After-school success : academic enrichment strategies with urban youth / Anne Bouie ; foreword by Luch N. Friedman.

Format:

Book

Author/Creator:

Bouie, Anne.

Contributor:

James Hosmer Penniman Book Fund.

Language:

English

Subjects (All):

Project Interface (Oakland, Calif.).

After-school programs--California--Oakland.

After-school programs.

Urban youth--Education--California--Oakland.

Urban youth.

Urban youth--Education.

California--Oakland.

Physical Description:

xviii, 203 pages ; 23 cm

Place of Publication:

New York : Teachers College Press, [2007]

Summary:

In this inspiring book, Anne Bouie details her work with underachieving urban youth and their families at Project Interface, a math and science enrichment program, where she developed a unique approach to raising achievement. Bouie argues that rather than identifying deficits and dysfunctions in the family, a more effective method would focus on strengths and build on the inherent resilience of the community. She describes the design and implementation of this collaboratively organized, community-based after-school enrichment program that worked. Her insights are a valuable tool for any educational or youth program interested in fostering lasting academic success.

Contents:

Prologue: The Interface Approach to Improving Student Engagement and Academic Achievement xi

1 The Guiding Philosophy and Initial Plans for Project Interface 1

Why Create an After-School Enrichment Program in East Oakland? 2

The Vision of Potential and Promise That Guided Us as We Built Our Program 4

Lifting the Program Off the Page 9

2 Moving Through the Bowels of Bureaucracies and Organizations to Gain Access to Your Students 12

School Systems 13

Churches or Community Organizations 17

Turning Bureaucracies into Partnerships 20

3 Community, Contributions, and Credibility 22

Community Sectors and Human and Material Resources 22

Organization and Structure of the Board of Directors 28

Effective Fund-Raising for Monetary Contributions 29

Nonmonetary Contributions 31

Credibility 32

4 Recruiting Program Participants 35

Recruitment Strategies 35

Repeated Failure in School and Providing Hope 39

Engaging Prospective Students 46

5 Staff Recruitment, Selection, and Training 48

Recruiting Study Group Leaders 49

Selection of SGLs 50

Two-Week Staff Training and Program Preparation For SGLs 55

Creating a Staff Training Session 65

6 Designing Challenging Curriculum Content 67

The Decision to Create Our Own Curriculum 68

Using State- and District-Mandated Standards 69

Refining Content Knowledge of Mathematics and Creating a Staff Team 70

Challenges in the Development of a Science Curriculum 72

Designing a Tool to Assess Student Competency 75

Use of Study Groups 76

The First Day of Class 77

7 Rules and Consequences, Routines, Rewards, and Rituals 81

Rules and the Series of Consequences 82

Routines 91

Rewards 94

Rituals 95

8 Pedagogy as the Nurture and Cultivation of Students 97

A Nurturing Pedagogical Environment 98

Student Engagement in Interactive Study Groups 103

Significant Relationships with SGLs 105

Nurture Through Elements of Program Structure 108

9 Mutually Supportive Relationships with Parents and Families 116

Phase 1 Earning Credibility and Endorsement 117

Phase 2 Parent Contract, Securing Parental Support at Home 123

Phase 3 On-Site Participation by Parents and Family 130

10 Troubleshooting: Success and Sustainability 133

Insufficient Infrastructure 134

Overextended Leadership 135

Fund-Raising Roles 136

Changes in Board Leadership and Direction 137

The Loss of Significant Advocates and Patrons 137

Funding Cycles and Restrictions 138.

Notes:

Includes bibliographical references (page 189) and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

ISBN:

0807747459

9780807747452

OCLC:

71210152