The document discusses challenges facing the workforce of 2030 and skills gaps. It proposes that early childhood development programs can help address these gaps and close the skills gap by promoting skills like teamwork, self-awareness and social skills. Such programs include Head Start, Junior Achievement, Village Academies and Urban Youth Impact, which aim to develop leadership skills in youth. Evaluations found these programs improved student achievement, motivation and understanding of how the real world works.

2. OBJECTIVES
Why we are here?
What are the challenges?
What can we do about them?
How do we do it?

4. Let’s take a look at one
young man who was
impacted by an early
childhood development
program.

7. 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.

8. SKILLS GAPS
What employers want, what employees think they have, and
what is missing?
Source - Job Preparedness Indicator Study Results (Career Advisory Board, 2011).

10. WHAT THE RESEARCH SHOWS
Source - A life-span approach to leader development (Murphy & Johnson, 2011, p. 461)

11. HOW DO WE ADDRESS THE GAPS?
Through education and development
programs:
• Junior Achievement
• Headstart
• Village Academies
• Urban Youth Impact
• Character Counts

13. EDUCATIONAL PROGRAMMING OF JA
• Elementary School – 6
themes
• Middle School – 4 themes
• High School – 2 themes with
9 programs

14. 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.

15. 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.

16. 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

17. RESULTS
Comparison
between JA and
non-JA students
in elementary
school
achievement.
Comparison
between JA and
non-JA students
with work.

19. HEADSTART
In 1964, President Lyndon B. Johnson declared "The War on Poverty" in his State of the
Union speech. A panel of experts gathered to draw up a program to help communities
meet 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 providing
preschool children of low income families with a comprehensive program to meet their
emotional, social, health, nutritional, and psychological needs. At that time, part of the new
government thinking on the nature of poverty and the uses of education, and born of the
civil-rights movement, was that the government was obligated to help disadvantaged
groups in order to compensate for inequality in social or economic conditions.
In 1977, under the Jimmy Carter administration, HS began bilingual and bicultural programs
in about 21 states.
In 1984, under the Ronald Regan administration, HS’s grant budget exceeded one billion
dollars, and the number of children assisted was a little more than nine million.

20. HEADSTART
In 1995, under the Bill Clinton administration, the first Early Head Start (EHS) grants were
given serving families of children ages birth to three.
In October of 1998, HS and EHS were reauthorized to expand from the eight-week
demonstration project to a full day/full year program.
According to PBCHS/EHS’s 2009 Community Assessment, study after study has shown a
direct correlation between children coming from a preschool program that focuses on
school 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, a
comparison study examined the scores of children who took a school readiness test in
2002 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 described
above successfully scored on grade level on the Florida Comprehensive Assessment Test
(FCAT).

21. HEADSTART
Vision
To promote school readiness by enhancing the social and
cognitive development of children through the provision of
educational, health, nutritional, social and other services to
enrolled children and families.
HS/EHS programs realize that a child’s first years are the most
crucial to their health and social-emotional development. Meeting
these needs better equips a child’s readiness to learn and
prepare for school. When these needs go unmet, they usually are
not ready for school.

22. SCHOOL READINESS & VPK
Given its importance, the State of Florida
legislatively mandated the Voluntary
Prekindergarten (VPK) program to prepare
every four-year-old in Florida for
kindergarten and build the foundation for
their educational success.
The VPK program gives each child an
opportunity to perform better in school and
throughout life with quality programs that
include high literacy
standards, accountability, appropriate
curricula, substantial instruction
periods, manageable class sizes, and
qualified instructors. Parental choice is a
priority; therefore, both private and public
providers may participate.

23. SCHOOL READINESS & VPK
Florida State Board of Education set the minimum VPK Provider Kindergarten
Readiness Rate for 2007-08 at 214.
Of the 19 PBCHS/EHS Centers approved to deliver the VPK education
curriculum, only 7 or 37% were identified as meeting performance standards.
There are many factors that impose upon PBC’s ability to meet and/or exceed
expectations:
• One-third of Florida's welfare recipients have low literacy levels
• 71% of mothers receiving AFDC or TANF have not completed high school
• 20% of Florida's 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.

24. 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.

26. VILLAGE ACADEMIES
THE SCHOOL DESIGNED FOR TEACHERS
Founded in 2001 upon the
premise that “teachers are the
key drivers of student
achievements and
extraordinary outcomes come
as a result of tapping into a
teachers ’
knowledge, skills, abilities, and
passion.”
Dr. William Sanders’ longitudinal analysis
concludes the quality of a teacher determines how
well a student will learn.

27. 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.

28. VILLAGE ACADEMIES’ AUTONOMY
Village Academies intentionally works to create a rich and
intellectual life and an ideal environment that would
recruit, retain, and support the most qualified, best talented
and skilled teachers and challenge their continued growth
through their own empowerment to make critical
educational, academic, and instructional decisions that are in
the best interest of each individual student.
Teachers are given autonomy and trusted as responsible
professionals for the achievement of outcomes.
"I chose Harlem Village Academies
because of the intellectual energy
here."

29. 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 readers
We seek to inspire in our students a passion for inquiry, and a
genuine love of learning. We believe it is also important for
students to attain proficiency in basic knowledge and
skills, so we have designed a core set of skills all students
must master, exams they must pass, and content they must
learn.

30. 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 compassionate
individuals who lead reflective and meaningful lives.”

31. 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…”

32. 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!!!

33. 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.

34. 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

36. MISSION, VISION, AND VALUES
Mission
• 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.

37. URBAN YOUTH IMPACT PROGRAMS
• Summer Work Program
• The Leadership Academy

39. 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)

40. CONCLUSION
There is significant support for the delivery
of the skills necessary for individuals to
become effective leaders early in the
development cycle.
Skills that increase
flexibility, teambuilding, self-
awareness, and social skills will help the
youth of today become better prepared to
meet the needs of the workplace of 2030.