HEALTH RESOURCES IN ACTION INC/The LEAH Project
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Mission Statement
Health Resources in Action (HRiA) is a national nonprofit located in Boston, MA with a mission to help people live healthier lives and build healthy communities through prevention, health promotion, policy, and research. HRiA is a national expert in youth development, providing training, technical assistance and program development to public and private youth-serving organizations. The Leaders through Education, Action, and Hope (LEAH) Project is housed at HRiA and is the initiative for which funding is being sought. Its mission is to cultivate the power of youth to transform their lives and communities through science, education, and service. LEAH is a science, technology, engineering, and math (STEM), college readiness, and workforce development program for low-income high school students of color. Established in 2005, the LEAH Project was inspired by the late Leah Deni, a dynamic youth director with a passion for science and providing out-of-school opportunities for low-income Boston youth.
About This Cause
Overview The LEAH Project, a program of Health Resources in Action, is a science, technology, engineering, and math (STEM), college readiness, and workforce development program for low-income Boston Public high school students of color, called LEAH Mentors. Mentors complete paid internships in after school and summer camp settings (i.e., Boys and Girls Clubs and YMCAs) where they serve as role models and provide homework support and 1,400 additional hours (beyond school) of hands-on and fun science instruction to low-income BPS elementary school-aged children. The LEAH Project’s long-term goals are to close the STEM achievement gap for low-income youth of color, increase access to post-secondary education, and promote job readiness. Statement of Need LEAH addresses three challenges among Boston’s low-income youth of color: (1) They lag behind in STEM education: 2017 MCAS results show that Black and Hispanic students are less proficient in STEM subjects than their White peers. To address the STEM achievement gap, LEAH provides Mentors with academic support to excel in high school, and inspires their interest in STEM through exposure to STEM careers and professionals. (2) They struggle to graduate from high school and are not adequately prepared for college: 2015 BPS data showed lower four-year high school graduation rates for Black and Hispanics than Whites. Inequities persist for those who make it to college with 50.1% of under-represented minority students graduating from four-year public colleges and universities versus 64.2% of Whites. To increase college access, Mentors receive individualized academic support to complete high school; college application support and college visits; and weekly skills training (e.g., in time management, communication, and leadership) to prepare them for college success. (3) They lack workforce readiness and employment opportunities: The Pew Research Center reports that Whites occupy 71% of STEM jobs vs. 6% by Blacks and 7% by Hispanics. The U.S. Bureau of Labor Statistics (USBLS) indicates that Boston is a top 10 U.S. city for STEM jobs. If youth of color are going to succeed in STEM careers, they need work experience. However, according to the USBLS, they have higher unemployment rates than Whites. Their lack of job experience and preparation for STEM careers could mean a missed opportunity for young people of color to secure good jobs and economic security. To prepare youth of color for the workforce, LEAH Mentors gain work experience as teachers to elementary students, while LEAH staff provide career readiness training via weekly trainings, one-on-one coaching, and events that expose them to STEM professionals and careers. Program Structure: New LEAH Mentors participate in an intensive 32-hour training co-led by staff and existing Mentors. During training, new Mentors learn to teach evidence-based STEM curricula and gain job and college readiness skills (e.g., time management, lesson planning, conflict management, public speaking, financial planning, professional communication) to prepare them for their paid teaching internships in out-of-school time (OST) programs such as Boys and Girls Clubs and YMCAs. Mentors work four hours per week between January and June, teaching a hands-on STEM curriculum (1,400 hours total) to elementary school children in OST programs, and provide positive role modeling and academic support. Mentors also meet twice a week with LEAH staff and co-Mentors to strengthen their relationships, reflect on and receive support for their work, and advance their college and career plans. In addition, youth receive individual coaching from staff, go on college visits and STEM field trips, and attend STEM Career Nights. Program Outcomes Since its inception in 2005, LEAH has impacted the lives of nearly 6,000 elementary school students and 200 high school students throughout Boston's most underserved neighborhoods and maintained a 100% high school graduation rate, 85% retention rate for participation, and 95% college acceptance rate. LEAH Mentors are BPS high school students (ages 14-18), from Boston’s most disadvantaged neighborhoods: Dorchester (28%), East Boston (12%), Jamaica Plain (12%), Mattapan (8%), Roxbury (8%), and South Boston (4%) and are Black (40%), Hispanic (28%), Asian (28%), and multiracial (4%). 85% of LEAH Mentors are first generation college students. The elementary school students LEAH Mentors teach are 5-10 years of age, are similarly diverse, and attend OST programs serving Boston’s lowest income neighborhoods. . Furthermore, the LEAH Project is the only local program that (1) is accessible to both boys and girls; (2) focuses on low-income students of color in BPS; and (3) engages older youth to provide STEM education and academic mentoring for younger, elementary school students. Last year alone, 1,338 Boston elementary school students received 1,400 hours of STEM instruction and academic support at 17 OST sites. 85% of LEAH Mentors agreed or strongly agreed that being a LEAH Mentor made them enjoy the sciences more. All five seniors graduating in 2017 received 75 - 100% tuition scholarships and are pursuing STEM studies in college and 88% of all LEAH Mentors reported that being a part of LEAH helped them break barriers to achieve higher education. Lastly, 100% of the Mentors and their site supervisors reported that the Mentors experienced improvement in transferable and concrete skills of teaching, communication, initiative, and time management.