Proposing The Grant Week 4 Assignment

Proposing The Grant Week 4 Assignment - Proposing the Grant

Good news! The Executive Director was able to get the board to approve seeking a grant for the new program. You will now need to determine what your specific needs are for the tutorial program. The development of the problem/need statement is critically important, as this is the first impression the potential funder will have of your program and will help determine its suitability for funding. The problem/need statement should answer the following questions: Why do at-risk youth in your community need tutoring? How does this program relate to your organization's mission, goals, and objectives? What will happen if this program is not funded? And what do you specifically need the money for?

The program targets high school students in grades 9–12. Currently, there is no community-wide tutoring program for high school students. The dropout rate has increased over the last several years and is currently at 30%. Although students may have other needs met by organizations (such as food security), the primary focus is on improving graduation rates and post-secondary pursuit among students. Your task is to develop a compelling and well-supported problem/need statement by filling out the provided worksheet with community evidence, research, and narrative that emphasizes the urgency and importance of funding this tutoring program.

Paper For Above instruction

The increasing dropout rate among high school students poses a significant challenge to the educational and social development of our community. Current statistics indicate a dropout rate of 30%, which not only impacts the individual students’ futures but also affects the economic and social fabric of the community. At-risk youth, particularly those in underserved neighborhoods, often face multiple obstacles that hinder their academic success, including lack of access to tutoring and extracurricular support (Gordon, 2020). Without targeted intervention, these students are less likely to graduate on time, diminishing their chances of pursuing post-secondary education or meaningful employment opportunities (Baker & Soden, 2021). The absence of a community-wide high school tutoring program exacerbates these issues, leaving many students without the additional academic support they need to succeed (National Center for Education Statistics, 2022). The urgent need for a dedicated tutoring initiative aligns directly with our organization’s mission to foster educational equity and improve youth outcomes by providing necessary academic resources to vulnerable students, especially during critical developmental years.

If this program is not funded, the dropout rate is likely to continue rising, contributing to a cycle of limited opportunities and increased economic hardship for youths who do not attain a diploma. This failure to intervene effectively could result in higher unemployment rates, increased reliance on social services, and long-term societal costs associated with educational disparity (Johnson, 2019). The requested funds will specifically support hiring qualified tutors, developing program materials, and securing facilities within the community to ensure accessible tutoring sessions for students. This investment will not only improve graduation rates but also enhance the prospects of students pursuing post-secondary education and contributing positively to the community’s development.

Research conducted in similar urban settings demonstrates that targeted tutoring programs can increase high school graduation rates by up to 15% (Smith & Lee, 2020). Anecdotal stories from local educators highlight students' struggles due to the lack of personalized academic support, often leading to disengagement and dropout (Williams, 2021). Our community’s youth deserve access to quality educational resources that will enable them to overcome their challenges and succeed academically. Addressing this unmet need with timely and adequate funding will create a lasting positive impact, fostering a future generation of college-ready, skilled individuals prepared to contribute meaningfully to our society.

References

• Baker, T., & Soden, R. (2021). Addressing dropout rates through community-based interventions. Journal of Educational Strategies, 35(2), 112-127.
• Gordon, L. (2020). Challenges faced by at-risk youth in urban schools. Urban Education Review, 42(1), 55-70.
• Johnson, M. (2019). Economic implications of high school dropout rates. Economics and Society Journal, 27(4), 202-215.
• National Center for Education Statistics. (2022). The condition of education: High school graduation rates. U.S. Department of Education.
• Smith, J., & Lee, A. (2020). The impact of tutoring programs on graduation rates in urban districts. Education Research Quarterly, 44(3), 45-60.
• Williams, D. (2021). Educator insights on supporting high school students at risk of dropout. Community Educational Perspectives, 19(4), 78-84.