During October 2017, the Department of Youth Development organized the YouthWorks ML2 Program Evaluation Taskforce to oversee and design this comprehensive program evaluation to assess 2015-2016 impact of services provided by the YouthWorks ML2 Program (a youth development afterschool program in Harrisville, SC.); and this program evaluation was guided by seven key evaluation questions that relate to program effectiveness, efficiency, outcomes, and enrollment demographics as discussed within this report; and program findings revealed the following:
• The YouthWorks ML2 program successfully achieved its goal of improving math, reading, and leadership skill levels.
• 81% of participants had an increase in math level.
• 65% of participants …show more content…
Services provided by ML2 are geared to reducing at-risk behaviors, renewing minds, and restoring hope in children of low-income families; and YouthWorks ML2 is guided by the recommended principles of the Afterschool Alliance and the U.S. Department of Education.
The YouthWorks ML2 Program main program objectives are to:
1. Improve math, reading, and leadership skills.
2. Reduce at-risk behaviors and actions of participants.
3. Get participants involved in community service.
Program Strategies, Resources & Activities
According to the Afterschool Alliance, research reveals that after school programs should employ resources that implement strategies and activities designed to enhance academic achievement, actively engage participants, and expose participants to enrichment activities. Therefore, the YouthWorks ML2 Program provides strategies, resources, and activities via coordination, physical resources (community center, materials, supplies, etc.), technological resources (computers, internet, printers, etc.), mentoring services, partnerships, pre-and posttest assessments (SC PASS, SC-Alt., county exams, etc.), tutoring, summer camps (ML2 Computer Exploration, ML2 Coding & Game Design, ML2 Robotics, etc.),
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The Phoenix Youth Achievement Program is long term program that provides low income Phoenix Hispanic youth the opportunity and support they need so they are able to obtain a high quality education that will allow them to achieve college and career goals in their future as well as be provided with the opportunity to embrace their home culture, language and country. The Phoenix Youth Achievement program will provide the support, resources, tools, opportunities, networking, and academic experiences from pre-kindergarten to their senior year that will allow the student to achieve a quality education. The PYAP will also help the students prepare for their college and career goals. In addition to helping achieve
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The New Jersey State Department of Education received government, state, and local funding for youths ages 5-17, as part of the 21st Century Community Learning Centers Program. The question is; how can the states revise and disperse the amount of funding allocated for after-school programs for the current number of children enrolled? How can we raise awareness about the higher enrollment after-school programs offered for children of all ages? The current data shows the ratio of children enrolled versus the number of children not enrolled, offset the amount of dispersed funds, and varies state to state. The New Jersey Department of education allocates the funded money towards after-school programs housed at public schools with a high enrollment rate while other states do not. This leaves a huge gap in society with not enough funds creatively used towards youth programs. Children of all ages should have access to an after- school educational program and support from within their community. Common motivational goals set forth in the evaluation for this program are, for children to receive the enhancement of moral values, equality, and diversity through after-school educational programs within their local school districts. This evaluation is based on the logic model format and designed to meet the needs and demands assessment criteria. Weighing the outcome of an economical developed society in which graduation rates will increase. While, in past the government started
This summer I worked in New York City at Harlem Children’s Zone (HCZ), which is a non-profit organization for poverty-stricken children and families in Harlem, providing free support in the forms of parenting workshops, a pre-school program, three public charter schools, child-oriented health programs that serve approximately 13,705 children and 13,784 adults. The Harlem Children’s Zone Project has expanded the HCZ’s comprehensive system of programs to nearly 100 blocks of Central Harlem and aims to keep children on track throughout college and into the job market. The organization is made-up of about twenty two programs in total that ensure there are no gaps in-between one phase to the next. For instance if a student needs to take a year off before attending college, HCZ has created programs that will stick with the student during this time frame, in other words providing these students with a strong support group so they are held accountable to attend college in the future. The HCZ is “aimed at doing nothing less than breaking the cycle of generational poverty for the thousands of children and
They state that such programs should be based on understanding that there are many ways to learn. They also highlighted programs that were found to be successful among 6th through 8th grade students, who are at risk. The most common strategies that helped teachers were quality classroom management plans, basic competencies, and different support solutions to support teachers and students (Chalker & Brown,
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Not only are programs for children found in schools but community service programs such as the YMCA, YWCA and recreation center offer programs that use powerful social influences on young
Generally, after school programs are ran by schools, faith-based, or community-based nonprofit organizations. Most programs are held directly after school, but can also be held on weekends, over breaks or vacations, or on evenings. It is important to define what the purpose of the program is going to be, whether it be academics, sports, special interests, or cultural activities. Some other key factors of an after school program are high levels of children involvement, a mix of academic and non academic skill building activities, and positive relationships between staff and children. Successful programs have dedicated staff and structured routines for the children. When after school programs are ran successfully, the children involved will receive positive benefits and skills they will be able to use to better their future.
My work then, would be to add inputs to the already successful, established work at St Justin in leveraging collaborative ideas from the center and then collaborate to; first strengthen the network of improvement communities, and then awareness creation for the marginalized children. Langley et al.(2009), argue that improvement is not a matter of intellectual ability, but doing a practice of what we want to improve. It is an endeavor of making things work in an improved manner. Improvement is not always an easy task. However, adopting new ideas for making improvement important if the system experience shortfalls.
When it comes the optimal outcomes for the youth engagement program, the expectations are for participants to have, leadership development, financial literacy, workforce readiness, learn about violence prevention, be drug free, opportunities to build skills, increase knowledge, and foster positive values. Those running the program hope to develop positive, nurturing relationships with youth and challenge them to develop and strive toward