Full-time School Based Service
People from the ages of 17 - 24 commit to a ten-month term of service with City Year, performing a combination of service, leadership development, and civic engagement as corps members.
To respond to the challenges facing public education, corps members work in schools full-time providing academic support and after school programming. These school partnerships work within a framework known as Whole School, Whole Child(WSWC). This program has several components, aimed at improving school attendance, student behavior, and course performance in English and Mathematics. These three factors, called the "ABCs", are prominent early warning indicators of students at risk of dropping out of high school. A child who exhibits even one of these indicators as early as sixth grade has a 75 percent chance of dropping out. Reaching those same children at the right time, with the correct intervention, can be the difference in whether or not that child makes it to graduation.
Corps members provide one-on-one and group tutoring to improve literacy and math skills, and work to promote a positive school climate by hosting a variety of evening and weekend events designed to engage students, their families, the school community and the local community.
In the 2012 - 2013 academic year, 2,500 City Year corps members serve approximately 150,000 students in 238 schools nationwide.
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Famous quotes containing the words full-time, school, based and/or service:
“The mother may be doing ninety percent of the disciplining, but the father still must have a full-time acceptance of all the children. He never must say, “Get these kids out of here; I’m trying to watch TV.” If he ever does start saying this, he is liable to see one of his kids on the six o’clock news.”
—Bill Cosby (20th century)
“For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
—Sara Lawrence Lightfoot (20th century)
“Language makes it possible for a child to incorporate his parents’ verbal prohibitions, to make them part of himself....We don’t speak of a conscience yet in the child who is just acquiring language, but we can see very clearly how language plays an indispensable role in the formation of conscience. In fact, the moral achievement of man, the whole complex of factors that go into the organization of conscience is very largely based upon language.”
—Selma H. Fraiberg (20th century)
“Let the good service of well-deservers be never rewarded with loss. Let their thanks be such as may encourage more strivers for the like.”
—Elizabeth I (1533–1603)