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The CURA publications library is currently being digitized by the University of Minnesota Digital Conservancy. When the project is complete, the entire CURA publications library will be online and fully searchable. Unfortunately, during this process we are not able to honor individual requests for publications . Additionally, we no longer have physical copies of publications to send out.

New publications are digitized daily and the publications catalog on the CURA website is not automatically updated with links to scanned copies, so please search the CURA collection at the Digital Conservancy for the publications you are looking for:

Long-Term Impacts of Lead Peace Service Learning Program on High School Seniors from North Minneapolis

McMorris, Barbara J., Kristin Swartz, Chelsey Thul, Pam Russ, Nicole Randolph Fernandez and Renee Sieving

Every year in Hennepin County, one student drops out of high school for every four students who graduate; educational disparities are particularly marked for youth of color. Although dropping out usually occurs in high school, the process of disconnecting from school begins much earlier. The Minneapolis Public Schools and the Hennepin County Human Services and Public Health Department partnered to initiate the Lead Peace service learning program in 2001 to reduce violence and improve school connectedness among sixth- to eighth-grade students in North Minneapolis. The Lead Peace curriculum teaches specific skills to youth, including how to be leaders and identify and address school and community needs, set goals for the future, work together with their classmates, navigate setbacks and problem solve, and speak up for those who cannot speak for themselves. The purpose of this study was to examine protective factors and high school outcomes among a small sample of high school seniors who participated in Lead Peace during 2007–2009. We conducted interviews with an ethnically diverse group of 10 18-year-olds to learn about their high school careers after participating in this positive youth-development intervention during middle school. Our qualitative analysis identified numerous themes, including that: caring relationships developed with adults and peers involved in the Lead Peace program; leadership skills emerged that helped students succeed during high school; and students had opportunities to make a difference in their communities. Our findings showcase Lead Peace as a promising program that contributes to student success in high school. The research upon which this article is based was supported by a grant from CURA’s Faculty Interactive Research Program.

CURA Reporter
Publication date: 
Minneapolis: Center for Urban and Regional Affairs, University of Minnesota.
Faculty Interactive Research Program, School of Nursing at the University of Minnesota and the Centers for Disease Control and Prevention
44 (2): 22-29
Online availability
CURA call number: 
Reporter 44 (2)