By Anne Bouie
During this inspiring publication, Anne Bouie info her paintings with underachieving city adolescence and their households at venture Interface, a math and technological know-how enrichment application, the place she constructed a special method of elevating success. Bouie argues that instead of deciding on deficits and dysfunctions within the relatives, a more advantageous approach makes a speciality of the strengths and builds at the inherent resilience of the group. She describes the layout and implementation of a collaboratively equipped, community-based after-school enrichment application that labored.
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Additional resources for After-School Success: Academic Enrichment Strategies with Urban Youth: Academic Enrichment Strategies with Urban Youth
The board is the primary advocate for the program; the staff run the program effectively and in keeping with the organization’s goals and mission. Since the focus of our program was on math and science, we were especially interested in corporations, businesses, and organizations in these areas, and our board reflected this. Our board also reflected the fact that we were a community-based program housed at a church; a board member who represented Allen Temple served as a liaison to the church. The individuals representing the various sectors not only brought their professional expertise and their individual strengths and interests to the board; they also served as reference people who were knowledgeable about influential organizations and individuals in their area of expertise who could provide access and credibility to a new program.
Consider the relationship of choices in program design and to local, state, and federal policies that may relate to your program. 3 gives an idea of how choices in the development of program components may affect or be affected by local, state, or national policies and trends. It presents ideas and suggested actions relating to each major section of After-School Success: Academic Enrichment Strategies with Urban Youth (program goals and partnerships, program preparations, and direct work with children and families) through federal-, state-, local-, and program-level recommendations.
Being out here first thing in the morning lets me do my little informal pep talks and start the day on point: It’s all about the learning. Whether principals were detached or hands-on administrators did not matter as long as we were successful in communicating with them. When we met with principals, we were careful to describe the particular segment of the student body we wished to work with, why we wanted to work with them, and what the school could expect as a result of our work. Unlike many programs, we did not need space or meeting time with the faculty or staff.