Foundation grantmaking focuses on four major program areas.
These programs touch upon a number of major issues.
Each grantmaking program also works within clearly stated geographic parameters or regions.
For general information and resources about philanthropy,
visit our Philanthropy Resources page.
This grant will allow the Flint Cultural Center Corporation, in partnership with other cultural center institutions, to provide educational programming to Flint Community Schools students. Declining school budgets have forced Flint schools, like many districts, to reduce or eliminate arts and cultural programming from its curriculum as well as restrict field trips to the Flint Cultural Center to take advantage of the high-quality educational programs they offer. Due to Flint's high poverty rate, many families are not able to afford to take their children to the cultural center. The Flint Cultural Center Educational Outreach Program would provide Flint students access to various educational programs and activities available from any Flint Cultural Center organization during the 2013-14 school year.
This grant provides support to the Flint Community Schools for the newly formed Brownell Holmes STEM (science, technology, engineering, and math) pod. A STEM facilitator will help develop and implement STEM curriculum, coordinate teacher and staff professional development, and work with community partners who can bring specialized STEM experiences to students. The STEM facilitator will also coordinate the purchase of supplies critical to a STEM curriculum, including tablet computers, science and engineering kits, and laboratory equipment, and will host engaging events for families and community partners to help create a sense of ownership of the STEM pod within the neighborhood.
ArtQuest: Kids Make a Creative Case for Afterschool
Video Production by Duane M. Elling and Ann Richards
2011 Annual Report — Picturing Success: The Transformative Power of Afterschool
The Mott Foundation’s Pathways Out of Poverty program supports initiatives around the U.S. that promote learning beyond the classroom especially for traditionally underserved children and youth — as a strategy for improving public education.
This grantmaking includes strengthening afterschool through technical assistance, research, evaluation and policy development, and by building public support. We also fund community schools internationally under our Civil Society program, as well as afterschool-related projects in Mott’s hometown of Flint, Michigan via our Flint Area program.
Expanding Minds and Opportunities
The Expanded Learning & Afterschool Project is pleased to provide a complete online version of every article in Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success. A collection of 70 articles, reports and studies by more than 100 authors, the groundbreaking compendium presents examples of effective practices, programs and partnerships and policies that demonstrate how after school and summer learning programs are yielding positive outcomes for students and their families. All of the articles may be printed, downloaded, shared and used freely, so long as the content is attributed to the author(s) and the Expanded Learning & Afterschool Project.
New practices needed to help at-risk students succeed
If there are lingering doubts about the learning capacity of today’s students, just watch how quickly they adopt and adapt to technology, says Paul Heckman, a university professor who daily marvels at the ease with which his students use hand-held devices to learn and stay informed.
“No one has to teach kids about computers, tablets or cell phones — they learn themselves or learn from their peers,” said Heckman. “The value of that knowledge is apparent to them — it’s learning in service of a purpose they have.” To achieve real understanding, real learning, students need to be involved in school in a way that matters and makes sense to them.
Interest and curiosity are powerful motivators for learning, says Heckman, an associate dean and professor at the School of Education at the University of California-Davis. Heckman has spent the majority of his career investigating and understanding the conditions that encourage students — particularly those from economically poor neighborhoods — to remain engaged with learning and stay in school.
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1 Catalyst (2006). “After-School Worries: Tough on Parents, Bad for Business”
3 Afterschool Alliance (2012). “Formal Evaluations of Afterschool Programs’ Impact on Behavior, Safety and Family Life”
4 Policy Studies Associates, Inc. (2009). “Evidence of Program Quality and Youth Outcomes in the DYCD Out-of-School Time Initiative: Report on the Initiative’s First Three Years”
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