4 minute read
Our Theory of Change
Strategy Our Theory of Change
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.
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Scholars will regularly attend school, achieve high academic success, and develop self-esteem and a growth mindset as they build meaningful relationships within their HomeWorks community. Individual Impact
Community Impact
Methodology
To combat housing instability and limited parent involvement effected by systemic injustices
To combat negative peer pressure and low self-esteem issues that high school girls face during their critical formative years HomeWorks Trenton provides stable overnight housing, transportation to and from school, and nutritious meals from Sunday night to Friday morning
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
Our Theory of Change
Scholars will regularly attend school, achieve high academic success, and develop self-esteem and a growth mindset as they build meaningful relationships within their HomeWorks community.
Community Impact
Scholars will become empowered and empathetic women, uplifting each other to redress inequity as they lead and enhance their own communities.
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.Global Impact
To support failing school systems affected by limited funding and resources
To combat the narrative that aspiring students "trade home and family for education” HomeWorks Trenton provides tutoring sessions planned with the help of the Scholars’ teachers and other evidence-based educational programs
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
Footnotes
1 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.
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
5 Terrance Stokes, Manager, Student Discipline & Attendance at Trenton Board of Education
6 “U.S. Census Bureau QuickFacts: Trenton City, New Jersey.” Accessed March 13, 2019. https://www.census.gov/quickfacts/fact/table/trentoncitynewjersey/INC110217.
8 Slavin, Robert E. Educational Psychology: Theory and Practice. Pearson, 2018.
9 Ibid
10 Tung, Natalie. “Girls vs. Boys: Independence and Freedom in Trenton, New Jersey.” Poverty in America, Princeton University, May 14, 2018.
11 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.
12 Tung
13 Tung
14 Matthews, M. H. “Gender, Graphicacy and Geography.” Educational Review 38, no. 3 (November 1, 1986): 259–71. https://doi.org/10.1080/0013191860380306.
15 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.
16 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.
17 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/.
19 Carole Boston Weatherford “An Overnight Solution,” Education Week. Accessed February 9, 2019. https://www.edweek.org/ew/articles/2000/03/08/26weatherford.h19.html.
20 Bass
21 Bass
22 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.
23 Bass
24 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.
25 See previous footnote for more information about Dr. Angela Duckworth’s Lab.
CONTACT US
Phone: (609) 414 - 7907 Email: info@homeworkstrenton.org
To donate, visit us online- homeworkstrenton.org
