Education Has The Power To Change Everything. How do you BREAK the Cycle of Poverty?. CARING ABOUT OUR COMMUNITY. Dr. H. Jack Geiger in the cotton fields of Mound Bayou, Mississippi, 1968. The Vision. Community Succession
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
the Cycle of Poverty?
ABOUT OUR COMMUNITY
The children of the community will become the doctors, nurses, social workers, community health workers and administrators of the Health Centre.
IS A CRUCIAL MINIMUM TO
Low income communities:30-50%
Immigrant, Aboriginal and single parent families:50-70%
“Neighbourhoods with stronger social supports and greater stability appear to have better outcomes for children even controlling for other factors in children's background”.
Levin “Students at Risk: A Review of the Research” (2004; pp. 30)
Volunteers provide after-school tutoring in core academic subjects
Volunteers run group mentoring activities to help students with social skills, problem solving and career planning
Scholarships and other financial supports provide incentives and help reduce barriers to school completion
1-TO-1 MENTORING & SUPPORT
Staff provide 1-on-1 support to help students succeed in school, at home, and in the community
Continual program improvement through research and program evaluation
Pathways collectively “wraps” students from low-income communities with comprehensive multi-year supports proven to be critical in helping them stay in school and make the transition into healthy, successful and contributing adults.
K - 8
Grades 9 - 12
Tutoring in core academic subjects
Career mentoring & internships
1-to-1 mentoring and support
Financial assistance (bus tickets, lunch vouchers, etc.)
Volunteer participation in Pathways
Pathways Alumni Network
Compulsory; Twice a week based on Marks;
Gr. 9 60%; Gr.10 65%; Gr.11/12 70%
Grades 9-12+; English, French, Math, Natural Sciences and Social Sciences
Study Skills, Organizational Skills
Literacy/Numeracy, ESL; 1:1 for Special Ed; Computer Lab
250 Volunteer Tutors recruited for subjects and for diversity
Social, rather than Academic, Development
Breaking down isolation Positive peer
Skills development: communication, problem-
solving, group dynamics and team building
Talent or Interest Development
Broadening opportunities to experience different
Group Mentoring: Grades 9&10
Every Other Week;
½ activities designed by Pathways; other ½ by groups
Activities such as: trips, cooking, skating, discussions, etc.
Specialty Mentoring: Older Youth
Talent, Interest or Skills Development
Small Group or Individual
Periodic Reflection: How has it helped you move forward?
What have you learned that will help you withnext steps?
Career Mentoring – Preparing for Success After High School
OYAP, Apprenticeship, Employment
Career “Mondays” – by field/area
Visits to Campuses/workplaces
Individual and/or small group mentors in particular field
Summer paid internships
Current support – because poverty is a defining characteristic of families and of the communities; because specific financial barriers were identified which made school attendance a challenge. $90/month TTC, Lunch vouchers.
Scholarships/bursaries – because financial barriers to post-secondary participation were identified and are real. $1000/year to $4000 max. ($500 in Quebec)
Both forms establish Pathways as credibly addressing real challenges, as able and willing to support the families, of making higher expectations real.
Role is to support students, not change teachers or parents.
To change communities, need to include all the kids neither
“creaming” nor “targeting”; students not homogeneous
Success requires support for all years of high school
Constant adult presence normal aolescent development adults
other than parents
Self-esteem follows achievement; achievement follows expectations
and support, mediated by “discipline”
Kids from poverty are “normal”, not stereotypes and not to be “pathologized”
Need a range of adults since we don’t know when any given
student will need what kind/intensity of support or from whom
Intervening in the “space between” systems
The systems themselves need to be understood
Connections need knowledge of both kids and institutions
Success (especially for those from poverty) requires paying attention/being present, communicating clear message about expectations, providing concrete support, etc.
Intentionally, different staff backgrounds, not one professional culture.
Average reduction in academically at-risk students in Ontario after 1st year in program.
Average reduction in dropout rates for program participants across first 5 cohorts in Regent Park.
Average student participation rates across all sites.
Source: Pathways to Education Canada program reports as of July 2010
Pathways graduates experience attrition rates that are significantly lower than the national average.
Average increase in student participation in post secondary education.
College Attrition Rates
University Attrition Rates
Source: Pathways to Education Canada program reports as of July 2010
Source: Statistics Canada / Pathways program results as at July 2010
Unlocking the Unlimited Potential of Youth
Boston Consulting Group reports that $1 invested in Pathways generates a $25 return to society in terms of decreased social costs and an increased tax base.
McKinsey Company report on student retention and success in Quebec identifies Pathways as one of four programs most likely to reduce poverty and dropout rates in the Province of Quebec.
Monitor Group partner and author of the book “Forces for Good”, Heather McLeod Grant, says “never before have we seen such impressive results”.
United Nations independent expert on minority issues, Gay McDougall, highlights Pathways as one of the most outstanding educational models seen during her 2009 visit to Canada.
Specific interventions designed to alleviate a narrow set of barriers—by targeting one kind of barrier, such as academic ability—will be limited in their effectiveness because they leave the other sources of the problem untouched.
Without a comprehensive approach to overcoming these barriers, it is unlikely that Canada will gain the post-secondary achievement necessary to chart a successful course in the 21st century.
(CMSF, The Price of Knowledge; 2007; p. 34)
Number of Eligible Youth
86.9% say Pathways helped them get better grades
84.0% say Pathways helped them to know how to ask for help when they need it
81.0% say Pathways helped them to believe that they can be successful at school
72.3%said that Pathways helped them try new things
Boston Consulting Group
The Social Return on Investment is $25 For Every Dollar Invested in Pathways
#1: Community Engagement
#2: Start with a credible community-based organization
#3: Include all the community’s children in the program
#4: Set program standards to ensure program integrity
#5: Develop a staff team
#6: Take an integrated and holistic approach
#7: Build and maintain quality relationships
#8: Measure and report outcomes
#9: Learnfrom best practices, experience and feedback
#10: Sustain a long-term commitment to Pathways
Carolyn Acker, Founder
Pathways to Education Canada
T: (416) 931-9629