ERIC ED397140: Meeting the Educational Needs of Homeless Children and Families. Access to Success.

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by  ERIC

DOCUMENT RESUME
UD 029 222
ED 397 140
Meeting the Educational Needs of Homeless Children
1ITLE
and Families. Access to Success.
Homes for the Homeless, Inc., New York, NY.
INSTITUTION
PUB DATE
Jan 93
NOTE
9p
Viewpoints
Serials (022)
Collected Works
PUB TYPE
(Opinion/Position Papers, Essays, etc.)
(120)
Evaluative/Feasibility (142)
Reports
Access to Success; vl n3 Jan 1993
JOURNAL CIT
MF01/PC01 Plus Postage.
EDRS PRICE
Adult Education; *Children; Disadvantaged Youth;
DESCRIPTORS
Early Childhood EducatioL; *Econmically
Disadvantaged; Educationllly Disadvantaged;
*Educational Needs; Educational Opportunities;
Elementary Education; *Family Programs; *Homeless
People; Housing Needs; *Parent Role; Poverty;
Preschool Education; Urban Education
High Scope Demonstration Preschool Project; New York
IDENTIFIERS
(New York); *Transitional Service Centers
ABSTRACT
The role and importance of education for homeless
children and families particularly in New York City at the Homes for
the Homeless organization are considered. The educational needs and
role of parents are also explored. Education is a key component in
the struggle against poverty, and parents need to embrace education
both to move toward greater economic security and to be able to
foster their children's education. Education initiatives at Homes for
the Homeless which use a family-based approach to education, are
described. The programs include early childhood education in the
"Jump-Start" Program, which uses a variation of the High/Scope
curriculum (an educational method developed at the University of
Michigan and known for its effective application with at-risk and
disadvantaged children). Children in this program have shown rapid
social, and emotional growth. The "Learning
developmental
Fast-Track" developed for school-aged children is based on an
educational model developed by Henry Levin at Stanford University.
Program participants show significantly improved attendance and
academic gains. The following steps toward improving the educational
opportunities of homeless families are highlighted: (1) expand the
availability of educational programs; (2) establish accelerated
(3) d.evelop Healthy Living Centers;
afterschool learning programs;
and (4) establish Learning Centers for adults. Contains 10
references.
(JB)
r*.;%******************************
**)
*
Reproductions supplied by EDRS are the be'st that can be made
*
from the original document.
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Meeting the Educational Needs of
Homeless Children and Families
Homelessness is not a housing issue; it is an education
issue, a children's issue, and a family issue.
R. Nunez
Nal. I., issue 3
Education: An Underlying Tenet in the Struggle Against Poverty
Parents play a pivotal role in educating their
Today in New York City, almost 6,000 families
children: With two-thirds of homeless parents
live without a home. These are young families
they
never having graduated from high school,
with painful and fragmented pasts. They com-
must complete or continue their own education
prise over 10,000 children, 8,000 of whom are
and gain the basic skills essential for indepen-
under the age of six. The lives ot these families
dent living before they can become effective
are dominated by a seemingly insurrmuntable
teachers for their children.
poverty characterized by domestic violence,
child abuse, substance abuse, foster care, chronic
More importantly, they must embrace educa-
health problems, and inadequate education. It
tion in order to better promote their children's
an inadequate edu-
is this last characterization
intellectual growth and academic achievement.
which cripples a family's ability to sur-
cation
Unfortunately, because these parents often times
vive. For both parents and children alike, only
feel ill-equipped, they seldom assist their chil-
education can provide a viable exit from pov-
dren with school assignments or teach them
erty.
basic skills; they rarely read to their children or
introduce early learning experiences in the home.
Education is children's work. Their days should
Consequently, it is imperative that parents learn
be dedicated to learning, with school providing
to value education before their children will
the essential building blocks for the future. How-
understand its worth.
ever, the following statistics foreshadow a grim
future. When comparing New York City's home-
In order to address the educational needs of both
less children to non-homeless children of simi-
children and their parents, Homes for the Home-
lar ages':
less has instituted a family-based approach to
education; one where children and their parents
Homeless children are...
are seen as both students and as teachers. Our
9 times more likely to repeat a grade;
overarching goal is to teach, through example,
4 times as likely to drop out of school;
that education needs to become a way of life,
3 times more likely to be placed in a
rather than merely one aspect of their lives.
special education program;
Through our comprehensive approach we have
2 times as likely to score lower on stan-
begun to watch the cycle of poverty slowly being
dardized tests
replaced by the burgeoning promise of a cycle of
...than non-homeless children.
education.
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Early Childhood Education:
Recognizing the invaluable effects of early child-
A "Jump-Start" on the Future
hood education, Homes for the Homeless devel-
oped the Jump-start Program which serves over
Early education lays the foundation for future
half of the 500 children under the age of six who
live in our facilities. This program is comprised
academic success; it encourages a child's cogni-
tive and social development in the short-term
of a Child Development Center, a Literacy Pro-
gram, and an Intergenerational Program at each
and produces substantial long-term educational
benefits.2 Unfortunately, low income and home-
of our four facilities.
less children participate in preschool at signifi-
cantly lower rates than children of middle and
The Child Development Centers are the crux of
the Jump-start Program and serve both infant
upper income groups and therefore miss many of
and preschool-age children. The infant care COM-
the benefits of early childhood education.
ponent offers children a nurturing environment
where they receive stimulus for their mental and
In a recent surve, of families residing at Homes
social development. Infant rooms are tailored to
for the Homeless' racilities we found that nearly
provide the youngest infants stimuli in the areas
80 percent of the school-aged children did not
of sight and sound, and older in:ants more ad-
attend school prior to kindergarten. In contrast,
vanced psychomotor activities.
60 percent of children from upper socioeconomic
groups and 45 percent of children from middle
socioeconomic groups have attended, on aver-
The Child Development Center's offer preschool-
age children a "jump-start" on their education by
age, at least one year of preschool prior to kinder-
Not surprisingly, this
utilizing a variation of the High/Scope curricu-
garten (See Figure 1)3.
lum, an educational method known for its effec-
discrepancy is primarily due to the family's fi-
tive application with at-risk or disadvantaged
nancial status. While Headstart (a federally fi-
children. Developed at the University of Michi-
nanced ?reschool program) was designed to en-
gan, the High/Scope model is child-directed. By
sure that low-income children can attend pre-
using the children's interests to plan their day,
school, it serves less than 20 percent of all those
the activities not only accomplish their immedi-
eligible.4
ate goals (such as painting, participating in mock
Olympics, or planting vegetables), but also foster
Fiw ire 1: Rates of Enrollment in Preschool:
a sense of control and initiative in the child.
by Various Family Income Levels
Incorporating motor skills activities, communi-
cation and teamwork, creativity, logic and spatial
60%
relationships in the act of doing something, en-
riches both their educational and social develop-
50%
ment.
40%
Although participation in preschool leads to
a)
2
30%
lciwer drop out rates, teenage pregnancy, crimi-
a)
a.
nal behavior and welfare dependency, homeless
children participate in these programs signifi-
20%
cantly less than children of other socioeco-
nomic groups.'
1 0%
0%
Homeless
$10,000
$30,000
$50,000
- $29,999 Children
$49,999
& above
Page 2
January 1993
Figure 2: Developmental Gains of Homeless Children
In Standard vs. Jump-Start CDC Program
100%
Honzeles.s preschoolers manifest a number of
developmental lags, as revealed by standard-
80%
ized tests. However, in just weeks the children
at HFH show marked improvements in the
areas of gross and fine motor, language com-
t 60%
0
prehension and social skills. Children partici-
pating in the Jump-start prograni exhibit even
o_
Standard
40%
ir
greater gains than those children participat-
Classroom
ing in standard daycare.
Jump-Stan ,
Classroom
20%
_
0%
20
16
12
4
8
0
Week
The Literacy and Intergenerational components
Over time we have found that most homeless
of the Jump-start Program complement the CDC's
parents often lack a support network from which
well. The Literacy Program encourages parents
to get accurate information, or to voice their own
whether they are participat-
and their childret
pride, fears, or reflections about their child's de-
to join in activities such as
ing in a CDC or not
velopment. Therefore, parents have been inte-
local libraries,
group storybook readings, trips to
grated into the Child Development Center's in-
workshops on how to read to their child, or visits
fant and preschool activities to teach them about
to the quiet reading corners in the CDC's which
the development process from infancy through
Reading is
are stacked with books donated by the
the toddler stages, and provide them with ideas
Fundamental Foundation (RIF). The Intergen-
for activities to engage in with their children. The
erational Program works in conjunction with
Child D-.nielr pment staff targets parents so that
local senior citizen centers to sponsor workshops
that the Centers are more than simply
they lea
mach&
on puppetry, clay-molding, and paper
drop-off services, but rather places where their
These activities alloy, child to interact with older
children can truly learn and develop through
adults who provide them with an overabun-
simple activities they themselves can encourage
In addition, the
dance of attention and care.
within the home.
parents reap the benefits of elderly role models
who share their experiences on parenting and
The Jump-start Child Development Centers have
working with children.
had an enormous impact on the homeless chil-
dren who participate when compared to conven-
For homeless children, who spend roughly 9 to 12
ticnal childcare methods (See Figure 2). Children
months of their young lives without a permanent
show rapid developmental, social and emotional
home, the Jump-start Program provides educa-
growth in as little as eight weeks. Their language
tional and creative outlets, allows them to de-
skills improve dramatically, their attention spans
velop bonding relationships and nurtures their
lengthen, they exhibit more cooperative behav-
natural capacity for initiative, curiosity and inde-
ior, they develop self-confidence and they be-
pendence. In all, the Jump-start Program suc-
also experi-
come more spirited and alert. They
cessfully sparks an interest in learning which will
ence grow th spurts and weight gain.
help to ensure the future ed ucational achieve-
ment of homeless children.
Page 3
January 1993
Accelerated Education:
Faced with this challenge, Homes foi the Home-
The Learning Fast-Track
less developed the Brownstone School to com-
pensate for the disparity in educational opportu-
School-age children require a supportive and
nities available to homeless children ages 5 to 13.
This accelerated afterschool program is based on
nurturing environment to ensure their academic
the premise that children who are behind aca-
success. However, homeless children who of-
demically should not be placed in a "slow lane"
ten live in a shelter environment for an entire
or a remedial program to catch up, but rather into
rarely receive such encourage;
academic year
the "fast lane" or in an accelerated program. With
ment due to frequent moves, unstable living con-
guidance from the educational model developed
ditions and often abusive or neglectful situations.
by Hemy I.ievin at Stanford University, the Brown-
These conditions adversely affect their school
stone School emphasizes a low student-to-teacher
attendance and academic performance.
ratio with a high degree of individualization
according to the needs of each child? The model
We have found that during the 1991-92 school
stresses the teaching of concepts, analysis and
year nearly 40 percent of all school-age children
problem-solving, rather than repetition and drills.
entering our facilities had attended at least two
It instills and strengthens the fundamental edu-
different schools; 27 percent attended three dif-
cational building blocks of reading and writing,
ferent schools and 13 percent had attended at
science and mathematics.
least four different schools. These same children
of three
were absent from school an average
An evaluation of the Brownstone School showed
weeks during the previous year. Worse yet, 20
marked improvements in the academic perfor-
percent of the. school-aged children missed at
mance and school attendance of the students
least six weeks of school.
who participated in the program. A review of the
academic gains of the program revealed extraor-
The impact o; this instability has been reflected in
dinary results in as little as six months. The
their academic performance: 24 percent of the
children's scoring potential in reading rose by 50
school-aged children living in our facilities have
percent, from less than 40 percent to 60 percent,
been placed in special education classes due to
while their scoring potential in math more than
developmental delays, and 37 percent have re-
doubled, from 23 percent to roughly 50 percent
peated a grade (See Figure3). More disturbing,
(See Figure 4).
only 23 percent of the children were found to
score at grade level in math and only 38 percent
Figure 3: The Educational Status of Homeless
scored at grade level in reading. These devastat-
Children vs. Non-Homeless Children
ing indicators predict an educational quagmire
and future of continued poverty for a generation
111 Homeless Children
of homeless children if not aggressively con-
El NYC Children
fronted.
(citywide)
The negative impact of homelessness take its toll
on the academic achievement of children. Nearly
nine times as many homeless children in NYC had
repeated a grade and three and a half times as
many were placed in a special education class
during the 1991-92 school year as compared to
NYC students as a whole .
Placed in
Repeated
Special Education
a Grade
Page 4
January 1993
Figure 4: Academic Gains of School-Aged Homeless
Children In the Brownstone School
When homeless children learn in an accel-
800/
erated environment they shozr remarkable
Citywide Score on Reading Test 68%
gains in as little as 6 months. Children
60%
increase their scores in math and reading
60%
57%
Citywide Score on Math Test
comprehension nearly two-fold, as the per-
cent reading at grade level increased from
a)
2 40%
39% to 60% and the percent comprehend-
% scoring
ing math at grade level increased from
Brownstone Children. -
at grade level
23% to 50% respectively.'
in Reading
20%
- - - - % scoring
at grade level
in Math
Through its innovative teaching tech-
0%
4
niques, educational programs, field work,
0
6
Month
computer learning applications, and bond-
:
ing with the Brownstone teachers, the chil-
dren develop stronger learning ability, greater
Furthermore, the Brownstone School has made a
self-confidence and a sense of accomplishment.
positive impact on school attendance. The public
In addition, the Browns' one School encourages
school attendance among Brownstone School stu-
parents to become direc'ly involved in their child's
dents is almost 30 percent higher than the citywide
education by sponsori'lg family activities such as
attendance rate for homeless children, standing
literacy workshops, woup field trips, and projects
at roughly 92 percent and 63 percent respectively
such as a community garden and mother-teen
(See Figure 5)8. School attendance is also higher
workshops. The Brownstone staff also facilitates
for Brownstone School students when compared
greater collaboration between the parents and
to the systemwide average of 86 percent for all
children in New York City. Another interesting
the child's public school by encouraging parents
comparison showed that 60 percent of the ab-
to attend teacher conferences and to use '..heir
child's teacher as a source of advice and guid-
sences for Homes for the Homeless' school-age
children not participating in the Brownstone
ance. This has proven successful as we found that
an astounding 86 percent of Brownstone parents
School were considered unexcused, while only
visit their children's school often while only 26
35 percent of the absences of Brownstone stu-
percent of parents whose children do not partici-
dents were considered unexcused or unrelated to
pate in the Brownstone School report that they do
illness. Clearly the Brownstone School's acceler-
ated curriculum has captured the enthusiasm
the same. These partnerships will motivate par-
ents to continue communication with the child's
and energy these children exude, and has posi-
teachers in later years.
tively channeled it to achieve an educational end.
Figure 5: Comparative Daily Attendance Rates
for School-Aged Children
Studies have shown that high rates of absen-
teeism, particularly among low-income stu-
dents, predicts subsequent dropping ou t.6 As
a result, HFH closely monitors the school
attendance of all its students. Children who
participated in the Brownstone School were
shown to have higher rates of school atten-
dance compared to other homeless children
Other Homeless Children
and NYC students systemwide.
0%
25%
50%
January 1993
Page 5
Parents: The Vanguards of Education
Kids Just Want to Have Fun:
Building on Hidden Talents
Homes for the Homeless' educational programs
for children have acted as a magnet for parents.
Extra-curricular activities are essential to round
As these young parents whose average age is
out a child's educational and social development.
22 watch their children blossom and thrive
Unfortunately, homeless children are often con-
through their involvement in either the Jump-
sumed by the anxiety and confusion they feel
start Program, the Brownstone School, or the
about what has happened to their family. They
Healthy Living Centers, they become inspired to
miss their old neighborhoods and friends, and
get more actively involved in their children's
sometimes feel unwelcome or uncomfortable in a
educational development. This involvement of-
new school where they are often taunted
for
ten takes the form of volunteering for the pro-
being homeless.
gram their child attends. However, many par-
ents have also chosen to complete their own
Homes for the Homeless has created Healthy
education. Over 60 percent of the parents with-
Living .Centers as a place solely for the use of
out a high school diploma and whose children
children. These Centers serve as the hubs of
were attending the Brownstone School, were cur-
creative and recreational activities and offer home-
rently working toward obtaining their General
less children an outlet in which to expresstheir
Equivalency Diploma (GED). The overwhelming
They serve as an alternative to the
feelings.
"set
reason given by parents for doing so was to
destructive or violent behavior to which so many
a good example for my children."
of today's poor children fall victim.
To support the educational needs of parents and
Theatre, art, dance and poetry allow children to
to promote learning as a shared family activity,
express typical adolescent feelings, as well as
HFH developed on-site Adult Learning Centers
those about poverty and homelessness, not oth-
which house the Alternative High Schools and
Sports teams and theater
erwise articulated.
serve as the hub for all adult education activities.
troupes encourage cooperation and teach social-
At the Alternative High Schools, licensed teach-
Workshops and rap groups on
ization skills.
dropped
ers help students ages 14-21 who have
substance abuse, AIDS, pregnancy and crime
out of school complete their education and pre-
help children develop coping and decision-mak-
also
pare for their GED exam. The Centers are
In addition,
ing skills to handle such issues.
equipped with computers and educational pro-
special outings to the coveted Madison f-_,,juare
and
grams that tutor parents in math, reading
Garden or Shea Stadium, as well as the occasional
writing. The Learning Centers also work with the
Broadway productions add a flare of excitement
Child Development Centers to sponsor reading
and competition for children who participate in
and literacy activities for parents and children.
Chil-
the Center's more educational activities.
dren, however, must attend school everyday in
The Learning Centers harness the interest and
order to participate in any of the Center's many
curiosity parents experience when they become
varied activities.
involved in their children's education. While the
Center does have the immediate effect of helping
In sum, the Healthy Living Centers are the ve-
parents complete their own education, prepare
hicles through which children can develop un-
for the GED exam, and even help some parents
tapped skills, improve their self-esteem and con-
long-
prepare for college or job training, a more
fidence, cultivate role models and friendships,
lasting effect is the example this education sets
and round out their school-based educational
By promoting the education of
for children.
experiences.
parents, the Learning Centers also ensure the
continued education of children.
Page 6
January 1993
Can We Make a Difference?
Over the last six years, Homes for the Homeless
As an entire generation of homeless children
has developed an educational strategy based on
grows up without a focus on education, society
not only fails to cultivate a future for these chil-
its experience in working with over 6,100 families
dren left behind, but also promotes a continued
and 15,000 children. We believe that the myriad
cycle of poverty. Early intervention in their edu-
of challenges and issues we face are representa-
cational lives, along with on-going academic sup-
tive of those faced nationwide. While divisions
port ensures that children will have every oppor-
continue to exist among advocates, service-pro-
tunity to succeed. Implementing an effective strat-
viders, and policy-makers as to what the solution
egy which is family-based, child-centered, and
to the homeless problem is, today most would
education-focused as a method for working with
agree that the solution is not simply housing. As
homeless families is feasible and necessary. The
the majority of homeless families lack the inde-
components of such a model are:
pendent skills necessary to face the challenges of
is education, rather than hous-
urban poverty, i
To expand the availability of educational pro-
ing, which holds the potential to ameliorate this
grams. The Jump-start Program complete with
deplorable crisis begun in the 1980's. By prioritiz-
its Child Development Center, Literacy Pro-
ing the education of society's most vulnerable
gram, and Intergenerational Program serve as
children, we invest in the nation's social infra-
an excellent foundation for the educational and
structure. With an estimated 600,000 homeless
social development of homeless children. Pa-
families compromising roughly 1 million chil-
rental involvement in these activities further
dren nationwide, the magnitude of the challenge
encourages and insures education as a way of a
is great." However, the potential of the homeless
life for homeless families.
children who are inspired to adopt education as
To establish accelerated afterschool learning
a way of life, is even greater.
programs. The Brownstone School is a model
for helping children not performing well in
How can policy-makers and service-providers
school, or at risk of repeating a grade or drop-
work tougher to accomplish this? One option is
ping out, to improve their academic perfor-
to transform the physical infrastructure of emer-
mance and potential through an accelerated
gency shelters built during the 1980's, into Resi-
rather than remedial approach to learning.
dential Educational Training Centers (RET). The
Again, parental involvement is key to ensuring
1990's can produce a new breed of program-
a child feels encouraged and supported to
based facilities where families not unly work to
achieve beyond remedial expectations.
attain housing, but more importantly have access
To develop Healthy Living Centers.
Extra-
to educational programs such as the Jump-start
curricular activitiesnot only round-out a child's
Program, the Brownstone School, and adult edu-
education, but also helps to improve their so-
cation programs. These RET Centers can also
cialization skills and self-esteer.i. Healthy Liv-
efficiently provide much needed counseling, job-
ing Centers encourage children t I attend school
training, and health care services. In sum, the
and succeed, as well as develop a :oping mecha-
strategy outlined herein provides one initiative
nism to deal with the pressure 5 of being an
available to policy-makers, both new and old, to
adolescent in a volatile urban en vironment.
meet the challenge of the daunting and relentless
To establish Learning Centers for adults. Adult
homeless crisis afflicting poor children and their
education is a crucial componert; in fostering
families. If we are to ever end this crisis, we must
learning as a family activity. Parems must com-
begin to creatively face its realities.
plete their own education if they are to have the
skill, knowledge and self-esteem to promote
their children's education, and ultimately, im-
prove the family's socioeconomic status.
Page 7
January 1993
References
Homes for the Homeless is the largest provider of
transitional housing and services for horneless fami-
Figures obtained from a sample of 112 home-
lies in New York City. Since our inception in 1986,
less, school-aged children at Homes for the
we have served over 6,100 families including over
Homeless during 1992 spring semester;
15,000 children. Our goal is to break the cycle of
New York City Board of Education, Statistics
poverty and ensure a future for our children.
and Data Department (1992);
Rafferty, Y. (November 1991). And Miles to Go.
Homes for the Homeless
Long Island City, NY: Advocates for Children,
36 Cooper Square, 6th Floor
p 15.
New York, New York 10003
Molnar, J. (March 1988). Home is Where the
[phone]
Heart Is. New York, NY: Edna McConnell
Clark Foundation, p 60.
Prospect Family Inn
Figures obtained from a sample of 112 home-
730 Kelly Street
less, school-aged children at Homes for the
Bronx, New York 10455
Homeless;
U.S. Department of Commerce, Bureau of the
Saratoga Family Inn
Census (1991). Current Population Reports:
175-15 Rockaway Blvd.
School Enrollment: Social and Economic Charac-
Jamaica, New York 11434
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DC: Government Printing Office, p 19, table 4.
Island Family Inn
Reich, R. (1991). What is a Nation? Political
1111 Father Capodanno Blvd.
Staten Island, New York 10306
Science Quarterly, 106 (2), p 196.
National Center for Children in Poverty
5
Clinton Family Inn
(1991). Five Million Children. New York, NY:
521 W. 49th Street
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New York, New York 10019
6 US Department of Education (1987). What
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Camps Kiwago & Lanowa
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Harriman State Park
Office, p 57.
New York, New York
7 Accelerated Schools Project: Stanford Univer-
sity, CA.
Rafferty, Y. p 12.
BOARD OF DIRECTORS
Rafferty, Y. p 15.
The Very Reverend James Parks
9
m Estimates obtained from: U.S. Conference of
Morton, Chair
Mayors. (1990). The Status Report on Hunger and
Leonard N. Stern, Treasurer
Homelessness in America's Cities: 1990. Wash-
Harris Barer, Secretary
ington, DC: U.S. Conference of Mayors;
Helaine Barnett
Morse, G.A. (1992). Causes of Homelessness.
John Brademas
In M.J. Robertson and M. Greenblatt (Eds.)
Alexandra Herzan
Homelessness: A National Perspective (p 3). New
Carol Kellermann
York, NY: Plenum Press.
Sister Joan Kirby
Carol Parry
Charles Persell
Howard Stein
Gloria Steinem
David Webb
Ralph Ntmez
President/CEO
© Homes for the Homeless, Inc.
Serving Homeless Children and Their Families