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FINAL REVIEW REPORTonYOUTH BUUCMT TONAL SERVICES, INC.Submitted byTheo. James Pinnock, Team LeaderJames C ClayAline RiversK. Z. Chavisseptember 17, 1967A. INTRODUCTIONa eOn behalf of the other members of the review team, the teamleader wishes to express his gratitq ude to the Youth EducationalServices, Inc. of North Carolina and the North Carolina Fund foruS an opportunity to review a program with excitingpotentials. The team leader wishes to 3o expre S appreciationto the person and/or persons havi the responsibility of selectingthe team. It would be difficult under any circumstances to put amore dedicated group of professional men and women together in agroup who were more capable of empathizing. This report, which isbeing submitted in summary form, will focus on three main topics:1) strengths of the Youth Educational Services, Inc., 2) weaknessesas identified k 1e team, and 3) recommendations.Be. STRENGTHS OF THE YOUTH EDUCATIONAL SERVICES OF NORTH CAROLINAAO FPO. seen - ae a 2. ee Se bi et ane sete er ar TLS Ewenterms the strong points in theclear thaYES was in and of 2 very innovative.

The youths who gave birth to this idea of YES must first of all becongratulated, and the adults who supported them, especially in theinitial stages of the organization, must also be congratulated. Thereview team did not at anytime overlook the political atmosphere inthe State of North Carolina when YES was created. North Carolina isa southern state and is traditionally, like all other southern states,somewhat conservative. The philosophy behind YES leads one to acceptthe fact that within the State of North Carolina there are men andwomen of goodwill who are not afraid t) work with youths for thegood of all of North Carolina. There is absolutely no doubt in any-one's mind that other states, particularly in the South, could learnsomething from North Carolina and its YES Projects.Specifically these are the strong points which were identifiedin the program by all the members of the review team.1) Tutors in almost every case have shown significant im-- provement in their own school grades. In cases wheretutors are "A" average students, their grades do notchange as a result of their tutoring other youths. Theimplications here are very fascinating. One wouldnormally expect that if a ninth grade "C" average stu-dent is used to tutor a sixth grade student the tutor'saverage should fall below "C". This has never been thecase. The tutors average goes up and occasionally thetutees average goes up also. For this reason, publicschools in North Carolina should do everything in their~eadower to support YES and its philosoibhy.Teena >: % AF me or + Bet NED acer t * at OUEP OW ete" Semone + rem a ee a weerNegro teachers and parents ali 1: cly impressed1with the program and seems t hin C1337 feu tyhelping the youths.

YES has set the stage for creative and independentthinking among its tutors. Unfortunately YES is notexploiting this opportunity nearly as much as itshould. This will be elaborated on in Section C,but it must be mentioned here that YES and its non-directive tutoring approach (tutor-tutee relationship)may have uncovered some teaching techniques that couldrevolutionize formal education.YES is likely to bridge the academic performance gapbetween Caucasian youths who are being exposed tobetter elementary education and Negro youths who arethe products of poor elementary education. The in-plications here for the State of North Carolina aregreat and exceedingly important. Many large citiesare today spending an enormous amount/money for com~pensatory education, North Carolina is getting it doneat very little cost. An expanded and well-organizedYES program in North Carolina could, over a very fewshort years, remove the differences and have allnormal youths performing at average or above averagein any educational setting.In many instances, YES and its local staff are helpingindigenous persons identify community problems. Theyare also, in most instances, working through establishedchannels to solve these problems. Their approach indealing with community problems may be regarded in oneor two instances as una@rthodox but then it must neverbe overlooked that the entire program is being run by-youths and they are yet to be seasoned by the experienceswhich they are now getting.Local communities in North Carolina are aware of YES'spresenfeand they are aware of their function. Theirfunction cannot be objectively measured by localcommunities, but at least the local community is identi-fied with YES. In instances where the local powerstructures are not helping they are at least not doinganything to prevent the operation of the program. Thisattitude on the part of the different power structuresis positive not negative. The rural areas could behostile to YES and these areas could overtly object toYES operating within the respective communities. Thefact that they are not or at least they are no longer

hostile to them is clear evidence that some form' ofprogress have been made.YES greatest long-term contribution to the area isin terms of building up a cadre of local leaders thatare well trained. All the tutors are potential localleaders, and this new breed of leadership will not bethe marching type or the riotous type. They will nodoubt be the intellectual type of which North Carolinacan be proud. The overall long term effects of YEScannot be objectively predicted at this time, but itis only a very dense person that could overlook thepossibility of its great contribution.The seven points set forth are the overall strong elements inthe YES program. These strong points must be considered in relativeterms depending on the county and/or community involved. The degreeof relativity depends largely also on the local YES staff and theirability to operate within a complex social system which to them mayappear as very simple. Youths are not always aware of the depth towhich mores and folkways are entrenched within a culture, they seein general a society in transition just as much as they see theirown youthful lives in transition. Time and the events of time willteach them that their effort as tutors and tutees was designed tomaintain and strengthen the good elements in our society and thatthe transition which they thought they saw through their youthfuleyes was not really so.Finally, it must be recognized that tutoring programs cannottake over the entire educational tasks of the schools. These pro-grams cannot truly educate in the sense of the academia andscholastics as can the schools but they can fill a vacuum left void

cm al 2 S) 4 5 6 il 8 ) 10 IEE 12 1S) 14 ILS) 16 7) 18 19 20 Zk Jaby the schools. Tutorial programs may serve to significantlystimulate creativity and attitudes toward learning.' They can bea valuable supplement that will save human time, talent, and theenergies of both the teacher and the student. It is, in the judg-=ment of the review team, imperative that tutorial programs such asYES orientate themselves to this kind of thinking.C. WEAKNESSES IDENTIFIED IN THE YOUTH EDUCATIONAL SERVICESThe weaknesses identified in the program are many and varied.These weaknesses however do not warrant the cessation of the program.As a matter of fact, it was impled under Section B that the programshould be accelerated. The points that will be subsequently dis-cussed should be viewed pragmatically and in the light of thecircumstances under which YES was created and the circumstances underwhich it is now operating. If YES intends to be of national signi-ficance, which it should be, then these criticisms should be con-sidered only in their constructive context, Additionally, ifimmediate action is taken in correcting them then YES would haveactually done all that is necessary to perpetuate its functions.1) ADMINISTRATIONThe central administrative structure of YES is weak. TheDurham office is administered by a group of very intelligent youthswho are too self-centered and egotistic to identify their ownshortcomings. They have no established personnel policy. One wouldget the impression that the director mal 111 decisions concerning

personnel, present his decisions to a figure-head personnel policycommittee who accepts what the Director recommends. The Durhamoffice is an all Caucasian office and this certainly does not spwell for a group of young people who are trying, among other things,to develop leadership. The"great white father" philosophy is much7too evident--they are saying in effect and by virtue of the racialcomposition of the administrative office that "we as good whitefolks know what is best for you Negroes." Philosophically thiswrong; administratively it is worst; for public relations it isworst; and it is unforgiveable in terms of its apparent intent.Lines of communications, both formal and informal, between theconten office in Durham and the field staff leaves much to be de-sired. Formal reports from field directors, tutors and others arenot requested as regularly as one would expect. There is apparentlyno built-in system to monitor the program. The central office inHoTDurham does!have at its disposal the necessary data on employees,tutors and tutees from which to construct a meaningful profile. Forexample, it is doubtful as of this time that YES could give accurate~Ly and objectively the average age of employees, tutors and tutees,how many tutors are A, B or C students, how many tutees are A, 3B, �or D students, and what concrete changes have occurred in the tuteesgrades. There is no formal relationship between YES central officeand the various school systems and schools from which tutors and

tutees come and YES Central Office does not even know the names ofschool teachers whose students are tutors and tutees. There is avolume of documentary evidence that could be gathered from in-dividual teachers, principals and school superintendents. This evi-dence would unguestionably be of great value to YES, the North CarolinaState Department of Education and the National Office of Education,The administrative office in Durham needs a mature coordinatorwho carr set up the machinery to get a tight administrative unitgoing. The functions and/or job descriptions of all paid employeesmust be clearly spelled out and there must be some effective in-housemeans to monitor the program. There is evidence that accepted ad-=-ministrative practices are alien to YES and there is evidence thatthe administrative staff-in Durham needs training in administrativetechniques.2) STAFF TRAININGThere is no meaningful pre~service and in-service training pro-gram for the YES field staff. This is evidenced by the differentanswers one get from staff members who are on the payroll.also more evident from the methods in which they attempt to handlevarious community problems. Most times they get away with theirunconventional approach primarily because they are looked upon asyouths who know no better. There is absolutely no reason in theworld, however, why YES field staff should disrupt the tranquilityof a community to the point where they are charged by the school

superintendent as being an immoral bunch of kids. 'True or false,if the youths were trained and given guidance into how to makeentry into a community the probabilities that local officials couldanes them with immorality would be almost non-existent. It isvery obvious that YES staff who were brought in from the outsidehad little or no respect for local mores and folkways, it is alsoobvious that at least one field staff member (an outsider) was moreconcerned about promoting his own creative writing career than hewas about the career of tutees and tutors. YES tutorg of all per-sons, need training most and they were given none. YES conceptof sensitivity training is not in keeping with their basic objective.One of the fundamental objectives! YES is to provide tutorialassistance to students who need it most. It seems therefore that asensitivity training program is grossly inadequate for the persons(tutors) who would be involved in the tutoring. Had the outsidehelpers -(young men and women from outside the state) given sensi-tivity training dealing primarily with the accepted norms of thedecent people in North Carolina there would be little conflict withthe local power structures anywhere. A comprehensive training pro-gram involving tutors, project directors and adults in the respectivecommunities would apprise the tutors and staff members of theirresponsibilities, and what is specifically expected of them. Manymembers of the YES staff knew nothing about the historical backgroundof the rural communities in North Carolina before they go in to work.

They apparently assume that this is the South and the South isbackward so they are going to show them a new and progressivestyle of life. By now YES has recognized the error in its judgmentand future staff members as well as those that are aboard will beexposed, it is hoped, to at least two weeks of intensive pre~servicetraining program and regular in-service training program.3) LACK OF ENCOURAGEMENT TO BE CREATIVEUnder Section B=-3, the writer implied that YES is not exploitingthe magnificient opportunity it now has to uncover new teachingtechniques that could revolutionize formal education. This is aserigus weakness in the program. The teaching materials in mostcases are conventional printed materials prepared by other peopleother than the tutors. fhe tutors should be encouraged and maybeit should even be mandatory that each tutor develop some teachingmaterials of their own and devise ways and means to present them tothe tutees. Recognizing that all the tutors are young and are atleast sufficiently motivated to tutor then there is no reason whythe administration of YES should not earnestly tickle the imaginationof these youths. YES must recognize early that the "preferred staffmembers" do not hold a monopoly on knowledge, in the circumstances,they should begin real early to exploit the imaginations of thetutors and the tutees as well.This could be done on a simple experimental basis.

be Sy Fschooses to use tutor-made teaching materials only in two counties,conventional and tutor-made teaching materials in two counties, andconventional materials only in two counties then there is absolutelyno doubt that after miect italy Weeping the results YES would beable to give some very significant information to edicators. YEScould no doubt get the cooperation and assistance of the many uni-versities and colleges in North Carolina in setting up the experimentand in determining the results.For all practical purposes and intent the experiment wouldreveal some finding on the following design:Counties 1 and 2 - Tutor-made teaching materialsonlyCounties 3 and 4 = Tutor-made and conventional: printed materials onlyCounties 5 and 6 - Conventional printed materialsonlyThere could be a series of other breakdown in each county but| | Cireas it now stands the YES research staff is too experienced to tacklethe problem in its entirety and they may be too "sophisticated" tohonestly ask for help.4) RECRUITMENT OF TUTORSThe recruitment of tutors needs serious tightening up andcoordination. One member of the review team pointed up very clearlyin his report that a majority of the staff responsible for recruiting

tutors have not been involved in a YES program before and in mostcases have had no tutorial involvement at all. It seems evidentthat the YES administration must be held responsible for such aloose system of recruiting tutors. It maybe, that up to thispoint, they are relatively lucky in that they have not eetutors with serious behavioral or psychopathic problems, however,their luck can run out and the outcome could be wien serious thananyone imagine? The extent to which teachers and other knowledge-able persons are involved in the recruitment process is questionable.There are no written guidelines as of yet that can be used in re-cruiting. At this point and time in YES's uthtut aiutory theyshould be able to give some insights as to what are the characteris--tics of good tutors and poor tutors. YES has no documentary evidenceon this very important phase of their work.The criticism that YES is using average or below average studentsas tutors is not valid. Even though this may be true, the evidenceis undeniable that tutors in general do show improvements in theirschool grades. There is no evidence available that tutors who are"C" average students have any adverse @ffects on the school gradesof tutees. The chances are that both tutor and tutee have benefitedfrom the interaction.5) RECRUITMENT OF TUTEESThe. policy seems here that its whoever will may come. The evidence

is inconclusive that the youths who need help most are gettingthe tutoring. No special effort is made by YES to recruit slowlearners for the tutoring programs. Many of the tutees are aboveAverage and some are B+ students. The above average and B+ studentsmay need tutoring as well, depending on the school from which theyhave been recruited, but then it might be more fruitful if YESleaves the cream of the crop to the teachers in the schools andconcentrate their effort on those that are at the bottom or near thebottom of the grading scale.The recruitment of tutees could be a relatively easy processif the teachers cs all the schools involved were brought into theRYanniue stages of the recruitment process. Teachers could supplyYES with the names and paecoma of youths who need tutoring most.YES, of course, would have to learn how to develop rapport with notonly those people who share YES's philosophy but also with those whodon't. 'The team leader seems to have gathered the idea that theYES staff in general is willing to work with those who agree withtheir philosophy but those who don't can go to "hell". They haveyet to recognize that they can learn more from the opposition .some~-times than they can from their supporters, they also fail to realizethat once they convert the opposition they would receive thestrongest kind of support they will need to defend their philosophy,YES's administration and staff must learn to keep all lines of

communications open and they must learn to listen and think aboutcriticisms more than they do now.The entire team recognize that not all school boards, superin-tendents, principals and teachers are in agreement with YES'sphilosophy, however, the team also recognize that no special effortis being made by YES to convert these key persons in the state.6) LACK OF EVALUATION TECHNIQUESEvaluation is a continuous process an in voluntary programs itshould be even more continuous. YES has no objective method of eval-uating the progress of tutors and tutees. It has no visible methodof evaluating the "temperature or pulse of a community" (communityspirit) and as a result has on occasions got into awkard situationswith local power structures and indigenous leaders. Fiied directorsand their staff must be taught the importance of continuous evaluation.Let me quote from a member of the review team's report."Since tutors do not use a uniform method to determine whatarea they will work with the tutee on, it is difficult tounderstand how the central staff can be supplied recordsof the activities of the tutors and how the tutor can judgewhether or not he is actually helping a tutee, for instance,it seems a waste of time for a tutor to spend time with aB+ student in history, helping him to become an A studentwhen so many kids in the area are failing."Had there been a structured built-in method to evaluate all phasesof the program it would have been impossible for any review team tomake such strong statements criticizing the program. The YES organi-gation is not a unit in space, it is at least responsible to society

for "all" its action and YES should have the responsibility tofurnish monthly objective and subjective reports to some one else.There is no reason why all the organizations responsible for fundingYES iood not insist on a monthly report which reflects the totalhealth of the organization.7) INEFFECTIVE USE AND DISTRIBUTION OF LABORThe tutors are tutoring in nearly every case on a one to onebasis-~one tutor to one tutee. In view of the fact that many of thetutees are above average it seems. clear that the above average tuteescould be grouped in numbers of 2 to 6, while the below average tuteescould continue on a one to one basis. The YES administrative staffhas strong objections to this but actually they have never triedhomogeneous grouping in Bhs of school performance before. Manymore youths would have been served and YES is also missing an oppor=tunity here for bei tae research. The program, as it now stands, couldbe eletericenkad to facilitate this type of approach.8) LACK OF EFFECTIVE COUNSELING AND GUIDANCEThere is no effective counseling and guidance component builtinto the program. In the absence of this component YES is operatingprecariously dangerous. First, they are working with youths at bothend of the continuum, these youths in general are from poor families,if not altogether culturally deprived families, the tutors themselvesare from poor families and/or culturally deprived families and there

-~15-is a vacuum that needs to be filled and filled real early. Thisvacuum can best be filled by a trained matured counselor with someexperiences. It is extremely important that much of the counselingshould be concentrated on the tutors but it is also necessary thatthe parents of tutees be exposed regularly to this type of expertise.The counselor would be the one person in each county who couldhonestly deal with the family as a unit. If the time evefi comes whenthe aspirations of the youthful tutee outstretches the aspirationsof mother and father before mother andfather are conditioned to acceptthis change YES will be charged for creating family conflicts. Tnemature counselors role in this entire program must never be over-ected.As implied earlier,.the weaknesses pointed out here should notbe considered as an indictment of YES because they are not, theyshould be studied and where dean the me corrected within a reasonabletime. At no time must it be overlooked that YES is comprised of anenergetic group of youths whose energies must be continuously direct-ed into more and more constructive endeavors.D. RECOMMENDATIONSLike all other programs in our society today which are caught'up inthe business of helping to rapidly change the way of life ofminority groups, YES seems to have been caught up in the mountingdemands often made upon them by poor people, who for the first time

my te eeeare being heard. YES is a unique organization, both in structure andobjectives. Its youthful composition holds great promise and maybeit should be kept that way; its youthful history has also taught usmany lessons. Can the youths capitalize on what they have learned?s a s a i j � a sThis question is crucial if YES is to survive. The evidence sofarindicate that YES cannot analyze a situation as well as a group ofadults can and until they have been taught to take time out and ana-lyze critical situations they will get caught in minor and/or majorconflicts with themselves and society. The program can be structuredso that little or no problem can arise in its overall operations.Recognizing that the review team and all concerned admire thephilosophy behind YES, it should be recognized also that it is witha great sense of dedication and duty that the following recommen-dations have been made.1) Ail additional funds granted to YES by the North CarolinaFund should be designated for staff training and evaluation.Staff training here means pre-service and in-servicetraining. :Staff roles and responsibilities should be clearly definedand a greater degree of staff support should be given bythe central office. |An organized and mutually efficient system of communi-cation between the central YES office and the variousYES projects should be established.Personnel procedures need to be completely revamped andvery strict guidelines established.Counseling directed towards motivating high school studentsto raise their college going aspirations should be instituted.

Counseling directed toward involving the total familyunit in the tutorial process and helping the familytake advantage of community resources should be es-tablished.It should be made mandatory forthe future that YESprovides the evidence that they are keeping lines ofcommunications open between the YES staff and allFederal, state and county agencies that have relevanceto education in the state.YES should begin to change its "know-it-all" attitudeand begin to work directly with key persons in thestate. YES should be taught to appreciate the bless-ings and goodwill of those persons and organizationsthat are helping them and those persons and organi-zations that are not doing anything to hinder them.