1. Name of the Planned Program.

Family and Youth Development

2. Program knowledge areas.

• 724 Healthy Lifestyle 5%

• 801 Individual and Family Resource Management 5%

• 802 Human Development and Family Well-Being 25%

• 803 Sociological and Technological Change Affecting Individuals, Families and Communities 5%

• 805 Community Institutions, Health, and Social Services 6%

• 806 Youth Development 45%

• 901 Program and Project Design, and Statistics 4%

• 903 Communication, Education, and Information Delivery 5%

3. Program existence

• Mature (more than five years)

4. Program duration

• Long Term (more than five years)

5. Brief summary about Planned Program

The needs of families today are complex and require many skills to become or maintain self-sufficiency. The focus of the programs and activities will promote positive human development. Activities will extend knowledge to participants and convey a sense of belonging, teach life skills, and provide opportunities for mastery, competence and independence. This work also includes a focus on the educational, social, health, and emotional development of program participants.

6. Situation and priorities

In the United States, more than one-third (37%) of youth live in low-income families. This means the parents of these children made less than 200% of the poverty guidelines established by the federal government. The statistics concerning children living in poverty are again rising after a 10-year period of decline (National Center for Children in Poverty, 2004).

According to The National Center for Children in Poverty (NCCP), minority children are more likely to live in poverty than those from the majority population. These minority children are also the group that leads the recent statistics showing increases of children in poverty. Low income families tend to have high mobility rates. High rates of mobility create instability and turmoil associated with issues such as the increasing educational achievement gap in low income and minority children.

Looking at The National Assessment of Educational Progress (NAEP), also known as "the Nation's Report Card," data, the Education Trust concluded that, “By the time (minority students) reach grade 12, if they do so at all, minority students are about four years behind other young people. Indeed, 17 year-old African American and Latino students have skills in English, mathematics and science similar to those of 13 year old white students.â€ Another way to measure the achievement gap is to compare the highest level of educational attainment for various groups. Here too there are gaps at all levels. Hispanic and African-American high school students are more likely to drop out of high school in every state. Of these high school graduates, college matriculation rates for African-American and Hispanic high school students remain below those of white high school graduates – although they have risen in recent years. Furthermore, of those students enrolling in college, Hispanic and black young adults are only half as likely to earn a college degree as white students.

Findings in the NAEP primer suggest that the most successful policy initiatives recognize the critical role that parents and communities play in the care and education of young children. These efforts also encourage integration of existing programs, services, and funding streams into a flexible and comprehensive system of supports for children and families.

Difficulties in school typically result in fewer youth graduating which results in a cycle of poverty because about two-thirds of children, whose parents have no high school diploma, live in low income families.

Consistent with targeting requirements of the Older Americans Act (OAA), the Paula J. Carter Center on Aging places emphasis on services to persons with the greatest social and economic need, including members of racial and ethnic minority groups. Among the OAA Title III service recipients, 21.8 percent were members of racial and ethnic minority groups.

The efforts of Lincoln University’s extension programs are concentrated in areas of Kansas City, St. Louis and Southeast Missouri where poverty levels exceed 50%. Lincoln University provides services in and around the Jefferson City area. In Jefferson City, many of the families residing in public housing are from the large urban areas of Kansas City and St. Louis. About 50% of the parents in this housing have not graduated from high school (JCHA, 1999). These statistics reflect the critical educational needs of this audience as well as the opportunity to share life development skills.

In an effort to meet the needs of this diverse audience of low income children, families, and elders, various programs must be developed and implemented that offer a level of success that has measurable outcomes. The needs for this audience are complex and generally have not been met adequately by existing programs. New ways of “reaching, teaching and inclusionâ€ for this audience must be developed and discovered. Traditional methods are not adequate.

Priorities of these programs are to: 1) develop leadership skills 2) improve the literacy rate of minority and under-represented groups, 3) and provide a learning environment for after school enrichment, including school homework assistance. Leadership development programs will provide guidance in volunteerism, sense of belonging, development of social skills and mentoring skills.

The special health, psychological and social needs of the minority and underserved older adults are only partially being met. As Missouri’s population continues to age, it reflects the faces of many races and cultural lifestyles. The implications of these demographic changes for current barriers still exist that precludes entry into the healthcare system. Not only will these systems have to accommodate a vastly larger number of older persons in the new millennium, but, those whose needs are more diverse and more complex.

There is a lack of accessibility, adequate training and affordability that affect the already overworked healthcare system. An increased awareness of cultural needs, diversity, and disparity can serve as a benefit to the growing number of underserved. For Missouri to advance into a working multicultural system, all residents and providers of the State must have access to information to insure that health management occurs.

7. Assumptions made for the Program

a) There is adequate financial support and human resources available

b) Continued concentrations of efforts in 4 regions of the state, includes Central Missouri, Kansas

City, St. Louis, and the Southeast region.

c) The objectives of the program remain consistent with the University’s Mission

d) Additional personnel increases will result from increased success in obtaining

extramural funding.

e) the clientiele served are motivated to make implement what they learn

8. Ultimate goal(s) of this Program

To decrease poverty, in the minority and under-represented population that have received our services. Ultimately, the decreased poverty should be no higher than the averages throughout the state of Missouri.

9. Scope of Program

• In-State Extension

• Multistate Extension

Inputs for the Program

10. Expending formula funds or state-matching funds

• Yes

11. Expending funds other than formula funds or state-matching funds

• Yes

12. Estimated amount of professional FTEs/SYs to be budgeted for this Program

Year:

Outputs for the Program

13. Activity (What will be done?)

Design, implement and evaluate educational programs for youth-at-risk. Program implementation will include club member retention, workshops, camps and after school programs.

Examples of specific activities include:

-Mentoring Program that matches community volunteers who will spend time with interested youth. Delta Sigma Theta sorority and Phi Beta Sigma and Alpha Phi Alpha fraternities often assist with this program.

-ACT Preparation: Work with students to prepare for the English and Math portions of the ACT test.

-Fatherhood First Program: This includes youth and adults and these are meetings that address topics related to self-esteem, nutrition, fitness, computer skills, relationships and parenting.

-Afterschool Tutoring Program: Programs are to assist students K-8 with homework, tutoring, computer classes, reading and math labs, life skills, arts, and crafts and recreation. Collaboration with the National Book Bank provides donations of books to non-profit organizations.

-Fitness Program: LUCE currently offers the Division of Youth Service classes in their physical education component. The community also participates in exercising to increase their energy level and to improve their overall health.

-The Teen Talk Abstinence Program, offered in Charleston Junior High School, for girls to learn the advantages of remaining abstinent.

-Teen Drop In: This program has open enrollment for neighborhood youth and is to provide an after-school community safe haven. The teen drop in offers an array of opportunities for youth between the ages of 12 to 17. Activities and educational workshops include but will not limited to homework assistance, open-microphones to develop their skills in public speaking/poetry, teen talk to discuss youth community issues and concerns, and educational games as well as activities that teach to enhance their life skills. Offered through the school year.

-North Side after School Neighborhood Initiative: This is a partnership between Lincoln University Urban Impact Center of St. Louis, community volunteers and two St. Louis Public grade schools, Earl Nance Sr. Elementary and Baden Elementary. Our initiative is to provide a power-hour implementing homework assistance for youth after school, provide life skills activities that teach addressing communication skills, drug and alcohol prevention, conflict resolution etc, as well as health and nutrition via snacks and physical activity in the school gymnasiums. This program offers open enrollment to youth participants. This activity uses 10 community volunteers.

-Urban Garden Beautification Project collaborative effort with the St. Louis Neighborhood Stabilization Office and community leaders to continue transforming a weed infested vacant lot into a neighborhood asset that will assist in stabilizing the neighborhood and revitalize community. The current lot is located in Baden, called the Baden Triumph Garden. Plans are being implemented and resources are being sought for this location.

-Black History Programs in Charleston, Caruthersville, and Sikeston. Lincoln University staff and youth team up with the Suzanna Wesley Center, Caruthersville School District, and Gloryland Community Center. For youth (K-12) in the school districts.

-Health and Fitness Classes

-Health fair designed to educate youth on nutrition, fitness, and the dangers of alcohol, tobacco, and other drugs.

eat Activities

Field Day - a culmination of educational workshops on a variety of topics, talent show, and entertainment for all ages.

-Black History Program, an educational program on the accomplishments and struggles of African-Americans.

-Fall into Fall, a back-to-school rally to prepare students for the upcoming school year.

-HIV/AIDS/STD Awareness Day

-Summer Camp, a partnership with YMCA, Mission Missouri, Weed & Seed, and DAEOC to provide fitness and health, character development, arts and crafts, self-esteem building, recreation, and field trips for 5 weeks.

-Women’s Wellness Conference

-Teen Talk/Young Scholars, a weekly program that allows teenagers to express themselves freely on different topics.

-Underserved minorities and other disadvantaged older adults 50 + in Cole Co. area will become more aware and knowledgeable about importance of adopting a healthy lifestyle.

-Participants will become proactive in seeking health information (increasing utilization of eHealth Medline Plus website).

-Participants will become more aware of ways to manage their personal health

-Youth will develop increased communication skills, receive feedback, certificates of award and recognition for their efforts.

-Provision of culturally specific parenting education classes.

-Family and community empowerment experiences to assist parents helping their children close the educational achievement gap.

14. Type(s) of methods will be used to reach direct and indirect contacts.

Extension

Direct Methods

Indirect Methods

• Education Class

• Workshop

• Group Discussion

• Demonstrations

• Newsletters

• TV Media Programs

• Web sites

15. Description of targeted audience.

Minority and other under-represented youth in urban St. Louis, Kansas City and selected locations in the bootheel region of the state (Primarily Sikeston, Lilbourn and Caruthersville). Minority and under-represented populations in Central Missouri, especially those living in housing developments.

16. Standard output measures.

Target for the number of persons (contacts) to be reached through direct and indirect contact methods.

Direct Contacts Adults

Indirect Contacts Adults

Direct Contacts Youth

Indirect Contacts Youth

Year

Target

Target

Target

Target

2007

0

0

460

0

2008

0

0

575

0

2009

0

0

700

0

2010

0

0

725

0

2011

0

0

725

0

17. (Standard Research Target) Number of patents.

Expected Patents

Year

Target

2007

0

2008

0

2009

0

2010

0

2011

0

18. Output measures

Output Text: Education classes, invited speeches, workshops, in-service education, consultations, media appearances, web sites, newsletters
2007 Target: 100
2008 Target: 120
2009 Target: 120
2010 Target: 120
2011 Target: 130

Outcomes for the Program

19. Outcome measures

Outcome Text:

Short term: 1) Enhanced academic productivity, 2) Improved rate of community volunteerism 3) Development of leadership skills, 4) Increased knowledge and 5) increasedlife skills.

2007 Target: 150
2008 Target: 300
2009 Target: 300
2010 Target: 300
2011 Target: 300

Outcome Text:

Medium term: 1) Completion of current grade and promotion to the next, 2) Increased graduation rates from high school, 3) Reduced probability of acts of crime, 4) Increased self-esteem, 4) Better social standards, and 5) Better life choices.

2007 Target: 150
2008 Target: 300
2009 Target: 300
2010 Target: 300
2011 Target: 300

Outcome Text:

Long term: 1) Improved education levels, 2) Increased standard of living, 3) improved quality of life.

2007 Target: 150
2008 Target: 300
2009 Target: 300
2010 Target: 300
2011 Target: 300

20. External factors which may affect outcomes.

• Natural Disasters (drought,weather extremes,etc.)

• Economy

• Appropriations changes

• Public Policy changes

• Competing Public priorities

• Competing Programatic Challenges

• Populations changes (immigration,new cultural groupings,etc.)

Description.
Numerous external factors can have a profound influence on outcomes. These include factors such as long-term support of the programs, personnel available, public funding changes due to changes in priorities, etc.

21. Evaluation studies planned.

• During (during program)

Description.

Extension administrators, as well as, advisory groups will be used to monitor progress of the programs and make recommendations regarding any changes that need to be made.

22. Data collection methods.

• Unstructured

• Observation

Description.
Data will be collected by specialists that are providing the services. This will be primarily through observations, one-on-one interviews and sampling from those that are receiving out services.

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