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Supplement 1Issue No. 11 main article | Research Review index | Emmanuel Gospel Center
by Crystal Dixon, Director, Boston Education Collaborative, Emmanuel Gospel Center (2004 data)
In two of the cities served by church-based Higher Education Resource Centers, Lawrence and Worcester, Massachusetts, low-income and minority students are at risk of dropping out of school and face major obstacles to accessing a college education.
The Lawrence Public Schools have the highest Hispanic student enrollment in the state. According to the Massachusetts Department of Education, 2003-2004 student enrollment for Hispanic Lawrence Public Schools students totaled 84.8%, compared to 11.5% statewide.1 In 2002-2003, the high school dropout rate for Lawrence was 10.3% compared with 3.3% of students statewide.2 Further, the Massachusetts Department of Education reported that 7.4% of Hispanics dropped out of high school in 2002-2003 statewide, compared to 2.6% of Caucasian students.3
According to the Massachusetts Department of Education, 2003-2004 combined student enrollment for African American and Hispanic Worcester Public Schools students totaled 43%, compared to 20% statewide.4 In 2002-2003, the high school dropout rate for Worcester was 5.6% compared with 3.3% of students statewide.5 The Massachusetts Department of Education reported 7.4% of Hispanics and 5.7% of African Americans dropped out of high school in 2002-2003 statewide, compared to 2.6% of Caucasian students.6
Recent statistics on the standardized Massachusetts achievement tests (MCAS) underscore the crisis in education in general for all students and reveal a frightening gap between disadvantaged students and the larger student population, which mirrors an ever-widening income gap between the haves and the have-nots defined by ethnicity and class.
Lawrence - 2003 MCAS results by Race and Ethnicity (Percent Failing) – 10th Grade7
|
Subject Area |
% Failing: Asian/Pacific Islander |
% Failing: African American/Black |
% Failing: Hispanic |
% Failing: White |
% Failing: Mixed/Other |
% Failing: All |
| English |
13% |
25% |
34% |
6% |
13% |
11% |
|
Math |
13% |
43% |
47% |
14% |
24% |
20% |
Worcester - 2003 MCAS results by Race and Ethnicity (Percent Failing) – 10th Grade 8
|
Subject Area |
% Failing: Asian/Pacific Islander |
% Failing: African American/Black |
% Failing: Hispanic |
% Failing: White |
% Failing: Mixed/Other |
% Failing: All |
| English |
13% |
25% |
34% |
6% |
13% |
11% |
|
Math |
13% |
43% |
47% |
14% |
24% |
20% |
Statewide, 52% of African American/Black students and 44% of Hispanic students earned an MCAS competency determination on the first attempt in 2003 (that is, they passed both the grade 10 MCAS English Language Arts and Mathematics tests), as compared with 84% for Caucasian students.9
A Boston Globe article (April 6, 2003) entitled “Lack of Diversity in High Tech Spurs Action,” used statistics from the U.S. Equal Employment Commission to note that, while “African Americans make up 14% of the country’s work force, they hold only 8% of high tech jobs, and that Hispanics with 10.7% of the overall work force, fill high tech jobs at about half that rate – 5.4%.” The concern the article highlights is that not enough students are in the pipeline. According to the National Science Foundation, only 5% of science and engineering graduate students in 2000 were black, and 4.1% were Hispanic. Among computer science students, the NSF notes that these numbers were even lower.
In response to the growing global need to strengthen math and science skills, and expose minority youth to career opportunities in this field, the Worcester HERC and the Worcester Polytechnic Institute (WPI) have collaborated to establish an ongoing program to address these issues. Given the current climate of failing MCAS scores, student drop out rates, and decreased financial resources, the Worcester Public Schools and parents are looking to community organizations to assist with the educational challenges facing the youth of Worcester.
The resulting environment does not readily support college aspirations and access. Both the Lawrence and Worcester communities have large numbers of low-income students who are falling by the wayside in school and who have little chance of ever attending college. The Massachusetts Department of Education projects that 26% of Hispanics and 21% of African Americans who start the ninth grade 2002-03 are at high risk of dropping out by the 12th grade, compared to 10% of white ninth graders.10 In 2003, 56% of Massachusetts graduating public school students aspired to go to a four-year college, regardless of racial or ethnic background, according to Massachusetts Department of Education data. By comparison, college aspirations of students from Lawrence and Worcester were 22% and 47% respectively. 11
HERC is responding to the education crisis by providing youth with academic support, college advising, exposure to colleges and college role models, access to financial aid and other resources, and support from peers, parents and community. While the host church is the vehicle through which HERC operates, the program is open to all youth, regardless of their faith or church membership.
In 2003-04, HERC served 1031 middle and high school students in its five sites. The Lawrence HERC served 189 students of which 80% were first generation students to attend college and 70% were low income. The Worcester HERC served 209 students, of which 80% were first generation students to attend college and 80% were low income. Eighty percent (80%) of youth receiving HERC’s services are not members of the host church. In fact, in the Passport program, approximately 60% of the students are not affiliated with any church.
|
|
Lawrence HERC |
Worcester HERC |
|
# Students served 2003-04 |
189 |
209 |
|
% Male |
45% |
42% |
|
% Female |
55% |
58% |
|
% African American |
0% |
78% |
|
% Latino |
94% |
20% |
|
# Passport Juniors Enrolled |
15 |
11 |
|
# Passport Seniors Enrolled |
14 |
12 |
|
# In Mentor relationships |
0 |
23 |
|
# Completing SAT Prep. |
38 |
22 |
|
# Completing MCAS Prep. |
12 |
Not offered |
|
# Receiving tutoring |
0 |
20 |
|
# Participating in campus visits |
17 |
23 |
|
# Receiving college advising and guidance |
99 |
135 |
|
# Entering college Sept. 2003 |
35 |
39 |
|
High School Partnership |
Lawrence High School |
South High School |
Lawrence HERC is based at the Spanish Evangelical Church (SEC) in Lawrence. Founded in 1965, it was the first Spanish-speaking Protestant church in Lawrence and is now overwhelmingly Latino. In September, 2003, SEC moved the Lawrence HERC under the Youth Development Organization, Inc. (YDO), the church’s non-profit organization with a separate and distinct mission from the church. YDO’s mission is to develop the potential of Lawrence youth through programs that focus on academic achievement and character development.
Worcester HERC is based at Christ Tabernacle Apostolic Church (CTAC). CTAC has served the Worcester community for over 50 years. With a current membership of approximately 200, community ministries include a weekly food pantry; providing meals at area shelters; serving elderly residents at a nearby nursing home; and partnering with businesses, residents, other churches, and agencies in a coalition that plans and advocates for neighborhood development. Each ministry promotes spiritual growth, personal development, self-esteem, and a sense of community.
The following is a summary of achievements from 2004, broken out by program site.
Issue No. 11 main article | Research Review index | Emmanuel Gospel Center
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