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JUNE 2015  \nFoundations for Young Adult Success  \nA Developmental Framework  \nS  \nE  \nU  \nL  \nA  \nV  \nY  \nT  \nI  \nT  \nN  \nE  \nD  \nI  \nWORK  \nHEALTH  \nEDUCATION  \nYoung Adult Success  \nFAMILY  \nFRIENDS  \nCIVIC ENGAGEMENT  \nJenny Nagaoka, Camille A. Farrington, Stacy B. Ehrlich, and Ryan D. Heath  \nwith David W. Johnson, Sarah Dickson, Ashley Cureton Turner, Ashley Mayo, and Kathleen Hayes  \nTABLE OF CONTENTS  \n1 Executive Summary  \nIntroduction  \n11 Defining Success in Young Adulthood  \nChapter 1  \n19 What are the Ingredients of “Success”?  \nChapter 2  \n37 The Importance of Developmental Experiences and Relationships  \nChapter 3  \n57 Developmental Progression Toward Young Adulthood  \nChapter 4  \n77 Conclusion and Implications for Practice, Policy, and Research  \n85 References  \n99 Appendix  \nACKNOWLEDGEMENTS  \nThis project would not have been possible without the support and expertise of numerous people. We would like to thank all of the experts who graciously shared their time and knowledge with us to help shape this work. In particular, we are grateful for the feedback we received on this report from Abigail Baird, Ron Berger, Jiffy Lansing, and Jane Quinn. We would also like to thank our Steering Committee readers, Kim Zalent and Erin Unander for their insightful comments and feedback. Liz Duffrin conducted interviews with youth, parents, and program providers, resulting in the profiles presented in this report. Many colleagues supported us throughout this work. Thank you to David Stevens helping us create engaging and meaningful conversations at our convenings; to Elaine Allensworth, Emily Krone, Jessica Puller, Melissa Roderick, and Sue Sporte for numerous readings and feedback as we progressed through our conceptualizations; and to Bronwyn McDaniel, who helped manage all aspects of communication and outreach related to this project. This project has been generously funded by the Wallace Foundation. We are extremely grateful for the ongoing support, flexibility, and positive guidance of Hilary Rhodes, Senior Research and Evaluation Officer at The Wallace Foundation. Finally, we also acknowledge the Spencer Foundation and the Lewis-Sebring Family Foundation, whose operating grants support the work of UChicago CCSR.  \n| This report was produced by UChicago CCSR’s publications and | Graphic Design: Jeff Hall Design |\n| --- | --- |\n| communications staff: Emily Krone, Director for Outreach and | Infographics: Tremendousness |\n| Communication; Bronwyn McDaniel, Senior Manager for Outreach | Photography: Cynthia Howe |\n| and Communication; and Jessica Puller, Communications Specialist. | Editing: Ann Lindner |\n\n[06.2015/2500/jh.design@rcn.com](06.2015/2500/jh.design@rcn.com)  \nFocus of Development Changes as Children Grow Older  \nDownload the full [report at ccsr.uchicago.edu](report at ccsr.uchicago.edu) [and wallacefoundation.org](and wallacefoundation.org)  \nProviding the right experiences for growth requires knowledge of child and youth development. The development of the four foundational components, along with agency, integrated identity, and competencies, occurs at different stages throughout childhood and adolescence. Development into a successful young adult entails growth of the self and one’s abilities to interact with others and navigate the broader world. We define success beyond education and employment to include healthy relationships, a meaningful place within a community, and contributing to a larger good.  \nY  \nC  \nN  \nE  \nG  \nA  \nS  \nE  \nU  \nL  \nA  \nV  \nY  \nT  \nI  \nNT  \nE  \nD  \nI  \nYoung Adulthood  \n(Postsecondary, Ages 19-22)  \nWORK  \nFAMILY  \nEarly Adolescence  \n(Middle Grades, Ages 11-14)  \nY  \nC  \nN  \nE  \nG  \nA  \nS  \nE  \nU  \nL  \nA  \nV  \nY  \nIT  \nT  \nN  \nE  \nD  \nI  \n©2015 University of Chicago Consortium on Chicago School Research Funded by  \nEarly Childhood  \n(Preschool, Ages 3-5)  \nMiddle Childhood  \n(Elementary School, Ages 6-10)  \nMiddle Adolescence  \n(High School","cbCaitzH7mOfl9Za","https://ap.wps.com/l/cbCaitzH7mOfl9Za","pdf",3084650,110,"English","# Executive Summary\n## Defining Success in Young Adulthood\n## Chapter 1: What are the Ingredients of “Success”?\n## Chapter 2: The Importance of Developmental Experiences and Relationships\n## Chapter 3: Developmental Progression Toward Young Adulthood\n## Chapter 4: Conclusion and Implications for Practice, Policy, and Research\n## References\n## Appendix","[{\"question\":\"How does the framework define success for young adults?\",\"answer\":\"Success extends beyond education and employment to include healthy relationships, a meaningful place within a community, and contributing to a larger good.\"},{\"question\":\"What developmental range does the Foundations for Young Adult Success framework cover?\",\"answer\":\"It covers development from early childhood through adolescence and into young adulthood, including stages such as preschool, elementary school, middle adolescence, and postsecondary ages 19–22.\"},{\"question\":\"What does the report aim to accomplish through its conceptual framework?\",\"answer\":\"It builds a common understanding of young people’s developmental needs and synthesizes research, theory, and practice knowledge to guide adults responsible for raising, educating, or working with youth.\"}]","Concept Paper for Research and Practice - Foundations for Young Adult Success - A Developmental Framework - June 2015 | PDF",1792061823,277]