Overview of Diplomas to Degrees

In order to enable all youth, especially those who need us most, to reach their full potential as productive, caring, responsible citizens, Boys & Girls Clubs focuses on three priority outcome areas: Academic Success, Healthy Lifestyles, and Good Character and Citizenship.

Diplomas to Degrees is a targeted program in BGCA’s Education core program area that supports Academic Success. It is geared toward high school graduation, goal-setting and postsecondary readiness. Researchers predict that more than two thirds of future jobs will require at least some level of postsecondary education. Yet, only 50 percent of current high school students feel that their school has helped them develop the skills and knowledge needed for success in postsecondary education. As a key program supporting Academic Success, Diplomas to Degrees helps teen Club members overcome this college readiness gap by preparing them to succeed as they pursue the postsecondary credentials necessary for the modern workforce.

The program is designed with the following three objectives in mind:

• To encourage teens to explore their interests, potential careers and postsecondary options leading to degrees or credentials
• To support teens in planning and preparing to enter a postsecondary institution after graduating high school
• To help youth develop the skills and attributes (e.g., communication, collaboration, critical thinking, decision making, perseverance and self-direction) they will need to be successful in postsecondary education, work and life. A young person’s postsecondary plans may include apprenticeships, employment, military enlistment and many other options. The Diplomas to Degrees program focuses specifically on gaining entry to:
  • Two- or four-year colleges and universities
  • Community colleges
  • Vocational/technical schools
  • U.S. military colleges

Many people tend to associate the term “college” with only four-year schools. With this in mind, Diplomas to Degrees also uses the term “postsecondary education” to acknowledge various options that exist and to ensure that all Club teens can find value in participating, regardless of the path they choose.

Education Core Program Area

Education programs complement and reinforce what youth learn during the school day, while creating experiences that invite them to fall in love with learning. Rooted in social-emotional development practices, programs in this area enable all youth to be effective, engaged learners who are on track to graduate with a plan for the future. As an informal learning space, Clubs offer both remediation and enrichment, all while inviting youth to discover and pursue their passions through experiential learning. Targeted programs and High Yield Activities in this area are linked to the Academic Success priority outcome area.

At all developmental stages, Education programs prompt youth to plan and prepare for the future. This includes observing and practicing the social-emotional “soft skills” that ladder up to employability, exploring career options, and engaging in programmatic experiences that prepare youth to learn and work beyond high school. Programs and experiences supporting employability encourage youth to explore career options and the postsecondary pathways to their chosen career, develop skills necessary for success in postsecondary education and the workforce, and apply their skills through real-world experiences.

Youth development practices that support teaching and learning are core to the quality of Education programs. Effective Education programs, when facilitated with high-quality youth development practices, help youth develop the attitudes, behaviors and skills needed to become effective, engaged learners who are on track to graduate with a plan for the future.

The Education Core Program Area develops the following key skills for Academic Success:

• Identifying and Solving Problems
• Planning and Carrying out Investigations
• Analyzing and Interpreting Information
• Communicating
• Collaboration
• Persevering as a Learner

The Education Core Program Area also develops the following key skills for postsecondary readiness:

• Goal-Setting
• Career Awareness
• Postsecondary Awareness
• Self-Efficacy
• Perseverance

Education Outcome Statement: 

To enable all youth to be effective, engaged learners who are on track to graduate with a plan for the future.

Education Skills:

In order to successfully learn and work, youth need to build not only academic skills, but social-emotional skills. Social-emotional skills help youth build healthy relationships with themselves and others, recognize and manage emotions, and solve problems. All of the Education programs, including Diplomas to Degrees, are designed to build the academic and social-emotional skills that enable youth to reach the Education outcome statement of becoming effective, engaged learners who are on track to graduate with a plan for the future.

Youth Development Professionals’ Role in Academic Skill Development

Positive youth development is an intentional approach that engages youth within their communities, schools, organizations, peer groups, and families in a manner that is productive and constructive. It recognizes, uses and enhances youths' strengths, and promotes positive outcomes for youth by providing opportunities, fostering positive relationships, and furnishing the support needed to build on their leadership strengths.

Youth development practices that support teaching and learning are core to the quality of Education programs. Effective Education programs, when facilitated with high-quality youth development practices, will help youth develop the attitudes, behaviors and skills needed to become effective and engaged learners who are on track to graduate with a plan for the future.

Youth development professionals can help all youth become more effective and engaged learners with the following practices:

• Modeling curiosity and encouraging youth to ask questions.
• Aiming for co-inquiry as a “guide on the side” not a “sage on the stage.”
• Engineering for success and allowing mistakes. While youth development professionals provide the support necessary for youth to successfully complete projects and activities, they also include enough challenges so that youth have the opportunity to learn from their mistakes.
• Helping youth connect what they learn to previous experiences.
• Asking questions to check for understanding and to prompt youth to think about their thinking.
• Teaching learning strategies in addition to content so when youth learn new things, they also learn how to learn more effectively.
• Attending to different learning styles with multiple options for engagement, representation and expression.

Youth development professionals help all youth stay on track to graduate with a plan for the future with the following practices:

• Intentionality about giving youth a voice in Education program activities and establishing multiple opportunities for youth to make choices, have input or share leadership roles in the Club’s programs and activities.
• Engaging community partners to serve as mentors and volunteers to enhance programming.
• Modeling positive workplace behaviors and incorporating opportunities for youth to practice them in the Club.
• Helping youth connect experiences and interests to future career opportunities.

Positive Youth Development Supports Character and Social-Emotional Development

All Boys & Girls Club programs offer opportunities for youth development professionals to model, recognize, reinforce and reflect on character development. Positive youth development provides direction for how you interact with, engage and model behavior for youth. You get to shape the lives of youth every day. As a result, you set the expectations and show youth what essential character traits (e.g., caring, citizenship, fairness, respect, responsibility and trustworthiness) mean, and how they look. These character traits come to life when youth practice social-emotional skills like teamwork, conflict management and emotional regulation.

Youth can start to build character using “caught and taught” approaches. Youth “catch” social-emotional skills when they observe youth development professionals modeling them, and when they interact with peers. Youth can also be “taught” skills to build good character when the skills are explicitly introduced and practiced through program sessions and activities. Use this formula to understand how character develops over time:

Youth development professionals facilitating Diplomas to Degrees can model good character in the way they support all youth, offer feedback rather than criticism, and encourage honesty and responsibility.

To build character traits, include many opportunities for youth to practice the social-emotional skills embedded in Diplomas to Degrees. These include skills related to:

• How youth feel about themselves
• Their relationships with others
• Their ability to regulate emotions
• Their ability to solve problems

When character development is present:

• Youth development professionals model and youth practice skills that display respect, fairness, trustworthiness, responsibility, caring and citizenship
• Youth successfully get along well with others
• Youth are better able to control their emotions and solve problems

When character development is absent:

• Youth do not feel a sense of belonging at the Club
• Youth lack skills that foster positive peer relationships
• Youth lack self-control and act out in frustration

Practice Positive Youth Development to Create Inclusive Clubs

Inclusion is a core component to build a safe, positive environment in your Clubs. In order to fulfill our mission, Clubs must create safe, positive, and inclusive environments for all youth and teens – including every race, ethnicity, gender, gender expression, sexual orientation, ability, socio-economic status and religion. By creating inclusive environments at our Club, we improve the overall experience for all youth. When youth development professionals use positive youth development practices, they help ensure that all youth:

• Feel represented
• Have a sense of belonging
• Can meaningfully participate in programming

As you implement Diplomas to Degrees, consider strategies that help youth feel affirmed, safe and engaged with Club experiences. To access more information on building and sustaining an inclusive environment, visit BGCA.net and search for "Program Basics BLUEprint."

Education Programs and Resources

BGCA offers developmentally appropriate programs and resources for all age groups:⁴

How to Implement Diplomas to Degrees

Overview of Resources

Diplomas to Degrees consists of two resources to support youth development professionals and teens throughout the program – a Targeted Program Facilitator’s Guide for Club Professionals and a Teen Guide for participating members.

Targeted Program Guide

The Diplomas to Degrees Targeted Program Facilitator’s Guide is carefully designed to provide comprehensive support for your Club’s postsecondary education, or college program. It offers Club members between the ages of 13-18 the means and resources they need to take important steps toward postsecondary education. The program is organized into three, nine-session modules, one designed to guide Club members through self-discovery and college exploration, one designed to guide them through postsecondary planning and preparation, and one designed to better prepare graduating seniors for a successful transition into postsecondary education while mitigating the summer melt.

1. Self-Discovery and Postsecondary Exploration. In the first module, members will overcome perceived barriers to postsecondary education, identify their passions and interests, explore the various types of postsecondary education and ultimately identify their best-fit options. This module can be used for both younger teens/tweens, as well as older teens.
2. Planning and Preparing for Postsecondary Education. The second module focuses on the practical side of planning and preparing for the application process – becoming familiar with grade-level tasks toward postsecondary enrollment, identifying their support systems, planning for the cost of postsecondary education, and preparing for the various components of the application process. These activities are ideal for older teens between the ages of 15-18.
3. Senior Summer – It’s Game Time. The third, and final, module of Diplomas to Degrees is designed to support members in their transition into college life and prevent the summer melt, a phenomenon where postsecondary bound high school graduates “melt” away during the summer and do not end up enrolling in postsecondary education. To support graduating members and ensure successful enrollment, this module touches on topics relevant for the first year experience in a postsecondary education environment – key tasks to complete for enrollment, the differences between high school and postsecondary education, living with roommates, time management, stress management, consent, etc. This module is intended for 18 year-olds or graduates.

Program activities are designed sequentially. You will have the most success if you implement each nine-session module in its entirety, following the recommended order of sessions with a group of youth who remain together throughout each module.

Teen Guide

Diplomas to Degrees also includes a teen guide to serve as a workbook for participants. The guide includes useful session worksheets, planning aids and resources to help teens navigate the exploration, planning and preparation phases they will encounter during the program. This facilitator’s guide also includes all teen guide resources, located after the instructions for leading each session. Handouts and resources can be replicated and distributed to participants in you do not have teen guides available.

Primary Audience

Diplomas to Degrees is most impactful if delivered to a group that meets consistently – this allows members to build relationships among the team as they get to know each other. The team works together as they build trust, learn new skills and take risks to explore and try new things. Because of the foundation that is established and cultivated, the program isn’t designed for youth to come in and out of it. Ideally, the group would consist of 15-20 teens.

Program Facilitation Guidance

Format and Key Features

Each session in Diplomas to Degrees follows the same standard format, incorporating best practices in positive youth development. Facilitating the sessions in the format written is highly recommended to implement the program with fidelity. Each session includes the following components:

• Background and Preparation – an overview of information needed to implement the activities
  • Session Objective – specific learning goals for the activities
  • Time Requirements – time frame to implement the session (50-60 minutes)
  • Supplies Needed – all items needed to complete the activity
  • Handouts – handouts and resources needed
  • Additional Resources – links to additional helpful resources
  • Academic Skills – skills and transitional knowledge developed in the activity
  • Social-Emotional Skills – skills needed for success in life
  • Key Terms – vocabulary/terms reinforced through the activity
• Before the Session Welcome and Icebreaker – brief “getting-ready” experiences for the group
  • Warm Welcome – a reminder to connect with each youth before the activity
  • Community Builder – a five- to 10-minute icebreaker to engage the group, lay the groundwork for the activity, and create an environment for learning and exploration
• Main Activity Instructions – step-by-step instructions to lead youth through the activity
  • Activity Preparation – steps to complete to prepare for the activity
  • Introducing Youth to the Activity – a few comments to introduce the topic and activity
  • Step-by-Step Directions – detailed steps to facilitate the activity
• After the Activity – helpful guidelines to meaningfully conclude the activity
  • Youth Reflection – a three- to five-minute reflection that helps youth affirm what they’ve learned
  • Recognition – a brief activity to allow youth to recognize each other’s support and help
  • Closing and Transition – a reminder about closing out the activity and moving on to the next area

Use of Technology

Many of the Diplomas to Degrees sessions require internet access, multiple computers for exploratory research, and equipment to play videos (e.g., projector, speakers).

It is essential that Club teens know how to use the internet, not only for a college search, but to be adequately prepared for the 21-century workplace. Facilitators are encouraged to look up all websites prior to each session to ensure they can access the websites used in the sessions with their computers. In some instances, firewalls may block YouTube or other resources.

Diplomas to Degrees enhances Club members’ technology literacy by giving them ongoing opportunities to research postsecondary education options, to access admission and scholarship information, and to complete online forms and applications. If you do not have these technologies onsite, you might access them through your local public library or high-school computer lab. You also may want to create a Bring Your Own Device policy statement and allow members to use their own devices. If you allow members to bring their devices, make sure they stay focused on their research.

Session Modification

While some of the session topics may be heavy and involve serious activities, the program will have the greatest impact if you complete the sessions in order, and cover as many of them as possible. After reviewing each session, you may prefer to modify some of the activities to better accommodate the needs of your teens. Creativity and fun should remain at the forefront of everything you do in the Diplomas to Degrees program. You are encouraged to use your creativity and engage teens to think of ways to add more fun to each session. You will find suggestions in each session to promote Teen Leadership and Youth Voice Opportunities by encouraging Club members to step forward with ideas and insights to make the process productive and fun for all participants.

Discovery Experiences for Teens and Families

Throughout the program, it is highly recommended that you enhance sessions with relevant discovery activities whenever you feel they are most appropriate. Examples of such activities are:

• Campus visits/tours
• Guest speakers
• Homecoming speakers (former Club members who are enrolled in postsecondary education)
• Financial aid workshops for parents
• College and career fairs

In addition to these program facilitation tips, the following recommendations can help set your program up for success.

1. Select Two Teen Leaders

Youth voice and choice are central to the teen-learning experience. Establishing Teen Leaders is a recommended component of the Diplomas to Degrees program structure. Teen Leaders raise the visibility of youth leadership and enhance peer-to-peer learning. When youth see people who look like them in leadership roles, they are more inclined to listen and stay engaged. You may have Club members in mind who would be a good fit for this role and/or who might benefit from this role as a new leader.

A few guidelines may be helpful as you reach out to youth to co-lead the project. Keep in mind that although only two participants will serve as Teen Leaders, you should encourage every youth in the Diplomas to Degrees program to take an active role in leading various portions of the sessions. Because Diplomas to Degrees consists of three different modules, you might want to consider establishing different Teen Leaders for each module.

• Designate Teen Leader responsibilities. The Teen Leaders’ primary responsibility is to take a leadership role throughout the program sessions. Their responsibilities should be mutually agreed upon by youth and youth development professionals. Keep in mind that any tasks should be aligned to youths’ passions, skills and strengths. This fosters engagement and makes the experience fun. Some of the key tasks may include:
  • Take initial leadership in the Community Builder and Youth Reflection activities. Examples include providing a positive quote or thought to close each activity, as well as taking the lead by being the first person to participate in the Community Builders. As the program progresses, it’s important that all youth have an opportunity to take leadership in these areas, but it is helpful if the Teen Leaders set the foundation.
  • A willingness to be one of the first voices in the circle when questions are asked or feedback is requested – active participation is key.
  • Help lead group work sessions to focus on specific tasks.
  • Review the program session activities and provide feedback on how it could be improved or modified to speak to youth.
  • Lead a portion, or all, of an activity as agreed upon by youth development professionals and Teen Leaders.
  • Ask Teen Leaders to share their own stories and perspectives in discussions. This models how they self-reflect and think.
  • Meet with youth development professionals and other Teen Leaders before each activity to connect and determine each person’s responsibility. Set up other times to check in about how the program is going and address any challenges.
  • Encourage Club members to be creative. Call-out boxes appear in each session with suggested opportunities for Teen Leaders and other youth to own portions of the session and add their voice and input. Creative enhancements should align with topics covered in the sessions. Ensure that anyone who has a creative enhancement consults with you ahead of time.
• Review time commitments. Since youth lead busy lives, it’s important to have a transparent conversation about the time commitment. Design a leadership structure that works for both youth development professionals and Teen Leaders. For example, it may work best to schedule a longer block of time (e.g., on a weekend, or spread over several afternoons in the Club) to check in, or meet 15 minutes prior to, or after each activity. Be creative with the time structure. It’s important to designate time for regular check-ins.
• Consider necessary skills. Active and aspiring Teen Leaders who show an interest in maintaining the commitment are great candidates for the Teen Leader role. The youth who will bring great value are those who have demonstrated skills to take initiative, modeled respect and listened actively, while working effectively with peers. If you have a seasoned leader in your Club, you may want to pair them with an emerging leader. Consider the balance of skills and experience of each person. It’s also important that each Club member has an opportunity to choose this role, rather than having this role forced on them.
• Collaborate with Club youth development professionals and each other. Perhaps one of the most important roles of the two Teen Leaders is to collaborate with each other and Club youth development professionals to co-facilitate the Diplomas to Degrees program. As a pair, the Teen Leaders will work together, share responsibilities for leading activities in each session, initiate conversations by going first, and engage their peers to do the same. Teen Leaders and Club youth development professionals will establish a meeting or check-in prior to, and following each session to ensure each person is comfortable with the activities, and set up a process for ongoing communication.

2. Diplomas to Degrees Recruitment

If someone asked many of us, “Where do you want to be one or two years from now?” we may not know. That’s why it’s important that Clubs and Youth Centers offer a safe space for youth to discover, explore and plan for their future. Life after high school offers great opportunities to learn in a variety of ways. As you build the group of youth who will participate in the Diplomas to Degrees program, you can reach out in a few ways:

• Have one-on-one conversations to explore initial interests.
• Let the local high school guidance office know about the program.
• Ask youth to reach out to their friends who are thinking about their next steps after high school – even if they think college isn’t for them.
• Create and post a flyer advertising the program.
• Conduct an orientation – and make it a party!
• Make it an item in your regular weekly announcements.
• If you have already identified youth who are interested, ask them to organize a creative way of advertising.
• Reach out to youth from Torch and Keystone clubs, as well as youth seeking their next level of engagement.

3. Host an Orientation

Host an orientation before you begin your program. This is a great way to get Club teens thinking about WHY they should participate in your Diplomas to Degrees program – especially if you have teens who feel like college isn’t for them. An orientation would be a great time to point out that college means any type of education they will pursue after high school. It should be fun, interactive and incorporate youth voice (e.g., youth from the Club who are already on track toward a postsecondary experience; former Club youth who return to the Club to speak about their postsecondary experience). Having youth at the center of the orientation fosters engagement among other youth.

Consider covering the following topics during your orientation:

• Goal of the Program. Summarize the goal of the program, which is to explore a range of postsecondary opportunities following high school – including two- or four-year colleges, vocational or technical schools and military colleges. Underscore that there is place for every youth in this program.
• Program Benefits. Let youth know they will have an opportunity to:
  • Discover who they are
  • Explore their passions
  • Explore career possibilities that match their passions
  • Explore postsecondary education options to find the right fit
  • Begin planning for their next steps after high school
  • Get support and assistance during the application process
  • Begin making the transition to “college life” (graduating seniors) Share that the program is co-created by all youth who participate – the diversity of the group contributes to an exciting and engaging experience.
• Commitments for Participation. Be upfront about the commitments for participation (e.g., time requirements, attendance, arriving on time, following through on tasks, putting in additional work as needed, etc.). Ideally, have a working calendar that includes the dates and times for the Diplomas to Degrees sessions and other significant dates. Review the Club calendar and consider school holidays, major holidays and other community events.

4. Involve Parents/Caregivers

For many of our Club members, especially first-generation college students, it is critical to engage parents and guardians throughout the Diplomas to Degrees program. Opportunities for communication and participation will be particularly important if/when members are visiting campuses, learning about tuition, and applying for FAFSA, scholarships and other financial aid. If you have parents and guardians who are willing and able to engage in the program, encourage their involvement, as they could make great contributions. It will also help them provide much needed support throughout the planning and preparation phase, as well as reinforce learning at home. Begin with these basic approaches:

• Schedule an informational meeting with parents/caregivers to let them know about the Diplomas to Degrees program. If possible, schedule these after work or during lunch. You may also want to invite them to the orientation with youth participants.
• Maintain contact with parents/caregivers on a regular basis – through texts, emails or a parent newsletter – throughout the Diplomas to Degrees program to inform them of timely college information and to remind them of important deadlines.
• Invite parents/caregivers to visit and observe the program in progress. Although parent/caregiver involvement is an essential element to help Club members thrive, not all parents will have the time or the inclination to be involved. Be sensitive to this, and provide additional encouragement for youth who do not have the support of family members.
• Recognize that parents/caregivers have had varying experiences with postsecondary education. This experience is new for some, so they may not be familiar with postsecondary options and what a young person must do to take advantage of those options. With that in mind, provide as much detail as possible, answer parents’ and caregivers’ questions, and make sure they understand and are supportive of their youth’s commitment to Diplomas to Degrees.