Archive for the ‘education’ Category

Press Release: Nearly 1/3 of Alabama households with children unable to afford enough food during 2009-10

Thursday, August 11th, 2011

Hunger impacts children’s ability to concentrate, learn in school

Nearly one-third, or 32 percent, of households with children in Alabama reported not having enough money to buy food that they or their family needed at some point during the prior twelve months, according to a new report released by the Food Research and Action Center (FRAC), Food Hardship in America 2010: Households with and without Children.

This report provides data on food hardship – the inability to afford enough food. During 2009-10:

  • 32 percent of Alabama households with children said they were unable to afford enough food, the second highest among the 50 states.
  • The Birmingham-Hoover Metropolitan Statistical Area (MSA) households with children had a food hardship rate of 23.4 percent in 2010, the 10th highest rate among the nation’s 100 largest MSAs.
  • In the 7th Congressional District, 45.0 percent of households with children reported food hardship, the highest in the state and the 3rd highest in the nation.
  • In the 1st Congressional District, 34.8 percent of households with children reported food hardship, the 2nd highest in the state and the 19th highest in the nation.
  • In the 2nd Congressional District, 33.1 percent of households with children reported food hardship, 3rd highest in the state and the 32nd highest in the nation.

“When children don’t have enough to eat, they have a harder time concentrating and performing well in school,” said Kristina Scott, Executive Director of the Alabama Poverty Project.  “Research indicates that for young children, even mild undernutrition negatively impacts their behavior, their school performance, and their overall cognitive development.”

The data were gathered as part of the Gallup-Healthways Well-Being Index. Specific to this analysis, people were asked, “Have there been times in the past twelve months when you did not have enough money to buy food that you or your family needed?” The data gathered by Gallup were analyzed by FRAC.

“Hunger is not always visible, and thus people may be skeptical that it exists in their communities.  This report bears witness to the fact that Alabamians struggle to feed their families,” said Scott.

The full report is available at www.frac.org

FAFSA/ACT Help Night to Support Students in Marion

Wednesday, March 23rd, 2011

WHO: Students and families at Francis Marion High School

WHAT: Help filling out FAFSA forms and information on ACT test preparation

WHERE: Lottie’s Restaurant

207 Washington Street

Marion, AL 36756

DATE: Thursday, March 31, 2011

TIME: 6 – 7:30 p.m.

MARION – The Alabama Poverty Project’s Blueprints College Access Initiative, Judson College, Teach for America and Sowing Seeds of Hope next Thursday will bring assistance on applying for college and financial aid to students and families at Francis Marion High School.

Presenters from Judson College will explain the Free Application for Federal Student Aid (FAFSA) and provide assistance on completing the FAFSA form.  Information about ACT college admissions test preparation will also be available.  Representatives from Blueprints, Judson College Office of Financial Aid and Teach for America will be available to answer questions.

About the Blueprints College Access Initiative:

Blueprints is an eight-week college access program for high school students. Sessions cover topics from financial aid and financial literacy to career assessments, resume building, interview skills and choosing the right college or university. Blueprints creates opportunities for both students and families to engage in the college application process, builds a college-positive culture, provides opportunities for high school students to visit college campuses and equips high school graduates for post-graduation success.

Posted by Robyn Hyden

Alabama Poverty Project Named Outstanding Community Partner by the Gulf-South Summit on Service-Learning and Civic Engagement

Friday, March 11th, 2011

BIRMINGHAM – The Alabama Poverty Project (APP) last week was named the Outstanding Community Partner for their contributions to service-learning during the 9th Annual Gulf-South Summit on Service-Learning and Civic Engagement Through Higher Education, which took place March 2-4, 2011, at Virginia Polytechnic Institute and State University in Roanoke, VA.

“This award is given to an organization who demonstrates excellence in creating and sustaining opportunities for engaging college and university students in service-learning,” said Amanda Buberger, Awards Chair and Assistant Director of Campus-Community Partnerships at Tulane University.

APP supports strategic planning and implementation of service-learning programs with members of their Higher Education Alliance to reduce poverty and increase educational attainment.

“Service-learning engages students in poverty elimination by giving them meaningful service experiences and first-hand knowledge of issues affecting their local communities. Service-learning collaborations with K-12 community partners are an important piece of increasing educational achievement and college access for all Alabamians,” said Kristina Scott, Executive Director of APP.

APP’s Higher Education Alliance includes 22 post-secondary institutions. Members convene annually at APP’s Lifetime of Learning Conference to present best practices on service-learning with students in Alabama’s 2-year and 4-year institutions. Recent topics included increasing student retention through service-learning, building learning communities around service and creating sustainable community partnerships.

“This award recognizes the amazing work our partners are doing across Alabama to engage students to get out into their local communities. Together we work to promote service learning and civic engagement to increase educational attainment and economic security for all Alabamians,” said Scott.

About the Alabama Poverty Project:

Alabama is the seventh poorest state in the nation, with 17.5 percent of households subsisting below the poverty line. The Alabama Poverty Project (APP) mobilizes Alabamians to eliminate poverty through strategic relationships with faith communities, higher education institutions and civic organizations.

About the Gulf-South Summit on Service-Learning and Civic Engagement:

The mission of the Gulf-South Summit on Service-Learning and Civic Engagement through Higher Education is to promote networking among practitioners, research, ethical practices, reciprocal campus-community partnerships, sustainable programs, and a culture of engagement and public awareness through service-learning and other forms of civic engagement.

Posted by Robyn Hyden

How to end poverty? Teach second graders to read.

Thursday, February 17th, 2011

We talk a lot about reciprocal, relationship-based service as a way to increase educational attainment and fight poverty. Our Higher Education Alliance does this through service-learning with local schools, our faith partners do it through relationship-based ministry, and our community partners do it through community service and volunteerism.

For our Alabama Possible Spotlight this week, we’re focusing on a literacy program in Birmingham providing one-on-one tutoring to help second graders read at grade level. It’s a great example of how mentoring and community service can combine elements of relational ministry, community engagement and best practices from the education world.

Evelyn Puckett, STAIR IPC site director, with Anna James, STAIR executive director

The STAIR (Start the Adventure in Reading) program, based at Independent Presbyterian Church in Highland Park, Birmingham, pairs two adult mentors with one student during their second grade year. Each mentor commits to working one afternoon a week with the students who attend Birmingham city schools.

IPC has hosted the program for 11 years, and STAIR has now expanded to 5 sites serving 6 elementary schools. Partners include 45th Street Baptist Church, Avondale United Methodist Church, and Greater New Antioch Baptist Church. The program is not religiously focused, but program director Anna James says churches make good sites because “they have a good pool of volunteers and great facilities.”

Why second grade? “Second graders are so open-hearted, affectionate, and curious, and second grade is really their last chance to master reading,” says Evelyn Puckett, STAIR site director. “These kids come to us having tested below grade level, and our goal is to get them reading at least at grade level by the end of the year.” If they don’t catch up by second grade, third grade will be a big challenge because “all of the material is taught from the book from that point on.”

STAIR identifies students in partnership with literacy tutors at each school who test the kids at the beginning of the year. They accept students starting with the ones who need the most help until all slots are filled.

The program: When I visited on a Wednesday afternoon, the site was hosting 23 students from Gibson elementary school. (IPC also hosts students from Whatley on Tuesday and Thursday).

Kids arrive at the church at 3 pm on an IPC bus. They start off their afternoon relaxing with a healthy snack, usually a sandwich and a piece of fruit. “Some of our kids have been at school since 7:15 am, so it’s really a long day for them,” says Evelyn. She always makes sure the snacks are healthy, so the kids stay energized and alert.

Reciting a poem, ringing the bell: Before they can go meet their tutors, retired educator Lewana Robinson leads them in reciting the Langston Hughes poem, Dreams: “Hold fast to dreams, for if dreams die, life is a broken-winged bird that cannot fly.” One student precedes the others into the hallway, ringing a triangle to signal the start of classes.

Tutors range in age from high school students to senior citizens. They include a variety of working and retired professionals, from surgeons to musicians to teachers. As they congregate in the hallway, kids catapult themselves forward for hugs and enthusiastic greetings.


“Our tutors are so talented,” says Evelyn. “The ones who don’t have teaching talent have storytelling talents and other strengths.” She is careful to pair more experienced tutors with newer recruits, so that each student is working with at least one tested teacher for one lesson a week.

“One-on-one attention is great for the kids’ self esteem,” says Evelyn. “And it works. We can show it on standardized tests. Our volunteers can see that we’re making a difference – and it’s fun!”

Each classroom holds four student-teacher pairs to maximize personal attention. Some choose to sit on the floor, like high school student Adelaide with her charge, Meliza. Others read aloud in groups, like this classroom, led by retired second grade teacher Susan Fulton.

Later, Susan works individually with her student, leading him in a personalized lesson on phonics and vocabulary. All program materials come from the STAIR national program, which was founded in New Orleans.

Evelyn told me she was initially surprised by the number of retired teachers who were involved with the program – wouldn’t they be tired of teaching? – but Susan says it’s no surprise to her. “This is really a teacher’s dream, to be able to work one-on-one with a student.”

Lewana says the kids form strong bonds with their mentors, and it’s important for them to be a constant presence in the kids’ lives. “We’re character builders. We strengthen them,” she says. “Some of them start the year all shy – and even some of the tutors are shy at first! But once they break the ice, it all works out.”

Evelyn points out one student who made a drawing of herself, which she labeled “Kenesha is beautiful.” She loves to see students becoming more expressive and gaining self-confidence.

The results are compelling: In 2009, STAIR tracked reading improvement rates of 96%.

Evelyn tells me about a troubled student who had to repeat the second grade. He was initially kept out of STAIR because school officials thought his behavior would be too disruptive. But after a few months of tutoring, “He completely transformed!” His teacher called to say that “his attitude is great, he’s participating, he’s making good grades.” By the end of the year, his reading score had doubled.

“It’s the one-on-one attention, 4 hours a week, that really makes a difference,” Evelyn says.

The groups end the afternoon relaxing, reading, and playing games together.

What is possible: Evelyn was interested to hear about APP’s goal of ending poverty and reflected on how her own program was a part of that.

“I know that ending poverty is such a big goal it sounds like a joke – and maybe the poor will always be with us after all – but when you see children in our program double their reading test scores, and when see children blossoming, they are just so happy…” Evelyn trails off, smiling.

It’s clear that she believes in the mission. She is helping to achieve it, one student at a time.

What can you do?

Posted by Robyn Hyden