Passion and Purpose
The greatest and most persistent lag in academic achievement in the United States is between boys of color and all other student groups. One of the biggest factors contributing to this gap in achievement is the low academic self-concept or scholarly identity that many Black and Brown boys have adopted. More than ever before, Black and Brown boys must know that they are intelligent and capable of meeting the challenges of rigorous academic environments and understanding the power of being educated. UpliftEducate focuses on promoting student achievement and school improvement through proven, research-based actions and interventions, including:
Mentoring
Mentoring students is the most underrated tool for building student engagement in academics. Many students of color, especially boys, have the ability to soar academically, but many are disengaged from reaching their full potential because they do not see the full benefit of being educated. Research shows that UpliftEducate’s Mentoring Program has significantly improved the GPA, academic self-confidence, and positive future-self attitudes for Black and Latino boys in various inner-city public high and middle schools.
Learn about our In-school Mentoring Program
The Impact of our Mentoring is in the Data
From a neighborhood high school in Philadelphia, the chart shows that the GPAs of 11 of the most at-risk 9th-grade boys (orange) trend upwards when they start attending the UpliftEducate In-School Mentoring Program. As the GPAs of the 11 mentored boys trend upwards, the GPAs of the other 94 9th-grade students who are not mentored (blue) during the same period trend downwards.
This chart shows how during the UpliftEducate Mentoring Program, the GPAs of 10 out of the 11 most at-risk 9th-grade students in that neighborhood high school improved over one marking period. The marking period in blue represents the GPAs before the mentoring program, and the marking period during the mentoring program is in orange. The notable increase in GPA during the report card period of the mentoring program highlights the probability of the program’s effectiveness in enhancing academic performance.
This time, the chart shows another iteration of the UpliftEducate In-school Mentoring Program in a charter school in Philadelphia. It is important to note that the students who would enter the UpliftEducate In-School Mentoring Program already had a relatively high view of their intelligence. The quantitative analysis shows that the gain in the students’ academic self-confidence after the mentoring program was implemented was large and statistically significant. Research has found a correlation indicating that students with a strong belief in their academic confidence will persist and be more resolved in completing difficult assignments than those with lower views of their academic self-confidence.
Professional Developments (CRSE Aligned)
Our team knows that effective teaching practices are crucial to higher academic outcomes. However, we also know that many Black and Brown boys have a difficult time seeing themselves as capable of learning and do not always have a clear view of how school will benefit their possible future selves. This makes buying into the process of school more difficult. Our professional development, aligned with the federally mandated Culturally Responsive Sustaining Education (CRSE), helps teachers and staff create a framework for engaging students of diverse backgrounds, especially Black and Latino males.
Teacher Coaching (Culturally Responsive)
Teacher quality is the biggest in-school factor leading to greater academic outcomes. By concentrating on culturally responsive strategies and interventions tailored to meet the needs of Black and Brown students, schools can significantly elevate the academic achievement of students from diverse backgrounds. The more effective the teacher, the higher the student engagement and outcomes.
Discover our Books for Students
Learn about our Graphic Workbook for Students: Donovan’s World
About Dr. Olufemi Fadeyibi
Dr. Olufemi Fadeyibi leads change within schools. For the past 19 years, Dr. Fadeyibi has worked in both urban and suburban schools. As a school administrator, he has led schools to the highest growth in two critical metrics in the School District of Philadelphia.
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