BYU-Peery Foundation Internship Final Report

EAST PALO ALTO ASSET MAP AND RESOURCE BOX REPORT April 6th 2010 Ashley Anne Mitchell Dayan Bernal Logan Theodore Scott Jackson Taylor Peterson TJ Thomander

BYU-Peery Final Report

April 6 2010

Page 2

Contents
Abstract - Page 3 Background
Education Statistics of EPA- Page 4 Efforts Up To The Present- Page 5

Empirical and Field Research

On The Ground - Page 5 Seven Contributing Factors to Drop-Out Rate - Page 6

Solutions and Models

Existing Local Solutions- Page 11 Successful National Models- Page 14

Recommendations - Page 18 Bibliography - Page 20

BYU-Peery Final Report

April 6 2010

Page 3

Abstract
The high school drop-out rate in East Palo Alto is estimated to be between 60-75%, and this number is only going to increase if significant changes are not made. The students there are faced with many unique challenges that prevent their academic success. Over the course of the semester, we were able correspond with and personally interview 18 representatives from various local organizations in East Palo Alto. They provided us with valuable insight into the lives of these young people. We were able to categorize their comments into the following seven groups: Education, Community Involvement, Drugs and Violence, Immigration, Counter-culture, Parental Involvement, and Poverty. Once these issues were quantified, we found evidence in scholarly journals to support how these factors are detrimental to youth. We were then able to determine which local and national organizations were most effectively addressing these problems and make our recommendations to the Peery Foundation.

Statistics

April 6 2010

Page 4

History of Efforts

April 6 2010

Page 5

History of Efforts up to the Present

On The Ground

Despite its small size, East Palo Alto is home to nearly 100 local organizations that are encouraging positive change in the community. Some of these are nonprofits and government agencies; others are churches and schools. In Bayshore Christian Ministries the past ten to fifteen years, there has been an One EPA/Nuestra Casa increase in these types of organizations. Active Foundation for a College Education community members see a problem and want to EPA Library fix it. Because youth make up such a large part of EPA Boxing Club East Palo Altos population, many of these orgaProject READ nizations choose to focus on issues plaguing the EPA Phoenix Academy youth specifically. Some of these issues include Renaissance Entrepreneurship Center unemployment, teen pregnancy, substance abuse, College Track and the high school dropout rate. For Youth By Youth Although these organizations have good in49ers Academy tentions, they are not always effective. This could Job Train be due to corruption, disorganization, or even a East Palo Alto Charter School lack of funding. We believe that some organizaSan Mateo County tions are ineffective for two main reasons: they are unknown to community or they lack good colOur contacts provided invaluable information laboration. If community members do not know and insight into the lives of the youth of East Palo about services offered, they will not be able to take Alto. With their comments and our additional research, advantage of said services. Likewise, organizations we were able to separate the challenges facing the that do not network with other organizations that youth into seven categories and then rank them. The have similar goals will not have as great of an seven categories are: Education, Community Involveimpact. Essentially, the mere existence of these ment, Drugs and Violence, Immigration, Counter-Culorganizations does not guarantee their success. ture, Parental Involvement, and Poverty.

On February 25th, 2010, our team traveled to East Palo Alto to conduct personal interviews with the leaders of various community organizations. Over the course of the weekend, we were able to meet with 14 representatives from the following organizations:

7 Factors

April 6 2010 Page 6 the successes seen in charter schools nationAnalysis of 7 Contributing wide, this topic is still hotly debated. Those who dont agree with charter schools point out that Factors to the Drop-out Rate they dont guarantee better performance and After assessing the responses in our interutilize unethical practices like skimming. Deviews with people from the East Palo Alto comfendants of charter schools advocate the flexmunity, we found that these seven issues are the ibility to hire and fire as you please and work biggest factors contributing to the high school at your own pace (Payne & Knowles, 2009). drop out rate. The following are There is truth to both sides; for example, KIPP (Knowledge is Power Program) charter schools Education have received both accolades and harsh criti Community Involvement cism (Payne & Knowles, 2009). However, the Drugs and Violence fact that charter schools provide an alternative Immigration option to those who once had none cannot be Counter-culture contested. Parental Involvement Poverty Community Involvement

Education

The transition from middle school to high school is very difficult for most students in East Palo Alto. These students come from low-performing middle schools, but they are quickly mainstreamed into regular high school classes with higher standards. Teachers at these high schools have not been trained to help these students bridge the gap. The Strategic Management of Human Capital in Education Project was founded in 2008 to address this issue in urban school districts. According to the article, the key to student success is having an effective teacher in every classroom and an effective principal in every building (Consortium for Policy Research in Education, 2009, p. 1). It is about the people side of education reform (CPRE, 2009, p. 1). To encourage effective teaching, fresh talent must be recruited, developed, and rewarded (CPRE, 2009). The education problems in East Palo Alto are the same problems being faced in school districts across the country. The contrast is striking when comparing the performance of these students with the performance of those in one of the few charter schools in East Palo Alto. The students at these schools are typically well adjusted and college-bound. Despite

In East Palo Alto, many children and teenagers are latchkey kids, which means that they usually go home to an empty house after school. Without any supervision, it is easier to get into trouble and also waste time that could be spent on schoolwork. Studies have shown that quality after-school programs result in positive outcomes among populations of economically disadvantaged, minority youth (Vandell et al., 2007). A study by Vandell et al. (2007) found that, after two years in quality after-school programs, the sample population of disadvantaged youth showed significant gains in standardized test scores and work habits as well as reductions in behavior problems (p. 1). Many of the children observed in this study came from immigrant families, which is pertinent to the current situation in East Palo Alto. Several of our contacts also mentioned that the lack of community organization in East Palo Alto is detrimental to youth. While community organizations are willing to work together, sometimes community members either are not willing or lack the resources to come together. This is unfortunate because communities can be major catalysts in youth risk prevention, according to a study by Brooke-Weiss,

Drugs and Violence

April 6 2010

Page 7

is much more profitable to stand on the street corner selling drugs than it is to go to school. Certain neighborhood and family factors make it easier for adolescents to sell drugs, such as exposure to drug use and lack of parental supervision (Little & Steinberg, 2006). According to a study by Little and Steinberg (2006), drug dealing is most attractive to teenagers who have the least confidence in their potential to compete in developmentally appropriate arenas of opportunity (p. 361). An alienation from conventional, prosocial goals is a dangerous and fairly common predecessor to drug dealDrugs and Violence Experiencing direct violence or even wit- ing (Little & Steinberg, 2006). This principle is nessing indirect violence has a negative effect on exemplified by the youth of East Palo Alto. a teenagers psyche. In fact, exposure to violence leads to precocious role exits, such as running Immigration The inner cities and rural areas, where away from home, dropping out of school, adolesimmigrants typically live and work, are a concent child birth, suicide attempts, and juvenile or criminal justice contact (Haynie, Petts, Maimon, tributing part in downward educational mobility (Roscingo 2006). These areas are typically & Piquero, 2009, p. 273). The youth of East Palo low-income areas where the majority of the imAlto might experience direct violence at the hands of a parent or intimate partner or indirect migrants work blue-collar jobs (Roscingo 2006). In 2000, the majority of parents of Mexicanviolence in school or on the street. In a recent American school-age children had no more study by Haynie, Maimon, Petts, and Piquero (2009), exposure to peer violence and school vio- education than that of an eighth grader (Alba and Silberman 2009). These parents have low lence is positively associated with dropping out levels of education and very little knowledge of school. The study also determined that street of how to help their child succeed in the U.S. victimization is only associated with increased education system (Alba and Silberman 2009). odds of dropping out of school (Haynie et al., Matute-Bianchis (1986) studied immigrant 2009, p. 279). If a high school student were in a gang, he or she would obviously encounter many children in California and found that immigrant Mexican children do not have academic different kinds of violence. Teenagers typically join gangs to feel a sense of belonging and safety, role models in their families or communities. which may be a direct result of the violence they As a result, these children are uninformed on ways to be successful academically or how that are exposed to in their adolescent years. academic success can lead to future success Abusing and dealing drugs is another common practice among the youth of East Palo (Matute-Bianchis 1986). This lack of role modAlto. Drug use can be associated with gang mem- els creates a vicious cycle that begins the downbership, but this is not always the case. Our con- ward educational mobility that will most likely have greater impact on the second generation tacts in East Palo Alto explained that teenagers start selling drugs to make easy money; unfortu- (Matute-Bianchis 1986). Roscigno (2006) explains that schools tend to spend more money, nately, these teenagers quickly realize that it in rural and inner city areas, on behavioral Haggerty, Fagan, Hawkins, and Cady (2008). This study cites 19 risk factors (categorized under community, family, school, and individual/peer) that can lead to adolescent problem behavior (BrookeWeiss et al., 2008). There are also five positive factors that encourage healthy social development: opportunities, skills, recognition, strong social bonds, and clear, consistent standards for behavior (Brooke-Weiss et al., 2008). Communities must focus on their own priority risk factors to prevent adolescent problem behavior.

Immigration

April 6 2010

Page 8

control and social services and less on preparation for college. Many of those we spoke with explained this as a large factor in the drop-out rate in EPA. In fact, many minority students are sifted into alternative High Schools where discipline is said to be more of a focus than education. These factors all influence immigrant and black children in a way that deters them from excelling in the education system. This explains why there are such disparate numbers when comparing Hispanic and black educational outcomes with the rest of the San Mateo schools. The US education system is set up so as to socialize children to become educated and therefore productive citizens. Because of the bifurcated market there is little to no other option than getting a college education in order to survive. Communicating through verbal language is perhaps the most difficult barrier confronting immigrants. Learning English enables these immigrants to create a typical lifestyle in the community, and enables them to gain and education, search for a job, and obtain health care and other services. Portes and Rumbaut (1996) suggest that Hispanics are more likely to have dissonant acculturation because first generation parents do not actively learn English and U.S. cultural norms, while the second-generation

children learn from their native-born peers. A comparative study of students in the San Diego Unified School District provided insight into the language barrier that immigrants face. The study collected data for the entire 1986-1987 and 1989-1990 school cohorts to result in a combined total of nearly 80,000 high school students. Over a third of the sample was classified as Hispanic. Results from this study show that three-fourths of the Hispanic students spoke a language other than English in the home (Portes 1996). Studies have documented that proficiency in English lowers the likelihood that Hispanics drop out of high school. In addition, foreign-birth reduces the likelihood for Hispanics to graduate from high school. This is due to lower competency in speaking and understanding English that hampers academic achievement (Wojtkiewicz 1995). According to assimilation theory, the more culture and ethnic ties Hispanics bring to the United States, the more difficulty they have in the US systems (Reitz 1997). Because first generation Hispanics are not learning the English language as rapidly as second generation immigrants, a disparity is being created between their levels of educational attainment.

Counter-Culture

April 6 2010

Page 9

Oftentimes, there is a shift in power from parents to children in Hispanic immigrant culture due to the language acquisition of the children (Portes 2001). When this occurs, the responsibility of leading and providing for the family falls on the teenagers and young adults of these families creating a distinctly disadvantaged group. This has a stifling impact on the lives of children that become parents to their family because work supersedes education, which is another possible reason for the high drop-out rate. This is a common problem in areas with dense Hispanic communities (Portes 2001) and may be occurring in EPA.

Another issue affecting the youth in EPA is the phenomena of acting white, seen as negative by minority peers, which was prescribed as a problem in San Diego, specifically among the latino youth (Matute-Bianchis 1986).

Parental Involvement
The literature marking family-related issues as predictive of high school drop-out are abundant. This literature tends to follow several courses in their methods of identifying the channel through which family-related issues cause drop-outs. However, the majority identify differences in educational attainment, socioeconomic status, stability of home life, single-parent family status, low proficiency in English, being unacquainted with necessary steps in preparing for college, overestimation of the costs of a secondary education (Cunningham, 2007), disconnected from childs educational success/failure, and lack of involvement in school and childs education due to time pressures related to work as significant channels for this connection. In a survey conducted by the Peter D. Hart Research Associates of 467 youth who had dropped out of schools in Philadelphia and Baltimore in August 2005, responses showed that those whose parents were less involved in their schooling were more likely to drop out within the first two years of high school than others whose parents were more involved (Bridgeland, 2006). In a sociological study in the the American Sociological Review (Jun 1991) entitled, Family Structure, Parental Practices and High School Completion, authors Nan Marie Astone and Sara S. McLanahan show that differences in parental qualities, especially single-parent or step-parent household status, are related to differences in school commitment of their children by resultant differences

Counter-Culture

A common problem in society is that minority groups see role models in sports, entertainment and gangs (Dufur 1997). Michele Sharkey of 49ers Academy, who shared with us her frustration with the high schools, stated that her students were not socially prepared for 9th grade. She explained this to be not an issue of cognitive ability in her alumni, but rather a stigma her students carried. She and others explained that their kids are lost to peer pressure, low expectations in faculty and arrogant teachers in the Sequoia school district. Critics of East Palo Alto believe that the school districts they feed into are not prepared for their students. They carry different issues to school each day; if these issues are not addressed and students continue to fail, they will be absorbed by the counter-culture and continue the cycle. The challenge confronting children of immigrants is that the social context they encounter in American schools and neighborhoods promotes a set of undesirable outcomes such as dropping out of school, joining gangs, and working. The disappearance of jobs coupled with racial distance from dominant white groups is causing the downfall of black and Latino kids in the inner city (Portes 2001).

Poverty

April 6 2010

Page 10

in parenting practices, including encouraging and helping with school work, involvement in schools, and aspirations for educational attainment. However, this same study concludes that these differences in parenting situations and styles are not causally related to changes in dropout rates among children, explaining less than 10 percent of the differences in graduation rates (Astone, 1991).

Poverty

A study of the impact of college preparation programs on drop-out rates for low-income urban minority youths provided evidence that institutions (which show responsibility to the larger society and programs that work to strengthen traditional culture referred to as cultural integrity) increase student success (Tierney and Jun 2001). This can be the case for the youth participants of programs in EPA too. However, income constraints, related work demands, family responsibilities, and high educational costs all combine to prevent many eligible working poor from entering postsecondary educational programs (McSwain and Davis 2007). Many of these same forces are pushing students out of high school in EPA. In EPA, many families are strained for money, so the family environment in the

home is one that stresses now revenue generation (working) over investment revenue generation (education). Results range anywhere between lack of school supplies to lack of parental involvement to being forced to drop out of school to support family through working. Poverty comes with its own language and social rules, leaving many students in EPA illiterate in the hidden rules of the middle class which are assumed as given and necessary for education, especially among teachers who may be of non-minority status with middle-class background. A national survey was performed to answer why students drop out of high school; the study reports that 32 percent of high school drop-outs left to get a job and make money (Bridgeland 2006). A portion of the problem is in the economic definition of poverty. The sponsored employment program was one program that gave jobs to youth. But as the survey suggests this may not have lead to desirable ends. Based on this notion, supplying youth with job-training and experience might be facilitating their smooth entry into the job market, and therefore, contribute to dropouts.

Existing Local Solutions

April 6 2010

Page 11

Notable Existing Local Solutions

Community Involvement
One EPA. We met with Julio Garcia, who also works with Nuestra Casa and Youth COmmunity Services (YCS), organizations that share the same building as One EPA (OEPA). OEPA is definitely focusing on the youth, with at least 50% of their initiatives dealing with solutions for education, family life, drugs, and employment. The Youth Consortium is facilitated by OEPA and is especially notable as a new way to collaborate with all the local organizations working with the youth. This is probably the best place to turn to when seeking for collective action towards youth issues, conducting further research, and to effectively disseminate information. OEPA seems to be taking on more projects than it can effectively handle. This is probably because it is well funded by the Hewlett Foundation, so there are high expectations. They also have a large board that has members that each want to fulfill their own agenda. Their initatives have changed over the years and seem to follow the most current needs rather than delve deep into the harder, more historical issues. This approach has its inherent pros and cons, but they seem to be able to start a lot of projects and finish few. Despite the aforementioned setbacks, the organization is very influential. It was established in 2001 and has local boardmembers that have been involved in community development for extensive time. They are a reliable source to turn to for conducting more research, especially dealing with the youth.

Drugs and Violence

Free At Last. FAL is a smart and alternative way to drug rehabilitation. We did not get to interview them, but they have a large impact on the community. We heard the Free At Last name in various conversations around the city, which is a sign of its effectiveness. Free at Last describes themselves as a nonprofit agency based in East Palo Alto, that offers a full range of services from street outreach and intervention to bilingual substance abuse treatment, transitional housing and longterm aftercare to over 4,200 people ranging from adolescents to young adults and parents. Their community-based model reduces the spread of HIV, breaks the cycle of addiction and incarceration, rebuilds families, fosters self-sufficiency through employment, and establishes a strong community of recovery. They use a home recovery and rehabilitation method that allows addicts to remain among loved-ones and serve within the community. Free at Last describes its success with the following attributes: The stability and success of Free at Last alumni who have stable employment, act as responsible parents, serve in community organizations, and in some cases, become staff members at Free at Last after two years in recovery. The reunification of families torn apart by addiction, and the benefits to children who finally have a stable home with a present and caring parent. The availability of alternatives for young people who have dropped out of school. Programs that have earned the confidence of the courts that continue to refer clients to Free at Last as an alternative to incarceration for drug-related offenses. The decline in violence, drug traffic, and crime in the community, in part due to the presence of a strong group of people supporting recovery.

Immigration-Local

April 6 2010

Page 12

Immigration

Raising A Reader (RAR) is a takeNuestra Casa is a community education or- home book bag program that works through child care and other social service agencies ganization focused on increasing civic participaserving low-income and limited English tion and promoting economic self-sustainability among the Latino immigrant population of East speaking families. Literacy READS and MILLS are organizations that provided onePalo Alto and the area of the Ravenswood City School District. Some of their main programs are on-one private English tutoring classes for Adult ESL, Parents as Leaders, and Youth Power. adults. Quest Learning Center offers an Their Adult ESL program teaches parents of chil- after-school learning program that includes homework help, mentoring, field trips and dren attending schools in the Ravenswood City intensive reading instruction. Their serSchool District English as a Second Language. vices target low-income families who do not Their Parents as Leaders program teaches imhave adequate resources in their homes to migrant parents their rights, duties, and how to improve their literacy skills. Furthermore, participate in their childs education. The Youth East Palo Alto students who are bused-out Power program offers ESL classes for the youth and works with ESL teachers to provide addition- to different neighborhoods schools are able to participate in these programs and conal tutoring and support after-school. They ennect with their community, as well as other courage the youth to increase their reading and East Palo Alto students. In conclusion, these writing abilities. As a result, Nuestra Casa helps programs will have significant results in the Hispanic immigrant families adapt to their new environment, become self-reliant, and profitable homes of many low-come families, as well as on the overall literacy rate of East Palo Alto. citizens.

Counter-Culture
In her book, Beginning to Read, Marilyn Jager Adams maintains that a typical middle class child enters first grade with approximately 1,000 hours of being read to, while the corresponding child from a low-income family averages just 25 hours...[s]uch differences in the availability of books may have unintended and pernicious consequences for low-income childrens long term success in schooling (MIT Press, Cambridge, MA, 1990). These findings have significant implications in the education of low-income student. One of the most influential organizations in East Palo Alto is the East Palo Alto Library. Their programs help adults and children to read and write proficiently in English. Some of their most effective programs are Raising A Reader (RAR), Literacy READS, MLLS, and the Quest Learning Center.

Poverty
Conditions of poverty usually inhibit academic progress. When students have to worry about their basic needs being met they have less time and energy to focus on non-essential aspects of their lives. Programs in East Palo Alto that focus their efforts on helping people rise out of poverty simultaneously create a condition that gives students greater opportunities for academic success. Two such organizations are the Ecumenical Hunger Program and Renaissance Entrepreneurship Center. The Ecumenical Hunger Program uses a traditional non-profit method to help those who lack the most basic essentials. It provides goods such as food, clothing, and household goods, as well as offers referrals to other organizations that can help people in need of further assistance. It is effective

Parental Involvement- National

April 6 2010

Page 13

at helping those who need basic help. As students have these needs met, they are more likely to be able to focus on and succeed in school. Deviating from the more traditional approach to development, the Renaissance Entrepreneurship Center uses more of a social enterprise approach : instead of meeting immediate needs of their clients, the program teaches business skills so that people in the community can be more likely to succeed and lift themselves out of poverty. This program has been extremely successful in teaching people in the community the skills needed to start and maintain a profitable business. As the clients succeed in business, their families are able to provide all of the essentials for their children and their children are able to focus more on education.

Parental Involvement
The absence of educational support and direction from parents stunts childrens academic progress. Because of childrens inability to understand the importance of pursuing education, parents usually offer the encouragement necessary to motivate their children to excel. However, in low income communities, the parents frequently face strains that limit this kind of involvement. A few organizations in East Palo Alto that have targeted the problem of insufficient parental support include East Palo Alto Charter School, Foundation for a College Education, and Bayshore Christian Ministries. The Mandatory Parent Participation at East Palo Alto Charter School (EPACS) is an integral component of its design that curbs parental disengagement. In order for their children to attend the school, parents must become involved with school meetings and functions and by such involvement accrue at least 40 units for the school year. Unit-earning activities include the back to school night, parent-teacher conferences, school site council i or volunteering for a fundraiser or for lunch/

meetings, or volunteering for a fundraiser or for lunch/recess duty. The school requires participation for some especially important meetings, such as the parent-teacher conferences, but they allow flexibility for other forms of involvement that are not as essential to the childs academic progression. By requiring such participation from parents, EPACS students have been able to overcome obstacles that their peers at other schools face and have been able to succeed. The schools website even affirms, Parental involvement has been instrumental to EPACS success. Another organization that includes the parents in order to promote academic achievement is the Foundation for a College Education. This long-term academic support program not only offers services to high school students, such as tutoring, academic advising, college planning, college tours and financial aid guidance, but teaches the parents how to better help their children to prepare for college. This organization does not abandon its students after they are accepted to a four-year university but it continues play an active role in supporting the students through their college graduation. Even in this latter phase, the Foundation for a College Education continues to work with and instruct the parents, recognizing that the success of the student is tied to support from the parents. The third example of an EPA organization that targets lack of parental involvement is the after-school program used by the Bayshore Christian Ministries. Unlike the other two examples, this program does not attempt to include parents in their childrens education but instead seeks to itself fill the gap left by uninvolved parents. Though it may be the only option in some situations, this program is less effective than the other two because no organization can help a child as effectively as the childs parent.

National Models

April 6 2010

Page 14

Successful National Models

Education
Charter Schools. Some educators and specialists openly challenge the success of charter schools across the United States. However, in areas like East Palo Alto, charter schools are a welcome alternative to existing educational opportunities, especially at the high school level. Charter schools are progressive for two reasons: amount of flexibility and amount of parent involvement. Flexibility is a key component of charter schools. Teachers are allowed to experiment with curriculum and teaching styles. Administrators have more control over resources, both human and monetary. The school calendar and even the hours of the schools day can be adjusted as needed. Typical public schools usually lack these capabilities. Charter schools usually require a concrete amount of parental involvement as well. Parents must attend meetings, volunteer, and maintain relationships with the faculty. A higher level of parental involvement can improve student performance and even benefit the school as a whole. While a few charter high schools already exist in East Palo Alto, it is not enough to accommodate the students that would choose this option. The construction of additional charter schools is definitely something to consider.

implementation, and evaluation. After a steering committee of local leaders is selected and trained, research is conducted through surveys and gathering of information. Once the key issues are identified, they are prioritized. Community organizations then join forces to implement the solutions that will correct these issues. After a certain time period, efforts are evaluated and revised as needed. This approach is effective because it brings organizations together to solve the issues that affect the entire community. It is also highly sustainable because it operates entirely from within the community.

Drugs and Violence

Weed and Seed is a national initiative under the U.S. Department of Justice to lower crime rates in communities across the United States. It promotes a higher level of cooperation between the local police and community organizations. There are two main components of the Weed and Seed program: weeding and seeding. Law enforcement agencies must first weed out the criminals in a specific geographical area. After the area has been weeded, existing community organizations come together to lay the seeds. They implement programs to rehabilitate and reactivate the community. This model has been proven to reduce crime in several cities in the United States. The U.S. government provides funding and training after a city submits and application and is accepted. East Palo Alto could benefit from a government-assisted crackdown on crime. The Weed and Seed program would rid the city of impurities that are hindering progress.

Community Involvement
Communities that Care is a communitybased approach that unites organizations in a common cause: preventing destructive youth behavior. It relies on evidence to create solutions to a communitys most pressing problems. This model requires careful planning,

Parental Involvement- National April 6 2010

Page 15

Parental Involvement
The George Washington Preparatory High School in south-central Los Angeles was highlighted by the Department of Education in 1993 for their successes in increasing educational achievement by engaging parents and encouraging their involvement in their childrens learning. Their approach sought to close the gap between schools and families by requiring both sides to reach out to the other on a regular basis. Parents were required to sign contracts along with their students, attend training workshops to learn tools for helping their children succeed, and visit the schools at designtated times. Teachers, in turn, were required to make daily calls to the homes of those absent in their classes. The Dept. of Education reported that this program reduced absenteeism to less than 10 percent in the 1985-86 school year and increased the rate of continuation on to college to 70 percent. Models such as this are already in place in some schools in East Palo Alto and are seeing great success. East Palo Alto Charter School and East Palo Alto Pheonix Academy are foremost examples, requiring their parents to sign contracts with the school and agree to giving 40 parent hours of service throughout the year. These hours can be substituted with purchases for the school if of a certain amount in order to compensate for the work constraints facing many parents. The results have been substantial and parents have reported being very pleased with the schools and the successes of their students.

Poverty
The aha!Process, or Ruby K. Payne Model for School Improvement, helps educators change their mindsets to understand students coming from a culture of poverty and meet their needs and styles of learning. Their model works to create systemic change by raising awareness among educators about the hidden rules or social cues of a culture of poverty and its effects on learning and education. Modular training workshops offered at schools teach the following lessons to faculty and staff: the impact of economic class differences on communication, interaction, and expectations, poverty-related behaviors and mindsets that affect learning, how to understand Hispanic/ Latino students, parent engagement models, and how to engage and motivate high school students to stay in school. These workshops are applied to all levels of education including elementary, secondary, and college. Beyond modular trainings, the aha!Process Model also uses a School Improvement Model -- a comprehensive approach which engages a school with both trainings and support to both faculty and staff by introducing hands-on strategies and methods to embed success in the school. Reported results show increases in achievement scores (math and reading) in many of the implementation sites. However, there is controversy among academics as to the appropriateness and effectiveness of the Ruby K. Payne Model. Yet, there is significant evidence in favor of the underlying assumption that students and teachers in many areas -- East Palo Alto being a good example -- come from different socioeconomic backgrounds which, if not understood and incorporated in the educational process, can create a disconnect between the two groups. Poverty creates a survival mentality

Immigration-National

April 6 2010

Page 16

which diverts the behaviors of those affected away from the norm in terms of choices concerning education and learning. For this reason, the Ruby K. Payne Model is interesting because it seeks to close this gap and change the mindsets of teachers in order to understand students coming from a culture of poverty and how these students lack understanding of certain social rules assumed and therefore vital for success in current educational institutions. Education and training such as that applied by Ruby K. Payne is sustainable so long as it is carried over from administration to administration and so long as teachers retain and apply the training provided. Again, the research behind this model is scarce, revealing a need for greater study and investigation. In East Palo Alto, students from backgrounds of poverty, immigration, ethnic minority, drugs & violence, varied educational background are mixed with students from affluent, majority white, high-achieving school districts staffed with middle-class, educated teachers often from the same communities and with little experience having lived in areas of poverty or associated with those from such areas. The result, as expressed by many individual leaders, including several school principals, and in the statistics is a disconnect between East Palo Alto students and their Sequoia Union High School District teachers. The result is that many EPA students are labeled as socially unprepared upon transitioning from middle to high school and are grouped in below Basic (BB) or Far Below Basic (FBB) classrooms. Considering these circumstances, a model like the Ruby K. Payne Model would be highly instructive as it would seek to foster an attitude of understanding among educators and encourage them to reach out to students and families in East Palo Alto, bridging a currently wide and dangerous gap.

Immigration
ASPIRA serves over 85,000 students each year in over 400 schools, through its core activity, the ASPIRA Clubs. ASPIRA provides leadership training, career and college counseling, financial aid, scholarship assistance, educational advocacy, cultural activities, and most importantly, continuing opportunities to implement community action projects. This program is designed to create successful leaders of the Latino community, although it serves other minorities well. More than 95% of Aspirantes (ASPIRAs students)complete high school, and over 90% go on to college. Drop Out Prevention, Increased College-Going, an alternative to Gangs and Violence in Schools and a Commitment to Service. ASPIRAs Youth Development and Youth Leadership program has proven a highly effective national model for ensuring that students remain in school enhance their academic achievement, go on to college, pursue a career and engage in service. It has been the alternative in schools with high concentrations of poor Latino students in the inner cities ASPIRA serves, to gangs and violence. Through community service, each year thousands of hours are dedicated by ASPIRANTES to serving as tutors and mentors to younger children in their communities. As indicated, an overwhelming majority of ASPIRA Club members (currently over 15,000 nationally) all of whom participate in the program finish high school and go on to college. The model of ASPIRAs youth Development and Youth Leadership program leads youth through high school on to college, careers and service. It targets poor Hispanic youth that normally wouldnt succeed in the education system. One large focus is to team up ASPIRANTES (those enrolled in ASPIRA clubs) to serve as tutors and mentors to younger kids in the community.

Counter-Culture-National

April 6 2010

Page 17

ASPIRA boasts the ability to function wherever there are a high number of Hispanics. It has many programs and there are a number of models and examples that will likely apply to the situations of the minority groups in EPA.

Counter-Culture
VictorySeeker is an interactive cell-phone based motivational program. It calls participants at set times, prompts thinking about specific steps, gathers data about progress, then delivers reinforcement or encouragement as needed. It tracks progress and posts results to online reports so participants or care givers can identify trends and take early corrective action. Messages can be from parents, teachers, role-models and the individual receiving the message Individual victories like this one, VictorySeeker alerts me about associations, old relationships, places and situations. It reminds me to stay on top of my goals and be motivated. Its like having a good friend in my pocket. VictorySeeker can adapt to the needs of the youth especially because most youth have cell-phones. It could help create positive motivation through constructive individual development.

Recommendations

April 6 2010

Page 18 organization serves as a think tank for East Palo Alto, and their extensive research provides the basis for the following programs Nonprofit Incubator, Empowerment Research, Leadership Training Academy, and Leadership Institute of EPA. The Peery Foundation could sponsor further research such as the effectiveness of the charter schools or even other local nonprofits involved with youth. The Community Development Institute has more than 25 years of experience and should be a trusted resource in East Palo Alto.

Recommendations
We have researched many organizations, both in the local community and throughout the country, that all address high school dropout problems through a wide array of differing methods. Many of these are privately funded and successful and are steadily growing. Others are effective because of their individualized approach, though their leaders take no thought for scaling up. Although there are many organizations that help low-income students, their impact tends not to reach the majority at the very bottom. They target youth who are perceived to have higher probability of success and fail to reach those students who have chronically been denied educational opportunities due to various barriers. There are many ways to address the problems facing East Palo Alto youth. In the end, there may not be a best or most effective solution. Rather, we feel there are many options the Peery Foundation could take, all of which would have impact. Which of these means is taken is ultimately up to the Peery Foundation.

Option 2- Adopt Outside Models

Option 1- Strengthen Existing Programs

The first option is to financially support existing organizations that are heading towards making a catalytic impact in the area. East Palo Alto Phoenix Academy and East Palo Alto Charter School have established strong roots in the city despite their relatively recent inception. They provide an alternative option for students to attend school within the community and receive an education that instills the desire for a college education. We understand that the Peery Foundation has supported charter schools, and we affirm that they are raising the standard for education. The Community Development Institute has four specific initiatives driven by an experienced board of leaders in the community. The

Besides local initiatives, there are also national models that could be replicated in East Palo Alto. A community-based approach that suits the specific demographics of this city would be most effective. Communities That Care is such a model. Based on a public health approach, Communities That Care serves as an operating system for the prevention of youth problem behaviors. The program is summed up in six phases that focus on research, implementation, and evaluation, which are carried out by local organizations under a steering committee. Because East Palo Alto is home to several effective community organizations, this program would be easy to launch, maintain, and sustain. By following this model, the real problems can be addressed in order of priority and solved holistically. The Peery Foundation could financially support this endeavor and supervise its implementation. Another model that could be applied to East Palo Alto is called Aspira. Originally, Aspira targeted Latino youth; they now serve African American, Native Americans, nonHispanic whites, and Haitians as well. Aspira strives to empower disadvantaged youth by focusing on leadership development

Recommendations

April 6 2010

Page 19

through participation in various clubs. They emphasize cultural identity and giving back to the community, in hopes that participating youth will take education more seriously and consider attending college. This model is appropriate for East Palo Alto because of their unique demographic situation. By offering financial support, the Peery Foundation could ensure the creation of a high-caliber immigrant needs program in East Palo Alto.

The East Palo Alto community has the resources and the desire to change; however, without direction and outside assistance, long-term change will not be achieved. The Peery Foundation has the opportunity to improve the quality of life for an entire generation of youth, as well as many generations to come.

Option 3- Peery Ad Campaign

The Peery Foundation could also take a more innovative approach to solving this issue. East Palo Alto is surrounded by Silicon Valley, which is one of the small business investment capitals of the world. However, while the rest of Silicon Valley benefited from the financial boom of the late 1990s, East Palo Alto did not. We learned in our interview with Renaissance Entrepreneurship Center that investors do not feel that East Palo Alto is a trusted area to start a business due to the areas stigmas. Peery can help change peoples perceptions of East Palo Alto through a catalytic ad campaign. Through commercials and billboards, the Peery Foundation could share the stories of upstanding citizens and organizations that are trying to improve the community. They could enhance the positive instead of the negative. The residents of areas like nearby Palo Alto would begin to realize that East Palo Alto is a thriving, diverse city with endless potential. When businesses recognize this potential, they will be more interested in investing in this community. More investment will lead to more positive attention. reversing the negative portrayal that is so common in the media and resulting in a cycle of growth. If more businesses invested in East Palo Alto, the impact would be greater and more sustainable.

Bibliography

April 6 2010

Page 20

Bibliography
Alba, Richard., and Roxane Silberman. 2009. The Children of Immigrants and Host-Society Educational Systems: Mexicans in the United States and North Africans in France. Teachers College Record 111:1444-1475. Astone, Nan Marie and Sara S. McLanahan. 1991. Family Structure, Parental Practices and High School Completion. American Sociological Review. 56: 309-320. Bridgeland, John M., DiIulio, Jr., John J., and Morison, Karen Burke. 2006. The Silent Epidemic: Perspectives of High School Dropouts. Civic Enterprises, LLC. Brooke-Weiss, B., Haggerty, K., Fagan, A., Hawkins, J., & Cady, R. (2008). Creating Community Change to Improve Youth Development: The Communities That Care System. Preven tion Researcher, 15(2), 21-24. Retrieved from ERIC database. Consortium for Policy Research in, E. (2009). Taking Human Capital Seriously: Talented Teachers in Every Classroom, Talented Principals in Every School. Principles and Recommendations for the Strategic Management of Human Capital in Public Education. Consortium for Policy Research in Education, Retrieved from ERIC database. Dufur, Mikaela. 1997. Race Logic and Being Like Mike: Representations of Athletes in Adver tising, 1985-1994. Sociological Focus. 30, 345-356. Haynie, D., Petts, R., Maimon, D., & Piquero, A. (2009). Exposure to Violence in Adolescence and Precocious Role Exits. Journal of Youth and Adolescence, 38(3), 269-286. Retrieved from ERIC database. Little, M., & Steinberg, L. (2006). Psychosocial Correlates of Adolescent Drug Dealing in the Inner City: Potential Roles of Opportunity, Conventional Commitments, and Maturity Journal of Research in Crime and Delinquency, 43(4), 357-386. Retrieved from ERIC database. Matute-Bianchi, M. 1986. Ethnic identifies and patterns of school success and failure among Mexican-descent and Japanese-American students in a California high school: An ethnographic analysis. American Journal of Education, 95(1), 233255. McSwain, Courtney and Davis, Ryan. College Access for the Working Poor: Overcoming Burdens to Succeed in Higher Education. Institute for Higher Education Policy. July 2007.

Bibliography

April 6 2010

Page 21

Payne, C., & Knowles, T. (2009). Promise and Peril: Charter Schools, Urban School Reform, and the Obama Administration. Harvard Educational Review, 79(2), 227-239. Retrieved from ERIC Database. Portes, Alejandro., and Ruben G. Rumbaut 1996. Immigrant America: A portrait (2nd edition). Berkeley, CA: University of California Press. Reitz, Jeffrey G., and Sherrilyn M. Sklar. 1997. Culture, Race, and the Economic Assimilation of Immigrants. Sociological Forum 12:233-277. Roscigno, Vincent J., Donald Tomaskovic-Devey, and Martha Crowley. 2006. Education and the Inequalities of Place. Social Forces 84:2121-2145. Tierney, William G., and Jun, Alexander. A University Helps prepare Low Income Youths for College: Tracking School Success. The Journal of Higher Education. Vol. 72, No. 2, Special Issue: The Social Role of Higher Education (Mar. Apr., 2001), pp. 205-225. Ohio State University Press. Wojtkiewicz, Roger. 1995. Hispanic Educational Attainment: the Effects of Family Background and Nativity. Social Forces 74:559-574.