Sentences with phrase «poverty need these programs»

Students living in poverty need these programs to ensure that their needs are being met in the school environment.

Not exact matches

Kelliher, who operates a soup kitchen that feeds between 300 and 500 of the city's most poverty stricken each day, says she is already seeing the results of the financial crisis as desperately needed donations to sustain the feeding program are beginning to dry up.

«We're honored to partner with GOOD + Foundation, WeeCycle and Denver Health's Newborns in Need program to provide parents with car seats and support their services and programs that help to address multi-generational poverty and give families access to greater economic mobility in Denver.»

There was no school breakfast program when I was in school, and poverty was common enough that the government felt the need to declare war on it, and yet the streets weren't littered with young corpses.

Some parents who have joined your program are dealing with very complex issues and some of these issues such as addictions, poverty, or family violence, will need support and assistance beyond what you can offer in your Active Parenting Pprogram are dealing with very complex issues and some of these issues such as addictions, poverty, or family violence, will need support and assistance beyond what you can offer in your Active Parenting ProgramProgram.

According to Laura Bronstein, dean of the CCPA, the school is looking forward to being involved with the program and is partnering with the Promise Zone, a program that designates high poverty areas in New York state that need assistance in school services.

• Programs to fight poverty, including strategies to align worker skills with the needs of employers.

The sheer magnitude of continued spending cuts forced by the two percent spending cap — $ 1.7 billion in FY2017, $ 3.3 in FY2018, and $ 4.8 in FY2019 — although particular program areas are unspecified today, will inevitably starve our schools and public universities and prevent our state from making the investments needed to expand opportunities for those struggling to lift themselves out of poverty.

The problem is that smallholder farmers in developing countries often have low productivity and little likelihood of generating the profits needed to rise above poverty level, says Prof. Johns, who directs the McGill Canadian Field Studies in Africa program.

Researchers from the Perelman School of Medicine at the University of Pennsylvania, in partnership with ORGANIZE — a non-for-profit organization based in New York which leverages health data to end the organ donor shortage by applying smarter technologies, utilizing social media, building more creative partnerships, and advocating for data - driven policies — The Bridgespan Group — a global nonprofit organization that collaborates with mission - driven leaders, organizations, and philanthropists to break cycles of poverty and dramatically improve the quality of life for those in need — and Gift of Life Donor Program — an OPO which serves the eastern half of Pennsylvania, southern New Jersey, and Delaware — evaluated the metrics and criteria used to measure OPOs across the country, and found significant discrepancies in how potential donors are evaluated and identified.

The college - bridge programs created 50 years ago through the War on Poverty were never designed — or funded — to serve all the students who need them.

The program is a hybrid: it gives formula grants to states, but to receive their share of funds (fixed amounts calculated by a formula tied to the states» levels of need) states had to submit applications specifying in detail how they would set up competitive grant programs for their districts aimed at helping low - performing, high - poverty schools improve reading instruction in grades K — 3.

Second, teaching in early education programs that target children who live below the poverty line can be even more challenging, especially if the class includes many youngsters who need extra support.

In criticizing the federal regulation, for example, Weingarten claimed that «the flawed framework... will punish teacher - prep programs whose graduates go on to teach in our highest - needs schools, most often those with high concentrations of students who live in poverty and English language learners.»

In mapping afterschool programs to high - poverty zip codes, BLOCs hopes to draw attention to the need for more opportunities in these areas to support academic success.

At the end of the day, if this program is going to be successful, we need private schools that want to serve significant numbers of students living in poverty and that can provide a superior educational experience for them.

Fully funding this program would be a far more effective strategy to ensure that children in poverty receive the supplemental services they need to achieve on par with their wealthier peers.

Kentucky Preschool Program: The Kentucky Preschool Program currently serves nearly 10,000 3 - and 4 - year - olds with special needs and over 9,000 4 - year - olds with family incomes at or below 160 % of the federal poverty level.

Advocates of additional funding say students in low - income districts need the state to account for paying social workers, counselors, after - school programs and other costs necessary to mitigate the impacts of poverty.

Instead, what interests me is the fact that these cuts — coupled with other challenges that teachers faced in 2011 — targeted students in poverty and students with special needs, that they targeted arts and physical - education programs, and that they severely disrupted school processes as one seismic change after another was proposed.

According to Kate Baker, the president of NEO, the reimbursement model has been «a significant burden» for many families.25 Since NEO prioritizes based on need, 98 percent of homeschooling scholarship families in the first year of the program had a total household income that would have qualified them for the federal free or reduced - price lunch program (185 percent of the federal poverty line, or $ 43,568 for a family of four in 2012 - 13), including 77 percent who would have qualified for a «free lunch» (130 percent of the federal poverty line, or $ 30,615 for a family of four in 2012 - 13).26

Although the Student Achievement Guarantee in Education (SAGE) program is well accepted and attempts to meet some of these student needs, it has not reached some high poverty schools.

The Kentucky Preschool Program serves nearly 10,000 3 - and 4 - year olds with special needs and over 9,000 4 - year olds with family incomes below 160 % of the federal poverty line.

In this report, we examine need estimates through the lens of four different policy options for financing of out - of - school time programs: universal coverage (every child in a public school receives full or partial subsidy), subsidies for children and young people in households with incomes at 130 percent of the poverty line, subsidies for those designated as «at risk» for academic failure, and subsidies for those in households with incomes at or below the poverty line.

Fourth, new programs will be needed to bridge the gaps in technology access at home, particularly in high - minority and high - poverty schools.

National studies indicate that around 20 — 30 percent of new teachers leave the profession within the first five years, and that attrition is even higher (often reaching 50 percent or more) in high - poverty schools and in high - need subject areas.20 Studies of teacher residency programs consistently point to the high retention rates of their graduates, even after several years in the profession, generally ranging from 80 — 90 percent in the same district after three years and 70 — 80 percent after five years.21

«Two - generation approaches that consider the needs of both vulnerable children and parents, together, in the design and delivery of services and programs to support improved economic, educational, health, safety, and other outcomes that address the issues of intergenerational poverty.»

Programs aimed at meeting the needs of «all students» — for example whole - school reform and school - accountability initiatives — don't necessarily address the needs of black youth challenged by poverty.

The program aims to assist children who attend low - performing schools in high - poverty areas to attain the skills needed to meet the state's content standards (www.state.nj.us/education/21cclc).

UWLM helps move people from poverty to possibility through food security and basic needs programs.

Artist Mark Bradford and the Baltimore Museum of Art will launch an innovative program next year aimed at teaching low - income children creative and entrepreneurial skills needed to smash the cycle of poverty.

«Poverty reduction and social protection programs targeted at rural areas can help to increase adaptive capacity to climate change, potentially reducing the need for people to move under distress.»

Amid all this, we need heroes — whether they are the neighbor who organizes a great youth volleyball program or are voting rights advocates fighting for free electionsor medical researchers discovering disease cures or entrepreneurs delivering innovative means to accelerate clean energy penetration to address energy poverty — and we need to recognize them.

In enacting the radical program, the court relied on the state's 2003 Civil Legal Needs Study documenting that low and moderate income residents (families with incomes between 200 and 400 % of the Federal poverty Level) found civil legal services unaffordable.

High - quality early childhood care and education programs equitably serving children of all backgrounds who live in poverty remain an enormous, immediate need in our country.

«We are finally at a place where our programs have the assurance they need to continue serving families in poverty.

Without sufficient budgets, programs can not purchase good and sufficient materials, teachers with poverty - level salaries and little or no benefits often need to look for other employment, and too many children end up warehoused in inadequate buildings.

When unmet basic needs and poverty - associated risks are identified, pediatricians can refer families to appropriate community services and public programs.

But it is also driven by the need to address poverty and disadvantage as an underlying cause of crime and imprisonment, and a need to focus on early intervention programs particularly for at - risk young people, as an extremely cost effective way to reduce crime.

The Harrison County Department of Human Services meets many of these needs through programs that provide prevention education so families don't fall into a cycle of abuse, neglect, or poverty.

We need to make programs such as those provided by the Chambliss Center the norm for young children in families who live on the brink of poverty.

Will the skills taught in marital education programs be a match for the poverty - related stresses experienced by low - income families, or are additional supports such as employment and income also needed to reduce divorce and increase the number of healthy marriages?

Such concerns have elicited two kinds of responses: first, efforts to adapt marital education programs to better meet the needs of low - income families; and second, proposals to combine marital education with strategies that would directly tackle the poverty - related stressors on family life — for example, with help in finding a job, income supplements to make up for low wages, child care assistance, and medical coverage.

Young children under age 6 are more likely than any other age group to be poor, with nearly one - quarter of children living in poverty and nearly half living in low - income families.2 Children are also the largest age cohort participating in public benefit programs such as SNAP, Medicaid, and Temporary Assistance for Needy Families (TANF), and research shows that these programs that help families meet their basic needs are effective at lifting families like Kelly's out of poverty and promoting child well - being.3 When benefit programs such as nutrition assistance, Medicaid, and tax credits are taken into consideration, the child poverty rate in the United States is reduced by half.4

The maps also show the reach of the programs layered with child poverty rates as one indicator of the need for these critical services within communities.

Recommended public health approaches to the treatment of children exposed to violence include specific training for professionals working with families experiencing trauma, developmentally appropriate interventions for children in programs addressing domestic violence, and programs that address the emotional needs of children living under circumstances where they are likely to experience violence (e.g., poverty, domestic violence, substance abuse, neighborhood violence).

KAE connects with local agencies to find the hidden needs of families in the community, provide financial relief for children, adolescents and seniors living in poverty and open up doors of opportunity for children and adolescents through mentorship and leadership programs.

Kiss used the program to expand her organization, Adopt - A-Classroom, which helps fulfill classroom needs for a poverty - stricken elementary school in South East San Diego.

Your donation allows us to help provide needed services and programs that help orphans and at - risk families escape from poverty and experience the love of God.