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After School Program Analysis: Whatever It Takes By Paul Tough

895 Words4 Pages

Children who grow up in poverty are faced with a series of issues which impact their education and social atmosphere. In both the school and home setting these children lack the proper resources which they need to succeed academically. Across the country, people have begun creating programs which aim to help children in poverty succeed, despite their socioeconomic status. These programs range from after-school reading, tutoring services, charter schools, and free summer programs. All of these programs provide children with extra academic help which they may not be receiving in school or at home. In “Whatever It Takes,” Paul Tough describes Geoffery Canada’s journey to provide children living in Harlem an equal opportunity to succeed. In the novel Tough touches on the benefits which Canada’s after school program, the Harlem Children’s Zone has on the children of Harlem. The after school program aims to provide a more learning-conducive environment and resources which these children are not receiving. Tough provides compelling evidence that Canada’s …show more content…

With these funds the program is able to benefit not only children, but the families and community involved. The program is led by Servant Leader Interns, who work with the children to boost reading scores while also fostering a love for learning and emotional support. In the after-school program students receive one healthy snack and in the summer program the children are provided with 2 meals and one healthy snack. The program implements an Integrated Reading Curriculum (IRC), which is based on 5 components; “high quality academic enrichment, parent and family involvement, civic engagement and social action, integrational leadership development, and nutrition, health and mental health” (CDF). Through this structure the program is able to boost the morale of the children enrolled and teach them the importance of

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In "Nine Powerful Practices", Ruby Payne submits that she has developed prescriptive interventions essential to increasing educational success for financially challenged students. She asserts school children from families lacking academic teaching have not learned acceptable ways to conduct themselves, converse, or learn in a defined educational setting, Payne identified nine interventions to assist educators in supporting students from families stricken with financial hardship to increase their instructional prosperity through the gift of education. She recommends establishing a supportive affiliation based on genuine actions to foster excellent academic results and to offer a sound foundation. Consequently, education flourishes in complementary

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In class, we discussed how childhood poverty can lead to being in poverty during adulthood. This can be due to several reasons, including a lack of education. Investing in both primary and maternal education could help to reduce the issues that poverty brings to families (Poverty 1 Lecture, 2018). “After school, Enrique sells tamales and plastic bags of fruit juice from a bucket hung in the crook of his arm,” (Nazario, 2002, p. 28). Enrique is forced to help his family while going to primary school, which, as discussed in class will make it harder for him to stay in school and the cycle that was started by being in poverty (Child Labor Lecture,

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Paul Tough’s Whatever It Takes focuses on Geoffrey Canada’s program, “The Harlem Children’s Zone”, which aims to take students living in one of the lowest performing districts in New York City and keep them on track for graduation and eventually college. This book shows the various challenges that come with trying to change a system that has built to fail these students. One of the earliest lessons that Canada learns is that in order to make a major difference on these student’s lives, he needs to have a comprehensive approach, which would keep the students on a “conveyor belt” to college. Canada’s approach was different from previous attempts to close the achievement gap because instead of choosing to open his program to all students in New York City and only be able to accept a small percentage of the students that apply, Canada chose to focus on a specific zone in Harlem and commit to fully supporting all of the students that lived in the chosen zone.

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Even if they are almost finished with a task they will see no hope for finishing if it is to hard. Studies concluded, that students who live in poverty will display impatience, inappropriate emotional responses, and unable to have empathy for peers misfortunes. Trying to empathize for these students is key. "A teacher cannot change the students bank account p, but you can change what is in their emotional account"(Jenson 23). Teachers and teens can begin to change their school, not only for the students who live in poverty, but as a whole.

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