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strengths and weaknesses of financial literacy
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Overview The DC Promise Neighborhood Initiative (DCPNI) draws upon promising practices from a national body of work that suggest that dual-generation programming is an effective strategy for breaking the cycle of poverty. Specifically, two-generation strategies that suggest integrating education, employment opportunities, and peer support for parents and academic and support services for their children will produce far more promising outcomes for both the parents and their child. The DCPNI Academy for Girls and Their Mothers is a 12-month program where middle-school aged girls attending Cesar Chavez Public Charter School will join classmates and the caring female in their lives for workshops on Saturday mornings. These pairs will learn about healthy relationships, healthy eating and living, and teen pregnancy prevention. Partner programs working with the DCPNI College and Career Readiness, Parent Academy and Workforce Readiness Programs will support the pairs with workshop on financial literacy, 21st century skill building, SAT preparation and High School Diploma or GED attainment, and socio-emotional capacity building where needed. Service Count The DC Promise Neighborhood Initiative community is made up of several different neighborhoods within a very isolated section of Ward 7 in Washington DC. This small community has seen rates of teen pregnancy, poverty and lack of education higher than those of the District of Columbia as a whole. For these reasons the 5,725 person community has been named a Promise Neighborhood that could benefit from more aggressive interventions. Cesar Chavez Public Charter School, Parkside is the only middle school in the target community. This program will pilot at the school, with a spe... ... middle of paper ... ...December 13, 2013, from http://www2.ed.gov/programs/promiseneighborhoods/2012/app-dcpni.pdf (pg.7-8) Cesar Chavez Public Charter School (2012). 2011-2012 Annual Report. Retrieved December 13, 2013, from http://www.dcpcsb.org/data/files/2013_Applications/2011-2012_Annual_Report_1S4CesarChavezPCS.pdf (pg. 12, pg. 13.) DC Promise Neighborhood Initiative (2012, July 26). Pg. 13 DC Promise Neighborhood Initiative (2012, July 26). Pg. 8 Kenilworth Elementary School (2011). Master Facilities Plan. Retrieved December 13, 2013, from http://www.21csf.org/csf-home/DocUploads/DataShop/DS_177.pdf DC Promise Neighborhood Initiative (2012, July 26). Washington Area Women's Foundation (2013). Washington Area Women's Foundation: Funding Opportunities. Retrieved December 14, 2013, from http://thewomensfoundation.org/join-us/become-a-grantee-partner/funding-opportunities/
Ideas of community, social progress, and culture are an ever-evolving social work issue. How do we as social workers choose to approach needs of groups and communities at the macro level? In order to grasp an understanding of true helping systems it is important for one to have a range of knowledge to justly participate within the formal helping structures an models that comprise of the social work field. In attempt to create our identity as active justice based social workers it is essential for one to conceptualize the framework of intersectionality. According to Kirsten-Ashmen, “Intersectionality involves the idea that people are complex and can belong to multiple, overlapping diverse groups “The intersectional perspective acknowledge the breath of the human experience, instead of conceptualizing social relationships and identities separately in terms of either race or class or gender or age or sexual orientation”; rather an intersectional approach focuses on the “interactional affects” of belonging to multiple groups (p. 48).” In order to remain committed to intersectionality I will apply theories and models to a progressing community in the city of Boston. A critical analysis of the strengths and weakness within each theory related to the specific community will be discussed. I will expose the intersecting layers, allowing for identity development through the lens of the macro social worker. I will begin by discussing my experience through the research process with my team members. After giving a detailed description of the project we can further explore the empowerment theory and systems theory to better explain the development of Dudley Street. The two theories are able to give an understanding of Roxbury’s forward progre...
“When schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher level programs.” (Van Roeckel, 2008, p. 1) Deer Valley High School in Glendale, AZ is the first high school built in the Deer Valley Unified Scholl District, and with a population around 1800 students, the high school is one of the bigger schools in the state. It has a tradition of family on its’ campus, where there are still teachers teaching that were there when the school opened in 1980. A number of former students have become new teachers on campus and just about all the teachers’ children have attended and graduated from the campus. With a school like ours, there are many connections to the community around it and it is demonstrated by the programs that bring in parent and community to help with the development of our students. There are numerous booster clubs run on our campus to help support student achievement on the sports fields, a school to work programs to teach the students necessary skills in different areas of either nursing, sports medicine classes, and in the culinary arts classrooms, and funding to our school to help ensure all students graduate on time. There are many programs on our campus, but I will discuss four of the programs: baseball booster club, C2G program, “school-to-work”, and the special education program sponsored by Arrowhead Hospital. These programs are designed to improve the relationships between the campus and the people in the community, and give all students on campus every opportunity to succeed in their future.
In the United States of America, the general path to becoming a successful adult begins at an early stage in life and continues, typically, until the age of 18 when one is able to positively contribute to society. During this period, we are constantly molding our future through the cultural influences of the environment surrounding us, obtaining an education provided through grade school, and expanding upon our socialization skills. Therefore, a productive culture, adequate education, and the ability to adapt socially are all vital building blocks needed to finish our path to success. Raised in a community that harbors an isolative culture unconducive to success, those born in “The Hood”, a community
...g 17 schools in four cities in two states. The organization’s goal is to produce college ready graduates from low-income, traditionally low-achieving urban districts. The schools use a model of closing the achievement gap by lengthening the school day, finding the best human capital, and using data to guide instruction, while building student character and modeling life-long learning behaviors for students. To this point, which is about seven years in to the Achievement First network’s operations, the schools have been successful at dramatically increasing test scores and having graduation rates much higher than the average. Achievement First’s biggest challenge, like many other CMOs, is scaling up and there are several parts involved in that, including teacher and leader development, budget concerns, and maintaining high achievement with an increased student base.
Pardo, Alexandra. The Relationship between Student Achievement Charter High Schools in Washington, DC. Diss. The George Washington University, 2013. Ann Arbor: ProQuest. Web. 23 Mar. 2014.
"Catching Them Early" profiles the extraordinary efforts of Richmond's Lincoln Elementary School to ensure a bright future for its children. Ninety-nine percent of the kids attending Lincoln qualify for federal meal subsidies; many have family members in a gang. So the school makes special efforts, including the hiring of outreach workers, to provide the kind of support kids need to stay in class and do well.
...g of the struggle of poverty and subsequent educational barriers. Though extremely grateful for all of the privilege in my life, it was difficult to realize my fortune until working with the teens at RYP who often do not have two parents, have limited adult influences, and live below the poverty line, making education an afterthought. From the perspective of a tutor and mentor, the educational support that the teens require is unquestionable, just like the injustices they face daily. Through service, not only does one gain perspective into the needs of the local community, but also insight into systemic issues of racism, poverty, crime, education and more. By participating in service and trying to counteract the sources of need for others, one will undoubtedly change their perspective of the framework question, knowing that the very least one should help others.
Especially in regard to educating children in poverty so they will not fall behind. Helping adults to understand how to help these children is vitally important because those in poverty have different needs and require a different means of motivation, “if poor people were exactly the same cognitively, socially, emotionally, and behaviorally as those from the middle class, then the exact same teaching provided to both middle-class students and students from poverty would bring the exact same results (Jensen).”
On behalf of Felicia King -Thomas (HIPPY Supervisor), Kimberely Pierre (Home Visitor), and my self Lutricia Hunter (HIPPY Coordinator), I am happy to welcome you to the Dallas County HIPPY Program! We are looking forward to a productive partnership with you to ensure your children can achieve their highest potential. HIPPY recognizes that in order to be successful in school, our children need support from both the home and school. HIPPY knows a strong partnership with you will make a great difference in your child’s education. As partners, Dallas County HIPPY share the responsibility for your children’s success and want you to know that we will do our very best to carry out our responsibilities. We ask that you support the Dallas County HIPPY
Thus far, children who are falling below the set educational standard, families living in poverty, and families living in dilapidated neighborhoods have all been identified as populations of interest. Research suggests that there is a strong predictive relationship between a child’s poverty status and their well-being (Prince, Pepper, & Brocato, 2006). This would suggest that the target population is children and families living in poverty. However, more information should be considered before choosing causal
Noguera, P. A. (2003). City Schools and the American Dream. New York, NY: Teachers College Press. Retrieved June 5, 2010, Web.
"Building Partnerships to Revitalize America's Neighborhoods." HBCU Central (Winter 2002): 1-6. Winter 2002. Web. 2 May 2012.
The program model addresses the dropout problem through assisting troubled students and their families. Families often have difficulty accessing and navigating through the maze of public and private services. School-based coordinator, bridge the gap between local resources and the public school setting, where they are accessible, coordinated and accountable. Site Coordinators are the single point of contact and fill a pivotal role, working inside the school to provide integrated student services. Site coordinators connect students and families with community partners and resources that address both academic and nonacademic needs.
Currently, relatively few urban poor students go past the ninth grade. The graduation rates in large comprehensive inner-city schools are abysmally low. In fourteen such New York City Schools, for example, only 10 percent to 20 percent of ninth graders in 1996 graduated four years later. Despite the fact that low-income individuals desperately need a college degree to find decent employment, only 7 percent obtain a bachelors degree by age twenty-six. So, in relation to ...
Living in poverty exposes children to disadvantages that influence many aspects in their life that are linked to their ability to do well in school. In the United States of America there are an estimated 16.4 million children under the age of 18 living in poverty (U.S. Census Bureau, 2010). “The longer a child lives in poverty, the lower the educational attainment” (Kerbo, 2012). Children who are raised in low-income households are at risk of failing out before graduating high school (Black & Engle, 2008). U.S. children living in poverty face obstacles that interfere with their educational achievement. Recognizing the problems of living in poverty can help people reduce the consequences that prevent children from reaching their educational potential.