have not hadexperience staffing youth programs orrecruiting young people. Youthdevelopment organizations, while enjoyinga solid track record of working with youthand helping them develop leadership skills,may not know how to solicit and evaluateproposals, or manage, distribute andadminister grant funds.

One promising approach to building onstrengths in different settings has been to

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I. Build Structure and CapacityB E S T P R A C T I C E S I N Y O U T H P H I L A N T H R O P Y

develop partnerships between two or moreorganizations to share responsibility for

program management andimplementation. In East PaloAlto, CA, for example, theCommunity Foundation SiliconValley and New Perspectives, a local youth-servingorganization, jointly implementthe Youth in PhilanthropyProgram in that community.The foundation is responsiblefor such tasks as handlingintake of grant applicationsand financial management;New Perspectives recruits youth participants and assiststhem in running the meetings,conducting outreach activities,and developing skill-buildingactivities.

Formal operating partnershipsare by no means a prerequisiteto successful youth philanthropyprograms. They are but onecreative solution to programdemands that cross disciplines.In all cases, host organizationsneed to review their ability tosupport the essential elements ofa youth philanthropy program.

Building blocksYouth philanthropy programs

by definition need to implement:

A governing board. A cadre of young people, usuallyadolescents, and one or moreadult staff and volunteers form

a governing board — also known as ayouth advisory committee (YAC), youthadvisory council, and youth board. Boardmake-up can be all youth, supported byadult advisors, or youth with a minority ofadults as members. The approach takenshould accomplish two things: promoteyouth leadership and decision-making, and

expand opportunities for young peopleand adults to work together.

The youth board’s primary responsibilityis making decisions about the use of grantfunds. In some programs, the board oryouth advisory committee is responsible forthe final decisions on grants; in others, thecommittee makes recommendations to theboard of the host organization for finalapproval. It carries out this task byassessing community assets and needs;establishing funding priorities andprocedures; advertising the availability ofgrants; and evaluating grant proposals,including interviewing applicants or makingsite visits. Other activities performed by the board include assessing funded projects,recruiting new members, and marketing theprogram. Young people may serve on theboard or advisory committee for one ormore years (in some instances, all four yearsof high school). Longer terms permit greater continuity and the opportunity forexperienced youth grantmakers to mentornew grantmakers. Shorter terms allow agreater number of young people to have the opportunity to serve.

A grantmaking program. Each youthphilanthropy program adopts a set of rules and procedures to guide itsgrantmaking process. This includes settinggrantmaking priorities, developing a grants budget, establishing grantguidelines and eligibility14, making grantrecommendations and creating proceduresfor post-grant evaluations. Annual grantbudgets and the grant award amountsvary from program to program, largelydependent on fundraising capacity. Grantawards vary from as little as $100 to asmuch as $10,000.

The right staffYouth philanthropy programs need to be

staffed. Programs further benefit from thepresence of at least one additional adultadvisor. Choosing the right adult staff to

Summary of HostOrganizationResponsibilitiesThe responsibilities of the organizationinclude the following activities:

Hiring new staff or assigning currentstaff to work with the program

Supervising all phases of theprogram

Recruiting and training youthparticipants and adult volunteers

Developing partnerships with localorganizations and institutions tomarket the program

Convening youth in the program ona regular basis, including providingmeeting space and administrativesupport for program activities

Providing financial support forprogram activities and/or leadershipfor fund development activities

Handling financial management andgrantmaking, including making grantpayments, investing funds, andreporting to funding sources on theuse of the money

Participating in grantmakingnetworks, training, or other activitiesto support skill development forparticipants and strengthen programoperations

Publicizing youth philanthropy to itsconstituencies

Promoting opportunities for youthvoice within the organization and thecommunity

TIPS

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work with the program is crucial to itssuccess. The host organization may needto hire new staff, reassign its current staff,and possibly recruit adult volunteers towork with the youth board to design andmanage the program. Many youthphilanthropy programs have successfullyengaged young people in recruitment,interviewing and selection of staff.

The role of the staff person is tocoordinate with the host organization,manage the program, and support youthin their roles as grantmakers anddecision-makers. Each youth philanthropyprogram needs to develop its owndivision of labor between staff and youtharound the many tasks that need to beperformed. However, to maximize aprogram’s youth development potential,the role of staff should be to help youngpeople to develop the skills and capacityto assume program responsibilities, not todo for young people.

Best Practice:Build a youth-friendly environment

Perhaps the most important capacityissue is attitude. For a youth philanthropyprograms to be successful, its hostorganization needs to believe in the valueof youth in decision-making and be willingto provide the resources, make theaccommodations, and exercise its influenceto facilitate successful programs.

The host organization must becommitted to promoting youth decision-making within its own organization. Thiscommitment is demonstrated in twoways. First, the organization is willing tomake appropriate adjustments inorganizational routines and procedures.Second, adults in the organization —staff, trustees, and volunteers — must beopen to learning to work with youth inpositions as decision-makers.

A recent study found that positiveoutcomes accrue to youth-servingorganizations that have engaged youth insignificant leadership roles: increasedclarity of the organization’s mission;improved responsiveness to youth thatleads to improved programming; andincreased credibility in the community andwith funders.16 These benefits of youthvoice in decision-making can lead toimportant changes in how an organizationoperates as a whole, not just within itsyouth philanthropy program.

The impact is systemic. According to theprogram director of a communityfoundation that operates a youthphilanthropy program, “Adding youthvoices can change the culture offoundations [and] enhance their reputationfor listening to the community.”17

Policies and proceduresBeyond embracing youth-friendly

attitudes, the host organization needs tolook critically at its policies and

Ongoing assessments of youth philanthropy programs in Michigan haveidentified several characteristics of an effective adult advisor:15

Characteristics of aneffective

� Have group facilitation skills

� Be patient

� Be flexible

� Be able to think on one�s feet

� Have an understanding of andwillingness to work with youngpeople

� Be willing to learn aboutphilanthropy, volunteerism andthe grantmaking process

� Have the ability to encourageand motivate others

� Have an open mind and bewilling to learn from youth

� Have good communication skills

� Have good personal boundaries

� Relate well to youth and bewilling to learn their language

� Be a good role model

adult advisor:

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I. Build Structure and Capacity (cont.)B E S T P R A C T I C E S I N Y O U T H P H I L A N T H R O P Y

procedures to accommodate working withyoung people. Long-established routinesmay no longer make sense in light of thisnew way of doing business. Here areexamples of how organizations have madethemselves more youth-friendly:

• Change building security hours to hold meetings at night or on Saturdayswhen youth are not in school

• Change current procedures forconsidering grant recommendations.For example, if a youth philanthropyprogram’s grantmaking prioritiesinclude support for youth-led projectsin area high schools, the hostorganization may want to adjust itsgrant review schedule to considergrant recommendations monthly or by semester during the school year

• Get approval to use administrativefunds to pay for food (one of theessentials of any youth program!)

Introducing the conceptAn early challenge in many settings is

educating staff and trustees about thebenefits of involving youth as

grantmakers and leaders.The best preparation is toexpose adults at all levelswithin the organization toyouth serving in capacitiestraditionally reserved foradults. This first-handexperience can set the stagefor organization-wideownership and belief in the potential and value of youth philanthropy.

Conducting training led by youth andadults, inviting youth as observers andparticipants in larger organizationalmeetings, and holding receptions foryouth and adults to share their storiesand backgrounds are useful techniquesfor bringing together the two groups.

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Responding to youth voice The Ewing Marion Kauffman

Foundation illustrates how oneorganization has adjusted its policies overtime as a result of a youth philanthropyprogram. Initially, the Kansas City-basedprivate foundation recruited participantsfor its youth grantmaking boardprimarily from the urban area. To gain awider perspective on youth needs acrossKansas City, the target area expanded toinclude the outlying areas around KansasCity. However, grantmaking wasrestricted to organizations or projects inthe urban area — a requirement appliedto all of the foundation’s localgrantmaking activities. When the youngpeople began to make grants, theyrealized that meeting the needs of youthand the community would not besuccessful without attention to GreaterKansas City. Therefore, youth boardmembers advocated for involvingsuburban and rural youth as grantseekers.As a result of the youth board’s persuasiverationale, the geographic boundaries of itsgrantmaking now include outlying areas.18

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Best Practice:Develop a grantmaking program thatbuilds on community assets to makelasting change

Tying priorities to program goals

Like traditional philanthropy, youthphilanthropy programs pursue a range of program priorities, according to theoverall program goals of each. For example,a program that has embraced youthdevelopment and youth service goals mightfocus grants on youth issues and programsand encourage proposals for projects thatare youth-initiated and youth-led.

� I would have to say that the best thingabout being a board member is theexperience of being such a large partof my community. That act ofproviding youth like myself withopportunities is incredibly rewarding.It is amazing to go on site visits andsee what our hard work has created.�19

California youth grantmaker

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Youth philanthropy programs also varyin their types of grants. Some youth usetheir financial resources and influence toadvocate for system improvements, such aspublic transit policies and fare structuresaffecting students. Others focus on projector direct-service grants, such as fundingafter-school activities for children and peermediation programs.

Identifying community issuesWhatever the fundamental direction,

effective youth philanthropy programsdevelop grant priorities and make grant

decisions based on anunderstanding of availablecommunity resources andassets as well as importantcommunity issues. Thisinformation is used to developprogram goals and carry out arelevant grantmaking processthat emphasizes lasting changein the community. Further, byengaging others in the inquiryprocess, youth philanthropyprovides a conduit forengaging others — youth and

adults — in community improvement.Assessing and prioritizing community

issues are essential to good grantmakingand to the ability to develop responsivecommunity projects. Involvement in acommunity assessment process also helpsyouth develop research and analyticalskills. Youth Leadership Institute21, a SanFrancisco-based youth development andyouth philanthropy program providerand training organization, suggests using the following basic questions whenconsidering the problems or needs of a community:22

• What seems to be the issue orproblem?

• Who is most affected by the issue?

• How widespread is the issue orproblem?

• How do people in the communityreact to the issue or problem?

Some youth philanthropy programscapitalize on existing information. Sourcessuch as the United Way, city and countygovernment planning offices, and localfoundations can provide helpfulinformation.

Other programs conduct their owncommunity assessment process. One wayto find out about assets and issues is to usea “community mapping” or “assetmapping” process, which trains youth tocollect, analyze and graphically displayinformation about local resources. Theresulting “map” of strengths and assetshelps participants to better understand thecommunity.23 Whatever process is chosen,it needs to include mechanisms such asyouth surveys or focus groups to providean opportunity to include youth opinionsabout community priorities and issues.

After collecting communityinformation, the board or committeeanalyzes that information as a group andcomes to consensus on the mostimportant areas in which to concentrateits grantmaking strategies.

The community assessment and prioritysetting process is undertaken at thebeginning of the project and at regularintervals. This allows the grantmakingstrategies to be assessed in light of newinformation about community assets andneeds, and as the youth and adults benefitfrom their experiences in reviewing grantapplications over time.

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Proactive grantmaking in Ann Arbor

Concerned with the lack of organizedactivities for teens in the area, the YouthCouncil of the Ann Arbor AreaCommunity Foundation helped fund acollaborative, community-wide needsassessment. The Youth Council formed an

�Writing the grant helped me realizethat I have the right to express what I feel about our school system� whenI first started writing I felt a littlescared but when I finished theapplication I was relieved andconfident about what I hadaccomplished. I went home andwrote about the experience in myjournal as one of the biggest deals inmy life.�20

California youth grantseeker

12


informal advisorygroup, whichincludedrepresentatives fromthe policedepartment, UnitedWay, Chamber ofCommerce, religiouscommunity,University ofMichigan, JuniorLeague, Hands-OnMuseum, andcommunityfoundation staff.The assessmentclearly indicated aneed for a placewhere youth couldgo for activities. TheYouth Councildetermined that thenext step was toresearch how othercommunities fundedand organized teencenters or otherways to provide acentral location foryouth activities.After discussions,surveys, publicmeetings, and

volunteer work on the part of the YouthCouncil, the long-awaited teen centeropened its doors, fueled by broadcommunity support, a $25,000 YouthCouncil challenge grant, and more than$50,000 in matching funds. The youthcenter, now called the Neutral Zone,continues to expand its innovative andvibrant teen-driven offerings andprograms. As of 2001, the Neutral Zoneoffered more than 20 programs andresources, including mentoring, arts andwriting classes, community serviceprojects, leadership opportunities, businessand career programs, and race and cultural

awareness programs. Daily, it hosts up to70 teens after school, and more than 200youth during weekend events. The 28teens on the Teen Advisory Council remainthe heart and voice of the center and drivethe efforts to create and improve programsand resources.24

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Putting goals into practice inIndiana

When the Paul Ogle Foundation made a$150,000 grant in 2001 to create andendow youth philanthropy councils inClark, Floyd, and Harrison countiesthrough the Community Foundation ofSouthern Indiana, it did so to encourageyoung people to learn about philanthropictradition and to involve them in ameaningful way in their communities.These fundamental youth development andyouth-adult partnership goals have beencarried out in all aspects of the youthcouncils’ grantmaking policies, prioritiesand procedures. They are reflected in theprograms’ common grant application form.They are incorporated into grant priorities,specifically those for projects that provideopportunities for youth to give back to thecommunity; that are designed and carriedout by young people with meaningful adultinteraction; that bring together diversegroups; and that promote marketable skills.Several of the criteria included in theproposal scoring sheet employed by theyouth boards rate proposals according toyouth development principles, such as:

• Does the project promote healthydevelopment of young people andprovide youth a safe environment?

• Does the project provide opportunitiesfor young people to give back to thecommunity in meaningful ways?

• Does the project involve youth andadults in project planning, grantwriting, and implementation?

TIPS Making Grants to Influence

Community Change

Encourage applications from throughout thecommunity by publishing and broadlydisseminating grant guidelines at publiclibraries, community centers, schools, youth-serving organizations, faith-based institutions,youth events, media outlets and web sites;and making presentations at communitygatherings and orientation sessions forpotential grantseekers.

Encourage other youth to take leadership inidentifying community assets and addressingcommunity problems. One way to accomplishthis is to give priority to youth-led projects thatwill involve many other youth.

Analyze proposals to ascertain whether thetasks and activities provide logicalapproaches to addressing the determinedneed.

Analyze budgets to consider how funds willbe used and whether the requested amountis appropriate given the scope of activity.

Develop multiple ways of analyzing theproject, such as conducting interviews or sitevisits.

Evaluate how grants were used to makecommunity change through post-grant sitevisits and use the results to make adjustmentsin grantmaking priorities

Periodically bring funded groups together todiscuss what they have learned and sharestrategies for addressing common issues

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• Does the project bring together diversepeople and organizations in proposaland project development?

• Does the project develop skills inyoung people?

• Does the project promote positiverelationships between youth andadults?25

✮ ✮ ✮

See the Resources section (page 35 of thisreport) for several excellent manuals,guides and websites that describe youthphilanthropy models, program design,structures and activities. Also included areguides to proactive grantmaking andyouth-initiated projects.

> Where does yourorganization stand?Explore Build Structure andCapacity further by reviewing programdevelopment questions on page 32.

II. Develop Youth-Adult PartnershipsSuccessful youth philanthropy programs form partnerships between youth

and adults in which young people have significant decision-making roles.


Best Practice: Engage youth as decision-makers

Best Practice: Connect adults as partners

14

Youth-adult partnerships view people ofall ages as resources, based on theassumption that both young people andadults bring intellect, unique experiences,and perspectives to the table. Successfulprograms create a balance of powerbetween adults and youth, and allow themto learn from each other and appreciatewhat each brings to the partnership.

Best Practice:Engage youth as decision-makers

Involving youth in philanthropy meansmaking a conscious decision to engageyouth as decision-makers — including

decisions about grantmakingpriorities, organizations tofund, the appropriate amountof funding, and how toevaluate the results of thefunding. Such decision-makingresponsibility by young peopleprovides them with the kinds ofessential youth developmentopportunities and supports thatare consistently shown to helpyoung people achieve mastery,compassion, and health.28

Youth philanthropy has thepotential to increase youth’sknowledge of how thecommunity works, deepen theirsocial skills, ignite their passionfor giving, and cultivate their

capacity to make adifference. By providingquality experiences foryouth, youthphilanthropy enablesthem to develop theskills, knowledge, andattitudes to meet theirown personal,academic, vocational,and social goals. Itengages young peoplein the civic life of theircommunities, helpingthem to make important connections totheir schools, community organizations,employers, and other supportive adults.

Youth philanthropy aims to engageyoung people in the ‘real’ action ofcommunity building with adults. Thisdynamic process fosters healthyrelationships across generations withreciprocal commitments to shareinformation, experience and resources. Theresulting networks establish a pervasivesense of community membership,community pride and trust between youthand adults.

Both adults and youth bring crucialresources to the partnership. Thoseinvolved in youth philanthropy point outthe enthusiasm, fresh outlook, risk-taking,and determination that many youngpeople bring. As discussed in other parts ofthis publication, youth become committed

�Our staff and trustees couldn�t havereally imagined the full impact thisprogram would have on the largerorganization, but we soon found outthat the young people weren�tsatisfied with a role only on theyouth advisory committee. Theywere interested in how the largerorganization worked. Now we haveyouth on the foundation board andthe board committees, and havehelped other organizations, such asJunior Achievement and the localarts council, add youth members totheir boards. It has made all of ourwork better.�26

Michigan community foundation program officer

�[Being a youthgrantmaker]strengthened myleadership skills,introduced me tograntmaking,educated me onissues affectingteens in mycommunity and gotme volunteering.�27

Michigan youthgrantmaker

15

II. Develop Youth-Adult PartnershipsB E S T P R A C T I C E S I N Y O U T H P H I L A N T H R O P Y

to bringing about significant changethrough their grantmaking; are oftenmore effective fund raisers thanadults; become effective leaders inother community organizations; andare strong spokespeople on behalf ofyouth and community issues on theprogram, organizational, communityand national level.

Youth-adult partnerships requireintentional preparation andcomprehensive support. See the

discussion about youth-adult partnershipsin Part IV: Build Skills and Knowledge.

Best Practice:Connect adults as partners

Successful youth philanthropy programsengage adult partners who believe in thepotential of youth. Adults provide valuableinformation and create opportunities for

young people, while learning fromand alongside them. Adult partnersconsistently consider ways toposition youth in active leadershiproles. Adults can open doors thathave been historically closed toyoung people, advocate on theirbehalf, challenge them to succeed,and prepare them to interact asequals with adults in a variety ofpublic settings.

Working in partnership with youthrequires changes in attitudes andbehaviors on the part of many adults.Adults may need to challenge theirstereotypes about the capabilities of

youth and model leadership that iscollaborative rather than authoritative.

Adults benefit from the kind of shareddecision-making inherent in quality youthphilanthropy programs. According to arecent study, which looked at youthphilanthropy, youth on boards, youth court,and other youth in decision-making models,positive outcomes for adults include:31

• Adults are energized and feel increasedcommitment to the organization.

• Adults feel more connected to thecommunity.

• Adults’ perceptions of youthcompetency improve.

• Adults improve their competencyworking in partnership with youth.

> Where does yourorganization stand?Explore Develop Youth-AdultPartnerships further by reviewingprogram development questions on page 32.

�We developed new connectionswith adults because they haveskills we don�t have. I thinkadults thought of things that wenever thought of and we hadideas that the adults neverthought. So, it was a nicecombination.�29

Building Community Together youth grantmaker

�Youth take the responsibilitiesseriously � that surprises adults. I was impressed with thethoughtfulness of the questionsasked when I attended theirmeetings. I think an importantlesson is that youth can do thatand maybe can do it better thanwe do because they don�t havethe years of experiences andbiases that guide us.�30

Building Community Together adult advisor

TIPSBuilding decision-makingpartnership between youth and adultsConsider the following for buildingworking partnerships between youth and adults:

Include sufficient time in training andorientation to address howpartnerships work and continuethese dialogues as part ofsupervision and coaching.

Emphasize building an environmentwhere both youth and adults feelcomfortable discussing difficultissues.

Find ways for youth to assume avariety of leadership roles, e.g.,facilitate meetings, review proposals,conduct training, make presentations,and visit potential grantees.

Involve youth and adults inreflection about how thepartnerships are working and makenecessary changes.

Provide opportunities for youth andadults to examine their respectiveroles within the group and organizetheir roles to take advantage ofindividual skills and knowledge.

Listen with an open mind to freshideas and approaches.

Use consensus-building to makeimportant decisions.

16

III. Create ConnectionsSuccessful youth philanthropy programs open avenues for connections

between youth and their peers, youth and adults, and youth and other

community organizations.


Best Practice: Involve youth from different cultures and backgrounds

Best Practice: Expand and promote leadership roles for youth in the community

Best Practice: Develop partnerships with community organizations

Youth philanthropy programs are by thenature of their work involved withdifferent community organizations.Successful programs enlist their

connections for manypurposes — to recruita diverse group ofyoung people toparticipate asgrantmakers andgrantseekers, toextend leadershipopportunities for

youth to other organizations, to createpartnerships that make the best use ofcommunity resources. Key to theseactivities are the connections betweenyouth and their peers and youth and othercaring adults in the community.

Best Practice:Involve youth from different culturesand backgrounds

Youth and adults involved in youthphilanthropy programs are enriched by theopportunity to interact with people from abroad range of backgrounds, perspectivesand cultures. And youth philanthropyprograms are more sensitive andresponsive to community issues when theyinvolve a cross-section of the community.Successful programs are intentional about

setting recruitment goals and adoptingrecruitment strategies that reach a broadrange of young people.

The youth interviewed for this reportcredit youth philanthropy with givingthem the opportunity to interact withpeople who may be different in some waysfrom themselves.33

However, having a diverse group doesnot ensure that diverse viewpoints will berepresented. Adults and youth will likelyneed help in learning how to work indiverse settings if they are to tap the richpotential diversity offers in terms of moreinformed decision-making and alternativeways of exploring issues and ideas. Thisrequires a willingness to engage in frankconversation that examines assumptionsand stereotypes. The skills needed toparticipate in such discussions andactivities should be addressed as part ofthe ongoing training and coaching foryouth and adults.

Programs need to develop goals forinvolving diverse young people andregularly review who is currentlyinvolved in the program. The Center forYouth as Resources34 recommends usingexisting demographic data from the localchamber of commerce, city governmentor United Way to help set goals forparticipation of diverse individuals andthen compare the actual make-up of thegroup to determine whether the youth

�My experience with YAC taught me the valueof diversity, something I have tried tointegrate in all organizations I have sincebeen a part of.�32

Michigan youth advisory committee alumna

17

III. Create ConnectionsB E S T P R A C T I C E S I N Y O U T H P H I L A N T H R O P Y

and adult participants reflect thecommunity as a whole.

Sometimes the logistics of a programunintentionally create barriers toparticipation. Meeting locations need to beaccessible by public transportation ortransportation should be arranged for youthwho need it. Meeting times need to considerother youth commitments, such as part timejobs. For example, one youth philanthropyprogram that met during the school daysuffered from a very limited pool ofpotential participants because in that schoolonly students in the honors program wereeligible to be excused from class to attend.

✮ ✮ ✮

A commitment to diversityin Kalamazoo

An illustration for being accountable forrecruitment goals comes from the

Kalamazoo Youth United Way. Many ofthe youth advisory committees inMichigan have adopted this activity todetermine where additional recruitment isneeded. A few times each year, members ofthe Youth Advisory Council take the timeto assess the program’s accomplishments,revise strategies, and plan for the next yearof work. A regular topic on the agenda ishow to recruit new youth to participate.This is especially important at the end ofthe school year as current participantsgraduate or move on to other endeavors.To increase the likelihood that the groupwill mirror the diversity in the community,the youth advisory council uses an exerciseto help determine its recruitment goals forthe program. First, a list is made ofdifferent groups or types of young people.This list might include:

- high school seniors, juniors, sophomoresand freshmen

- middle school youth

- honor roll students

- youth who are not in school

- youth who attend public schools

- youth who attend private schools

- youth who have part time jobs

- youth who are African-American

- youth who are white

- youth who are Latino/astudent council members

- “jocks,” “nerds” or other types ofschool cliques

- youth involved in other extracurricularprograms

Then the current youth participants putcheck marks by the categories in whichthey fit. After this is done, the studentstalk about other characteristics orcategories that they can think of (e.g.,college-bound youth, youth in vocationaltraining) and add check marks if they fitinto the additional groups. Once thisexercise is completed, the youth examinethe list to determine which groups are not

RecruitingYouthGrantmakersand GrantApplicantsThe methods youthphilanthropyprograms employ torecruit young people� whether asgrantmaking boardmembers or asapplicants � greatlyaffect their successin attracting a diversegroup of youngpeople. Consider thefollowing strategiesfor recruiting andinvolving youth asgrantmakers orgrantseekers:

Go beyond the traditional networks of schoolprincipals and counselors to find interestedyouth. Talk with teachers and aides whowork with youth from targeted groups

Increase contact with other programs andagencies such as homeless shelters, afterschool youth agencies, religiousorganizations, sports programs, and publichousing projects

Ask organizations in neighborhoods of thetarget population to announce the programduring youth activities or other meetings

Hold a meeting at a community center to talkyouth-to-youth about the benefits ofparticipation

Ask youth grantmakers or grantseekers torevise materials to make them moreinteresting to target groups or to createdifferent types of materials to appeal todifferent audiences

Make calls or distribute fliers to faith-basedgroups, community developmentorganizations, community centers andhousing projects

Write articles for the local newspapers orproduce public service announcements forradio stations popular with young people

TIPS

18


represented in the current group anddevelop strategies for reaching more anddifferent types of young people.

✮ ✮ ✮

Best Practice:Expand and promote leadership rolesfor youth in the community

Youth philanthropy is an effective portalto broader youth leadership opportunitiesin the community. The skills youth learn asgrantmakers and board members caneasily extend to leadership in other civic

capacities with multiplebenefits — adding youthvoice more broadly in thecommunity; expandingyoung people’s networksand sense of community;increasing the visibility ofyouth as contributingmembers of society; andproviding youth additionalopportunities to hone theirskills. Quality youthphilanthropy programspromote such opportunities.Research indicates thatmore than 70% ofnonprofits surveyed in AnnArbor, MI, felt that theYouth Council’sgrantmaking and leadershipefforts helped them to seenew opportunities forinvolving youth in theirown organizations.35 Adultallies can accelerate the shift in community attitudesabout youth by openingdoors to importantinstitutions and increasingthe visibility of youth as leaders.

Youth grantmakers areassuming roles in

community organizations, civic groups,municipal policy boards, and within theirschools. For example,

• A number of youth who have beenappointed to the Indiana YouthCommission for Service andLeadership are there as a result oftheir involvement in youthphilanthropy programs, such asYouth as Resources. YouthCommissioners are appointed by theGovernor of Indiana to connect youthin each of 50 senate districts. YouthCommissioners actively plan serviceprojects on the state and local level aswell as serve as conduits ofinformation to the governor on issuesfacing young people. Youthcommissioners began as reviewers ofAmeriCorps grants but, as adultscame to appreciate what youth couldcontribute, their role has broadenedto include fundraising, service, andlegislative advocacy.

• The Center for Youth As Resources(CYAR) includes young people andadults on its national board. “Being anational board member,” a youth co-chair explained, “is about using yourexperiences on the local level to helpbuild policy and procedures on thenational level and to inform those atthe national level of problems thatmay be occurring at local sites.”36

CYAR’s newsletter, Outlook,regularly publishes articles andcolumns written by young people.

• In Michigan, young peopleparticipating on youth advisorycouncils were advocating to join theirsponsoring organizations’ boards oftrustees when they discovered thatstate law prevented anyone under theage of 21 from serving on nonprofitboards. Youth successfully lobbiedfor a change in state law to permitboard membership by youth as

TIPS Expanding Opportunities

for Youth Leadership and Visibility

Participate in community meetingsand planning bodies. Young peoplecan speak at community forums,municipal meetings, and other venuesto share their opinions and expertise.Host organizations can look foropportunities to engage youth in theirbroader work (e.g., advisorycommittees, community planningprocess).

Provide training for other youth,educators, or community groups.Youth can help others learn aboutyouth-adult partnerships, decision-making, consensus building,fundraising or other skills they areusing and learning as grantmakers.

Create events or products thathighlight youth leadership for themedia, such as press releases andpublic service announcements. Youthcan also meet with the editorial boardof a local newspaper and speak onradio talk shows or news programs.

Write articles for the hostorganization�s or granteeorganizations� newsletters andwebsites.

Make presentations to their boards ofdirectors on their grantmaking and itsimpact.

Review proposals for other youth-related grantmaking in the community.

19


young as 16. Since then, manyMichigan community foundations

have added youngpeople from theiryouth advisorycouncils to theirboards andcommittees. Somehave hired youth asinterns. The Councilof MichiganFoundations, astatewide association

of grantmakers and home to theMichigan Community Foundations’Youth Project, has also providedongoing roles for young people whohave served on youth councils. Manycollege-age youth council alumnihave been hired by the Council toprovide training and technicalassistance to other youthphilanthropy efforts around the stateand nationally, and they are routinelyrecommended to serve asrepresentatives on state-levelcommissions and panels.

Youth grantmaker participation inother leadership settings offers benefitsback to the youthphilanthropy program.Young grantmakers becomeknowledgeable aboutcommunity resources,including informationsources and potentialgrantmaking partners.

When promotingexpanded opportunities foryouth leadership, advocatesshould be mindful that newyouth-adult partnershipsrequire the same kinds of support and trainingdescribed in this report to support youthphilanthropy.

✮ ✮ ✮

Promoting youth leadership in Baltimore

The Youth as Resources program at theBaltimore Community Foundation activelysupports youth leadership opportunities inother initiatives. With the growth of theeight-year old YAR program, area youthand adults have been exposed to youth-ledphilanthropy and community problemsolving. As a result, outreach andleadership opportunities have increasedand YAR youth board members are ingreat demand as proposal reviewers and totrain both their peers and adults on howto successfully engage youth in communitydevelopment. During 2001-2002, youthboard members facilitated 36 workshopsand seminars. In addition, YAR has beencontracted by the Family League ofBaltimore to provide youth developmenttechnical assistance in eleven after-schoolprogram sites. For several years, YARyouth have participated in the grant reviewprocess for an out-of-school time grantsinitiative and for a neighborhood smallgrants program. In 2002, YAR boardmembers helped review proposals for anew academic enrichment and social

support initiative for middleschool youth and their familiesand will also provide youthdevelopment technicalassistance for the initiative.38

✮ ✮ ✮

Best Practice:Develop partnerships withcommunity organizations

Youth philanthropyprograms are strengthenedwhen they establish workingrelationships with othercommunity organizations. The multi-state Building

� I guess they�re shocked! It took them allthat time to get where they are and herewe are, just kids, and already makingpresentations to the Chamber. Presentationsthat are real, important and from aperspective that they never thought of...�37

Missouri youth grantmakerafter speaking before the annualChamber of Commerce banquet

Youthphilanthropy

is an effectiveportal to

broader youthleadership

opportunitiesin the

community.

20


Community Together39 (BCT) initiativeassociated with University of WisconsinExtension begins its work in eachcommunity by developing localcoalitions. BCT is finding that broad-based coalitions tap into the strengths ofa variety of organizations and greatlyincrease the likelihood of successfulimplementation. These formal coalitionsassure access to community resources,facilitate community buy-in to themission, and avoid turf issues.40

✮ ✮ ✮

Partnering with AmeriCorpsA partnership between AmeriCorps and

Youth as Resources (YAR) programs,through the Center for Youth as Resources,has extended the reach of some local YARprograms and has given AmeriCorpsmembers an opportunity to work in youthphilanthropy programs. YAR has providedAmeriCorps volunteers extensive experiencewith youth-adult partnerships, youthgrantmaking, and youth-led service projects,and has introduced new skills in leadership,organization and communication. In turn,AmeriCorps volunteers, whose participationis supported with federal funding, haveprovided valued support for local YARprogram activities.

Other benefits of the AmeriCorps-YARpartnership include:

• AmeriCorps members model theservice ethic to YAR programparticipants;

• AmeriCorps and YAR together linkcommunity development and youthdevelopment in a unique way;

• AmeriCorps’ collaboration attractsnotice and local funding streams tobuild program sustainability;

• Experience with YAR educatesAmeriCorps members in the

TIPS Partnerships

Partnerships � informal and formal � complement the strengths ofparticipating organization while addressing gaps in their skills, networksand knowledge. Here are examples of ways in which youth philanthropyprograms and community organizations are enhancing their day to daywork through partnerships with local organizations:

Obtain training for adults and youth. A youth services provider canhelp a grantmaking organization learn how to work with youth asdecision-making partners. A foundation or regional association ofgrantmakers can provide training in grantmaking to a school-basedyouth philanthropy program.

Secure grant administration and money management services. Acommunity foundation or bank�s trust department can assist a youthphilanthropy program by managing its grantmaking funds.

Recruit youth and adults to serve on the youth philanthropy board.Partnerships between a host foundation and multiple youth-servingorganizations increase access to a range of young people andadults who enjoy working with youth.

Attract grantseekers. Ongoing connections with schools, religiousinstitutions and nonprofits spread the word about the program topotential grantseekers. The deeper the connections with thecommunity, the more likely grants will be sought by a broader groupof organizations.

Develop access to funding sources, opinion leaders, and mediaoutlets. A youth philanthropy program can utilize their partners�networks to reach new audiences.

Provide strategic partners for addressing grantmaking priorities. A youth philanthropy program that has identified low-cost housing as a priority can work cooperatively with a communitydevelopment corporation to develop grant strategies, reach out topotential grant applicants, and provide service opportunities forneighborhood youth.

Collect data about community needs. A youth philanthropy programcan work with the local planning agency or United Way to identifyavailable information that can be used in community assessment.

Receive services and in-kind donations. A local business ornonprofit might design logos or print a brochure for the youthphilanthropy program.

Promote youth leadership in partner organizations. When otherorganizations see firsthand the benefits of youth in leadershippositions, they will be more likely to try it with additional support ortraining from the youth philanthropy program.

21


effectiveness of youth-adultpartnerships and youth-led service.41

✮ ✮ ✮

Connecting youth philanthropyand school-based initiatives

Through a partnership between theSchool District of Philadelphia and Youthas Resources, programs were established innine District high schools to promoteservice learning.42 Each is managed by aboard of directors composed of aminimum of 16 students and charged withdistributing $4,000 in mini-grants tostudent-led, designed, and implementedservice-learning projects from neighboringschools. Board members review grantproposals, interview applicants, awardgrants and monitor funded projects. Thestudent-led service projects address a realschool or community need throughacademic learning and through directservice or advocacy/organizing efforts.Students, working within their classroom,identify a need, issue or problem, define astrategy, and implement a service project.Students also engage in evaluation,reflection and celebration. Studentsparticipating on the grantmaking boardsand in YAR-funded classroom initiatedprojects may use their experiences to meetthe district’s mandatory service-learningrequirements.43

✮ ✮ ✮

> Where does yourorganization stand?Explore Create Connections furtherby reviewing program developmentquestions on page 33.

22

IV. Develop Skills and KnowledgeSuccessful youth philanthropy programs build the skills and knowledge of

youth and adults to design, implement and manage the program.


Best Practice: Provide program training and ongoing support

Best Practice:Provide program training and ongoingsupport

Training for adults and youth is a criticalfactor in the success of youth philanthropyprograms. Training develops theknowledge, skills and confidence necessaryfor young people to assume grantmakingand leadership roles, for adults to supportyouth, and for adults and youth to sharedecision-making. Such preparation builds afoundation for active youth board

members and adult volunteerswho are committed for the longrun. Further, skill-building,whether through formaltraining, ongoing coaching orexperiential learning throughservice on a grantmaking board,is also fundamental to achievingyouth philanthropy’s youth

development goals.High-quality youth philanthropy

programs prepare youth and adults fortheir roles beginning at recruitment andcontinuing throughout their involvement inthe program. Youth and adults need tolearn, at a minimum, the basics ofgrantmaking, an understanding ofcommunity’s resources and needs, decision-making skills, techniques for working ingroups, and the fundamentals of effectiveyouth-adult partnerships. Effectiveness isenhanced when youth share responsibilityfor designing, conducting and evaluating

training and when youth and adults serveas coaches for one another.

Learning about philanthropyand grantmaking

Helping participants understand thepurpose and operation of philanthropy isan early priority. An orientation tophilanthropy’s history and values, thedifferent types of philanthropicorganizations, and the ethics ofgrantmaking helps participants recognizetheir new leadership roles andresponsibilities and appreciate our society’sphilanthropy traditions.

Training in grantmaking skills providesanalytical tools that participants can carryinto other areas. Topics includeunderstanding the grants process,researching community assets and needs,budget analysis, assessing work plans,presenting recommendations, evaluation,and the interpersonal skills to workeffectively with grantseekers.

Learning how to seek grantsMany youth philanthropy programs find

it beneficial to extend trainingopportunities to those seeking grants.Orientations and proposal writingworkshops for potential applicantsimprove the quality of proposals andincrease the number of applicants. Moreadvanced training also teaches applicantshow to identify community issues anddesign, budget and manage projects toaddress them. Some youth philanthropy

�[Youth philanthropy] taught me howto write and carry out a proposal...to be more confident interacting withpeople. And that when I have a goal I must work hard to achieve it.�44

California youth grant applicant

23

IV. Develop Skills and KnowledgeB E S T P R A C T I C E S I N Y O U T H P H I L A N T H R O P Y

programs train youth workers andteachers in grantseeking skills, essentially“training the trainers.” A few programsoffer workbooks or other written toolsdescribing a step-by-step process for youthgrantseekers to follow.

Learning about board serviceand youth-adult partnerships

For most participants — adults andyouth — youth philanthropy presentstheir first experience working in a settingwhere young people and adults sharedecision-making authority. Effectiveyouth-adult partnerships require aconscious investment in training todevelop working relationships and tocombat the effects of negative stereotypesabout young people.45

Attention must also be given to the moretraditional aspects of board service. Thesetopics include understanding boardresponsibilities and procedures; groupprocess techniques such as consensusbuilding; working with diverse groups andactive listening; making presentations,facilitating discussions,running meetings,planning projects; andfund development andgrant writing.

Trainingresources

Youth philanthropyprograms can tap intomany existing resourcesto prepare participants.Host organizations andpartner communityorganizations can sharetheir expertise. Formeryouth members areinvaluable in leadingportions of training,and existing memberscan act as coaches and mentors.

Youth philanthropy programs greatlybenefit when they are linked to regionalor national youth philanthropy networks.These networks may provide conferences,networking opportunities, newsletters,training, technical assistance, and otherresources to effectively prepare youthand adults.

For example, the Michigan CommunityFoundations’ Youth Project (MCFYP)provides access to materials and layers oftraining and technical assistance to youthphilanthropy programs in Michigan.Trainers meet with trustees, staff andvolunteers at participating communityfoundations to explain the requirementsfor youth philanthropy programs. MCFYPalso holds annual meetings for adultadvisors to promote information sharingand knowledge transfer as well asleadership institutes for youth participantsto promote skill development and cross-group networking. In addition, MCFYPmatches new adult advisors with moreexperienced advisors to serve as mentorsduring their first year with the programs.

Without adequatepreparation neither youthnor adults will be able toadequately implement ormanage youthphilanthropy programs.Preparation begins as earlyas recruitment and acomprehensive approachincludes training,mentoring, coaching,practice, specific feedbackand consistent reflectionon performance andresults. Preparationremains a constant processas new learningopportunities continuewith each new group andset of grants.

See the Resourcessection of this report for a

Training develops the knowledge, skills

and confidencenecessary for

young people toassume grantmakingand leadership roles,

for adults to support youth,

and for adults andyouth to share

decision-making.

24

IV. Develop Skills and KnowledgeB E S T P R A C T I C E S I N Y O U T H P H I L A N T H R O P Y

sampling of useful training resourceorganizations, curricula and othermaterials. Topics include youth-adultpartnerships, youth on boards and in otherleadership roles, philanthropy,grantmaking, and grantseeking.

✮ ✮ ✮

An investment in trainingThe Ewing Marion Kauffman

Foundation conducts three tracks oftraining for its Youth Advisory Board: onefor new members, one for continuingmembers, and one for retiring members.All members attend a two-day orientationretreat each year, which is the firstoccasion that the 30-member board willcome together for the year. The orientationincludes background on the foundation’shistory and operations; the vision, mission,values and beliefs of the foundation;outcomes; youth development; theconcepts of giving back and philanthropyversus charity; the grantmaking processincluding grantmaking strategies, request

for proposal process, review of proposals;the role of site visits; youth leadership; andteam building. Youth actively lead portionsof the orientation and continuing membersare assigned as mentors to new membersto support them throughout the year. Newmembers go through the mostcomprehensive preparation during theyear, while continuing members receivefurther preparation in youth leadershipand presentation, media, and networkingskills. Retiring members get support increating a personal vision statement andassistance in deciding on future leadershipactivities such as serving on a board ofdirectors of a community-basedorganization.46

✮ ✮ ✮

> Where does yourorganization stand?Explore Develop Skills andKnowledge further by reviewingprogram development questions on page 33.

25

V. Plan for SustainabilitySuccessful youth philanthropy programs develop mechanisms and resources

to increase program stability and longevity.


Best Practice: Develop sufficient and sustainable sources of funding

Best Practice: Involve youth in fund development

Best Practice: Assess program activities and outcomes on a regular basis

Best Practice: Communicate program accomplishments

Sustainability is developed by creatingongoing funding sources, evaluatingprogram effectiveness, and ensuring that

lessons learned are used bothto implement programs thathave lasting benefit and toinfluence other youthphilanthropy and relatedefforts. It requires institutionalcommitment to implement bestpractices and a strong level ofsupport from communitymembers — youth, adults, andorganizations — to maintainthe quality and relevance ofthe program over time.

Best Practice:Develop sufficient andsustainable sources offunding

Reliable and sufficientfunding is an ongoing objectivefor most nonprofitorganizations and institutions.Youth philanthropy programshave been funded by public andprivate sources via grants,individual gifts, and fundraising

activities. Most funding sources are time-limited. The development of endowmentfunds has become the chief strategy for

gaining financial security for youthphilanthropy programs. Endowments arepermanent investments of money where theearnings or some portion of the earningsare designated for specified priority areas,organizations or programs. They areadministered by community foundations,financial services institutions, such as banks,or managed and invested directly bynonprofit organizations. In order topreserve the endowment, most endowedyouth philanthropy programs place a limiton the annual amount that can be used forgrantmaking and program expenses,typically an amount equal to four to sixpercent of the endowment’s total value.

Youth philanthropy endowments havebeen created from different sources offunding, including challenge grants fromprivate foundations, matching federalfunds, and donations from individualdonors. The strategic use of “matchingfunds” has leveraged other funds andcreated community buy-in for manyprograms. The most widespread effort todate to establish sustainable youthphilanthropy programs is the MichiganCommunity Foundations’ Youth Project.During the late 1980s and 1990s, the W.K. Kellogg Foundation offered challengegrants to create and expand communityfoundations across the state. To qualify fora Kellogg grant of up to $1 million dollars

� In designing the Michigan CommunityFoundations� Youth Project, theKellogg Foundation wanted to makesure that the community foundationsin Michigan would have the skills andresources necessary for a long-termcommitment to the youthphilanthropy programs. Our strategyhad two key components: helpingestablish endowed funds that wouldsupport the programs in perpetuity,and enhancing the capacity of thestatewide grantmakers� organizationto provide technical assistance andtraining to local groups. With thesein place, we were confident that thework would continue long beyondthe Foundation�s financialsupport.�47

Joel Orosz, former Program Director,Volunteerism and Philanthropy, W.K.

Kellogg Foundation, and Professor,Dorothy Johnson Center on

Philanthropy, Grand Valley StateUniversity (MI)

26

V. Plan for SustainabilityB E S T P R A C T I C E S I N Y O U T H P H I L A N T H R O P Y

for a youth endowment fund, a communityfoundation needed to raise up to $2 milliondollars for unrestricted or field of interestendowment. Communities throughoutMichigan found that donors responded toboth the idea of a permanent youth fund aswell as a challenge grant that leveraged localgiving. Today, the 86 Michigan communityfoundation-based permanent youth fundshave endowments ranging from $250,000 to$2.5 million, which support youthgrantmaking and youth philanthropyprogram training and operations.

Another source of endowment funds areindividual donors, particularly thoseinterested in connecting young people to theexperience of philanthropy. The FreebornFund for Youth Philanthropy wasestablished at the Fairfield CountyCommunity Foundation by a resident ofStamford, CT, to “help young peopleunderstand philanthropy and build theirsocial conscience.”48 In addition to providinga regular source of funding for grantmaking,the placement of this endowment at acommunity foundation created a partnershipwhereby the program canreceive technical assistancefrom foundation staff tosupport programoperations.

Youth philanthropyprograms also have theopportunity to increasetheir grantmakingresources and extendtheir influence bycollaborating with otherfunders, participating inlarger initiatives anddipping into publicfunding streams. InMichigan, for example,the state Department ofCivil Rights providedmatching grants to youthphilanthropy programs tofund projects that

promote civil rights and diversity, and BlueCross Blue Shield of Michigan Foundationprovided matching grants for youthadvisory committees to support anti-smoking campaigns for youth.

✮ ✮ ✮

Incorporating youth philanthropyinto larger initiatives

The sustainability strategy for Youth asResources (YAR) programs operating incentral Minnesota is to utilize localresources, identify the gifts of localresidents and encourage intergenerationaldecision-making. More than five years ago,the Initiative Foundation developed theHealthy Community Partnership (HCP)program — a multi-year training andassistance project designed to help buildthe capacity of local citizens to respond tochange in a positive and strategic fashion.The Initiative Foundation suggested theYAR model to its HCP partners as aproactive approach to meeting goalsaround youth development and youthphilanthropy. The Foundation, which

focuses on 14 counties in themiddle of the state, providedthe early funding to establishnine YAR programs inpartnership with area schoolsand youth-servingorganizations. TheFoundation’s strategy toinclude YAR’s model foryouth philanthropy into thislarger partnership helped toincrease direct funding of theprograms and expand theirfund development strategies toreach other foundations, localservice organizations andindividual donors. Impressedwith the results from theinitial YAR programs, theFoundation secured additionalsupport from other

Young people’seagerness

to fundraisedemonstratesyouth support

for youthphilanthropy and

gives funders a first-hand look at youth

competency andcommitment.

27


grantmakers, such as the Points of LightsFoundation and the Bush Foundation, toadd to the YAR grant pools and to supporttraining and technical assistance.According to Linda Kaufmann, GrantsSpecialist at the Initiative Foundation, theYAR model continues to be adopted bycommunities participating in the HealthyCommunities Partnership program as wellas by other foundation grantees because ofits “fit” as an asset-based youthdevelopment/youth service approach.49

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Best Practice:Involve youth in fund development

Youth philanthropy programs cansuccessfully channel youth enthusiasm,spontaneity and creativity into funddevelopment. Youth participate infundraising in a variety of ways. They makepresentations to business leaders andfoundation officials, write proposals,organize events, and help raise matchingfunds. Funders and adult sponsors find thatyouth are often more persuasive at raisingfunds than adults. Youth speak from theheart about their cause, can explain first-hand how grantmakers and grantees benefit,and by their very presence, make the casefor why such programs are in the bestinterest of the potential donor. Youngpeople’s eagerness to fundraise demonstratesyouth support for youth philanthropy andgives funders a first-hand look at youthcompetency and commitment.

Indiana Youth as Resources (YAR)developed a National Philanthropy DayCampaign Tool Kit for youth philanthropyprograms to use with their partners tobuild the endowments through youth-led,school-based campaigns. The IndianaYouth Philanthropy Initiative launched thefirst “Dollar Drive - National PhilanthropyDay Campaign” just prior to NationalPhilanthropy Day in November 2001.

YAR participants in several communitiesaround the state enlisted friends and fellowstudents to donate one dollar during thedrive. Thousands of young peoplecontributed and five communityfoundations matched the funds raised bythe campaign.

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A personal touch to assetdevelopment

"Kids are fearless," is how CeciliaPatterson, coordinator of the ArkansasCommunity Foundation’s statewide youthphilanthropy initiative, sums up thefundraising success of the Youth AdvisoryCouncil (YAC) of the St. Francis CountyCommunity Foundation (Forrest City,AR). In 2002, as part of a statewide youthphilanthropy initiative funded by the W.K.Kellogg Foundation, the YAC was eligibleto receive a $10,000 matching grant if itcould raise $10,000 for its grants program.While others might have been deterred bya perceived lack of resources in thisMississippi Delta county, the YACmembers believed there was an extendedcommunity of friends and relations whowould support them. YAC membersembarked on a letter writing campaign,aimed at soliciting contributions frompeople who had moved out of the county— family, former neighbors and friends.Each YAC member committed to writingat least five people. Their personal lettersdescribed the youth philanthropy programand were accompanied by a photo of theYAC members — each member identifiedby name. The appeal yielded 25contributions totaling $4,300. Manydonors enclosed notes expressingadmiration for their young acquaintances.Encouraged, the young people sent asecond round of letters — 20 apiece — topeople they know who live in the area.Anticipating success, the YAC membersgathered for an "envelope-opening party"

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and were not disappointed. To date, thein-county campaign has raised $7,000from 82 donors — putting the YAC overits $10,000 goal.50

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Best Practice:Assess program activities andoutcomes on a regular basis

Even as the field of youth philanthropy isstill developing sophisticated ways tomeasure its long-term impact on youth,organizations, and the community,individual programs can benefit when theydocument their processes and outcomesand evaluate whether they are meetingtheir goals. One of the purposes of thisreport is to help youth philanthropyprograms articulate those goals. Thissection describes basic concepts of programevaluation, but is not intended to be aprimer on how to conduct an evaluation.51

Evaluation activities benefit youthphilanthropy programs and participants inseveral ways:

• First, as self-assessment, collecting andanalyzing program information helpsurface what is working and what isnot working in a program. Thisinformation is used to help programstaff and participants make decisionson how to modify the program tobetter meet its goals.

• Second, evaluation results help tomake a case to funders, programsponsors, and other decision-makersabout the value of the program to itsparticipants and the community. Theresults can confirm that the project’sactivities have been carried out and itsobjectives achieved.

• Third, evaluation can be used tostrengthen grantmaking strategies.Conducting community needs/assetassessments, obtaining feedback fromgrantees and having systems and toolsin place to evaluate program outcomesand grantmaking all serve tostrengthen grantmaking and otherleadership strategies.

• Fourth, the lessons learned fromevaluation can help others strengthen

EvaluationAt whichever level the evaluation is focused, the essentialsteps to conducting an evaluation are:

Identify objectives, outcomes and indicators ofsuccess. Objectives are what you plan to do, outcomesare what actually happened, and indicators help youmeasure the outcomes. For example, one programobjective may be to reach diverse groups of youth toparticipate as grantmakers. The program must first define"diverse groups." Does it intend to include youth from everyhigh school? Youth of different ages? Youth from differentethnic or cultural groups? Youth who have differentacademic performance (i.e., not just the honor rollstudents)? A program will want to clearly define their hopedfor outcomens � what they hope will occur. In theexample, a hoped for outcome might be increasedawareness of sensitivity to diverse groups of youth in anarea. Finally, programs will need to identify outcomeindicators. Indicators are data sources and measures thathelp programs know the extent to which their outcomeshave been achieved. Long-term and community levelimpacts can be documented by collaborating with otheryouth development efforts to document change.

Develop measurement tools. A wide range of qualitativeand quantitative methods and tools can be used todocument and evaluate program success and challenges.In the example above, the program may want to comparethe characteristics of its youth participants to the largeryouth population in the community. To do this, it maydevelop a matrix that can be used to collect informationabout youth participants (like that found in the Kalamazooexample in section II. Create Connections) and comparethat to school district or census data. This matrix can thenbe used to compare the changes in youth characteristicsfrom year to year and determine improvements in diversityover time.

Analyze the information collected. The programparticipants and others should review the informationcollected to determine what has been learned, raisequestions about the findings and generate ideas aboutusing the findings to make program improvements.

Share findings. The program should prepare a writtenreport on the evaluation findings to share with participants,funders, potential supporters, and other constituents. Theprogram may want to distribute the report to other youthphilanthropy programs and youth-serving organizations,schools, local media outlets, and grantmaking groups (e.g.,regional associations of grantmakers, Council onFoundation affinity groups, Coalition of CommunityFoundations for Youth).

TIPS

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their programs or influence them tostart youth philanthropy programs.52

Evaluation is essentially a way forprograms to compare their goals to actualoutcomes. Successful evaluations are clearabout what they hope to find out, havedefined and measurable outcomes, androutinely include feedback andparticipation by major stakeholders,especially youth.

In planning an evaluation, youthphilanthropy programs should considerhow best to assess whether program goalshave been met; what information iscurrently available and what additionalinformation will have to be collected; andendeavor to minimize the burden on staff,participants and others being asked toparticipate in evaluation activities. Theevaluation can be designed to assess theoutcomes for individuals, at the programlevel, the organization, and thecommunity. It may seek answers to suchquestions as:

• Individuals: To what extent did theparticipants increase their skills andknowledge?

• Program: To what degree did theprogram meet its goals in such areasas recruiting a diverse group ofparticipants and making grants?

• Organization: How effectively did the organization develop the necessarystructures to effectively implement the program?

• Community: To what extent did theprogram’s activities result in changesin the availability of communityresources?

Local universities or researchorganizations can lend evaluationexpertise and guidance, provide trainingand even manage the evaluation. Whoeveris responsible for managing theevaluation, programs benefit when youthand adult participants are involved in

design, implementation and interpretation.Youth can help design survey questions,administer surveys, and review the data.Their involvement in the evaluationshould be designed to provide an avenuefor building their skills and knowledgethrough active learning and reflection.

The evaluation conducted in 1999-2000by the Ann Arbor Area CommunityFoundation Youth Council illustrates acombined approach to evaluation andassessment. The study’s purpose was tomeasure the ten-year old program’s successesand identify areas where there’s room forimprovement. The evaluation was conductedby Formative Evaluation Research Associates(FERA), the evaluation partner for theMichigan Community Foundations’ YouthProject (MCFYP), and engaged youth andadults in the study’s design, implementationand interpretation. The study examined thecouncil’s impact on current and pastmembers, on youth involvement in otherorganizations, and on the community. Thetechniques used in the study included surveysof past and present Youth Council membersand grantees; interviews; and analysis ofgrant history data. An important part of theprocess was a session during which thestudy’s youth-adult steering committeeinterpreted the findings and developedrecommendations for improvement.53

In its larger-scale evaluation for MCFYP,FERA assessed performance and evaluatedprogram operations for youth philanthropysites from 1991-97. Throughout theevaluation, FERA provided feedback toproject staff for purposes of programimprovement, documented projectoutcomes, and worked with projectstakeholders to interpret data and identifylessons learned. An evaluation report, whichhas become a tool for increasing knowledgearound the country about how youthphilanthropy works, describes the challengesand lessons learned within the youthadvisory councils, changes in communityand statewide funding, and changes in how

30


nonprofit organizations involve youth.Evaluation findings have had value beyondguiding ongoing improvement of programoperations. The findings have been used todesign training and conference sessions andincluded by local programs in their requestsfor funding. FERA is also conducting a

longitudinal study of 250 youthgrantmakers over thirteen years(1993-2006) to determine theimpact the experience has on themin their college, university andwork environments.54

In 1999, Youth as Resources ofCentral Indiana used a techniquecalled “stakeholder assessment,”developed by Rutgers Universityprofessor Jon Van Til, whichfocused on program development,structure, and process. Usingmaterial from program files, suchas proposals, evaluation reports,and board minutes, and focusgroups with board, staff, youthparticipants, parents, adultleaders, grantees, andorganizational supporters, eachissue was analyzed in its historicalcontext, its present context, andits likely future course.Recommendations were maderegarding issues and challengesfacing the organization, aimed atassuring its continuing service tothe Central Indiana community.

Best Practice:Communicate programaccomplishments

Youth philanthropy programsthat communicate theiraccomplishments andassessment findings can increasetheir local visibility andcontribute to the field’sknowledge about what works.

Youth philanthropy programs employ avariety of communication strategies aimedat reaching targeted audiences. Tappinginto its partnerships and connections in thecommunity can greatly enhance aprogram’s ability to reach the media,policymakers, and other stakeholders.Young people often make the mosteffective spokespeople if adequatelytrained on how to make presentations andto write articles for publication.

Communication efforts not only havethe potential to benefit youth philanthropyprograms directly, they increase thecommunity’s awareness of young people’spositive contributions to society.

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Sharing lessons learned from Michigan

As a statewide investment in youthphilanthropy, the Michigan CommunityFoundations’ Youth Project has offered anuncommon opportunity to build youthphilanthropy at scale and learn from thatexperience. With support from the W.K.Kellogg Foundation, youth grantmakersfrom community foundation youth advisorycommittees in Michigan have presented atregional and national conferences, such asthe Council on Foundations, Grantmakersfor Children, Youth and Families, and the1999 White House Conference onPhilanthropy. As a result, communityfoundations from Washington, D.C., toVancouver, British Columbia, have initiated youth philanthropy programs intheir communities.

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> Where does yourorganization stand?Explore Plan for Sustainabilityfurther by reviewing program developmentquestions on page 34.

Communicating program results

Prepare an annual report ongrantmaking that describes thedifferent projects supported in theyear and highlights one or two ofthese to demonstrate the changethat resulted.

Create a brochure aboutaccomplishments that can servemultiple purposes such as helpingto recruit youth for the program,encouraging organizations to applyfor funds, and informing currentand potential funders.

Make presentations to localgatherings of youth workers andeducators, offer training tointerested organizations, and sharematerials or curricula to other localyouth-serving organizations

Issue press releases or hold pressconferences to announce programgrants. A program may be able tomake its grant announcements atthe Chamber of Commerce orRotary Club meetings, or perhapsat a local community center.

Write editorials and produce publicservice announcements for localmedia outlets such as TV(including local news stations andpublic television), radio stations,and newspapers.

Post information to list serves orweb sites connected to youth-serving groups or other relatedorganizations such as youthadvocacy groups and youthleadership programs. One place tostart is with the organizations listedin the appendices to thisdocument.

Develop a mailing list of influentialpeople and send them informationabout the program on a regularbasis.

TIPS

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SummaryYouth philanthropy is an exciting

community-building opportunity. We hope

the ideas, best practices and stories

included in this report have helped readers

recognize what’s “best” in their own

programs and provoked thinking that will

help as young people and adults begin or

refine youth philanthropy work.

Youth philanthropy holds the promise of

young people working in partnership with

adults to lead and support change. By

following the practices outlined in this

report, youth philanthropy efforts can

implement high-quality youth development

programs AND engage youth and adults in

ways that yield positive outcomes for their

organizations and communities to make a

sustainable difference.

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Program Development QuestionsThe following questions are offered as a tool to stimulate thinking and discussion around program planning for new andexisting youth philanthropy programs.

I.Build Structure and Capacity Successful youth philanthropy programs are supportedby organizations and structures that have the capacityto effectively engage young people in leadership andgrantmaking.

1. How does a youth philanthropy program fit withthe mission and goals of our organization? Are weknowledgeable about and committed to youthdevelopment?

2. What skills and capacities does our organizationalready have to support a youth philanthropyprogram?

3. What attitudes, policies and practices need to bereconsidered to help us become a youth-friendlyorganization? Is the organization open to this kindof change?

4. What kinds of opportunities exist in ourorganization to expand youth leadership anddecision-making opportunities beyond the youthphilanthropy program?

5. How will trustees or the board of directors of theorganization be connected with the youth in theprogram?

6. Have we reviewed various youth philanthropymodels, manuals and tool kits and conductedother research needed to start a youthphilanthropy program? How should youth beengaged in researching and selecting youthphilanthropy models and resources? What shouldour decision-making process be for selectingprogram structures, strategies and activities?

7. How can young people participate in selectingyouth philanthropy staff?

8. What process will we use to prioritize communityissues?

9. How will youth determine community assets andneeds, including identifying and accessing existinginformation?

10. Do our grant priorities and guidelines reflect theprogram’s overall goals for young people and thecommunity?

II.Develop Youth-Adult PartnershipsSuccessful youth philanthropy programs formpartnerships between youth and adults in which youngpeople have significant decision-making roles.

1. Can youth in decision-making roles fitcomfortably with the organization’s mission andculture?

2. Who makes final decisions (youth, youth andadults, adults) on different parts of the process(recruitment, criteria for grants, review process,prioritizing issues, awarding grants, assessment ofresults)?

3. What skills and knowledge do the adults bring toworking with youth as partners? What skills andknowledge do youth have in these types ofpartnerships?

4. How can youth-adult partnerships be incorporatedinto program recruitment, design, implementationand evaluation?

5. What are we doing in an ongoing way to supporteffective youth-adult partnerships?

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Program Development QuestionsB E S T P R A C T I C E S I N Y O U T H P H I L A N T H R O P Y

III. Create Connections Successful youth philanthropy programs open avenuesfor connections between youth and their peers, youthand adults, and youth and other communityorganizations.

1. What are our program’s goals for including diverseyouth?

2. Are we successfully recruiting members fromdifferent parts of the city, different ethnic groups,and different income groups? What contacts do wehave or can we develop to help us recruit a diversegroup of young people?

3. What is the process for monitoring the success ofimplementation of goals set for including a broadvariety of youth?

4. What efforts have been initiated to help youth takeon leadership roles in the community?

5. How are adults outside of the youth philanthropyprogram prepared to work with youth as decision-makers and leaders?

6. How does our organization connect the youthphilanthropy being program to other organizationsin the community?

7. What organizations are important to connect withand for what purposes?

8. What strategies do we have in place to recognizeyouth for their contributions?

IV. Develop Skills and KnowledgeSuccessful youth philanthropy programs build the skillsand knowledge of youth and adults to design,implement and manage the program.

1. What are our training needs? Who needs trainedand in what skill and content areas?

2. Who can provide this training for us? Do we havethe expertise internally? Which among our partnerorganizations can help us with training? Whatabout national resources?

3. How have training and ongoing support for youthand adults been built in as an integral part of ouryouth philanthropy program?

4. How does this training and support extend toyouth and adults in funded projects or who arepotential grantees?

5. How can youth take a leadership role in trainingand preparing other youth and adults?

6. What mechanisms can we use to ensure that allnew participants gain an understanding ofphilanthropy?

7. What opportunities for deeper analysis andreflection are provided to participants over the lifeof their participation?

8. What ongoing supervision and support areprovided for participants during the program?

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Program Development QuestionsB E S T P R A C T I C E S I N Y O U T H P H I L A N T H R O P Y

V. Plan For SustainabilitySuccessful youth philanthropy programs developmechanisms and resources to increase program stabilityand longevity.

1. What are our current sources of support for theprogram? Do these include both short termfunding and long term funding (e.g., endowment,renewable grant) and a mix of sources (e.g., localgrants, contributions from individuals, events,public funds)?

2. What are the fund development strategies for theprogram? Can current funding be used to create anendowment or as a match for funding from otherfoundations or public funding streams (e.g.,Corporation for National Service, Office ofJuvenile Justice and Delinquency Prevention)?

3. How will young people be involved in raisingfunds that can support the program? What rolesshould youth have in making presentations topotential donors?

4. How will we identify potential donors and fundingsources?

5. Should youth participants be expected tocontribute some of their own money to the grantpool?

6. How can we ensure the long-term existence of theprogram within our organization? For example, ifthere were a change in leadership or staffing, howwould the youth philanthropy program survive?

7. Who are the champions for our program and howcan they use their connections and influence in thelarger community to generate long-term supportfor the program?

8. What questions will need to be answered toascertain whether the program has met its goals ornot? What resources (human and financial) will ittake to find out what we need to know?

9. Based on the goals of our program, what changesdo we hope to accomplish for: youth whoparticipate in the grantmaking process; youth whoreceive grants; our organization; the organizationsthat receive grants?

10. How will we ensure that youth are activeparticipants in all facets of the evaluation process?

11. What institutions or individuals in the communityare available to help us design and carry outassessment and evaluation?

12. What activities are planned to raise the visibility ofour program in our organization and in relatedinstitutions?

13. What have we learned from the program that willbe useful to other organizations and institutions inour community? Who are the most likelyaudiences for this information, e.g., funders,youth, parents, elected officials and otherpolicymakers?

14. What mechanisms are best to reach these differentaudiences? What existing communication vehiclescan we use?

15. How can we utilize our youth and adultparticipants, trustees or staff of the sponsoringorganizations, or other partners to speak on ourbehalf?

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A. Publications

All This in Just One Decade: The Ann Arbor AreaCommunity Foundation Youth Council 1989-1999Ann Arbor Area Community Foundation201 South Main Street, Suite 801Ann Arbor, Michigan 48104(713) 663-0401www.aaacf.org

A lively summary of an evaluation of the YouthCouncil’s impact, based on surveys and interviews ofcurrent and former members, grantees and communityleaders conducted by the Youth Council to mark itstenth anniversary. The brochure describes the impactthe Youth Council has had in the areas of youthgrantmaking, youth leadership and youth involvementwithin the community.

At the Table: Youth Voices in Decision MakingDiscussion GuideInnovation Center for Community and YouthDevelopment 7100 Connecticut AvenueChevy Chase, MD 20815Phone (301) [email protected]

This guide offers “food for thought” to stimulatediscussions among young people and adults about thebenefits and challenges associated with young peoplesharing decision-making with adults. The guide canbe used with a two-part video of the same name. Atthe Table was jointly produced by the Center forYouth as Resources, Community Partnerships withYouth, Inc., the Innovation Center (then a division ofNational 4-H Council), Youth Leadership Institute,and Youth on Board.

Building Community Together Tool Kit Kevin Armshaw and Susan C. Gould431 Lowell Hall610 Langdon StreetUniversity of Wisconsin-MadisonMadison, WI 53703608-265-0529

The University of Wisconsin Extension’s multi-stateBuilding Community Together (BCT) initiative hascreated this resource compendium as a start-up kit forthe BCT model of youth philanthropy. The firstsection of the tool kit provides an overall descriptionof the initiative, introduces program components andthe grantmaking process, and provides suggestionsregarding individual roles and responsibilities. Section two contains specifically designed workbooksthat reinforce understanding of the roles andresponsibilities that are necessary to be successful inthe grant making process. Finally, the resource sectionof the tool kit is a comprehensive compilation ofmany well-tested ideas and strategies fromorganizations and initiatives that are dedicated tocommunity service, positive community youthdevelopment and the promotion of successful youth-adult partnerships. The tool kit is not so much a“how to” manual as it is a collection of tools andblueprints so that local communities can tailor youthphilanthropy to fit their specific circumstances andneeds. The tool kit is available upon request for asmall fee to cover production and shipping. The toolkit is slated to be placed on the web in conjunctionwith the philanthropic fundraising curriculum indevelopment in partnership with South Dakota StateUniversity in early 2003.

Changing the Face of Giving: An Assessment of Youth PhilanthropyYouth Leadership InstituteThe Irvine Foundation One Market, Steuart Tower, Suite 2500San Francisco, CA 94105

Selected Resources on Youth PhilanthropyThis section includes valuable resources available to assist youth philanthropy program development. Included arereferences to reports, toolkits and curricula as well as descriptions of several of the major youth philanthropy initiatives.These descriptions were provided by the organizations or taken directly from existing written materials. For furtherinformation, please contact the organization or its web site.

http://www.theinnovationcenter.org/

mailto:[email protected]

http://aaacf.org/index.shtml

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Selected Resources on Youth PhilanthropyB E S T P R A C T I C E S I N Y O U T H P H I L A N T H R O P Y

(415) 777-2244www.irvine.org

This study, commissioned by the Irvine Foundationand prepared by the Youth Leadership Institute,examines youth philanthropy as it is now beingpracticed and recommends future directions. The guideis written specifically for foundations, programdesigners, youth development practitioners,policymakers, and other public or private partiesinterested in supporting youth philanthropy orinvolving youth as philanthropic partners. It discussesthe challenge of involving youth directly ingrantmaking decisions, how youth members arerecruited, how grant-seekers are contacted, how needsare assessed, and how grant decisions are made. Thispublication is available both in print and electronicallyfrom www.irvine.org.

Developing Communities in Partnership with Youth:A Manual for Starting and Maintaining Youth asResources ProgramsCenter for Youth as Resources1000 Connecticut Avenue, NW, Suite 1204Washington, DC 20036(202) 261-4131www.yar.org

This manual is a practical, user-friendly guide forcurrent and potential Youth as Resources (YAR)program managers and other community-based,youth-adult partnership programs interested inapplying parts of the YAR model to their programs.Sections include: Starting a YAR Program;Fundraising for YAR; Getting the Community Ready;Developing an Effective Board; Project and ProgramDevelopment; Connections to the Community;Certification Process; and resources available fromthe Center for Youth as Resources (CYAR).Examples and sample forms are included to providea place to begin for those who are just starting aprogram.

Empowering Youth: Lessons Learned from theMichigan Community Foundations’ Youth Project1991-1997Karin E. Tice, Ph.D., Formative Evaluation ResearchAssociatesMichigan Community Foundations’ Youth ProjectCouncil of Michigan Foundations

One South Harbor Avenue, Suite 3P.O. Box 599Grand Haven, MI 49417(616) 842-7080www.mcfyp.org

This comprehensive, 57-page report presentsevaluation findings (1991-1997) from the MichiganCommunity Foundations’ Youth Project. Written forlay audiences, it describes and illustrates all facets ofthe Michigan youth philanthropy model, documentsoutcomes, and interprets data to identify lessonslearned. Topics include: Youth Advisory Committees;Youth Making a Difference; Changing How Non-Profits Involve Youth; The Effects of a Youth AdvisoryCouncils on Youth; and Recommendations to Funders.This document can be viewed on line.

Learning to Give Dr. Kathryn A. Agard630 Harvey StreetMuskegon, MI 49442(231) 767-8600www.learningtogive.org

Frustrated by the lack of curriculum to inspire youthto volunteer, the Council of Michigan Foundationsteamed up with more than 45 teachers across the stateto develop lessons for children about philanthropy. TheLearning to Give Project offers lessons for all gradesand has been field-tested in multiple sites. (This projectwas formerly called the K-12 Education inPhilanthropy Project.)

Learning to Give seeks to perpetuate a civil societyby educating children about the independent sector(knowledge); developing behavior and philanthropicexperience (skills); and stimulating private voluntarycitizen action for the common good (behavior).Materials appropriate for classroom use are availablefrom the web site.

Planning for Action: A Youth Initiated Projects ManualYouth Leadership Institute246 First Street, Suite 400San Francisco, CA 94105(415) [email protected]

The purpose of this workbook is to support youthin planning and developing youth-led project

http://www.yli.org/


http://www.learningtogive.org/

http://www.mcfyp.org/

http://www.irvine.org/

http://www.yar.org/

http://www.irvine.org/

37


proposals and to ground their efforts in a community development and community-organizingframework. The guide provides activities to leadyouth through key components of a grantseeker’ssteps to success: working as a group; choosing aproject; developing a plan; applying for grants;implementing projects; and the role of adults. Theresource provides tools for adults to support youthas leaders and project developers.

Proactive Grantmaking: YACs in Action Michigan Community Foundations’ Youth ProjectCouncil of Michigan FoundationsOne South Harbor Avenue, Suite 3P.O. Box 599Grand Haven, MI 49417(616) 842-7080www.mcfyp.org

This training document helps youth grantmakers andtheir adult allies understand the purposes,characteristics, elements and benefits of proactivegrantmaking. It walks users through the proactivegrantmaking process and offers, tips, discussionquestions, and a glossary of related topics. It isavailable online at www.mcfyp.org

School Reform Partnerships ProjectWorkbook for Student GrantseekersYouth Leadership Institute246 First Street, Suite 400San Francisco, CA 94105(415) [email protected]

The workbook was written to help studentsunderstand what school reform is and what student-ledgroups are doing to reform their schools, and to assiststudents in designing projects and preparing proposalsas part of the School Reform Partnerships Project(SRPP). The School Reform Partnerships Project wasdeveloped to increase youth voice and action in theirschools. This workbook is expected to be available fordistribution by summer 2002.

Staff Outreach Manual: Youth Initiated ProjectsYouth Leadership Institute246 First Street, Suite 400San Francisco, CA 94105

(415) 836-9160(415) 836-0071 (fax)[email protected]

This guide provides step-by-step procedures foroutreach. It focuses on approaches designed toinclude those groups (grantseekers) not normallyreached through mainstream vehicles, such as: youthfrom communities or organizations that do not havea significant presence in the youth services field;youth in isolated and/or tough neighborhoods; youthliving in public housing; and youth with disabilities.This manual is under development and is expected tobe available for national distribution the end ofsummer 2002.

Student Service and Philanthropy ProjectA Resource Guide for Establishing a Student-RunFoundationLinda M. Frank, Executive DirectorStudent Service and Philanthropy Project310 West End AvenueNew York, NY 10023(212) 877-1775

Published by the Surdna Foundation, this activityguide was written for the teacher acting in thecapacity of a coach, helping students run theirfoundation. Activities are divided in units including:Setting up a Foundation; Creating Projects; andLeadership and Reflection.

Youth as Philanthropists Developing Habits of Giving and ServingCommunity Partnerships with Youth, Inc.550 East Jefferson, Suite 306Franklin, IN 46131(317) 736-7947www.cpyinc.org

This training manual was developed to assist youngpeople in understanding what constitutes philanthropy.It consists of four sections: What in the World isPhilanthropy? The History of Philanthropy; DevelopingHabits of Giving and Serving; and Taking PhilanthropicAction. The curriculum includes sections that definephilanthropy, look at the history of philanthropy in theUnited States, and help youth explore their values andhow values impact grantmaking.


http://www.yli.org/


http://www.yli.org/


http://www.cpyinc.org/

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Youth As Trustees: A Trusteeship Curriculum Anne Hoover, et alCommunity Partnerships with Youth, Inc.550 East Jefferson, Suite 306Franklin, IN 46131(317) 736-7947www.cpyinc.org

This curriculum focuses on helping youthunderstand trusteeship, the action involved, and thecommitment needed. Its purpose is to empower youthto serve as trustees and to demonstrate this beliefthrough community service. The curriculum covers:instilling a lifelong commitment to service; boardmember skills; and developing a personal plan forcommunity involvement. An instructor’s guideaccompanies the curriculum.

B. Major Youth Philanthropy Initiatives and Resource Organizations

Alternatives, Inc.Kathy Johnson, Executive Director2013 Cunningham Drive, Suite 104Hampton, VA 23666(757) 838-2330www.altinc.org

Alternatives, Inc. is a source of information, trainingand technical assistance on successful youth-adultpartnerships and youth leadership as well as otherareas of youth development. It is best known as theorganization that has supported the high level of youthinvolvement in government, schools andneighborhoods in Hampton, VA, a national model foryouth civic engagement.

Building Community Together (BCT)Kevin Armshaw, Project Coordinator 431 Lowell Hall610 Langdon StreetUniversity of Wisconsin - ExtensionMadison, WI 53706(608) 265-0529

Building Community Together (BCT) is a multi-stateyouth philanthropy initiative of the University ofWisconsin Extension promoting youth leadership and

youth/adult partnerships that impact local communitiesthrough service projects that address important issuesand build community pride. Embracing the principlesof community youth development, BCT promotesyouth leadership and youth/adult partnerships asintegral expressions of community decision-making.The intention is to build community pride, enhanceadult/youth relationships and foster the development offuture community leaders. Specifically, BCT utilizes theformation of a Community Advisory Board, a YouthBoard, and a Fiscal Agent to demonstrate the power ofhealthy youth/adult partnerships to impact localcommunities through service initiatives that buildcommunity pride and enhance social capital.

Common Cents New YorkTeddy Gross, Executive Director104 West 88th StreetNY 10024212-579-0579 www.commoncents.org.

Common Cents New York was founded in 1991 tocreate opportunities for young people to develop andexpress their need to contribute to theircommunities. Students work with teachers at allgrade levels creating real-world, student-centeredprojects that contribute to the well-being of others,promote learning and growth, and enhance the statusof youth in society. Common Sense has threesignature programs: The Penny Harvest,Philanthropy Roundtables, and Community ActionProjects. The listed materials provide additionalinformation about the design and implementation ofthese programs.

The Common Cents Penny Harvest Handbook: How to Meet and Best the 25 Sack Challenge

The 2001 Roundtable HandbookCommon Cents 2000 Grants Report The Penny Express newsletter

Community Partnerships with Youth, Inc.Janet Wakefield, Co-director550 East Jefferson, Suite 306Franklin, IN 46131(317) 736-7947www.cpyinc.org

Community Partnerships with Youth, Inc. (CPY) is a national training and resource development


http://www.altinc.org/

http://www.commoncents.org/


39


organization dedicated to promoting activecitizenship through youth-adult partnerships. It wasan important partner in the development of youthphilanthropy in Indiana. It offers tools and curriculato train youth in areas such as youth asphilanthropists and youth as community trustees.Among CPY’s materials are a curriculum onphilanthropy for middle and high school youth; TheWord for Me is Philanthropy, designed to bepresented by high school age youth for the seven toeleven year olds; and a children’s book entitled WhatIf Everybody Gave?

Formative Evaluation Research AssociatesKarin Tice, Partner1810 Cooley AvenueAnn Arbor, MI 48103(734) 994-9060www.feraonline.com

Formative Evaluation Research Associates (FERA)is the assessment and evaluation provider for theMichigan Community Foundations’ Youth Project. A description of the MCFYP evaluation project alongwith general information about evaluation benefits,types and processes are available at FERA’s website.

Innovation Center for Communityand Youth DevelopmentWendy Wheeler, President7100 Connecticut AvenueChevy Chase, MD 20815(301) [email protected]

The Innovation Center for Community and YouthDevelopment offers training, consultation andmaterials on a broad array of youth and communitydevelopment topics, including youth governance andinvolvement, youth-adult partnerships, communityassessments, action planning, and evaluation. Tool kits,curricula, reports, videos and other publications areavailable through the website. Formerly a division ofthe National 4-H Council, the Innovation Center isnow an independent organization that operates as aproject of the Tides Center.

Michigan Community Foundations’ Youth Project(MCFYP)Council of Michigan FoundationsRobert Collier, President and CEOOne South Harbor Avenue, Suite 3Grand Haven, Michigan 49417(616) [email protected]

The Michigan Community Foundations’ YouthProject (MCFYP), funded by the W.K. KelloggFoundation and operated by the Council of MichiganFoundations, is a statewide program to buildcommunity foundation capacity, to establish youth asphilanthropists, and to build permanent and growingfunds within each community to meet local youthneeds. MCFYP was created in the late 1980s and1990s, when the W.K. Kellogg Foundation offeredchallenge grants to create and expand communityfoundations across the state. To qualify for a Kellogggrant of up to $1 million dollars for a youthendowment fund, a community foundation needed toraise up to $2 million dollars for unrestricted or fieldof interest endowment. Communities throughoutMichigan found that donors responded to both theidea of a permanent youth fund as well as a challengegrant that leveraged local giving. Today, the 86Michigan community foundation-based permanentyouth funds have endowments ranging from $250,000to $2.5 million.

MCFYP’s website provides a wealth of informationfor youth philanthropy program designers andparticipants, including a resource manual with sampleforms for operating a youth grantmaking committee.

Youth as ResourcesThe Center for Youth as Resources National OfficeGeorge Rice, Executive Director1000 Connecticut Ave., NW, Suite 1204Washington, DC 20036(202) 261-4131www.cyar.org

The concept of Youth as Resources (YAR) — thatevery youth is a valuable community resource andshould be recognized as such - and the youthdevelopment program model reflecting this philosophywere developed by the National Crime PreventionCouncil (NCPC) in 1986/87 and the first YAR



http://www.feraonline.com/



http://www.cyar.org

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programs tested in three Indiana communities, with thesupport of the Lilly Endowment Inc. Within a fewyears, the YAR model spread beyond Indiana’s borders.In 1995, NCPC established the Center for Youth asResources (CYAR) to promote the YAR philosophyand program. Today YAR programs are active in 86communities in 23 states; a local YAR program also isthriving in New Zealand. Supporters of local YARprograms include national, community, and privatefoundations, businesses, and others who have enabledmore than 300,000 young people to serve on grantmaking boards and/or design and conduct volunteerprojects benefiting hundreds of thousands of people.

The Center for Youth as Resources (CYAR) servesas the national umbrella organization for Youth asResources (YAR), and, as such, promotes the YARphilosophy and program. Community-based YARprograms, which are locally funded, are governed byboards composed of youth and adults and providegrants for youth-initiated, youth-led communityprojects. Through instructional materials, technicalassistance and training conducted by experiencedyouth and adults, CYAR helps local YAR programsstart, develop and expand. The national CYAR boardof directors is composed of youth and adults whowork with staff to promote the philosophy thatyouth are valuable community resources, and toadvocate youth involvement in local, state, andnational policy arenas.

Youth Leadership Institute Matt Rosen, Director of Youth Philanthropy246 First Street, Suite 400San Francisco, CA 94105(415) [email protected]

Youth Leadership Institute is community-basedorganization that joins with young people to buildcommunities that respect, honor and support youth.YLI is available to assist nonprofit organizations,foundations, and public institutions establish youthphilanthropy programs and develop related curricula.

In 1987, YLI began playing a training and capacity-building role for the Marin County YouthCommission’s Youth Grants Board. In 1991, YLIassumed programmatic control for the board.Expanding this effort, YLI founded Youth Initiated

Projects in San Francisco in 1997. YLI now supportssix youth philanthropy groups in the Bay Area and isworking with local partners to establish several newprograms in southern and northern California. YLI’smodels seek to change the face of philanthropy byattracting, training, and supporting traditionallymarginalized youth to serve as grantmakers.

Youth on BoardKaren S. Young, Co-director58 Day Street, 3rd floorP.O. Box 440322Somerville, MA 02144(617) 623-9900 [email protected]

Youth on Board provides workshops, training,consultation, and publications to help young people andadults share decision-making authority and buildrelationships based on mutual respect. Topics includeroles and responsibilities of board members, legal issues,philanthropy, nonprofit organizational development,recruitment, and effective youth-adult partnerships.

http://www.yli.org/



41


1 Rosaria “Chayo” Long-Mendez, member of the BattleCreek Community Foundation Youth Alliance Committee,quoted in The White House Conference on Philanthropy,October 22, 1999, p. 13.

2 Youth Leadership Institute, Changing the Face of Giving:An Assessment of Youth Philanthropy (The James IrvineFoundation, 2001).

3 Youth Grantmakers National Data Base, MichiganCommunity Foundations’ Youth Project website,www.mcfyp.org.

4 Adam Kendall, “Beyond Youth Development,”Community Partnerships with Youth EmpowermentNews, Spring 2000, p. 1.

5 Youth grantee, Youth Initiated Projects, Youth LeadershipInstitute, unpublished survey responses.

6 Neal Peirce, “Kids Know Best What Other Kids Need,”Sunday Gazette (Schenectady, NY), 29 August 1999.

7 Many excellent resources are available about youthdevelopment and community youth development.Sources include the Academy for EducationalDevelopment/Center for Youth Development and Policy Research (www.aed.org), CYD Journal(www.cydjournal.org), Forum from Youth Investment(www.forumforyouthinvestment.org), John W. GardnerCenter for Youth and Their Communities(gardnercenter.stanford.edu), Innovation Center forYouth Development (www.theinnovationcenter.org),Search Institute (www.searchinstitute.org), and YouthDevelopment Institute of the Fund for the City of New York (www.cfny.org).

8 Youth Development Institute, Fund for the City of NewYork website, www.fcny.org.

9 Learn more about the Michigan Community Foundations’Youth Project in the Resources section of this report.

10 Karin E. Tice, Empowering Youth: Lessons Learnedfrom the Michigan Community Foundations’ YouthProject 1991-1997 (Grand Haven, MI: Council ofMichigan Foundations, 1998). This monograph is beingrevised and will be available in its updated version fromthe Council of Michigan Foundations (www.cmif.org).

11 Merita Irby et al., Youth Action — Youth Contributingto Communities, Communities Supporting Youth,The Community and Youth Development Series, vol. 6(Takoma Park, MD: The Forum for Youth Investment,International Youth Foundation, 2001), p. 9.

12 Throughout this publication, we refer to youth

philanthropy programs as a generic term thatencompasses programs, projects, and initiatives as wellas a way that an organization operates to includeyoung people in its grantmaking activities.

13 Youth Grantmakers National Data Base.14 Especially in smaller communities, the role of grantmaker

is sometimes interchangeable with grantseeker, sincemany funded projects involve members of the program’sgoverning board. Where the groups are not distinct,programs need to adopt policies to avoid conflicts ofinterest. For example, youth may abstain from voting onprojects in which they are involved, although they maybe allowed to present facts about the project as part ofthe grant review process.

15 Tice, Empowering Youth.16 Shepherd Zeldin, et al., Youth In Decision-Making,

A Study on the Impacts of Youth on Adults andOrganizations (Chevy Chase, MD: Innovation Centerfor Community and Youth Development, National 4-HCouncil, 2000).

17 Barbara Oates, program director, Vancouver Foundation,quoted in Changing the Face of Giving, p. 10.

18 Lynn Leonard, senior program officer, Ewing MarionKauffman Foundation, interview and personalcommunication, April 2001 and June 2002.

19 Youth board member, Youth Initiated Projects, YouthLeadership Institute, unpublished survey responses.

20 Youth leader, Literacy for Environmental Justice, asquoted in the organization’s newsletter, 2000.

21Learn more about the Youth Leadership Institute in theResources section of this report.

22 Youth Leadership Institute, Planning for Action: A YouthInitiated Projects Manual (San Francisco: Youth Leader-ship Institute, 2001).

23 There are different approaches to identifying or“mapping” community assets that youth philanthropyprograms can draw upon. Among them: Academy forEducational Development, Center for YouthDevelopment Youth Asset Mapping (www.aed.org);Innovation Center’s Charting Community Connections(www.theinnovationcenter.org); Institute of CulturalAffair’s community mapping process (www.ica-usa.org);John Kretzmann and John McKnight’s publication,Building Communities from the Inside Out: A PathToward Finding and Mobilizing a Community’s Assets;National Network for Youth’s Community Youth

Notes

http://www.mcfyp.org

http://www.aed.org/

http://www.cydjournal.org/

http://www.forumforyouthinvestment.org/


http://www.searchinstitute.org/

http://www.fcny.org

http://www.fcny.org

http://www.cmif.org/

http://www.ica-usa.org/


http://www.aed.org/

42

NotesB E S T P R A C T I C E S I N Y O U T H P H I L A N T H R O P Y

Development initiatives (www.nn4y.org); and the YouthEngaged in Leadership and Learning tool available fromthe John W. Gardner Center for Youth and TheirCommunities (gardnercenter.stanford.edu).

24 Interviews with Ann Arbor Area Community Founda-tion Youth Council members and Neutral Zone staff,April 2001.

25 Jerry K. Finn, youth consultant, personal communication,July 2002 and Community Foundation of SouthernIndiana website, www.cfsouthernindiana.com.

26 Claralyn Ruger, program officer, Battle Creek Commu-nity Foundation, interview, April 2001.

27 Tice, Empowering Youth, p. 33.28 S. Zeldin and L. Price, “Creating Supportive Communi-

ties for Adolescent Development: Challenges to Scholars,”Journal of Adolescent Research, Vol. 10, 1995, pp.6-15.

29 Kevin Armshaw, Building Community Together coordi-nator, University of Wisconsin-Extension, interview andunpublished notes provided to authors, March 2002.

30 Kevin Armshaw, notes, March 2002.31 Zeldin, Youth In Decision-Making.32 Tice, Empowering Youth, p. 35.33 Interviews by authors of youth participants of Indiana

Youth as Resources programs and members of the AnnArbor Area Community Foundation Youth Council,April 2001.

34 Learn more about the Center for Youth as Resources inthe Resources section of this report.

35 Amy Fox McNulty and Karen E. Tice, Engaging Youthin Grantmaking and Leadership: A Ten Year ImpactStudy, report to the Ann Arbor Area CommunityFoundation by Formative Evaluation Research Associates.

36 “CYAR Board Elects Youth Co-Chair,” Outlook, The YAR Newsletter, Center For Youth as Resources,Washington DC, Summer 1999.

37 Armshaw, notes, March 2002.38 Danista Hunte, Baltimore Community Foundation

program officer, and Julie Reeder, Baltimore Youth asResources coordinator, personal communication, Mayand June 2002.

39 See the Resources section of this report for moreinformation about Building Community Together.

40 Armshaw interview, March 2002.41 “AmeriCorps Members Help YAR Programs Get Things

Done,” Outlook, The YAR Newsletter, Center for Youthas Resources, Washington, D.C., Winter/Spring 2000.

42 Service-learning is defined as “a teaching and learningapproach that integrates community service with academicstudy to enrich learning, teach civic responsibility, andstrengthen communities.” From National Commission

on Service-Learning, Learning in Deed, n.d., p. 3.43 “The School District of Philadelphia, Youth as Resources/

Youth Grantmaking Initiative, Partners in Philanthropy,”unpublished factsheet, and personal communicationwith Carrie Morgan, YAR Philadelphia, July 2002.

44 Youth grantee, Youth Initiated Projects, Youth LeadershipInstitute, unpublished survey results.

45 Some youth development advocates use the termadultism, i.e., the behaviors and attitudes that flow fromnegative stereotypes adults hold about youth. FromBEST Initiative, Alternatives, Inc., “Advancing YouthDevelopment Curriculum,” 2000.

46 Leonard, interview and personal communication.47 Joel Orosz, former program director, Volunteerism and

Philanthropy Division, W.K. Kellogg Foundation,telephone interview, June 10, 2001.

48 Fairfield County Community Foundation: Guidingdonors to critical issues they care about, annual report2001, p. 6.

49 Linda Kaufmann, grants specialist, The Initiative Foun-dation, phone interview December 2001 and personalcommunication July 2002.

50 Cecilia Patterson, youth coordinator, Arkansas Commu-nity Foundation, interview, July 2002.

51 There are a number of materials that describe evaluationtechniques and methodologies. Two useful products are The Evaluation Handbook (1995) and the LogicModel Development Guide (2000), both by the W.K.Kellogg Foundation. Contact www.wkkf.org for copies.In addition, the Center for Youth as Resources’Developing Communities in Partnership with Youthprogram manual contains an “Outcomes EvaluationKit” that can be adapted for other programs. Karen E.Tice of Formative Evaluation Research Associatescontributed to the Assessment Best Practice.

52 “Potential Benefits of Evaluation,” a worksheetdeveloped by Formative Evaluation Research Associates,Ann Arbor, MI, available at website, www.feraonline.com.

53 McNulty, Engaging Youth in Grantmaking, p. 17.54 Tice, Empowering Youth.

http://gardnercenter.stanford.edu/

http://www.nn4youth.org

http://www.cfsouthernindiana.com/

http://www.wkkf.org/

43


About the Authors

Pam StevensPam Stevens is an independent consultant who

works with national foundations and state andregional organizations to develop strategies toimprove the learning opportunities available toyoung people across the country. She is the formerProgram Director for the Youth DevelopmentProgram of the Edna McConnell Clark Foundationwhere she designed and implemented theFoundation’s new grantmaking strategies tostrengthen the youth development field.

Prior to that role, Ms. Stevens was a ProgramOfficer at the DeWitt Wallace-Reader’s Digest Fund.She managed programs that develop the professionalcapacity of youth workers and those that buildcommunity-wide systems to improve after schoolprograms for low-income children.

Ms. Stevens’ previous experience includes theManpower Demonstration Research Corporation,where she assisted community-based organizations indeveloping comprehensive education and vocationalprograms for young parents and managing a teenmothers program in Houston, Texas.

Pam GarzaPam Garza brings more than 25 years experience

in youth development including programmanagement, training, technical assistance provision,materials development, management consultationand evaluation. As a consultant, she has designedand implemented training and written curriculum intopics including youth development, youth/adultpartnerships, community youth development, adultlearning, and experiential education. Recent clientshave included The Ford Foundation, DeWitt Wallace— Readers Digest Fund, National Network forYouth, Chapin Hall Center for Youth at theUniversity of Chicago, National 4-H Council, andthe National Training Institute for Community YouthWork of the Academy for Educational Development.

Ms. Garza had a long association with Girls,Incorporated, where as Director of Training she wasresponsible for planning, developing and managingprofessional development for the national youthdevelopment organization. She also served as theorganization’s national Director of ProgramImplementation and directed local Girls Inc.programs.

Ms. Garza is author of numerous trainingmanuals, resource guides, and curricula.

44


About the Coalition of Community Foundations for Youth

Launched in 1991 to build the leadership capacity of community foundations on issuesaffecting children, youth, and families, the Coalition has grown into an alliance of 200community foundations. The Coalition serves the community foundation field throughthree interlocking spheres of activity:

Learning

• providing training on the diverse roles community foundations can play in improvingchild, youth, and family well-being

• enabling community foundations to access leading researchers, practitioners,organizations, and materials

• responding to needs identified by community foundations

• documenting and disseminating innovative ideas, lessons learned, and best practices

Leveraging

• accessing national resources for community foundations of all sizes and at everystage of development

• enabling community foundations to leverage new sources of local human, social, andfinancial capital

Linking

• connecting compatible community and national foundation objectives

• connecting community foundations to each other to address common interests andconcerns

• creating momentum by connecting local priorities to complementary policies, work,and other activity at the national level

• facilitating the level of relationships, trust, and collaboration necessary to enablediverse segments and sectors of the community to pursue goals directed toward thecommon good

Coalition of Community Foundations for Youth15639 Leavenworth Road • Basehor, KS 66007-9768

913.713.6111 • 800.292.6149Fax: 913.724.9944

www.ccfy.org • [email protected]

http://www.ccfy.org


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