YouthBuild Providence is positioning itself to become a local leader in urban education reform. With the incorporation of best bet practices both in the classroom in the not so tangible elements of its programming, YouthBuild will be able to inform education partners on dropout prevention and recovery strategies.
The program wants to build capacity in the programmatic areas such as support and transitional service to match the increase in enrollment and those active graduates in the PSE pipeline. These areas have taken a hit with the concentration on building the educational engagement because of the high school diploma track.
In addition the building capacity in support service, the program will undergo an image change. After months of research it has been noted that YouthBuild Providence is known for one aspect; Construction. This can and is counter protective to the work that is currently being done in the education networks. It is important to the community at large look at YouthBuild as an Educational entity and not just a workforce development program.
As the program...
Our current project, "The W.J. Bryan Primary Learning Center", under construction, is located a block away from the main building, to house a pre-k and eight kindergarten classes. In addition, an administrator, lead teacher, cafeteria, and complete office staff will staff the new center. Its doors are scheduled to open to staff, students, and parents in April, 1998.
First the ACE Mentor Program’s roots actually started in New York City where they developed the idea for this program, and started the fundraising for scholarships in 1995. According to their website, “ACE is a not-for-profit organization, formed under Section 501(c)3 of the District of Columbia in 2002,” (History). Today ACE, which stands for “Architecture Construction and Engineering,” consists of volunteers who work after school as a design and construction team to teach and mentor high school students to create and build ideas for construction projects. In the ACE Mentor Program there are affiliates to different regions or areas. The website states, “Each affiliate has a board of directors, a local coordinator, and a number of teams,” (About Us). The teams of about 15 to 20 students meet in about 15 sessions after school to either go on field trips to experience construction in the real world, or work and design for the end of the year Presentation to their region. To meet the expectations for the presentation night it takes hard work and dedication to learn architectural, construction, and engineering skills as a team. Right now, the ACE Mentor Program has 30,500 students participating and is still growing. The history of ACE starts from New York but is venturing across the
Subsequently what is done is that selected high schools develop a curriculum that is organized around a specific career cluster, which are like a specialized charter school. The goal is to feature a series advanced “pathway” courses that can help students to enrich their knowledge through work-based learning and academics. In turn, this specialized education will allow student to demonstrate their understanding through assessments and industry credentialing opportunities. As well these schools are enrolled in a learning exchange that have partnerships that are organized to support the programs of study by coordinating statewide networks of education partners, businesses, industry associations, labor, and other organizations (2013, p. 21-23). Consequently, the program is driven to help high school students develop a career path and to receive exploratory education that will given them an advantage in either college endeavors or in the job market.
...ieve life goals. The community should encourage continued community service from college students that receive scholarships and or some type of financial aid to volunteer, with the existing programs. This could increase the amount of people available to these after school and summer programs, while saving the city some money. This could prove to be a major step in continuing to improve the city and make it a desired place to live and prosper.
Gwinnett County Public School (2010, June). Education for Homeless Children and Youth. Retrieved February 4, 2014, from http://www.gwinnett.k12.ga.us/gcps-mainweb01.nsf/F42D74FA4ECBBFED85257754006DDA21/$file/HEP_Parent_Brochure_10-11.pdf
What our inner city youths need is to see first hand how their decisions can
... success by raising the bar in their industry, goal setting, and rewarding excellence. The reauthorization of the ESEA takes a cue from that sector and employs it into education. The blueprints approach for doing so is to strengthen instruction in reading comprehension and in our STEM subjects by improving standards that build toward college- and career-readiness. Expanding access to college coursework and other accelerated learning opportunities for students in high-need schools. Providing incentives for a Race to the Top among states and districts willing to take on ambitious, comprehensive reforms. Developing, validating, and scaling up promising and proven educational strate¬gies to improve student outcomes. Expanding educational options to increase choice within the public school system through high-performing new schools and meaningful public school choice.
These challenges create a youth that is not prepared to compete in our competitive society.... ... middle of paper ... ...(2013, October ). Education for Homeless Children and Youths Program. Greensboro: U.S. Department of Education. Retrieved from http://www2.ed.gov/programs/homeless/data-comp-0910-1112.pdf.
This film follows four students at Sharpstown High School who are at risk for dropping out before graduating. Sharpstown High is referred to as a “dropout factory” throughout the film, as a large portion of their enrolled freshman don’t make it to their senior year. This inner city high school, along with nineteen other, however, implemented and worked through many strategies to lower the number of dropouts through a program called Apollo 20. Throughout the film you can see how these methods work out for some students, but also how they fall short for others.
The intent was to allow stakeholder input on how local funding would be implemented in order to further support student achievement and growth, with an emphasis on underperforming sub-groups, including foster youth (Ventura County Office of Education, 2014). This plan allowed more localized control of funding and created much needed support for underperforming populations in an effort to increase academic success rates (Plante, 2014b). Even with legislation moving in the right direction to help support foster youth, other changes especially within the system of education must also
Strategic planning did nothing but hinder Youth Haven from making more profit, keeping investors happy, and staying on mission. It was not the best management technique for Youth Haven. Since they had a deficit of $20,000, I believe they should not have outsourced to a third-party for a fee. Because of this their funding continued to get increasingly tighter. They still had a deficit and if they can not keep their investors happy, they are going to leave too. Strategic planning should be used as a stepping stool used to evaluate company policy and mission retention. Strategic planning was not used wisely within this organization. Strategic planning is a stepping stool within an organization and should only be used as such. According to a Strategic
...cts are unknown. Preliminary data indicates the Youth Advisory Council model, one example of the community problem-solving approach, may be a promising avenue for engaging young people. Additional longitudinal research in coming years will be crucial in developing more definitive conclusions. Anecdotally, many students find great value in the program, indicating it develops leadership skills and provides motivation for further community participation. The participants are not the only beneficiaries, however. Through thorough planning and thoughtful implementation, the sponsoring agency and broader community gain significantly from such a process. Involving young people in addressing community problems at the local level can infuse new life into agencies and communities, while helping to prepare young people to become active, engaged citizens in our democracy.
... for community replacements to drug-taking that is the reason of the project. Originally, the Project struggled to see to the needs of the youth population; the youth families and friends, the specific needs of drug-taking youth, and the need for preventative community education in relation to drug use.
Teens today face a lot of pressure. Many students deal with difficult life situations that hinder them from focusing on their futures. This can lead to a loss of interest in school and school events, such as a sports, clubs, or after school programs. Teens start to prioritize other things over their education. Every year, over 1.2 million students will leave school without earning a high school diploma in the United States alone (“11”). That’s a student every 26 seconds – or 7,000 a day (“11”). The United States, which used to have the highest graduation rates of any country, now ranks 22nd out of 27 developed countries (“11”). Students may not realize that by dropping out of high school they are more likely to commit crimes, become parents at a young age, use and abuse alcohol and drugs, and live in poverty (“Drop”). Dropouts make up the majority of those