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Chicago Public Schools (CPS), officially classified as City of Chicago School District #299 for funding and districting reasons, in Chicago, Illinois, is the third largest school district in the United States. CPS is only smaller than Los Angeles Unified School District and the New York City Public Schools. For the 2020–2021 school year, CPS reported overseeing 638 schools, including 476 elementary schools and 162 high schools; of which 513 were district-run, 115 were charter schools, 9 were contract schools and 1 was a SAFE school. The district serves 340,658 students.
City Year is an American education nonprofit organization founded in 1988. The organization partners with public schools in 29 high-need communities across the US and through international affiliates in the UK and Johannesburg, South Africa. City Year teams are made up of 18 to 24 year olds, who provide student, classroom, and whole school support, intended to help students stay in school and on track to graduate high school. City Year is a member of the AmeriCorps national service network, and is supported by the Corporation for National and Community Service, school district partnerships, and private philanthropy from corporations, foundations and individuals.
The Learning Center for the Deaf (TLC) is a Framingham, Massachusetts-based non-profit organization and school serving deaf and hard-of-hearing children and adults.
Emotional and behavioral disorders refer to a disability classification used in educational settings that allows educational institutions to provide special education and related services to students who have displayed poor social and/or academic progress.
Sausalito Marin City School District (SMCSD) is a public school district serving Sausalito and the unincorporated area of Marin City in Marin County, California. The school's administrative offices are in the Bayside Martin Luther King Jr. Academy facility in Marin City. Previously the administrative offices were in Bayside Elementary School in Sausalito.
After-school activities, also known as after-school programs or after-school care, started in the early 1900s mainly just as supervision of students after the final school bell. Today, after-school programs do much more. There is a focus on helping students with school work but can be beneficial to students in other ways. An after-school program, today, will not limit its focus on academics but with a holistic sense of helping the student population. An after-school activity is any organized program that youth or adult learner voluntary can participate in outside of the traditional school day. Some programs are run by a primary or secondary school, while others are run by externally funded non-profit or commercial organizations. After-school youth programs can occur inside a school building or elsewhere in the community, for instance at a community center, church, library, or park. After-school activities are a cornerstone of concerted cultivation, which is a style of parenting that emphasizes children gaining leadership experience and social skills through participating in organized activities. Such children are believed by proponents to be more successful in later life, while others consider too many activities to indicate overparenting. While some research has shown that structured after-school programs can lead to better test scores, improved homework completion, and higher grades, further research has questioned the effectiveness of after-school programs at improving youth outcomes such as externalizing behavior and school attendance. Additionally, certain activities or programs have made strides in closing the achievement gap, or the gap in academic performance between white students and students of color as measured by standardized tests. Though the existence of after-school activities is relatively universal, different countries implement after-school activities differently, causing after-school activities to vary on a global scale.
The wraparound process is an intensive, individualized care management process for youths with serious or complex needs. Wraparound was initially developed in the 1980s as a means for maintaining youth with the most serious emotional and behavioral problems in their home and community. During the wraparound process, a team of individuals who are relevant to the well-being of the child or youth collaboratively develop an individualized plan of care, implement this plan, and evaluate success over time. The wraparound plan typically includes formal services and interventions, together with community services and interpersonal support and assistance provided by friends, kin, and other people drawn from the family's social networks. The team convenes frequently to measure the plan's components against relevant indicators of success. Plan components and strategies are revised when outcomes are not being achieved.
The Communities In Schools (CIS) is an American non-profit organization that works within public and charter schools to help at-risk students to stay in school and perform well
Children's Institute Inc. (CII) is a nonprofit organization that provides services to children and families healing from the effects of family and community violence within Los Angeles. Founded in 1906 by Minnie Barton, Los Angeles's first female probation officer, the organization was first designed to help troubled young women who found themselves adrift in Los Angeles." The organization has since expanded its services to at-risk youth in Los Angeles who are affected by child abuse, neglect domestic and gang violence as well as poverty. CII is a multi-service organization that combines evidence-based clinical services, youth development programs and family support services designed to address the whole child and entire family. The organization provides various forms of trauma support—including therapy, intervention services, parenting workshops, early childcare programs and other support services offered in English, Spanish and Korean.
Gaining Early Awareness and Readiness for Undergraduate Programs is a federal grant program administered by the United States Department of Education. It was established in Chapter 2 of the 1998 amendments to the Higher Education Act of 1965 which awarded financial assistance to students and colleges from the federal government. GEAR UP was authored by Congressman Chaka Fattah and signed into law by President Bill Clinton in October, 1998.
Say Yes to Education, Inc. is a U.S. non-profit organization that seeks to improve inner-city education. The main focus of Say Yes is to increase high school and college graduation rates by offering a range of support services to at-risk, economically disadvantaged youths and families, and by pledging full scholarships for a college or vocational education to children living in poverty.
A.N. Pritzker school is located in the Wicker Park neighborhood in Chicago, Illinois. Pritzker School serves grades K-8 with its neighborhood magnet-cluster school focused on fine and performing arts and a Regional Gifted Center. Pritzker also offers a Pre-K for all program. The school is part of the Chicago Public Schools, CPS, system. The students and its mascot are referred to as the Wildcats.
Area Resources for Community and Human Services (ARCHS) is a not-for-profit organization that designs, manages, and evaluates education and social service programs. ARCHS leverages financial, human, and social capital resources through collaborative partnerships to improve the lives of youth and families in the St. Louis region. During FY13, ARCHS managed and evaluated 14 programs on behalf of 10 funders. ARCHS is contracted to serve as the official "Community Partnership" for Greater St. Louis on behalf of the State of Missouri – one of 20 similar organizations across Missouri.
A full-service community school (FSCS) in the United States focuses on partnerships between a school and its community. It integrates academics, youth development, family support, health and social services, and community development. Community schools are organized around the goals to help students learn and succeed and to strengthen families and communities. Full-service community schools extend the goals of traditional public schools further. They are centers of their communities that provide services to address the needs of student learners and build bridges between schools, families, and communities. They are schools that not only promote academic excellence, but they also provide health, mental health, and social services on the school campus. The "school emerges as a community hub, a one-stop center to meet diverse needs and to achieve the best possible outcomes for each child."
Gary Comer College Prep is a Level 1 public grade nine through twelve charter high school located in Chicago, Illinois' Greater Grand Crossing neighborhood. It is a part of the Noble Network of Charter Schools. It is named after the Gary Comer, the founder of Lands' End and philanthropic entrepreneur. Gary Comer founded the Comer Youth Center in 2006, with Gary Comer College Prep opening its doors in 2008, serving grades nine through twelve. In 2011, the Gary Comer College Prep Middle School opened creating two campuses under one school, serving grades six through twelve. Prior to becoming the principal of GCCP, Ms. Kelly founded Gary Comer College Prep Middle School in 2011 and served as the principal there for four years. Before joining Noble, Ms. Kelly served as the Principal of KIPP Indianapolis College Prep, a 5-8 middle school located in the inner-city of Indianapolis, IN.
The University of Michigan Detroit Center is a community outreach center, meeting/events facility, and academic home base for University of Michigan units, located in the Midtown neighborhood of Detroit. The facility serves as a home base to more than 50 university staff and faculty members from the campuses of the University of Michigan and University of Michigan-Dearborn. Providing a visible symbol of the nearly 200-year relationship between the City of Detroit and the University of Michigan, the U-M Detroit Center serves as a gateway for University and urban communities to take advantage of each other’s learning, research and cultural activities. The mission of the University of Michigan Detroit Center is to mutually enrich University and Detroit communities through service, education, research and the exchange of culture.
The Jack Kent Cooke Foundation is the largest scholarship provider in the United States. The private, independent foundation is dedicated to advancing the education of exceptionally promising students who have financial need. It offers the largest scholarships in the U.S., comprehensive counseling and other support services to students from 8th grade to graduate school. Since 2000 it has awarded over $175 million in scholarships to nearly 2,300 students and more than $97 million in grants to organizations that serve outstanding low-income students.
Educational interventions for first-generation college students (FGCS) are programs intended to provide resources and make education more attainable and desirable for FGCS and their families. A study by Alex Casillas has identified that "FGCS […] face greater pressure not to go to college, either because of a lack of role models or because of pressure to contribute to their family’s financial needs." Many interventions are being explored to lower and/or remove the fears and struggles FGCS face regarding their education. These interventions are intended to bridge the gap between FGCS and their educational experience by providing them with the access to information and resources their non-first-generation peers already have. This article discusses several programs currently being implemented, including AVID, GEAR-UP, and after-school programs, in addition to non-profit college access programs and privately funded organizations that work to address access to higher education for underprivileged and first-generation students. There is also critical discussion regarding the pedagogical role of these educational interventions in building a sense of value and belonging in its students.
SocialWorks is a non-profit organization founded in Chicago in August 2016 by artist Chancelor Bennett, Justin Cunningham, and Essence Smith. SocialWorks was founded in support of Chicago Public Schools (CPS). SocialWorks raises money for social issues that affect Chicago's youth, such as education, homelessness, mental health support, as well as to create spaces and bring visibility to Chicago's artistic community. Bennet founded SocialWorks with the intention of “giving back to his community.”
Elizabeth H. Sutherland Elementary School is a public K-8 school located in the Beverly neighborhood on the south side of Chicago, Illinois. It is part of the Chicago Public Schools system. The school is named for Chicago educator Elizabeth "Bessie" Huntington Sutherland, the first woman principal in Cook County. The current building was opened in 1925, one year after Sutherland's death.
References
Footnote 1: Figlio, D. (2015). Experimental Evidence of the Effects of the Communities in Schools of Chicago Partnership Program on Student Achievement. National Bureau of Economic Research (NBER) Working Paper
Footnote 2: https://www.childtrends.org/publications/making-grade-progress-report-next-steps-integrated-student-supports (Retrieved October 9, 2019)