• Next Steps to Success is a nonprofit that teaches the success sequence and offers an after-school program and a full-day summer program to students in Norfolk, Virginia.
• Nonprofit and community collaboration can help fill gaps of support for students who may struggle to choose the success sequence in areas where public policy can’t always reach as effectively.
• As Utah policymakers and leaders seek ways to bring the success sequence to students, due diligence ought to include diving into the great work already being done.

In Utah, it’s a state priority to teach students the “success sequence,” which says 97% of individuals can avoid poverty by graduating from high school, getting a full-time job, and having kids after getting married. The idea is that by equipping all kids with this data, they can make good decisions in their own lives.

How to bring that information to students includes different approaches. The Utah State Board of Education has been encouraged to find ways to implement them into standards. As the board seeks ways to do so, the work of others in this space is helpful.

For instance, some leaders across the nation teach the success sequence to students through standards and curriculum (here and here). Another, called Next Step to Success (NSTS), offers free in-person programs to school-age kids living in Norfolk, Virginia.

What is Next Step to Success?

Next Step to Success is a nonprofit that offers an after-school program and a full-day summer program to students in Norfolk. According to its introductory page, one in four children in Norfolk live in poverty. As a response to this stark reality, NSTS teaches concepts like the success sequence through its programming, which is also intentionally created to support students in achieving each of the three steps.

Participants must apply to the limited enrollment program, which is intended for secondary students ages 13-18, and families must fall within a specific income range.

The program is rooted in the success sequence. According to its website, the program teaches concepts like “resilience, grit, growth mindset, learned optimism, self-control, teamwork, leadership, written and oral communication, problem-solving, and responsible decision-making.” It is also founded on Catholic values, but there is no religious requirement in order to participate in any of the programs.

During the school year, the after-school program supports students by offering engaging activities, interactive workshops, and homework assistance to help students develop emotional, relationship and academic skills.

Once school is out for the year, the summer program – a full-day, eight-week opportunity – begins. Students take courses or have experiences in theater, sports, dance, fashion design, wooden boat making, STEM-related workshops, painting, photography, field trips and more.

Support for living the success sequence

A common and legitimate policy question that comes after setting a goal to teach students the success sequence is this: How do you expect all students to live it? It appears that the program not only teaches the success sequence and gives opportunities to live it, the program focuses on those who need it most.

An important aspect of the programs offered by NSTS is that they are affordable. Both the after-school and summer programs are free, and the organization also offers free transportation to and from the students’ home and free meals for students who attend either program.

Between the income requirements for eligibility and free transportation and food, the program intentionally targets and supports the demographic it seeks to help access and live out the keys to success.

Nonprofit and community collaboration can help fill gaps of support for students who may struggle to choose the success sequence in places where public policy can’t always reach as effectively.

Parents are not left out of the equation either. The website offers parent resources like a handbook and FAQs resources on education and raising teenagers, as well as other links. Parents must commit to the program’s guidelines and help provide information where possible (like report cards for academic advising) in order to support their student.

Conclusion

Utah has made commendable strides in bringing the success sequence to students, and the work may continue for years as information and positive outcomes ripple throughout the state.

As Utah policymakers and leaders seek ways to bring the success sequence to students, due diligence ought to include diving into the great work already being done. Great ideas across the nation can help Utah to bring the best to its own students.