Part1: What do students, parents, teachers, counselors, administrators and community leaders feel is necessary for excellent education for all children in their community?
1. Children and Communities with Promise: A Place-based Approach to an Asset Based Bicultural Continuum Model
2. Promesa Vision, Needs, and Strengths: Voices of Children, Youth, and Parents
3. We Have a Vision of a Healthy College-Going School: Principals, Administrators and Counselors
4. Coalition Building for an Asset-based Bicultural Continuum: Breaking Down Silos in La Zona de Promesa
5. Asset-based Bicultural Continuum Model for Educational Equity of Low-Income and Mexican Descent Students
Part2: How one community engaged with education to create an asset-based bicultural continuum
6. Early Childhood Communities as Bilingual and Bicultural Assets
7. Creating College Going Culture in Middle School Through Youth Participatory Action Research: Unity for Change, Believe in Us!
8. From Community Mapping to Community Action: Youth Participatory Action Research on the Educational Pipeline
9. Social Workers Developing Relationships and Linking Students Families and Teachers to Local Resources
10. Final Reflections: La Zona de Promesa and The ABC Continuum Model