Why Homeworks Trenton? Evidence-Based Booklet

Why HomeWorks?

HOMEWORKS TRENTON: OUR EVIDENCE-BASED, AFTER-SCHOOL BOARDING MODEL

HOMEWORKSTRENTON.ORG

CONTENTS 4 Our Challenge 6 Our Target Population: High School Girls

11 Our Opportunity:

An After-School Community Boarding Program

14 Our Solution 16

Who are We?

18

Our Evidence-Based Model

24 Proven Successes 28 Our Strategic Plan 30 Our Theory of Change

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Our scholars learn about gardening at the Barn at Gravity Hill, NJ

3

Our Challenge Identifying obstacles and barriers that prevent Trenton students from succeeding

Academic Obstacles Trenton, New Jersey’s culturally rich capital city, is home to vibrant, fun, and exciting events like “Art All Night” and Trenton Thunder minor league baseball games. However, as a predominantly minority and low-income community, Trentonians face severe systemic injustices and challenging circumstances.

Limited funding and resources, coupled with housing instability and systemic violence, has led to chronic absenteeism and failing school systems.

According to the Department of Education’s most recent NJ School Performance Summary Report in 2016-2017, of the 13,082 students enrolled in the Trenton School District, 80.5% are not meeting expectations on English state standards and nearly 100% do not meet expectations on math state standards.1 Only 70.1% of the students graduate from high school, and only 18.4% attend 4-year colleges.2 High schoolers report having a lack of hope in Trenton and feeling unsafe.3

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Chronic Absenteeism Chronic absenteeism plays a major role in Trenton’s public school students’ ability to meet academic benchmarks. Nearly 26% of students are chronically absent, missing 10% or more days of school per year.4 According to the Trenton Superintendent’s Office, the chronic absenteeism rate rises to 36% in high schools.5 In the Trenton Board of Education’s Fall 2018 “Managing Chronic Absenteeism” workshop, the District Manager of Student Discipline and Attendance and school teachers at Trenton Central High School discussed a variety of causes of chronic absenteeism: to name just a few, needing funds to purchase bus tickets, not wanting to come to school wearing dirty clothes, having to provide care for a sick sibling, and feeling embarrassment or shame resulting from having missed classes.

Learning about healthy eating at The Barn at Gravity Hill

Workshop panelists cited limited parent involvement as a significant contributor to student absenteeism. Another contributor is housing instability: nearly 40% of students move at least once per year, affecting their home stability and school attendance.6 According to Professor Lisa Bass, “Students from lower socioeconomic backgrounds perform less well in academic environments when there is a lack of parental involvement in their child’s educative process.”7 Systemic injustices and challenging circumstances largely contribute to this “lack” as parents, who often work multiple or overnight jobs, struggle to be as involved in their children’s schooling as they wish to be.

Achieving their Full Academic Potential Our challenge is to make it possible for HomeWorks Trenton scholars to achieve their full potential by supplementing their Trenton public school education with curriculum and programming that builds academic skills, instills a growth mindset and sense of empowerment and agency, and involves students in identifying and working to solve community problems.

Our hope is that our scholars will positively impact the climate of their schools and become leaders who tackle community issues and systemic injustices.

5

Our Target Population High School Students

High school girls are at a crucial point in their social, emotional, and academic development.

Here’s how we’re meeting their needs.

HomeWorks Trenton seeks to provide high school students with a stable environment that promotes healthy growth in critical thinking, decisionmaking, and social-emotional and moral development. According to Dr. Robert E. Slavin, teenagers are in their critical years of growth as they begin to form their own identity by paying attention to how others view them, by experimenting with roles, by acting on their feelings and beliefs, and by seeking autonomy and intimacy with their peers. Teenagers also begin to gain independence in their critical thinking as they rely less on their parents and more on peers to form their own opinions and beliefs.8 Given that high school students are in their critical formative years, their environment is crucial in fostering interactions that will influence their development. According to American psychologist Lawrence Kohlberg’s research on adolescent stages of development, most young teenagers make decisions based on their peers’ approval.9 As high school students typically surround themselves with their peer group, they become highly susceptible to peer pressure. Negative influences can lead them to develop serious problems including, amongst others, dropping out of school, becoming pregnant, bullying, engaging in substance abuse, and becoming prey to emotional disorders.

HomeWorks Trenton will provide a stable after-school and school night environment that will reinforce positive social behaviors, ultimately influencing the overall psychosocial development of its scholars. We aim to develop our scholars’ critical thinking and social-emotional skills, enabling them to understand the complexity of decision-making and its consequences.

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Girls

Gender Differences on Perceived Sense of Safety and Independence

In a 2018 ethnographic study that HomeWorks Trenton conducted as part of Princeton University’s Poverty in America course, researchers found that boys experience more freedom than girls in Trenton.10 While the study’s surveys indicate that the majority of boys drive to their jobs or play sports after school, the majority of girls are encouraged by their parents to stay at home. The girls reported feeling less independent and less safe than boys of similar age.11 In addition, the girls surveyed consistently felt that Trenton was too dangerous while the boys surveyed felt that there were only certain areas in Trenton that they should avoid.12 While the majority of boys did not indicate intentions to leave Trenton, the majority of girls expressed their desire to leave Trenton once they were graduated from high school.13 Differences between boys’ and girls’ experiences of safety and independence have been further validated by sociologists. In “Gender, Home Range and Environmental Cognition” Dr. M.H. Matthew’s concludes “gender-based differences in activity patterns seem to develop in a staged progression … By the time they are eleven[,] boys have had much more opportunity to contact and learn about nearby places, whereas girls’ territorial activities seldom exceed their immediate locality.”14 Similarly, in “Gender Differences in Children’s Pathways to Independent Mobility” sociologists found that boys in comparison to girls tend to experience greater mobility and independence.

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Team photo at our second annual Field D2ay at Princeton University.

Our scholars make a colorful fun poster for their dorm room.

More specifically, the article claims that “girls’ relationships with the environment are more mediated by their social networks than are boys’, who seem to have a more direct relationship with it.”15 In “The Shrinking World of Girls at Puberty: Violence and GenderDivergent Access to the Public Sphere Among Adolescents in South Africa” sociologists found that “girl areas shrink and even these extremely small geographies are reported as quite unsafe, whereas boy areas expand and contain a balance between safe and unsafe places.

None of the girl groups rated any space in their communities as more than ‘somewhat safe.’”

16 Research indicates that it is not only girls in Trenton but also girls in other cities and countries that seem to have less educational, emotional, and social capital than boys.

“Our goal is for our girls to develop a love for Trenton,

inspiring them to

stay and become leaders in their community.”

By living away from home in a different Trenton neighborhood and attending events in various locations as part of HomeWorks Trenton’s educational and civic engagement curriculum, our program will expand the girls’ territory and thus provide them with an increased sense of safety and independence. Our goal is for our girls to develop a love for Trenton, inspiring them to stay and become leaders in their community.

Empowered by their HomeWorks network of empathetic and engaged women, our scholars will tackle wider issues of gender equality. Bolstered with confidence they will better be able to combat gender discrimination. For, as we know from research, about 42% of women report having experienced gender discrimination at work, specifically sexual harassment and unequal pay.17 HomeWorks Trenton is determined to contribute towards resolving gender inequality.

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“If you educate a woman, you educate

a nation. When girls are educated, their countries become stronger and more prosperous. One child, one teacher,

one book and one pen can change the world.”

-Malala Yousafzai

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10

Our Opportunity

An after-school, community-based boarding program

The Boarding School Model

Boarding schools have proven to be a solution to these challenges, but they are historically inaccessible to low-income students of color.

Using a boarding school model, HomeWorks Trenton sees the opportunity to help high school girls reach academic success through after-school and evening academic enrichment; to prevent absenteeism through in loco parentis and partnering with parents; to support growth in critical thinking, decision-making, and socialemotional and moral development by providing a curriculum aimed at healthy development to girls assembled together in a stable environment; and to increase girls’ sense of safety and independence by expanding their geographical territory through living away from home and participating in a robust after-school and evening

curriculum. HomeWorks Trenton sees the opportunity to supplement public schools, promote female empowerment, and build community leaders in Trenton. Boarding schools have proven to “increase students’ exposure to social, cultural, and education capital” and “can serve as an equalizer, [while] protect[ing] urban students from becoming part of negative statistics.”18 According to Carole Weatherford’s article in Education Week, a 24-hourday learning environment allows educators to have “optimum control” of the climate, subsequently enabling underserved students to succeed academically.19 11

Lisa Bass writes in The Journal of Educational Research: The structure of boarding or residential schools provides the opportunity for schools to exercise control over a larger portion of the student’s day than traditionally formatted day schools, allowing schools to more fully implement practices proven successful. When schools have access to children during evening hours, they can be sure that students are receiving the structure they need to ensure their best opportunity for success. They are also positioned to receive the help they need, and are given mandatory quiet time dedicated solely toward study and completing assignments. Another benefit of students living on campus is that they are under the protection of the school until their parents sign them out. Not only do residential schools have the potential to shelter students from negative outside influences, such as drugs and gang culture (as Bailey & Paisley [2004] suggested is necessary for change), but they also provide an opportunity for all students to have access to social, cultural, and education capital, which poorer students are often denied both at home as well as in educational settings (Bourdieu, 1983; Coleman, 1988). When students are together 24 [hours] a day, 7 days a week, they share an increased number of common experiences, shrinking what we currently view as unavoidable experience gaps; equating to a lower capital benefits deficit between privileged and disenfranchised students (Bourdieu, 1983, 1986; Coleman, 1988; Fryer, 2003; Sullivan, 2001).20

“I really do

believe that

HomeWorks is going to help me

shine a light of positivity

on Trenton.”

-Darae

Limitations of Boarding Schools While boarding schools have proven merit, students from underserved communities often face personal conflict, for their enrollment choice requires leaving their community as they subscribe to the “stay and limit your future or leave and succeed” narrative. Bass argues:

“Separation from home culture may pose an insurmountable obstacle for some urban

African American students or other students from high poverty populations. The focus

on the relational dimension of the African American culture or the culture of poverty

may prevent students and their families from choosing boarding schools as an option.

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They may view students who attend boarding school as being willing to trade home and family for education. People in this category are sometimes referred to as race traitors or sell-outs—neither of which is a badge of honor. For some African American urban youth, remaining uneducated is a more palatable option than being viewed as a traitor to the race and no longer fitting in. Therefore, the boarding school environment may not be the most appropriate alternative for every child.”21

HomeWorks Trenton elevates public education by replicating the benefits of a boarding school experience without the bureaucracy, high fixed costs, and scalability issues.

HomeWorks Trenton’s unique 5-½ day boarding school model does not require its scholars “to trade home and family for education”; instead, students live in the same community as their parents, speak with them daily, and live in their parents’ homes from mid-afternoon on Friday until late afternoon on Sunday. When students choose to live in their community and participate in civic engagement projects as part of the HomeWorks Trenton curriculum, they cast a vote of confidence in their community and commit to learning skills that will enable them to be role models in their public schools and emergent leaders in Trenton.

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Our Solution HomeWorks Trenton is a 501(c) (3) non-profit organization that provides an after-school boarding program for high school girls in Trenton that supplements public schools; fosters healthy cognitive, social-emotional, and moral development; promotes female empowerment; and builds community leaders. Our scholars attend their public schools during the day; engage in after-school activities emphasizing intellectual exploration, health and wellness, female empowerment, and civic engagement within the Trenton community; eat a family-style meal; attend evening study hall; stay with us overnight in a community-based house dormitory on Sunday through Thursday nights, and build lifelong bonds with peers who will improve the climate of their public schools and learn practical skills which will enable them to identify, catalyze, and enact change in Trenton. Our unique model elevates public education by replicating the benefits of a boarding school experience without the bureaucracy, high fixed costs, and scalability issues. 22 These benefits include academic and extracurricular enrichment

and social-emotional and one-on-one support in a stable peer environment with adult supervision and mentoring.

The HomeWorks scholars will grow together and become role models in their public schools and emergent leaders in Trenton. Our mission is to foster a community of empowered young women who strive to achieve their full potential and positively impact the world around them.

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“Our mission is to

foster a community of empowered

young women who strive to achieve

their full potential and positively

impact the world around them.”

Far Left: Group huddle at our first HomeWorks annual Field Day at Princeton University Left: A scholar speaks in front of donors and community partners at our first annual Summer Gala.

Bottom: Planning meeting to brainstorm community challenges for the Social Innovation Panel with Mayor Gusciora

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Who Are We? Board of Trustees

Natalie Tung

Brenaea Fairchild

Kris Schulte

Co-Founder and Executive Director of HomeWorks Trenton

Co-Founder HomeWorks Trenton Executive Director of The Learning Point

Teacher at The Lawrenceville School, Former Dean of Faculty at Stuart Country Day School, Former Education Committee Chair at Village Charter School

Staff

Erica Hundley

Vilma Jimenez

Tom Wilcox

House-Mom

House-Sister

Transportation

School Teacher at Trenton Columbus Elementary School

Princeton University Graduate, Professor of International Relations at China Foreign Affairs University

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Former Teacher at The Hun School

Advisors

Marty Johnson

Connie Mercer

Pam Gregory

Anu Sanghvi

Founder and CEO of Isles, Inc.

Founder and CEO of HomeFront

President and CEO of Princeton-Blairstown Center

Product Group Manager and Product Innovation Consultant at Intuit

Partners and Supporters

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Our EvidenceBased Model 1. Community Collaboration and Engagement Partnering With Rather Than Replacing the Public Education System Our after-school boarding model allows our scholars to access academic and social-emotional enrichment and leadership opportunities while earning their high school diplomas at their local public schools. In the formative stages of this non-profit which aims to provide educational equity, there was a temptation to follow the usual “leave and succeed” model; ultimately, however, we learned that it is important for Trenton’s students to realize that they can not only achieve success in their public schools but also help to improve them as they become leaders in their schools and community. Moreover, we learned that flipping the narrative to “stay and succeed” not only helps prevent a “brain drain”--that is, a departure of motivated youth from Trenton who seek better educational opportunities elsewhere--but also enables our students to remain in touch with their home culture, shielding them from potential criticism about “trading home and family for education.”

23 HomeWorks Trenton is a local solution to a local challenge.

Top: A scholar poses with her family at our weekly Sunday Potluck dinner Right: Our scholars pose with Marty Johnson (CEO of Isles, Inc) and Kelly Ingram (President of I Am Trenton Community Foundation) and Mayor Gusciora of Trenton after presenting at the Social Innovation Panel 18

Partnering with Trenton Community Members HomeWorks Trenton was born out of the collaboration of Trenton’s students, parents, community leaders, and organizations. Despite its challenges, Trenton possesses many strengths.

HomeWorks Trenton, relying on partnerships with school administrators, government officials, churches, community groups, and charitable organizations to provide teaching and learning spaces, resources, and programming, utilizes the city’s strengths to help its scholars succeed. Already, HomeWorks Trenton has partnered with Girls Unlimited and Womanspace to meet programming needs, nearby universities such as The College of New Jersey and Rider University to meet tutoring needs, and HomeFront, Rise NJ, and Sustainable Fare to meet furniture and food needs.

Partnering with Our Scholars’ Parents Partnering with parents is key to the success of our scholars. Our parents know their daughters best. We rely on communication and collaboration with them to create a safe, loving, and productive environment. HomeWorks Trenton builds a broader community beyond that of our students through weekly potluck dinners on Sunday evening. Each week our scholars’ parents and siblings, and occasionally public school teachers and administrators, come together to be a part of the HomeWorks Trenton family.

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(cont'd) Our culturally responsive, project-based learning, civic engagement segment aims to inspire HomeWorks Trenton scholars to become leaders in their community. During the summer of 2018, our scholars identified two community challenges (gun violence and prostitution) that they wished to address, learned how to research and speak on the topics, and presented their findings to the mayor of Trenton, Reed Gusciora, and the larger community.

We aim to expand our civic engagement segment through other community projects and the HomeWorks Fellows Internship, where scholars will gain work experience at a community-based company. With few exceptions, our educators, workshop leaders, and mentors reside in Trenton, which enables our scholars to create more relationships within their city and expand their network as they become Trenton’s future leaders.

We emphasize to our scholars that they are being recruited to help support their HomeWorks Trenton “sisters” and the larger community. An expectation of their enrollment is a commitment to return in the future to participate in programming for younger HomeWorks Trenton classes.

In Practice In the summer of 2017, we dedicated an hour each week to teaching growth vs. fixed mindsets. Two years later our scholars still reference growth mindsets and discuss how the lessons changed their attitude at school.

We believe that adopting these mindsets can lead to academic achievement and emergent leadership and, coupled with skills development and support, will enable our scholars to achieve their full academic potential, ideally by enrolling in and graduating from college.

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2. Academic Support and Enrichment Working closely with our scholars’ school teachers, HomeWorks Trenton provides academic enrichment in reading, writing, social science, mathematics, and science through daily one-on-one and group tutoring. Our boarding model ensures that students do not miss tutoring sessions and are accountable for their learning. Cognizant of the fact that today’s technology enables people around the world to interact, HomeWorks Trenton seeks to enrich its scholars with opportunities for global learning that encourage the use of collaborative skills to address complex problems through a multicultural framework.

Beyond providing academic enrichment in core subject areas and a focus on global learning, HomeWorks Trenton with the guidance of Dr. Angela Duckworth’s lab24 provides a curriculum that encourages students to adopt a growth mindset, develop habits of selfcontrol and grit, and maintain attitudes of purpose and gratitude.

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3. Female Empowement

HomeWorks Trenton specifically focuses on women’s empowerment through a curriculum aimed at developing life and social-emotional skills and by providing opportunities for civic engagement. Our social-emotional learning workshops explore topics such as body image, self-care, self-respect, and safe-dating. Our weekly Sunday night heart-to-hearts give our scholars an opportunity to come together with our House-Mom and House-Sister to share personal stories, take risks in a safe environment, and receive mentoring from caring adults. We believe that a focus on women’s empowerment will encourage healthy living and independence among our scholars and motivate them to become informed citizens and leaders.

4. Life Skills HomeWorks Trenton recognizes that an education is not just succeeding academically but succeeding beyond the classroom. We offer holistic life skills workshops to equip our scholars with the confidence and tools to adapt and positively handle challenges that may come their way. Our life skills workshops include financial literacy, time management, growth mindset, goal setting and more.

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Our Benchmarks for Success

• 100% Four-year High School Graduation Rate • Social-Emotional Growth • Enrollment at and Graduation from College • Completion of a HomeWorks Fellows Internship • Commitment to return to serve the HomeWorks community

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Proven Successes

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Summer of 2017

MSSLS and CPCS Pre/Post Tests and Surveys In the summer of 2017, HomeWorks Trenton launched a four-week residential pilot program for five scholars. Upon completion of the program, all scholars reported higher Multidimensional Students’ Satisfaction with Life Scale (MSSLS) and Children’s Perceived Competence Scale (CPCS) scores in both self-confidence and perceived ability to grow intellectually. Over the following year, we saw our scholars take on leadership roles in their communities.

• Keaira became the President of Shiloh CDC’s The Freedom School after having run a successful campaign which included a speech to her peers.

• Zoey helped create Trenton’s first Youth Summit, where Trenton residents under 21 years of age had the opportunity to speak with the newly elected mayor about how to respond to the challenges in their community.

• Darae gave a speech to individual supporters and organizations during HomeWorks Trenton’s first Summer Gala.

Summer of 2018

Dr. Angela Duckworth’s Lab Pre/Post Tests and Surveys In the summer of 2018, HomeWorks Trenton doubled its enrollment to ten scholars. All three scholars from the 2017 pilot program who were eligible to return enrolled. Additionally, we hired two residential staff members and increased the number of schools we partnered with from one to five, increasing diversity of perspectives, personalities, and cultures in our HomeWorks Trenton community. Under the guidance of Dr. Angela Duckworth’s lab,25 we designed pre- and post-assessments that measured our students’ growth in character development, including self-control, psychological safety, life satisfaction, perceived stress, empathy, grit, compassion, confidence, and more. Throughout the summer, we found that all ten scholars grew in these areas, most notably in psychological safety and confidence.

• 100% eligible HW scholars from 2017 re-enrolled • One student, who in previous years had several instances of serious school disciplinary action, is demonstrating marked improvement, and only had one minor disciplinary write-up this year.

• One parent told us that her daughter “improved in her communication, the way she talks to people, her problem-solving skills, and how she deals with … situations.”

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“

This past summer, I went to an all-girls boarding program called HomeWorks Trenton. Going to the program changed the way I thought of myself. The previous year, I was in a very bad state of mind and did not want to be a part of any social group. At school, I was known for being smart. I was afraid of disappointing them because of this reputation. I was anxious to put myself out there, because if I failed, everyone would judge me. These thoughts caused me to become severely stressed out about what other people thought about me. I did not want my top priority to be about people liking me and assimilating to their expectations. I began to isolate myself from friends and family.

While being in the program, I had to live with nine other girls. We participated in many bonding activities. We grew close to each other throughout the program and learned to respect each other’s opinions, even if they were different. It got to the point where we called ourselves sisters. It was here that I did not feel like I was an outcast. I felt supported in everything I did, whether they would encourage me or give me suggestions on how to fix my ideas. For the first time, I felt like I was a part of something that meant so much to me. I am more open minded, and I am not afraid to speak my truth. I put myself in challenging situations that made me uncomfortable. I started to feel less stressed about making someone else happy and having them like me. I now know my self worth, and I do not need anyone to tell me otherwise.

Being a part of HomeWorks this past summer taught me how powerful it is when women come together as a community to solve problems. It has taught me to listen to everyone’s ideas, and that sometimes being part of a group is more powerful than one individual.

-Jessica

26

”

HomeWorks Trenton is already seeing the positive effects of creating a community of empowered young women who strive to achieve their full potential and positively impact the world around them.

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Our Strategic Plan Proof of Concept

2017

Summer Pilot

2018

• Secured $89,000 in funding and recruited team and staff • Launched 2017 HomeWorks Trenton Summer Scholars and graduated 5 scholars • Established community relationships and partnerships

• Secured $111,000 in funding • Launched 2018 HomeWorks Trenton Summer Scholars and graduated 10 scholars • Increased and strengthened community relationships • Provided post-program support for scholars

Academic Semester Pilot

2019

• Secured $80,000 in funding and $100,000 in inkind donations for 2019 HomeWorks Trenton Semester Scholars (4 month program)

Launch HomeWorks Trenton

2020

• Raise $300,000 for full-year Trenton Scholar Program

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HomeWorks

Future Plans in Trenton

2021

and beyond

• Add 10 more ninth-grade girls each year in 2021, 2022, and 2023. At full capacity, we will run HomeWorks Trenton with 40 girls.

• Raise $300,000 to purchase and renovate a house in Trenton for long-term sustainability

Global Vision Free from the bureaucracy and high cost of operating an actual school, our niche model is specifically designed to be scalable and can be attached to any school or group of schools in the country or world. We expect this model to spread to other urban communities as a cost-efficient yet powerful way to positively impact the lives of young people and their neighborhoods.

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Our Theory Create a community-based 5-½ day boarding program to provide academic and social-emotional enrichment activities that supplement public schools, promote female empowerment, and build community leaders.

Strategy

Individual Impact

Scholars will regularl academic success, an growth mindset as the within their HomeWork

Community Im

Methodology To combat housing instability and limited parent involvement effected by systemic injustices

HomeWorks Trenton provides stable overnight housing, transportation to and from school, and nutritious meals from Sunday night to Friday morning

To combat negative peer pressure and low self-esteem issues that high school girls face during their critical formative years

HomeWorks Trenton provides a social-emotional skills curriculum developed under the guidance of Professor of Psychology Angela Duckworth of the University of Pennsylvania which emphasizes a growth mindset, habits of self-control and grit, and attitudes of purpose and gratitude

30

of Change

ly attend school, achieve high nd develop self-esteem and a ey build meaningful relationships ks community.

mpact

Scholars will become empowered and empathetic women, uplifting each other to redress inequity as they lead and enhance their own communities.

Global Impact

Scholars will create a ripple effect that impacts civil rights issues, including education equity, wealth equity, and racial integration, enabling citizens to participate fully in democracy.

To support failing school systems affected by limited funding and resources

HomeWorks Trenton provides tutoring sessions planned with the help of the Scholars’ teachers and other evidence-based educational programs

To combat the narrative that aspiring students "trade home and family for education”

HomeWorks Trenton provides a local 5 ½ day boarding school experience, where students live in the same community as their parents, speak with them daily, and live in their parents’ homes from Friday evening to Sunday evening Furthermore, HomeWorks Trenton provides a socially responsive, project-based learning segment that aims to inspire HomeWorks Trenton scholars to become leaders in their community 31

Footnotes State of New Jersey Department of Education. “NJ School Performance Report.” State of New Jersey Department of Education, 2017 2016. https://rc.doe.state.nj.us/report. aspx?type=summarydistrict&lang=english&county=21&district=5210&SY=1617&schoolyear=2016-2017.

1

2 ibid 3 Ray, Penny. “Lack of Hope: Trenton Teens Discuss Life in the City, Researchers Share Ideas to Change the Culture.” The Trentonian. Accessed March 13, 2019. https://www. trentonian.com/news/local/lack-of-hope-trenton-teens-discuss-life-in-the-city/article_6a16d4ce-0e15-11e9-9722-13134387b25f.html.

4

Ibid

Terrance Stokes, Manager, Student Discipline & Attendance at Trenton Board of Education 5

“U.S. Census Bureau QuickFacts: Trenton City, New Jersey.” Accessed March 13, 2019. https://www.census.gov/quickfacts/fact/table/trentoncitynewjersey/INC110217.

6

Lisa R. Bass (2014) “Boarding Schools and Capital Benefits: Implications for Urban School Reform,” The Journal of Educational Research, 107:1, 16-35, DOI:10.1080/0022067 1.2012.753855 7

Slavin, Robert E. Educational Psychology: Theory and Practice. Pearson, 2018.

8

9

Ibid

Tung, Natalie. “Girls vs. Boys: Independence and Freedom in Trenton, New Jersey.”

Poverty in America, Princeton University, May 14, 2018.

10

According to FBI Offenses Known to Law Enforcement data, Trenton’s violent crime rate, by Volume and Rate per 100,000 Inhabitants, is 3.3 times the National Crime Rate.

Source: “Table 1.” FBI. Accessed February 22, 2019. https://ucr.fbi.gov/crime-in-theu.s/2015/crime-in-the-u.s.-2015/tables/table-1. “Table 8 - New Jersey.” FBI. Accessed February 22, 2019. https://ucr.fbi.gov/crime-in-the-u.s/2015/crime-in-the-u.s.-2015/tables/ table-8/table-8-state-pieces/table_8_offenses_known_to_law_enforcement_new_jersey_ by_city_2015.xls.

11

32

12

Tung

13

Tung

Matthews, M. H. “Gender, Graphicacy and Geography.” Educational Review 38, no. 3 (November 1, 1986): 259–71. https://doi.org/10.1080/0013191860380306.

14

Brown, Belinda, Roger Mackett, Yi Gong, Kay Kitazawa, and James Paskins. “Gender Differences in Children’s Pathways to Independent Mobility.” Children’s Geographies, No. 4 (November 1, 2008): 385–401. https://doi.org/10.1080/14733280802338080.

15

Hallman, Kelly K., Nora J. Kenworthy, Judith Diers, Nick Swan, and Bashi Devnarain. “The Shrinking World of Girls at Puberty: Violence and Gender-Divergent Access to the Public Sphere among Adolescents in South Africa.” Global Public Health 10, no. 3 (March 16, 2015): 279–95. https://doi.org/10.1080/17441692.2014.964746.

16

Twenty-two percent of women have reported that they were sexually harassed at work, while 25% of women report that they are earning less for performing the same job as someone of the other gender. “Key Findings on Gender Equality and Discrimination in the U.S.” Pew Research Center (blog). Accessed February 23, 2019.http://www.pewresearch.org/facttank/2017/12/28/10-things-we-learned-about-gender-issues-in-the-u-s-in-2017/.

17

Lisa R. Bass (2014) “Boarding Schools and Capital Benefits: Implications for Urban School Reform,” The Journal of Educational Research, 107:1, 16-35, DOI:10.1080/00220671.2012.753 855 18

Carole Boston Weatherford “An Overnight Solution,” Education Week. Accessed February 9, 2019. https://www.edweek.org/ew/articles/2000/03/08/26weatherford.h19.html.

19

20

Bass

21

Bass

While efforts such as The SEED School and The Christina Seix Academy have succeeded in replicating the boarding school experience in urban areas, they are extremely expensive to run and are not scalable.

22

23

Bass

Angela Duckworth is a MacArthur “genius” grant winner, researcher, and author of Grit: The Power of Passion and Perseverance. Rebecca Nyquist Baelen, a doctoral student and Dr. Duckworth’s research coordinator, served as advisor to HomeWorks Trenton.

24

25

See previous footnote for more information about Dr. Angela Duckworth’s Lab.

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CONTACT US HomeWorks Trenton - 501(c)(3) Non-Profit Organization Phone: (609) 414 - 7907 Email: info@homeworkstrenton.org To donate, visit us online- homeworkstrenton.org