The Fish Versus The Fisherman Annemarie M. Grassi, Ph.D. MAY, - - PowerPoint PPT Presentation

The Fish Versus The Fisherman

Annemarie M. Grassi, Ph.D.

MAY, 2003

Why Do Our Kids Fail to Succeed?

Inequalities in Life

Inequalities in Educational $$

1750 3500 5250 7000 Parental Educational Spending

$6,600 $780

$300

<$20K $50K - $70K >$150K 4750 9500 14250 19000 Per Pupil Spending

$10,721 $11,820 $18,196

Orange CMSD Euclid

Source: US Department of Labor Source: Ohio Department of Education State Report Card

Inequality in Education @ Home

• Parenting style typical of affluent and educated

parents, characterized by nurture, affection, warmth, active involvement, and reasoned discipline (more hugging, less spanking) leads to greater socio- emotional competence among children - Putnam, 2015

• Well educated parents aim to raise autonomous,

independent, self-directed children with high self- esteem and the ability to make good choices

• Less educated parents focus on discipline and
• bedience and conformity to pre-established rules.

Inequality in Reinforcement

Professional Class Working Class Poor Class Encouragements 166,000 (6:1) 62,000 (2:1) 26,000 (1:3) Discouragements 26,000 36,000 57,000

The American Dream, Our Kids in Crisis - Robert Putnam (2015)

Traditional Approaches to Catching Fish

Meeting Immediate Needs Providing a safe space for the time Focusing only on how kids feel, not what they can achieve Focus on outputs over outcomes Focus on “good work” not “great impact”

What our Kids need to Succeed

Unconditional Love

Continuous Support

Tough Love

High Expectations

Responsibility Supported Failure

Affection Traditions

Accountability

Holistic Approach to Breaking the Cycle of Poverty

Strong Relationships Family Engagement Duration and Intensity

• f Programming

Focus on Social and Emotional Growth

Strong Relationships

Strong relationships between youth and adult mentors plays a significant role in the academic and social achievement of youth and might therefore also serve an important role in a youth’s social network.

(Anderson et.al, 2004).

“The best documented asset of resilient children is a strong bond to a competent and caring adult, which need not be a parent” (Masten and Reed, 2002, pp. 83).

Strong Partnerships

Decker, 2000 Strong partnerships can closely align the work of the school day to the interactive nature of after school, providing a rich environment for learning. Successful after school programs recognize the importance of strong community connections and actively pursue them.

The benefits of these collaborations include:

• Greater relevance of curriculum for

students

• Increased student responsibility for

learning

• Improved connections between school

and community

• Stronger problem-solving skills
• Higher order thinking, time management
• Expanded learning environments
• Greater motivation of reluctant learners

enhanced problem solving and conflict management skills

• Reduced behavior problems

Strong Relationships

What do strong peer-adult relationships look like?

Family Dynamics

• Estimated by the time children enter

kindergarten:

• The children of professional families

heard 19 million more words than the children of working class parents and;

• 32 million more words than the children
• f parents on welfare. - Putnam, 2015
• 72% of middle-class children know the

alphabet when starting school, as opposed to only 19% of poor children - Putnam, 2015

• Growing evidence indicates that children

who grow up in poverty are at high risk for elevated levels of cortisol and toxic stress - Travis, Western, and Redburn (2014); and Waldfogel (2006)

Family Engagement

FAMILY INVOLVEMENT

To involve is to “enfold or envelope”- Identifying projects, needs, and goals and then telling parents how they can contribute

FAMILY ENGAGEMENT

To engage is to “come together and interlock” - Listening to what parents think, dream or worry about

Family Engagement

Family'

Family'Support'

• Services'
• Strong'caring'

rela5onships'

Strong'Culture'

• High'Expecta5ons'
• Skin'in'the'Game'
• “Village”'Partnership'

Meaningful' Engagement'

• Family'Programming'
• Parent'Programming'

Feedback'

• Mul5ple'outlets'for'

parent'voice'and' input'

Continuum of Service

Duration of Programming (Darling, 2005) Looked at student attitude and engagement in school among students who participated in extracurricular activities for the duration of 1, 2, or 3 years.

• Results found that students who remained

in programming for 2 or 3 years demonstrated greater academic aspirations than those who only participated 1 year or did not participate at all.

• Results also revealed a positive

relationship between middle and high school students who engaged in programming for 3 years as it related to multiple positive young adult outcomes.

Continuum of Service

Duration of Programming - (Grassi, 2012)

• Does duration of engagement in Open Doors Academy relate to student performance

in achievement related behaviors including hope, wellbeing, and engagement?

• Analysis and Findings- Single Factor MANOVA (rationale: comparison of multiple

IV’s (time in ODA) on multiple DV’s(achievement related behaviors)). Statistically significant main effects between duration of engagement amongst Open Doors Academy Youth and hope, engagement, and wellbeing Pillai’s criterion (12,510) = 1.83, p = .042.

• Does duration of engagement in Open Doors Academy relate to academic

performance as reflected in student GPA?

• Analysis and Findings- Pearson-R Correlation (rationale: measuring strength of

linear dependence between duration in program and academic performance). Found statistically significant difference according to years of engagement [(F (4, 211) = 2.47, p = .046)] in relationship to grade point average.

Creating a Continuum

Middle School High School College/ Trade School Career/ Adulthood

ODA Scholar Retention

50 55 60 65 70 75 80 85 90 95 100

1st to 2nd Year 2nd to 3rd Year 3rd to 4th+ Years

Benefits of the Continuum

Three young college ladies meet for lunch:)

Social Emotional Growth

Engagement and Hopefulness (Grassi, 2012) Do youth engaged in Open Doors Academy differ from youth not exposed to Open Doors Academy in relation to achievement related behaviors including hope, wellbeing, and engagement? Findings - Statistically significant difference between ODA Youth and Non- ODA Youth 67% of ODA youth Hopeful 47% of Non-ODA youth Hopeful 65% of ODA youth Engaged 47% of Non-ODA youth Engaged

Are hope, wellbeing, and engagement predictive of academic performance, (measured by GPA) amongst youth participating in ODA?

Statistically significant with approximately 6% of the variability in grade point average predicted by hope, engagement, and wellbeing.

Confidence Self-Esteem Perseverance Personal Power

Motivation Self- Regulation Volition

2.0 2.3 2.5 2.8 3.0 ZERO ONE TWO THREE FOUR AVERAGE S SCROE AM AMONGST PAR ARTICIPAN ANTS YEAR ARS I IN O OPEN D DOORS A ACAD ADEMY Hope Engagement Wellbeing

Figure 1. Youth Identified as Increasingly Hopeful, Engaged, and Thriving Amongst Youth Participating in Open Doors Academy For One to Four Years

Social Emotional Growth

Table 2. Chi-Square Test for Independence on Graduation, New Ideas, Goal Setting, and Job Placement Confidence (scale of 1 to 5) M Pearson Chi- Square p n I know I will graduate high school Open Doors Academy 4.58 3.17 .075 188 Non Open Doors Academy 4.06 I energetically pursue my goals Open Doors Academy 2.70 3.591 .058 190 Non Open Doors Academy 1.77 I can think of many ways to get good grades Open Doors Academy 3.21 1.38 .249 191 Non Open Doors Academy 2.66 I know I will find a good job after I graduate Open Doors Academy 3.86 6.672 .010 185 Non Open Doors Academy 2.74

Raising Fishermen

Garner Buy In Set the Bar High Minimize Gaps between systems of inequality Teach Responsibility and Ownership Foster Autonomy and Mutual Respect Accept Failure, Promote Success

ODA CORE VALUES Shared Social Responsibility Perseverance Culture of Excellence Civility Life-Long Learning

MISSION STATEMENT

O p e n D

• r

s A c a d e m y s e r v e s a s a f

• u

n d a t i

• n
• f

e d u c a t i

• n

, i n v e s t i n g i n t h e l i f e

• l
• n

g l e a r n i n g

• f

i t s ’ s t a f f , s t u d e n t s , a n d f a m i l i e s . W e s e e k t

• p

r

• t

e c t , i n s p i r e , n u r t u r e a n d c h a l l e n g e y

• u

t h t

• r

e a c h t h e i r f u l l p

• t

e n t i a l

Breaking the Cycle of Poverty

Strengthen( Internal( Regula.on( Exposure(to(the( Global(World( Strengthen(Skills( and(Values( Focus(on(Inves.ng( Back( Increased(Support( around(Transi.ons(

PROTECT - INSPIRE - NURTURE - CHALLENGE

PINC

Middle School Programming Summer Enrichment Programming High School Programming Family Engagement

Long-Term Outcomes

GOAL 1: 100% of scholars who complete a minimum of 3 years of programming will graduate high school Goal 2: at minimum 95% of scholars who complete a minimum of 3 years of programming will enter a post- secondary option Goal 3: at minimum 95% of scholars who complete the high school program will also successfully complete a post-secondary education program

Program Model Impact

100% High School Graduation Rate across all three of our districts served 97% of high school graduates are currently enrolled in a post secondary education option 100% who have completed a post-secondary program are

• n a solid career track

80% - average retention of scholars from year 2 through year 7 of programming

INVESTING IN SUCCESS

Invest in programs/organizations that demonstrate:

• A continuum of services with

long-term outcomes

• Bridge the gaps between

systems of inequality

• Utilize an performance

management system

• Focus on both short-term and

long-term outcomes

MISSION TO ACTION

PROTECT – Protect each individual child from becoming a statistic. See the

• pportunity to develop holistic systems to support the development of the

adolescent. INSPIRE – Inspire youth to learn, engage them in meaningful programming and

• pportunities that open doors to their futures.

NURTURE – Nurture youth overtime. Invest in deep learning and long-term impact. CHALLENGE – Challenge funders and stakeholders to look more closely at after-school education and out-of-school time learning as keys to building success in our future generations

PROTECT INSPIRE NURTURE CHALLENGE