Preparing Youth of Today for the Workforce of 2030
OBJECTIVESWhy we are here?What are the challenges?What can we do about them?How do we do it?
Let’s take a look at oneyoung man who wasimpacted by an earlychildhood developmentprogram.
THE WORKFORCE OF 2030 3% 2% 3% 5% 9% 16 to 19 16% 20 to 24 25 to 54 55 to 64 65 to 69 70 to 74 62% 75 and over Source - Composition of workforce in 2030. Source U.S. Bureau of Labor Statistics, 2011.
SKILLS GAPSWhat employers want, what employees think they have, andwhat is missing?Source - Job Preparedness Indicator Study Results (Career Advisory Board, 2011).
WHAT THE RESEARCH SHOWSSource - A life-span approach to leader development (Murphy & Johnson, 2011, p. 461)
HOW DO WE ADDRESS THE GAPS?Through education and development programs:• Junior Achievement• Headstart• Village Academies• Urban Youth Impact• Character Counts
EDUCATIONAL PROGRAMMING OF JA• Elementary School – 6 themes• Middle School – 4 themes• High School – 2 themes with 9 programs
JUNIOR ACHIEVEMENT - VALUES• Belief in the potentials of young people.• Commitment to the principles of market- based economics and entrepreneurship.• Passion for what we do and honesty, integrity and excellence; in how we do it.• Respect for talents, creativity, perspectives, and backgrounds of all individuals.• Belief in power of partnership and collaboration.• Conviction in the educational and motivational impact of relevant, hands-on learning.
TESTIMONIALS• Alumni, Mark Richards-founder of The Richards Group, LLC stated, “when you start opening doors, more and more doors begin to open for you”.• “JA gives students a unique and valuable opportunity to discover and develop their own talents for working in today’s exciting business world”. –Alumna: Christina Gillen.
EVALUATION OF EFFECT• 95% of teachers report JA students have a better understanding of how the real world operates.• For middle school students, 71% reported JA helped them recognize importance of education and motivated them to work harder
RESULTS Comparison between JA and non-JA students in elementary school achievement.Comparisonbetween JA andnon-JA studentswith work.
HEADSTARTIn 1964, President Lyndon B. Johnson declared "The War on Poverty" in his State of theUnion speech. A panel of experts gathered to draw up a program to help communitiesmeet the needs of disadvantaged preschool children.In 1965, the Office of Economic Opportunity launched Project Head Start (HS) as an eight-week summer program whose mission was to help break the "cycle of poverty" by providingpreschool children of low income families with a comprehensive program to meet theiremotional, social, health, nutritional, and psychological needs. At that time, part of the newgovernment thinking on the nature of poverty and the uses of education, and born of thecivil-rights movement, was that the government was obligated to help disadvantagedgroups in order to compensate for inequality in social or economic conditions.In 1977, under the Jimmy Carter administration, HS began bilingual and bicultural programsin about 21 states.In 1984, under the Ronald Regan administration, HS’s grant budget exceeded one billiondollars, and the number of children assisted was a little more than nine million.
HEADSTARTIn 1995, under the Bill Clinton administration, the first Early Head Start (EHS) grants weregiven serving families of children ages birth to three.In October of 1998, HS and EHS were reauthorized to expand from the eight-weekdemonstration project to a full day/full year program.According to PBCHS/EHS’s 2009 Community Assessment, study after study has shown adirect correlation between children coming from a preschool program that focuses onschool readiness and that child’s success in his elementary school years.According to Children’s Services Council’s (CSC) 2008 State of the Child Report, acomparison study examined the scores of children who took a school readiness test in2002 and 2003 with the scores from their third-grade achievement tests in 2006 and 2007.The findings revealed that children who came from a preschool setting as describedabove successfully scored on grade level on the Florida Comprehensive Assessment Test(FCAT).
HEADSTART VisionTo promote school readiness by enhancing the social andcognitive development of children through the provision ofeducational, health, nutritional, social and other services toenrolled children and families.HS/EHS programs realize that a child’s first years are the mostcrucial to their health and social-emotional development. Meetingthese needs better equips a child’s readiness to learn andprepare for school. When these needs go unmet, they usually arenot ready for school.
SCHOOL READINESS & VPKGiven its importance, the State of Floridalegislatively mandated the VoluntaryPrekindergarten (VPK) program to prepareevery four-year-old in Florida forkindergarten and build the foundation fortheir educational success.The VPK program gives each child anopportunity to perform better in school andthroughout life with quality programs thatinclude high literacystandards, accountability, appropriatecurricula, substantial instructionperiods, manageable class sizes, andqualified instructors. Parental choice is apriority; therefore, both private and publicproviders may participate.
SCHOOL READINESS & VPKFlorida State Board of Education set the minimum VPK Provider KindergartenReadiness Rate for 2007-08 at 214.Of the 19 PBCHS/EHS Centers approved to deliver the VPK educationcurriculum, only 7 or 37% were identified as meeting performance standards.There are many factors that impose upon PBC’s ability to meet and/or exceedexpectations:• One-third of Floridas welfare recipients have low literacy levels• 71% of mothers receiving AFDC or TANF have not completed high school• 20% of Floridas children live in poverty and are likely to have parents who have not finished high school.• One-half of these children begin school two years behind their peers in development• 1.5 million Florida Residents speak little or no English and have difficulties with everyday survival skills; therefore, we are educating two generations at the same time.
WHAT CAN WE DO?• OHS Summit on Raising the Quality of HS programs nationwide.• Returning to the old trend that shouts, “It takes a village to raise a child!”• By influencing today’s children, family literacy helps tomorrow’s parents break the cycle of low literacy and poverty for generations to come. Example: As a mother’s education increases, the likelihood that she will read to her children increases.
VILLAGE ACADEMIES THE SCHOOL DESIGNED FOR TEACHERSFounded in 2001 upon thepremise that “teachers are thekey drivers of studentachievements andextraordinary outcomes comeas a result of tapping into ateachers ’knowledge, skills, abilities, andpassion.” Dr. William Sanders’ longitudinal analysis concludes the quality of a teacher determines how well a student will learn.
VILLAGE ACADEMIES THE SCHOOL DESIGNED FOR TEACHERS• VA’s approach is in contradiction with our traditional methodologies and mindsets towards what success looks like in the average public school.• Generally the foundation is to create a program set before the teachers that they are expected to follow.• VA rejects this practice.
VILLAGE ACADEMIES’ AUTONOMYVillage Academies intentionally works to create a rich andintellectual life and an ideal environment that wouldrecruit, retain, and support the most qualified, best talentedand skilled teachers and challenge their continued growththrough their own empowerment to make criticaleducational, academic, and instructional decisions that are inthe best interest of each individual student.Teachers are given autonomy and trusted as responsibleprofessionals for the achievement of outcomes. "I chose Harlem Village Academies because of the intellectual energy here."
A HIGHER LEVEL FOR PASSIONATE LEARNING VA’s students• Think critically• Argue passionately• Take ownership of their learning• Are fiercely independent and sophisticated thinkers• Coherent writers• Confident speakers• Avid readersWe seek to inspire in our students a passion for inquiry, and agenuine love of learning. We believe it is also important forstudents to attain proficiency in basic knowledge andskills, so we have designed a core set of skills all studentsmust master, exams they must pass, and content they mustlearn.
VILLAGE’S MISSION AND VALUES“We partner with the community to provide education and family support services that promote school readiness and family self-sufficiency.” “We expect for our students to become intellectually sophisticated, wholesome in character, avid readers, independent thinkers, and compassionateindividuals who lead reflective and meaningful lives.”
FOUNDER’S MESSAGE (FOUNDER AND CEO, DR. DEBORAH KENNY“Quality public education is an essential human right - it is the ultimate civil right…we are passionate about creating a new model, setting a gold standard, and changing public education in this country…The revolution is happening here…”
OUTCOMES & SUSTAINED SUCCESSES• 100% of Village’s students are minority• Approximately 74% qualify for free or reduced price lunch• 12% are special education• Test scores amongst young African-American and Latino students who historically had 75% failure rates in New York’s Harlem have risen dramatically and are at an all-time high.• The first fifth grade class that entered the Academy ranked in the nation’s bottom 20th percentile, lacking basic skills and study habits. Three years later, they ranked number 1 in mathematics of all non- selective public schools in New York State.• Today, these students are analyzing Shakespeare, studying physics, and competing in a college-level debate team. For the first time in the history of Harlem, 100% of Village Academies eighth grade students passed the state math test!!!
THE RITZ-CARLTON MODEL• Parent satisfaction is strong at Harlem Village Academies.• Approximately 95% of parents grade the academies an A or B.• Parents are customers and are paid as much attention and respect as Ritz-Carlton workers are trained to treat their guests.• Parents are very much involved in the educational process of their children.• Teachers are required to keep parents informed. Whether there is a literacy or academic concern or a mere hallway infraction.
WHAT COMPELS VA’S TEACHERS TO STRIVE FOR EXCELLENCE AND INCREASE THEIR OWN PRODUCTIVITY? Their teachers have the passion, the fortitude, and creativity that most educational institutions discourage because decisions about how to teach is governed by a central office rather than each teachers’ intuition, talent, skill, and ability. The entrepreneurial culture of Village emphasizes an energized idea. If a teacher has a great idea, they are encouraged to run
MISSION, VISION, AND VALUESMission • Urban Youth Impact exists to love, equip and empower inner-city youth and their parents to fulfil their God-given purpose.Vision • To be the model, faith-based, inner-city outreach in Palm Beach County.Values • We submit to God’s authority, we are passionate and purpose driven, we are servant leaders.
URBAN YOUTH IMPACT PROGRAMS• Summer Work Program• The Leadership Academy
CHARACTER COUNTS Let’s take a look at the last portion of video of Deonte Bridges who “moved the audience with his Valedictorian speech before fellow graduates, faculty, staff and parents” at Booker T. Washington High School. (www.youtube.com/watch?v=Q0Wcr82UOsw)
CONCLUSIONThere is significant support for the deliveryof the skills necessary for individuals tobecome effective leaders early in thedevelopment cycle.Skills that increaseflexibility, teambuilding, self-awareness, and social skills will help theyouth of today become better prepared tomeet the needs of the workplace of 2030.