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.
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This grant will enable the University of Michigan-Flint, via the Office of Educational Opportunity Initiatives, to continue the Committed to Excellence and Opportunity pre-college program for students from the Flint, Beecher, and Westwood Heights school districts. Participating students have increased their grade-point averages and benefited from numerous tutoring and mentoring activities that have aided in their academic development. Seventy-two percent of the students from the pilot cohort in 2010 are still enrolled and are set to graduate and enter college in 2014. Recommended support will allow the program to expand from 170 to 520 students. This is made possible through the Office of Educational Opportunity Initiatives’ restructuring that brought all of its pre-college programs under the Committed to Excellence and Opportunity program. 2014 will mark the first time where the program will be a full-scale grade six through twelve pre-college effort.
This grant will enable Rutgers University to develop a college access and success toolkit for stakeholders in K-12 and higher education interested in developing pre-college bridge programming for underserved students. Using the Rutgers Future Scholars as the backdrop, Rutgers University hosted a national convening in 2013 for more than 220 attendees across 20 states working in the pre-college and college access field. This convening spotlighted the most creative and effective approaches for preparing low-income and minority students for college. In building off the 2013 convening, recommended support will allow Rutgers University to provide a free, open source guide and compendium on best practices in pre-college programming and support the ongoing evaluation activities of its Rutgers Future Scholars model.
This grant will provide lead and partial support to Editorial Projects in Education to provide an independent resource to the field on issues of high school graduation through its Diplomas Count publication. In 2013, Editorial Projects in Education published the eighth edition of Diplomas Count. The publication provided an in-depth exploration of high school graduation and the larger education reform landscape. Recommended support will enable Editorial Projects in Education to publish the next two editions of Diplomas Count and focus new research and coverage on emerging issues in high school reform and college readiness.
The Mott Foundation’s Pathways Out of Poverty program supports initiatives around the United States that seek to improve community education, especially for traditionally underserved children and youth.
Specifically, we seek strategies, programs and policies that help reconnect dropouts and struggling students with opportunities to earn a diploma, develop employment-related skills and access supports to help them successfully transition to adulthood. Related funding in Mott’s hometown of Flint, Mich., is also made via our Flint Area program.
Although Julia Irving received a leadership award and was named “an unsung hero” by the Community Foundation for the National Capital Region, she says it is the Washington, D.C.-based foundation itself that is the real leader and unsung hero.
As the community liaison and outreach coordinator for the Sixth District of the city’s Metropolitan Police Department, Irving sees firsthand the benefits of the local community foundation, which has been serving the metro region since 1973.
“We can’t arrest our way out of delinquency and crime,” said Irving, a D.C. native and current resident.
“We need to have an institution like the community foundation that has a stream of resources to support 100-plus nonprofits, some of which provide services to wayward youths before they get into legal trouble.”
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Andrew Stewart, a student at Lansing Community College’s High School Diploma Completion Initiative (LCC HSDCI) — where students earn college credit while completing their high school diploma requirements — talks about why the program has helped him regain his footing in this short video. Supported by Mott — the dual enrollment program has been a lifechanger, says Andrew’s mom, Sabrina.
Video courtesy of Lansing Community College Media Services (LCC)
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