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Youth Empowerment Learning Collaborative After School Program

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Youth Empowerment Learning Collaborative After School Program

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Content Youth Empowerment Learning Collaborative After School Program
Capstone Project Proposal
Verna Latchman
University of Southern California
Suzanne Dworak-Peck School of Social Work,
DSW Program
Dr. June Wiley
December 2023

Acknowledgement
First, I would like to thank my Lord and Savior Jesus Christ for his grace, favor, mercy,
guidance, strength, and protection every day of my life and throughout my academic journey. I
want to express my sincere gratitude to my capstone chair and advisor, Dr. June Wiley, for her
immeasurable guidance, encouragement, and motivation throughout this capstone process. To
my capstone committee members Dr. Jane James and my external design partner, Mr. Sean
Gardner, thank you both for your time, dedication, feedback, and belief in my work. Your
support and feedback have been invaluable.
I am incredibly grateful to my mother, Sonia, whose unrelenting persona and victor's
attitude made me believe that I can accomplish anything I set out to do. Her servant's heart and
care for the less fortunate left an indelible mark on my life. Although you are not physically here
to see me carry out this work, you are STILL my most prominent mentor and chair leader. You
are now cheering from a different vantage point.
I am also very thankful for my husband and son. You guys have been patient, supportive,
and understanding throughout this journey. My load felt lighter, and my journey was smoother
because of your unwavering love and dedication. I am also thankful for Aunt Radience and my
best friends, Teresa and Helen, for their continuous support and belief in my ability to see this
work through. Special thanks to my mighty army of prayer warriors who prayed for me through
this process and to my DSW family. Each of you enriched my life. Last but certainly not least, I
want to extend my heartfelt thanks and gratitude to everyone who shared their experiences with
the juvenile justice system with me. Your bravery will not go unnoticed or unheard. It will serve
as the foundation of something great that will help change the trajectory of other youth.
“ I can do all things through Christ who strengthens me” Philippians 4:13

Table of Contents
Acknowledgement .......................................................................................................................... 2
Table of Contents............................................................................................................................ 3
Executive Summary ........................................................................................................................ 4
Grand Challenge ........................................................................................................... 5
Design Thinking Methodology ..................................................................................... 5
Theory of Change ......................................................................................................... 6
Professional Significance.............................................................................................. 7
Advancing Next Steps................................................................................................... 8
Abstract........................................................................................................................................... 9
Positionality Statement ................................................................................................................. 10
Problem of Practice and Literature Review.................................................................................. 11
Grand Challenge ......................................................................................................... 11
Impact on the Targeted Population ............................................................................. 11
Stakeholders’ Perspectives.......................................................................................... 14
Literature Review and Data Collection....................................................................... 16
Conceptual/Theoretical Framework.............................................................................................. 18
Project Description........................................................................................................................ 20
Theory of Change ....................................................................................................... 21
Solution Landscape..................................................................................................... 23
Prototype Description ................................................................................................. 27
Likelihood of Success................................................................................................. 29
Methodology ................................................................................................................................. 29
Design Criteria ............................................................................................................ 31
Market Analysis.......................................................................................................... 32
Financial Plan and Implementation Strategy .............................................................. 32
Method for Assessment of Impact .............................................................................. 34
Stakeholders Engagement Plan................................................................................... 34
Communication Strategies.......................................................................................... 35
Implementation Plan ..................................................................................................................... 35
YELC’s Budget........................................................................................................... 36
Challenges and Limitation ............................................................................................................ 37
Ethical Considerations .................................................................................................................. 38
Conclusion and Implication .......................................................................................................... 39
References..................................................................................................................................... 42
Appendix....................................................................................................................................... 59
Appendix A. YELC Afterschool Program Logic Model............................................ 59
Appendix B................................................................................................................. 60
Appendix C: Design Criteria. ..................................................................................... 61
Appendix D................................................................................................................. 62
Appendix E. ................................................................................................................ 63
Appendix F.................................................................................................................. 67

Executive Summary
African American and Latino kids in the Los Angeles County (LAC) juvenile justice
system lack quality education while incarcerated (LAC Probation Oversight Committee, 2022).
In 2021, 3,672 LAC youth were incarcerated, of whom 96% were Black and Latinos combined
(Children’s Defense Fund, 2018; Kids Data, 2020; LAC Probation Department, 2021). Most
youth in trouble with the law in LAC come from low-income families and high-crime areas.
They were also physically, sexually, verbally, or emotionally abused prior to incarceration
(Bryan, 2019; Dowshen, 2018; Kunz, 2017).
Unfortunately, this abuse extends to the LAC juvenile facilities as well. A Department of
Justice investigation found youth were being pepper sprayed, held in solitary confinement, and
deprived of adequate access to education and religious, physical, and mental health services
(Office of Attorney General California, 2021). Furthermore, 40% have posttraumatic stress
disorder, 59% of incarcerated students failed to reenroll after release, 38% dropped out of high
school in 2016, and 18.6% recidivated in 2021 (Herz et al., 2021; Youth Law Center, 2016). This
educational failure has lasting consequences for youth, families, and communities. For example,
formerly incarcerated individuals have a 27% unemployment rate, which reduces their lifetime
earnings by half a million dollars and forces them into a perpetual state of poverty (Couloute &
Kopf, 2018; Institute for Research on Poverty, 2020; Moore, 2021). Another adverse
consequence is exorbitant prices. Incarceration annually costs taxpayers in 40 states and
Washington, D.C., at least $100,000 per incarcerated youth and $770,00 per incarcerated youth
in LAC (Justice Policy Institute, 2020; Loudenbeck, 2020).

Grand Challenge
The Grand Challenge to Achieve Equal Opportunity and Justice seeks to advance equity
and social justice for marginalized individuals and communities. Historically, members of these
groups have been denied access to necessities such as adequate education, healthcare, affordable
housing, and employment. The Grand Challenge’s guiding principle is to significantly lessen
these societal problems through combating racial and social inequalities, eradicating stereotypes,
mitigating inequity, and exposing unethical practices (Grand Challenge for Social Work, n.d.).
As is stands today, justice involved youth are frequently the victims of neglect, maltreatment,
and abuse; they lack financial security and face mental, emotional, and behavioral health issues.
Additionally, incarcerated youth face discrimination for a variety of reasons, including race,
ethnicity, culture, gender identity, and sexual orientation (Kim et al., 2020).
Design Thinking Methodology
Design thinking, a human-centered approach to innovation, was used to identify the
problem, explore a variety of alternatives, iterate through prototyping, and implement through
regular deployment processes (Linke, 2017). The writer used ethnographic study, a qualitative
research method that involves immersing oneself in a group or institution to observe their
behaviors and interactions and understand their culture, customs, and social dynamics (Caulfield,
2023). Data collected were then used to map the community members or group experiences
through journey mapping, a document constructed with actual user’s perspectives to provide a
graphical representation of users ’problems and experiences at different stages to help inform a
meaningful value proposition for users (Calabretta & Gemser, 2016; Howard, 2014). The writer
discovered an opportunity to increase high school graduation and reduce recidivism among
formerly incarcerated youth in Los Angeles County. The project’s purpose is to help former

inmates graduate high school and minimize recidivism. The writer created a design plan using
data from youth serving organizations, California Department of Education, Los Angeles Unified
School District, LA Court Schools, LA Probation Department, novels, documentaries, news
articles, research articles, and white papers. Seventy-five stakeholders—including formerly
incarcerated youth, families, and community members-- provided secondary data. The
prototype’s second phase included brainstorming, and concept development, informed by data
from stakeholders, including formerly incarcerated youth and families on perceptions of
incarceration, lack of resources, poverty, neighborhood characteristics, and over-policing. The
third prototype iteration included data from formerly incarcerated youth, families,
educators, paraprofessionals, and community members. The group decided that Youth
Empowerment Learning Collaborative (YELC) will implement academic support in the form of
an in-person afterschool program and online on Saturdays.
Theory of Change
YELC’s Afterschool Pilot Program seeks to serve 20 formerly incarcerated Black and
Latino youth between ages 15–19 living in zip code 90062 or attending George Washington
Preparatory High School in Los Angeles, California. The services will focus on increasing high
school graduation rates by improving participants’ math and reading skills. YELC will also help
to increase college attendance and employment opportunities, decrease recidivism, and help
youth heal from trauma through storytelling, successfully reintegrating into their communities,
and achieving upward mobility. According to research, out-of-school or afterschool programs are
generally effective at producing the expected primary results based on their content and
execution (Mccombs et al., 2017) and have evolved into valuable catalysts for aiding students in
realizing their full potential in school and life (O’Donnell & Ford, 2013).

YELC’s afterschool pilot program will have a two to one student tutor ratio and hire
certified bilingual special education teachers and paraprofessionals to provide individualized
tutoring services. Additionally, YELC will provide a safe space for youth to share their stories to
increase public awareness around the issues of youth incarceration. The writer argues a
combination of academic, social, and emotional support will help transform the way youth view
themselves and positively impact their grades and outcomes, in addition to reshaping public
opinions. These services will be held in-person at a community location Monday through Friday
between 2:00 pm and 6:00 pm and online between 9:00 am and 2:00 pm on Saturdays.
Furthermore, studies have shown best-practice programs for high school students should
include services such as tutoring, homework help, and involving students in the development of
activities to get their opinions on program issues (Afterschool Alliance, 2009, Friedman &
Bleiburg, 2007). Moreover, afterschool programs must be flexible with these students and
vigilant in their recruitment and retention (Holstead et al., n.d.). Considering the outline practices
and services offered, YELC solutions are in alignment with best practices.
Professional Significance
The law is applied unequally to the most vulnerable youth, particularly Black and Latino
youth (Children’s Bureau & Child Welfare, 2021). Furthermore, once individuals become
entangled in the legal system, they face adverse outcomes in development, school, and
employment, as well as an increased likelihood of future system participation (Kim et al., 2020).
To achieve equal opportunity and justice, our nation’s most vulnerable youth must not endure a
disproportionate burden of involvement in the criminal system. The YELC after-school program
addresses the Grand Challenge of Achieve Equal Opportunity and Justice by attempting to
mitigate risk factors among Black and Latino youth in order to help those individuals who have

already experienced the negative effects of incarceration. These negative effects consist of
becoming high school dropouts, unemployment, underemployment, and recidivism, which
prevent them from achieving equal opportunity and justice.
Advancing Next Steps
The strategy for advancing the next steps is to test and scale the YELC afterschool
program organically by using feedback from the community to assist the program implementors
in developing effective measures to increase academic outcomes for Black and Latino youth who
were formerly incarcerated. YELC will implement the community’s feedback by seeking out
additional collaborators who are skilled and have the necessary resources to help increase
YELC’s chances for success. As service gaps arise, YELC will seek out additional collaborators
who are suited to help fill the gaps. YELC will use its stakeholders to build stronger coalitions
locally and nationally and provide education about the collective trauma experienced by Black
and Latino youth and families before, during, and after incarceration. YELC will also actively
diversify its fundraising efforts to ensure scalability and sustainability.

Abstract
African American and Latino youth under the control of the Los Angeles County (LAC) juvenile
justice system lack access to quality education during incarceration (LAC Probation Oversight
Committee, 2022). The LAC Probation Department operates juvenile court schools for youth
who are in detention to keep them on track for community educational re-entry. These students
typically come from low-performing schools and test years behind their peers. Thirty percent of
incarcerated youth require special education services, with two of every five coming from homes
where English is not the predominant language. In 2021, 3,672 LAC youth were incarcerated, of
whom 96% were Black and Latinos combined. Findings have shown a strong correlation
between the lack of access to quality education during incarceration to higher school dropout
rates, recidivism, underemployment, unemployment, poverty, and poor health outcomes.
Youth Empowerment Learning Collaborative (YELC) Afterschool Program is a capstone
project designed exclusively for formerly incarcerated youth to address the systemic educational
issues of the LAC juvenile justice facilities. It is related to one of the Grand Challenges within
social work, Achieve Equal Opportunity and Justice. An element of this program also includes
vlogging (i.e., an intervention to empower youth through the sharing of personal narratives or
storytelling) that will be led exclusively by youth. This innovative project can positively impact
the future of formerly incarcerated youth, reduce societal costs by helping youth earn a high
school diploma, lower recidivism rates, encourage healing from trauma through storytelling,
facilitate successful reintegration into their communities, and inspire independent, productive
living.

Positionality Statement
I am a Black, heterosexual, female who was born and spent my formative years in Belize,
a small third-world country located in Central America. I have been blessed with supportive
family and friends throughout my life, without any notable disabilities. As a Christian, I believe
we must forgive each other because Jesus died for our sins and forgives us. Therefore, I follow
the Christian kindness principle and show Jesus Christ in my daily walk. My childhood home
was located on the family’s 46-acre farm outside a major city. My family was poor, like every
other family that lived near us. Yet, this realization only occurred later in life when I moved to
the United States. Growing up with humble beginnings made me appreciate hard work and
dedication. Most of my childhood friends and family members were not afforded the privileges I
received, including formal education. Believing in forgiveness, family, and community, I did not
understand why children were incarcerated for childhood mistakes. Worse, when I entered an
internship program at a group home during my master’s program, I realized the severity of
incarceration for Black and Latino youth. These youth were abused and denied the same
education as their peers in public school. Hearing their stories and witnessing their potential
informed and inspired my mission to help change life outcome for this vulnerable population. As
a victim of a youth crime resulting in the murder of two of my family members, I find myself in
a unique position today. Despite this loss, I firmly believe that individuals are shaped by their
experiences and environments and the lack of investment in resources in marginalized
neighborhoods will produce adverse outcomes. Conversely, investing in education, jobs,
healthcare, and other resources could result in upward mobility. My goal is to invest in formerly
incarcerated youth by providing educational resources to help them excel in life and improve
their chances of becoming productive members of society with the ability to sustain themselves.

Problem of Practice and Literature Review
During incarceration, African American and Latino youth under the control of the Los
Angeles County (LAC) juvenile justice system lack access to quality education (Probation
Oversight Commission, 2022). This educational failure has lasting consequences for youth,
families, and communities. Many LAC youth are more likely to return to communities underresourced, over-criminalized, over-policed, and preprogrammed for adult prisons instead of
college or careers (Children’s Defense Fund-California & California Youth Policy, 2015).
Grand Challenge
This problem can be viewed within the Grand Challenge for Social Work of Achieve
Equal Opportunity and Justice. This Grand Challenge argues prejudice, racism, and stigma
prevent many U.S. citizens from getting a decent education, affordable housing, and jobs. The
Grand Challenge further argues social marginalization has caused the United States to neglect
the significant human capital in these communities and created deep inequality (Grand Challenge
for Social Work, n.d.). This Grand Challenge seeks to advance equity and social justice for
marginalized individuals and communities. Historically, members of these groups have been
denied access to necessities such as adequate education, healthcare, affordable housing, and
employment. The Grand Challenge’s guiding principle is to significantly lessen these societal
problems through combating racial and social inequalities, eradicating stereotypes, mitigating
inequity, and exposing unethical practices (Grand Challenge for Social Work, n.d.).
Impact on the Targeted Population
The lack of quality education in LAC’s juvenile system is not unique. Instead, it is a
national problem caused by federal policies and a need for more oversight and coordination
between the justice and education systems (The Council of State Government Justice Center,

2015). Every state has laws that guarantee youth in custody access to education as a
rehabilitative function. However, education service delivery varies widely across the United
States (Beach et al., 2022). This state-level inconsistency results in little uniformity in the
management of juvenile facilities or education. Youth are not learning in facilities and are not
getting the help they need to reenter school or society (Carter, 2018). This lack of quality
education constitutes a national crisis caused by federal policies and nonexistent oversight and
coordination between the justice and education systems. Positive educational outcomes for
justice-involved youth can only exist with federal oversight (Beach et al., 2022). Moreover, this
educational failure has lasting consequences for youth, families, and communities. For example,
formerly incarcerated individuals have a 27% unemployment rate, which reduces their lifetime
earnings by half a million dollars and forces them into a perpetual state of poverty (Couloute &
Kopf, 2018; Institute for Research on Poverty, 2020; Moore, 2021).
Over the past decade, U.S. educational reform has focused on college and career
readiness. Too often, these discussions overlook the 50,000 incarcerated youth who are legally
entitled to an education (Esthappan & Lee, 2018). Many incarcerated youth have less
instructional time than their public-school peers and lack high school graduation courses, while
some receive no schooling, depending on the crime committed. For instance, the youth in the
documentary entitled “They Call Us Monsters” were not allowed to attend classes while
incarcerated because they were convicted of murder and attempted murder (Lear,
2017). Additionally, fewer than two thirds of released youth do not return to school, and 80% are
reincarcerated as adults (Esthappan & Lee, 2018; Mendel, 2023), with Black and Latino youth
being the most likely. Studies have shown, in 2019, Latino youth were 28%, and Black youth
were more than 4 times more likely to be detained or incarcerated than their White peers

(Rovner, 2021; Sawyer, 2019). Furthermore, a 2018 report showed that 25% of formerly
incarcerated adults did not have a GED, which is a typical job requirement. Additionally, 27% of
formerly incarcerated individuals were unemployed in 2021. Of those unemployed, 78.8% were
people of color (Couloute & Kopf, 2018; Stabley, 2021). These formerly incarcerated individuals
were not the only ones affected. The employment barriers faced by people with criminal
backgrounds cost the nation’s gross domestic product between $78 and $87 billion annually
(Bucknor & Barber, 2016). Additionally, this incarceration bill costs the American taxpayers in
40 states and Washington, D.C., at least $100,000 annually per incarcerated youth, with some
states reporting expenditures upwards of $500,000 per youth yearly (Justice Policy Institute,
2015).
While incarcerated youth face dismal outcomes nationally, their plights in LAC are
worse. LAC has the world’s largest probation department and the highest youth incarceration
rate, incarcerating 3,672 youth in 2021 (Children’s Defense Fund, 2018; LAC Probation
Department, 2021). Ninety-six percent were Black and Hispanic youth combined (Kids Data,
2020). Most youth in trouble with the law in LAC come from low-income families and highcrime areas. They were also physically, sexually, verbally, or emotionally abused prior to
incarceration (Bryan, 2019; Dowshen, 2018; Kunz, 2017). Unfortunately, this abuse extends to
the LAC juvenile facilities as well. A Department of Justice investigation found youth were
being pepper sprayed, held in solitary confinement, and deprived of adequate access to education
and religious, physical, and mental health services (Office of Attorney General California, 2021).
Furthermore, 40% have post-traumatic stress disorder, and 35% are English learners (Sen &
Minassians, 2020). Approximately 59% of incarcerated students failed to reenroll after release.
Thirty-eight percent dropped out of high school in 2016, and 18.6% recidivated in 2021 (Herz et

al., 2021; Youth Law Center, 2016). Worse, a 2020 report indicated the annual cost of
incarcerating one youth in L.A. County is $770,000, more than triple the tuition cost of a
bachelor’s degree at the University of Southern California (Loudenbeck, 2020).
Stakeholders’ Perspectives
Numerous stakeholders have voiced concern and discontent with the juvenile justice
system nationally and in LAC. For instance, David Domenici, director of the Center for
Educational Excellence in Alternative Settings, a nonprofit that improves education at juvenilejustice schools, noted that although youth may have done wrong, how they are treated while
incarcerated speaks volumes about U.S. society. Domenici noted that while visiting a juvenile
justice facility, he observed youth spending half the morning staring at each other in dismal
rooms with barred and painted-over windows (Anderson, 2016).
Attorney Burdick of Juvenile Law Center in Philadelphia noted teachers need to be
certified and trained not just on their content areas but also on the unique needs of youth in
juvenile justice facilities (Superville, 2018). Furthermore, Tannis, an educational consultant,
argued most programs do not delve into strategies for incarcerated students and may only
broadly address teaching at-risk students (Superville, 2018). Teachers in juvenile justice facilities
noted several issues: (a) categorization of students by court order or to reduce conflict, not to
facilitate education; (b) the lack of technology and access to the internet created barriers to
learning; (c) high amounts of students requiring special needs and not enough training to meet
these needs; (d) professional development trainings were unhelpful, over-generalized, repetitive,
and unrelated to their students or facilities; and (e) teachers assumed the roles of a listener, role
model, therapist, parent, and someone who cares (Crozier, 2021).

Incarcerated youth also spoke of their experiences behind bars. For example, De’Andre,
age 15, described his life behind bars as being in hell, 16-year-old Portia said it was depressing,
and 13-year-old Mia said she was unable to learn while incarcerated due to loud classrooms and
unsupportive teachers (Drinan, 2018; Morris, 2016). Likewise, personal data collected for this
capstone revealed 40% of youth reported receiving substandard lessons instead of grade or agelevel learning instructions while in confinement (Personal communication, April 22-June 17,
2022). Furthermore, research has shown two out of three youth who leave a juvenile justice
facility drop out of school (Hults & Burdick, 2016); inadequate curriculum, infrastructure, and
support in juvenile justice institutions also cause low credit attainment (Center for Juvenile and
Criminal Justice, 2019). These studies further support the reports from participants during the
data collection process for this capstone project, where 45% of participants reported difficulty
accessing transcripts from court schools. Forty percent dropped out of community school after
being released, citing a lack of understanding of the lesson and feeling dumb (Personal
communication, April 22-June 17, 2022). Reports have shown the financial, psychological, and
emotional demands placed on families of incarcerated youth are immense and are exacerbated by
court costs and fines, travel expenses, and lost prospects for a job or higher education. Siblings
of incarcerated youth also experience adverse effects of incarceration. Studies have shown
brothers and sisters are frequently a population burdened with a great sense of loss, remorse, and
solitude; however, they receive little aid in learning how to cope through a brother or sister’s
adjudication (Heaton, 2014; Nichols et al., 2020).
While not explicitly addressing issues around education, Los Angeles District Attorney
Gascón argued diverting young people whose brains are still developing away from jails and
prisons increases their likelihood for rehabilitation instead of recidivism and views incarceration

as a last resort with the shortest possible duration (Antelope Valley Times Staff,
2021). Conversely, prosecutors in the Los Angeles District Attorney’s office appear to be more
focused on a punitive approach and reject Gascón’s directives to charge violent youth offenders
with lesser charges to prevent a strike offense, which can double the sentence if that youth
commits a crime as an adult (City News Service, 2023). However, California Attorney General
Bonta recognized education and safety are crucial to youth development and urged a Superior
Court judge to censure LAC if it fails to repair illegal and unsafe conditions at two county-run
juvenile centers within 120 days. Bonta argued it is crucial that institutions offer incarcerated
youth every chance to recover, grow, and heal and institutions must protect justice-involved
adolescents and ensure they receive educational, health, and supportive resources to break the
incarceration cycle (Henry, 2023). Moreover, while discussing sentencing of youth, a Los
Angeles judge noted judiciaries need empathy to help them understand why individuals do things
because the law is not always clear, and there is much room for discretion (Suttie, 2016).
Literature Review and Data Collection
A recent report noted a probation officer was stabbed in the neck while on duty at an L.A.
County juvenile facility; over the past year, violence in the county’s juvenile halls has increased
due to a significant staffing deficit as police refuse to work. In addition, the county’s inability to
provide youth with educational or recreational activities has increased lockdowns and harmed the
mental and physical health of police and minors in LAC custody (L.A. Sentinel, 2022; Queally,
2023). These reports mirrored personal communication data gathered for this capstone, where
probation officers noted lacking adequate training and staff to effectively carry out their
duties (E. Paget, T Smith, S, Porter, & P. Garcia, personal communication, May 19–29,
2022). Another important stakeholder is the mainstream media, which often depicts youth as

violent offenders. These portrayals of juvenile crimes cause many issues, especially among
underrepresented populations. For example, Black and Latino youth are considered a danger to
society outside the criminal and juvenile justice systems, including in public schools and
neighborhoods (Webb, 2017).
Youth imprisonment is more than just a failed policy. Their financial costs are massive. A
Justice Policy Institute (2015) analysis found incarceration costs vary by state but average $401
per day and $146,302 per year in each state’s high-cost facilities. When considering the length of
stay, 34 states report spending over $100,000 per youth incarcerated annually (Justice Policy
Institute, 2015). Incarceration has long-term detrimental consequences for young people whose
prospects are bleak. Long-term societal financial costs can be evaluated in terms of lost future
earnings, government tax revenue, and increased Medicaid and Medicare expenses (McCarthy et
al., 2016). The long-term social costs of incarcerating one adolescent each year in the United
States is projected to range from $8 billion to $21 billion (Justice Policy Institute, 2015).
Evidence has suggested institutionalized youth get into more significant trouble, commit
more serious crimes, are less employable, are more likely to fail in life, and are more prone to
pass their issues down to their children (McCarthy et al., 2016). Additionally, no national
statistic on recidivism exists because each state reports its own recidivism rate using different
definitions. However, youth incarceration may increase the chance of recidivism (McCarthy et
al., 2016). For example, Aizer and Doyle (2013) discovered incarcerating youth leads to
significantly lower high school completion rates and higher adult imprisonment rates, including
incarceration for violent offenses (Aizer & Doyle, 2013). Furthermore, incarceration was found
to be exceedingly disruptive for youth, drastically reducing the probability of returning to school

and, for the ones who do, significantly increasing the likelihood of being diagnosed with an
emotional or behavioral condition (Aizer & Doyle, 2013).
Conceptual/Theoretical Framework
According to Bronfenbrenner’s ecological systems theory, child development is a
complex system of relationships influenced by several layers of the surrounding environment,
ranging from intimate home and school settings to broad societal values, laws, and practices
directly affecting behaviors and outcomes (Psychology Notes HQ, 2019). As such, this
framework is useful in understanding the plight of Black and Latino youth living in zip code
90062 and attending George Washington Preparatory High School (GWPHS) who were formerly
incarcerated and the relationships with the various systems in which they are situated. These
systems include the microsystem, the smallest environment comprised of the child’s homes,
schools, peer groups, and community. The mesosystem combines the child’s microsystems
linking the home, school, peer group, family, and community. The exosystem refers to links
between two or more settings, one of which may not contain developing children but affect them
indirectly; and the macrosystem, the largest and most distant collection of people and places
influencing cultural patterns and values, especially dominant beliefs and ideas, including
political and economic systems. (Psychology Notes HQ, 2019). The ecological system theory
views individuals as active agents who interact with their physical, social, and cultural
environments; psychological factors must be considered alongside other environmental factors
(Sus & Drew, 2023).
The micro- and meso-systems are comprised of youth living in South Los Angeles and
attending GWPHS who are (a) English learners; (b) gang or juvenile justice system involved; (c)
face developmental or learning disabilities; (d) behind in academic achievement; or (e)

experienced various types of abuse and neglect, school disruption or truancy. These youth also
(a) live in low-income families, (b) live in single family households with non-English speaking
families, (c) experience child welfare system involvement, (d) reside it high-crime
neighborhoods, (e) are over-criminalized and over-policed, and (f) attend under-resourced
schools (Bryan, 2019; Children Defense Fund-California & California Youth Policy, 2015;
Dowshen, 2018; Kunz, 2017).
The proposed solution, Youth Empowerment Learning Collaborative (YELC) will
address these issues by providing individualized educational services in the form of afterschool
and weekend tutoring to formerly justice involved youth to improve academic achievement,
promote upward mobility, and reduce recidivism rates. This individualized plan considers the
youth assets, needs, risk-factors, support systems, and the community. In the exosystem, families
of the targeted population face uncertain and irregular employment, erratic work schedules,
shifting household composition, and frequent housing moves. These families also lack access to
transportation, education, childcare, health care, high-quality jobs, affordable housing near work.
They are often involved with the justice system and other changes that undermine the health and
well-being of their children (Merten, 2018; Umansky & Dumont, 2019). Given the
aforementioned challenges face by the targeted population, YELC will provide transportation to
and from its after-school program to help ensure youth are not excluded from services due
fluctuations in their parents’ schedules. YELC will also mirror the in-person programs online on
Saturdays for students who are unable to attend in-person. Additionally, YELC will provide the
necessary technological devices including access to reliable internet services to help ensure
accessibility.

Looking at the macrosystem, South Los Angeles communities, much like other low -
income neighborhoods with primarily Black and Latino residence, experiences over policing,
high arrest rates, overcrowded schools, community violence, lack of resources, social inequality,
structural racism, and obstacles to life’s necessities (Oglesby-Neal & Pettit, 2022; Fitzgerald et
al., 2019). Members of this group are often measured by the idea of the American dream that
assumes hard work, morality, and personal responsibility lead to financial prosperity. Thus, if
individuals are hurting financially, “they’ve done something wrong or aren’t working hard
enough.” And all too frequently, these expectations are viewed through a racist lens, perpetuating
destructive stereotypes (Hahn & Simms, 2021; Miller, 2020). To combat these challenges, YELC
will collaborate with community organizations such as Dreamers of South LA, Community
Coalition, Youth Justice Coalition, South Central Prevention Coalition, Urban Peace Institute,
Los Angeles Police Department, LAC Sheriff, and Coalition for Responsible Community
Development. Collaboration members will strategize to increase high school graduation rates,
community engagement, safety, jobs, and community awareness while reducing recidivism,
school dropout rates, community violence, harm, and gang involvement.
Project Description
YELC's afterschool program, a subset of the G.I.F.T.E.D. Foundation, a nonprofit 501 (c)
(3) organization, is a capstone project designed to serve formerly incarcerated Black and Latino
students living in zip code 90062 or attending George Washington Preparatory High School who
are at risk of academic failure and provide them with high-quality reading and math support
using Saga and Lexia PowerUp curriculums. These evidenced-based curriculums were chosen
because they are adaptable, can be individualized, and have been proven to increase math and
reading skills among youth of various backgrounds. An element of this program also includes

"vlogging," an intervention that will empower youth and reduce societal stigma by sharing
personal narratives that will be led exclusively by youth. Storytelling is a roadmap to
understanding others and helps us better understand ourselves (Santos, 2015). This kind of
socialization can help change people's negative self-views and heal the storyteller and others
(Substance Abuse and Mental Health Services Administration, n.d.). YELC will equip youth
with the skills needed for future success, including high school graduation, college attendance,
and employment opportunities. YELC’s goal is to disrupt mass incarceration by increasing high
school graduation rates, college attendance, employment opportunities, and self-awareness of
formerly incarcerated youth while decreasing the stigma often associated with members of this
population. The objectives of YELC are to provide a structure and safe environment for formerly
incarcerated youth, be a catalyst for high school graduation, college attendance, and upward
mobility through educational services. These objectives will be met through on-going
collaboration with activist community members, law enforcements, and change agents who are
the beneficiaries, users, and stakeholders.
Theory of Change
Behaviorism theory offers a framework for understanding the changes that occur when
individuals are introduced to new stimuli. Behaviorism theory views learning as a cause-andeffect mechanism, in which external factors cause a response, which over time becomes a
learned behavior (Duchesne et al., 2013, p.160). According to behaviorists, individuals may be
“trained” to alter their behavior and individuals ’behaviors are shaped by their experiences, or the
rewards and punishments they receive throughout life (Drew, 2023). Behaviorism theory, which
describes the process of change, enables examination into the elements causing high dropout and

recidivism and low graduation rates among formerly incarcerated Black and Latino youth living
in South Los Angeles.
YELC’s proposed solution, seeks to serve 20 formerly incarcerated Black and Latino
youth between ages 15–19. The services will focus on increasing high school graduation rates by
improving participants math and reading skills, increase college attendance and employment
opportunities, lower recidivism rates, heal from trauma through storytelling and successfully
reintegrate into their communities and achieve upward mobility. The YELC afterschool program
is innovative because it delivers individualized afterschool and online academic support
exclusively to former incarcerated Black and Latino youth living in South Los Angeles.
An innovative element of the program will include youth empowerment through the
sharing of personal narratives or storytelling through vlogging (i.e., creating a blog in video
form), led by students with parental consent. Because integrity, existence, and empathy are all
strengthened by storytelling, sharing individual experiences encourage self- and mutual
appreciation. Individuals develop courage and confidence by telling others about our stories
(Santos, 2015). Additionally, to know someone well is to know their stories, experiences, trials,
and turning points (Ibarra & Lineback, 2005). Storytelling is a roadmap to understanding others
and helps us better understand ourselves. This kind of socialization can help change people’s
negative views and heal both the storyteller and others (Substance Abuse and Mental Health
Services Administration, n.d.). Storytelling can also flip the existing public narrative, provide a
counter-narrative, forge a collective identity, and influence public opinion (Moyer et al., 2020).
Furthermore, stories speak to the culture, history, and values that unite people (Boris, 2017).
Services will be exclusive to formerly justice-involved youth without the associated stigma.
Some of the stigmas these young people face include being perceived as uncontrollable, violent,

troublemakers, and nuisances. These stigmas can result in negative consequences such as
suspensions, school absences, and lower grades (Harvey, 2021; Sinclair et al., 2017). The writer
believes that telling stories can help formerly incarcerated youth heal and bring attention to the
trauma they face before, during, and after being locked up.
Research has shown out of school programs or afterschool programs are generally
effective at generating the desired primary outcomes based on their content and execution
Mccombs et al.,2017). Afterschool programs are no longer just a safe, supervised place for
children after school; they have grown into valuable catalysts for assisting students in reaching
their true potential in school and life (O’Donnell & Ford, 2013). In addition to the data collected
from various stakeholders—including youth and families—revealing a need for a program like
YELC, because none currently exists; no cost to participants, small cohort sizes, flexibility in
learning; transportation; community collaborations; specialized tutors; and student and families
as active partners, the proposed goals are likely to be realized.
According to several studies, best practices programs for high school students should
include things like tutoring, homework help, and involving students in the development of
activities to get their opinions on program issues (Afterschool Alliance, 2009; Friedman &
Bleiburg, 2007). Furthermore, afterschool programs must be flexible with these students and
vigilant in their recruitment and retention (Holstead et al., n.d.). Considering the outline practices
and services offered, YELC solutions are in alignment with best practices. Please see Theory of
Change in Appendix B.
Solution Landscape
Several interventions have been created on the national and local levels to help allocate
access to quality education for incarcerated youth. Every Student Succeeds Act (ESSA) offers an

historic chance to enhance education, rehabilitation, and transition programs for incarcerated
youth throughout the United States. Title 1 Part D of the ESSA include goals to improve services
for justice involved youth including enhancing education for youth who are neglected and
abused (a) enhancing transition services to and from facilities that provide continued education
or employment, and (b) offering reentry support that encourages continuous family and
community engagement (ESSA, 2015). Unfortunately, juvenile systems vary by state, counties,
and possibly municipalities, which results in a lack of support for youth reentry. Presently, no
clear guideline for implementation exists and almost half of all states lack a centralized agency to
oversee youth transition (Puzzanchera et al., 2022). This fragmented system prevents
collaboration within juvenile justice agencies and among families, schools, and community
organizations that can promote successful reentry for youth (The Council of State Governments
Justice Center, 2015).
The Missouri model juvenile justice system in Missouri, known as the “Missouri
Miracle,” has worked for 30 years. Missouri’s system has several distinctive features: It consists
mostly of tiny facilities for 10–30 juveniles at places across the state to keep youth near to
family. These facilities do not resemble regular jails with traditional cells. They have a highly
qualified and educated staff that works in teams with small groups of young people. Youths are
treated with dignity and respect, and instead of more traditional penal tactics, the system employs
a rehabilitative and therapeutic model that teaches young people to achieve positive, long-term
behavioral adjustments. As a result, Missouri has some of the greatest outcomes in the country:
less than 8% of youth in the system return after their release, and less than 8% go on to adult jail.
One third of the youth return to their communities with a high school diploma or GED, while
another half return to school successfully (Wright-Edelman, 2018).

Central High School (Central High), a continuous enrollment alternative education school
and LAUSD largest dropout prevention program, is another example of engagement. Students
share smaller classes, receive individualized graduation plans, a standards-based A-G curriculum,
college counseling, and support for career and technical education. The A-G curriculum is a set
of high school classes students must finish (with a C or better) to be eligible for admission to the
University of California and California State University systems. Students are referred to Central
High by various agencies including LAC Probation Department (Central High, n.d.). Ninetyseven percent of Central High students are minorities and 81% come from poor communities.
The students ’math proficiency rate is 2%, reading proficiency is 16%, and graduation rate is
16% (U.S. News & World Report, 2022). Despite the various referrals and programs offered at
Central High, it is failing on students ’academic achievements, which could potentially create
further disruption of school and economic instability in these marginalized communities of color.
Homeboy Industries, another intervention, opened LAC’s first adolescent reentry
program in Boyle Heights in 2020 to keep gang-affiliated youngsters out of prison. Homeboy’s
Youth Re-Entry Center supports 100 formerly incarcerated or gang-involved individuals between
14–24 years old annually. The Center offers mental health, tutoring, college prep, and career
programs (National Gang Center, 2021). While this program has a successful track record in
improving the lives of youth, it is primarily focused on youth who are currently or were ganginvolved, thus excluding other juvenile offenders.
Additionally, afterschool educational support services designed to help students succeed
are located in or near the targeted community on local school property and are operated by the
LAUSD, the California Department of Education, local libraries, and County and City Park and
Recreation Departments (Office of Child Care, LAC, 2010). Such programs include 21st Century

Community Learning Centers (21st Century CLCs) that provide academic enrichment and
supportive services to disadvantaged kindergarten through 12th-grade students (Office of
Elementary and Secondary Education, 2020). Programs for Afterschool Education and Safety
(ASES), schools, and other community resources collaborate with California Department of
Education funds to provide literacy, academic enrichment, and safe, constructive alternatives for
kindergarten through eighth/ninth-grade students. ASES Programs are open for at least 15 hours
each week and until 6:00 p.m. on regular school days, while before-school programs are
available for one to two hours per day (California Department of Education, n.d.). The Beyond
the Bell program, a LAUSD subsidiary, contracts with various community-based organizations
such as LA’s BEST, Afterschool All-Stars, and others to provide before and after school services
throughout the district (Office of Child Care, LAC, 2010).
Other educational support services in zip code 90062 include Russel Westbrook High
School, which provides afterschool tutoring to its students. Here, the tutor–student ratio is 20 to
1. All students are welcome, but with a technology and media focus (delivered through a more
traditional curriculum), no specialized programs or accommodations exist for formerly
incarcerated youth (M. Barrios, personal communication, March 24, 2023). Similarly, another
local campus, Luskin High School, provides 1-hour afterschool tutoring services to all needbased students without providing any exclusivity to formerly incarcerated youth (D. Simpson,
personal communication, April 20, 2023). Other schools and potential competitors include
Westside Academy, which exclusively serves only students with special education needs.
Though its student population includes formerly incarcerated youth, its mission is to serve every
student with an IEP, regardless of the diversity of special educational needs. The school seeks to
enroll and serve everyone (M. Taylor, personal communication, March 30, 2023). Again, there is

no afterschool educational support here for formerly incarcerated youth. Another school,
Assurance Learning Academy, serves students between ages 14 and 24. This school provides
flexible educational support through workforce partnerships, primarily focusing on job training
and high school diploma attainment. Formerly incarcerated youth are again part of the lump sum
here. The school does not have an afterschool program, nor does it offer programs or services
that benefit members of the previously justice-involved population (A. Davis, personal
communication, March 16, 2023). Similarly, Free LA High School serves students ages 16–24
years old. This school provides an alternative to detention and incarceration, serves as an
educational site for youth who have been suspended or expelled from schools or districts, is a
school for youth returning home from lockups, and has a more respectful and smaller program
for youth who have left traditional schools. The curriculum trains youth in direct action
organizing, campaign research, media and communications, activist arts, public policy
development and advocacy, and transformative justice (to heal from and prevent violence)
strengthens youth leadership and improves core academic skills (Youth Justice Coalition, 2019).
Although this school offers programs that will benefit formerly incarcerated youth, it does not
provide afterschool and online tutoring services, neither does it exclusively serve formerly
incarcerated youth.
Prototype Description
YELC afterschool program is a capstone project designed exclusively for formerly
incarcerated youth to address the systemic educational issues in the LAC juvenile justice
facilities and its relationship to the Grand Challenges Within Social Work to Achieve Equal
Opportunity and Justice. Through targeted services designed to increase educational outcomes,
job opportunities, and upward mobility to formerly incarcerated Black and Latino youth living in

South Los Angeles, YELC’s programs align with the guiding principles of the Grand Challenge
to Achieve Equal Opportunity and Justice.
YELC seeks to serve 20 formerly incarcerated Black and Latino youth between ages 15–
19 living in zip code 90062 or attending George Washington Preparatory High School in Los
Angeles, California. Cohorts will consist of 10 in-person learners and 10 online learners. In
person services will be offered weekdays from 2 pm to 6 pm, and online services will be offered
on Saturdays from 9 am to 2 pm during the Los Angeles Unified School District (LAUSD)
academic calendar. Hours may adjust during the summer months to accommodate participants
who are out of school. YELC will recruit students from George Washington Preparatory High
School in Los Angeles using a current established connection, youth serving agencies, family
members, and word of mouth. Students will have the option of using YELC’s complimentary
transportation, which will be a 15-passenger van. YELC’s targeted population are comprised of
English learners, individuals with learning disabilities, and students testing below grade levels in
reading and math. As such, tutors will consist of bilingual special education teachers, and
graduate students majoring in English, math, engineering, and social work from local
universities.
The alignment of YELC afterschool program to its logic model and theory of change can
be seen in the strategic planning and implementation of the community and stakeholders’ needs
and concerns. The needs include, but are not limited to, need for quality academic support,
flexibility in schedule, easy access to learning, transportation, qualified staff, and safety. Because
members of the targeted population are often testing below grade levels, experience high dropout
rates, high unemployment or under employment, poverty rates, and high recidivism rates, the
theory of change assumes, by providing the necessary educational services, members of this

population can experience a positive change in outcomes. Please click link below to access
prototype: Protype Document.
Likelihood of Success
The National Afterschool Alliance (n.d.) suggest that afterschool programs keep kids
safe, motivate learning, and reassure working parents. They provide fresh learning opportunities
to help students succeed in school and life. Afterschool programs improve attendance, grades,
and graduation rates (Afterschool Alliance, n.d.). YELC will provide services to increase
learning, improve grades, graduation rates, college attendance, and employment opportunities.
YELC will also increase protective factors to prevent recidivism rates, violence, and improve
community safety by utilizing peer experts who are license to work in the community to broker
peace among individuals with gang affiliations.
The YELC afterschool program also aims to strengthen school, families, and community
collaborations to reduce drop-out and recidivism rates and increase family and community
engagement to collaborate on issues of safety. YELC will also strive to improve the relationships
between community members, youth, and families to strengthen protective factors and cultivate
harmonious community. Through measurable data collection and feedback from students,
teachers, administrators, and families, YELC, along with the community and stakeholders, can
disrupt low-education achievement, school dropout, and the revolving door of mass
incarceration, and promote upward mobility through education.
Methodology
Design thinking methodology, a human-centered approach to innovation, was used to
understand the problem, examine a range of viable solutions, and iterate extensively through
prototyping with an end goal of implementation through standard deployment mechanisms

(Linke, 2017). The writer engaged in ethnographic study, a qualitative research method that
entails immersing oneself in a certain group or institution to observe their actions and
interactions up close and to obtain a thorough grasp of a group’s common culture, norms, and
social dynamics (Caulfield, 2023). Data collected were then used to map the community
members or group experiences in the first phase (i.e., journey mapping, a document constructed
with actual users’ perspectives to provide a graphical representation of users’ problems and
experiences at different stages to help inform a meaningful value proposition for users;
Calabretta & Gemser, 2016; Howard, 2014), a component of YELC’s intervention. The writer
discovered an opportunity to increase high school graduation rates and decrease recidivism
among formerly incarcerated youth in LAC. The project’s goal was to address the question,
“How can community members help formerly incarcerated youth earn a high school diploma and
reduce recidivism rates?”
The writer drafted a design plan using data from various sources including Office of
Juvenile Justice and Delinquency Prevention, California Department of Education, Justice Policy
Institute, Los Angeles Unified School District, Los Angeles Court Schools, Los Angeles
Probation department, novels, documentaries, news articles, research articles, and white papers.
Secondary data were collected from 75 stakeholders including individuals who were incarcerated
in Los Angeles County as youth, families of incarcerated youth, teachers, administrators,
probation officers, youth serving agency personnel, community members, clergy, local business
owners, social workers, and victims of crime committed by youth. The participants represented a
wide range of functions, views, and experience levels.
The participants were diverse in terms of functions, perspectives, and experience bases.
Interviews were analyzed to gain greater insight regarding stakeholders’ view on youth

incarceration and the lack of access to quality education while incarcerated. QDA Miner
software was used to analyze and code the data. The opinions of the respondents manifested
themselves as major themes that led to subthemes. Secondary data collection was based on
interview questions along with an option for respondents to provide additional comments or
concerns. A copy of participants’ interview questions can be found in Appendix F.
The prototype’s second phase included ideation tools (e.g., brainstorming and concept
development methodologies) informed by data collected from youth, families, paraprofessionals,
and other community stakeholders and focused on perceptions of incarceration, lack of
resources, poverty, neighborhood characteristics, and over-policing. Brainstorming allows people
to generate thoughts and ideas that can be developed into problem-solving solutions (Mind
Tools, 2023). Through guided discussion, the writer gained insight, extracted new ideas, and
developed the design criteria consisting of a multidisciplinary, multiagency team of stakeholders,
including youth and families participation. The third phase of the prototype combined additional
data from students, families, teachers, school administrators, paraprofessionals, and community
members. The group decided that YELC should implement academic support in the form of an
in-person afterschool program and online on Saturdays.
Design Criteria
YELC’s After School program is a human centered design that must provide flexible
academic support in the form of tutoring to Black and Latino youth who were formerly
incarcerated and live in South Los Angeles and a safe space for youth to tell their stories through
vlogging. YELC could help lower drop out and recidivism rates, reduce stigma associated with
youth incarceration, increase college attendance and employment opportunities. It should
increase math and reading levels, increase high school graduation rates, increase self-efficacy,

and awareness about education in the juvenile justice system. It should also increase community
advocacy, cohesion, and collaboration. YELC will strive to ensure that it does not cause
additional harm or create stressors for stakeholders and beneficiaries. Will not charge for
services or engage in punitive disciplinary actions.
Market Analysis
While there is academic afterschool support available to students in the targeted zip code
90062 and surrounding areas, none of these programs provide academic support exclusively to
formerly incarcerated Black and Latino youth in the manner YELC will. Whereas YELC will
ensure a two to one student–tutor ratio, other afterschool programs class sizes are larger, at times
20 students to one tutor. Furthermore, YELC will afford tutors who are paraprofessionals or
special education teachers, will provide online options, and will offer vlogging opportunities to
youth, features that are not available at other afterschool programs.
Financial Plan and Implementation Strategy
Youth Empowerment Learning Collaborative (YELC) Afterschool Program is a subset of
G.I.F.T.E.D Foundation, a nonprofit 501c3 organization. This nonprofit aims to increase math
and reading scores, highs school graduation rates, and reduce recidivism among formerly
incarcerated Black and Latino youth living in zip code 90062 in South Los Angeles or attend
George Washington Preparatory high School. Considering the spending requirements, substantial
funding will be needed for this program. To support the start-up period, YELC will receive two
grants, one from U.S. Bank in the amount of $44,000 and the other from the American Express
Community Giving for $50,000. The long-term strategy for revenue generation includes federal
grants, two annual fundraisers, and individual donations. In YELC’s first full year of operation,
the majority of its $756,200 in projected revenue will be provided by the United States

Department of Education and grants from the Office of Juvenile Justice and Delinquency
Prevention (2020). In addition, YELC will seek to partner with Social Venture Partner to
generate revenue. This group offers nonprofits unrestricted financial support, one-on-one
counseling with leaders, training and seminars, brand assessments, and business evaluation
(Social Venture Partners International, n.d.); and with the Walmart Foundation, which funds
economic development and in underserved communities (Philanthropy News Digest, 2020). A
detailed description of the revenue plans is also included in the attached budgets and narrative,
see table 2 for a summary of the startup and year one budget.
Implementation Strategy: (Table 1)
Tasks Target
completion date
Who is
responsible for
ensuring
completion?
How will it be
done?
What resources
are required and
where will they
come from?
How will
progress and
success be
monitored and
measured?
YELC’s preimplementation
Hire and train
staff
August 14, 2024
June 3, 2024
YELC’s
Administrator
YELC’s
administrator
Hire realtor to
secure location
and secure
necessary
funding and
licensing.
Recruitment will
occur at various
high school
throughout local
school districts,
University of
California Los
Angeles UCLA,
and University
of Southern
California.
Office and
classroom
furniture and
supplies,
computers,
cameras,
insurance,
security, food,
toiletries. Items
will be acquired
through grand
funding,
fundraisers and
individual
donations.
Flyers
distribution be at
local school
districts, UCLA,
USC,
community
organizations,
youth serving
agencies, and
online job
postings.
Progress will be
measured by
weekly
communication
with realtor and
staff regarding
status of
location, grant
funding, and
donations
received.
Success will be
monitored by the
number of
qualified
applicants and
clear
understanding
and ability to
effectively
utilize
curriculum.

Recruit students May 1, 2024 YELC’s
administrator
and staff
YELC will
distribute flyers
throughout the
community
including youth
serving agencies,
churches, and by
speaking directly
to school
administrators
and staff about
the program.
YELC’s
administrator
will speak with
school
administrators,
and flyers will be
generated,
printed and
distributed by
YELC staff.
Success will be
measured by the
amount of youth
enrolled and
academic
achievement
through baseline
and quarterly
assessments in
addition to
progress reports
and report cards.
Method for Assessment of Impact
YELC’s program impact will be measured with curriculum assessments, including a
baseline assessment, students report cards, self-report high school graduation rates and
recidivism rates. YELC’s staff will also engage teachers, administrators, and family members in
ongoing communication to get feedback regarding youth’s overall performance including selfawareness and self-esteem issues. Furthermore, when collaborating with stakeholders, including
families and youth, YELC will tap into their networks and make use of the connections they
have established to uncover real-life stories to develop the most effective messaging regarding
YELC’s available services.
Stakeholders Engagement Plan
Convincing evidence has suggested community participation initiatives (e.g.,
collaborating with stakeholders including families and youth) improve several outcomes across
various settings (Eve et al., 2015). YELC will tap into their networks and make use of the
connections they have established to uncover real-life stories to develop the most effective
messaging regarding available services. YELC will create a mutually beneficial collaboration by

providing flexible and adaptable useful information for its stakeholders and providing the
community with financial contribution, pro bono work, and volunteering. This collaboration will
strengthen communities and community-based agencies, provide and receive referrals, and
support stakeholders in addressing community concerns including academic challenges by
creating a supportive climate and meeting its youth’s academic and social needs.
Communication Strategies
YELC will create a mutually beneficial collaboration by providing flexible and adaptable
useful information its stakeholders can use, providing financial contribution, pro bono work and
volunteering. This collaboration will strengthen communities and community-based agencies,
provide opportunities for referrals, and support stakeholders in addressing community concerns
including academic challenges by creating a supportive climate and meeting youth and academic
and social needs. Furthermore, YELC will use its connection at George Washington Preparatory
High School, local organization, and community events to distribute flyers to families and youth.
The flyers will be written in both English and Spanish describing the services, locations, contact
information, hours of operation, and eligibility requirements. YELC will addresses cultural
beliefs and values to recruit, enroll, engage, and retain families.
Implementation Plan
The Exploration, Preparation, Implementation, and Sustainment EPIS Framework will
guide the implementation plan for this capstone project. Please refer to Appendix D for possible
barriers in this framework's inner and outer context. In the exploration phase, the writer gathered
extensive data from stakeholders, beneficiaries, competitors, empirical research, youth services
agencies, novels, documentaries, news articles, research articles, and white papers. Seventy-five
stakeholders—including youth incarcerated in Los Angeles County, their families, teachers,

administrators, probation officers, youth-serving agencies, community members, clergy, local
business owners, social workers, and victims of youth crime—provided secondary data.
Participants had diverse roles, perspectives, and experiences. Results from data revealed a need
for academic support for formerly incarcerated Black and Latino youth living in South Los
Angeles. In the Preparation phase, the writer explored ways YELC could provide a quality
afterschool program in South Los Angeles for the targeted population mentioned above and
assessed the potential implementation challenges that could arise. While the implementation
phase is not yet underway, the author anticipates implementing the activities outlined in the logic
model during the implementation phase and, through iterations, determine which activities are
best suited to meet the targeted population's needs and which activities require modification. In
the sustainment phase, the writer will assess and continue to secure additional funding, engage in
ongoing dialogue with stakeholders and beneficiaries to get feedback and insight regarding
YELC’s strengths and weaknesses, and make the appropriate corrections when necessary.
YELC’s Budget
At the summary stage, the immediate plan for the first couple of years necessitates
approximately $94,000. More precisely, the program’s first 3 months of startup and first full year
of operations are outlined in Table 2. Most of the expenses incurred during the program’s startup activities involve hiring the management team and staff, professional training, and purchasing
office furniture, equipment, and computers. Please see YELC’s line-item budget in Appendix E.
Table 2
YELC’s Start up and Year 1 operating budget.

Challenges and Limitation
Funding for starting and 1st-year fees are main obstacles to the YELC afterschool
program. The grant procedure takes time, and most of the generated revenue is reliant on grant
funding to scale. YELC will engage in mutually beneficial collaborations with other community
agencies to share resources, participate in fundraising efforts including seeking individual
donations and using the writer’s own funds to implement the program. Another challenge that
YELC might face has to do with societal stigma about the targeted population. Studies have
shown that juvenile offenders are sometimes characterized as “brutally remorseless” and
described as “super predators.” (Bell, 2015). This demeaning portrayal of youth offenders makes
it difficult for members of society to perceive them as anything other than monsters, perpetuating
a system that punishes them as such (Rodgers, 2022). YELC will address this issue by
rehumanizing these youth and model the way they should be treated by acknowledging that
youth offenders can be rehabilitated into productive members of society and instead of a system
that sees them as monsters. This effort will include hosting and attending community events that
address the issue of youth incarceration, sharing data regarding the ineffectiveness of the juvenile
justice system, and using former incarcerated youth to help educate the community about their

needs, challenges, and successes. The writer will use leadership strategies such as authenticity
and self-awareness, even if it means being vulnerable or making mistakes, to generate trust,
productivity, and a pleasant environment. The writer will ensure offered activities align well with
the company’s values and mission, will be flexible to be effective and efficient, and will be
competitive and demonstrate the capacity to care and exhibit compassion. As a leader, the writer
will demonstrate good critical thinking, problem solving, and ethical behavior, identify
developments that necessitate an inventive response, and strategically disseminate information
about unmet needs and program successes. Furthermore, the writer will engage with individuals
and institutions to reach innovative compromises and win-win scenarios, oversee resource
consumption to ensure that it aligns with the organization’s objectives, and create and implement
a successful fundraising strategy that incorporates a diversified funding mix and a strong
marketing focus.
Ethical Considerations
Formerly incarcerated youth, families, community members, activists, and community
organizers are among the users who are also beneficiaries and stakeholders of the YELC
afterschool program. They are experts on issues around community strengths, needs, education
and juvenile justice issues. They are, however, the voices that are silenced in discussions.
Because beneficiaries and stakeholders can affect and/or may be affected by an organization’s
operations, products, or services, inclusion means more than just involving stakeholders. The
inclusion concept advocates that stakeholders participate in problem identification and solution
management. It entails collaboration at all levels, and an organization should build a governance
framework to obtain better results (Camargo, 2019). The writer believes that hearing the
stakeholders and beneficiaries’ voices is critical to providing them with the services they need

while equipping them to help alleviate the Grand Challenge, Achieve Equal Opportunity and
Justice, fight for education reform, and address many other social injustices and inequalities that
plague our world today. Possible negative consequences from this inclusion involve receiving
unfavorable attention. Since advocates are outspoken about problems and use pressure to attain
their objectives and address individuals, they believe are detrimental or publicly exposing bad
practices, their forthright attitude can be perceived as harmful agitators by others, these
perceived detrimental individuals might lose friends and run into problems with relatives or
might receive a barrage of obscene remarks. (Chen-Carrel et al., 2021; Hoefer, 2019).
The writer applied design justice principles in this capstone design by centering the
voices of those directly impacted by outcomes of the design process (Design Justice Principle 2);
prioritizing design’s impact on the community over the intentions of the designer (Design Justice
Principle 3); and by seeing the role of the designer as a facilitator rather than an expert (Design
Justice Network, 2018). These principles were adhere to by allowing stakeholders and
beneficiaries to outline their needs and desires for themselves and community to the designer;
allowing the stakeholders and beneficiaries to determine the impact of the intervention they
would like to see, and recognizing the stakeholders and beneficiaries as the individuals with
lived experiences, who knows what works and what does not work, how the intervention should
be carried out and the best place to implement the intervention.
Conclusion and Implication
The mass incarceration of youth throughout the United States including Los Angeles
County has a detrimental effect on life outcomes for youth, particularly Black and Latino who
are often overrepresented within the justice system (Kids Data, 2020; Mendel, 2023). Most youth
come from low-performing schools and test years behind their age-equivalent classmates (Youth

Law Center, 2016). These youth experience adverse effects during and upon release from
incarceration such as being deprived of adequate access to education and religious, physical, and
mental health services while incarcerated (Office of Attorney General California, 2021) and high
school dropout and recidivism rates, lower unemployment, or underemployment (Herz et al.
2021; Youth Law Center, 2016).
This capstone project is innovative because it serves as a bridge to exclusively help
formerly incarcerated Black and Latino youth achieve academic success through math and
reading tutorial. Another intervention includes youth empowerment through the sharing of
personal narratives or storytelling through vlogging (i.e., a blog in video form), led by students
with parental consent. Unlike most afterschool programs, YELC will center the voices of youth
and their families in planning and implementing services. This intervention will utilize certified
special education teachers and paraprofessional to provide tutoring services, and license gang
intervention specialist to facilitate safety and peace in the community. It will also offer an online
component that mirrors the in-person learning on Saturdays for youth who are unable to attend in
person. All services including transportation will be free and located within the community near
public transportation. If YELC can build a bridge and demonstrate that this intervention provides
an alternative to high school dropout and recidivism rates, increase college attendance,
employment, and upward mobility it can become a catalyst for change in the way we educate and
support youth who are formerly incarcerated.
The strategy for advancing the next steps is to test and scale the YELC afterschool
program organically by using feedback from the community to assist the program implementors
in developing effective measures to increase academic outcomes for Black and Latino youth who
were formerly incarcerated. As service gaps arise, YELC will seek out additional collaborators

that are suited to help fill the gaps. YELC will use its stakeholders to build stronger coalitions
locally and nationally and provide education about the collective trauma experienced by Black
and Latino youth and families before, during, and post incarceration.

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minority youth. Juvenile Justice Information Exchange. https://jjie.org/2017/01/25/howthe-media-contributes-to-the-disproportionate-confinement-of-minority-youth/
Wright-Edelman, M. (2018, May 21). Juvenile justice reform: Making the missouri model and
American model. Children Defense Fund. https://www.childrensdefense.org/child-watchcolumns/health/2010/juvenile-justice-reform-making-the-missouri-model-an-americanmodel/?gclid=EAIaIQobChMI_eejlYr6_gIV7QKtBh1A2w9_EAAYASAAEgJ_q_D_Bw
E
Youth Justice Coalition. (2019). Escaping the school-to-jail track. https://youthjusticela.org/freel-a-high-school/

ZipRecruiter. (2023). Afterschool program teacher. https://www.ziprecruiter.com/Salaries/AfterSchool-Program-Teacher-Salary-in-Los-Angeles,CA

Appendix
Appendix A. YELC Afterschool Program Logic Model
INPUTS ACTIVITIES OUTPUTS SHORT-TERM
OUTCOMES
MID-TERM
OUTCOMES
LONG-TERM
OUTCOMES
-Community buyin
-Black & Latino
youth
-Families
-Location/furniture
-Transportation
-Tutors/Staff
-Funding
-Flexible schedule
-Collaborators
-Curriculum
-Liability
Insurance
-Ongoing
discussion with
community
members
-Actively recruit
youth through
community
organizations,
churches, schools,
& community
members
-Hire realtor and
secure accessible
building in
community
-Purchase van
-Recruit certified
special education
teachers and
paraprofessionals
-Apply for grants,
engage in
fundraising
efforts
-Collaborate with
other organization
-Provide inperson and online
tutoring services
-Adaptable
curriculum that is
align LAUSD
curriculum
-Secure liability
insurance
companies to
protect
participants, staff,
and property
-Community
engagement and
buy-in
-Youth enrolled
in program
-Location in the
community near
access to
transportation
-Provide
transportation to
and from program
-Hire experienced
teachers and
skilled
paraprofessionals
-Adequate
funding to sustain
program
-Sharing of
resources and
information with
other
organization
-Youth
participates in
learning that fits
in their schedule
-Individualized
and targeted
learning
-Participants,
staff, and
property are
covered.
-Small positive
changes in
community
-Increase in math
and reading skills
-Youth access the
program by walking
or utilizing YELC’s
van
-Tutors are
supportive and youth
are engaged in
learning
-Youth vlogged
about their lives
-Focus on funding
for current program
-Strengthen
collaboration with
other agencies and
community
-Youth utilizes the
program when
schedule permits.
-Insurance company
is engaged in waiting
and seeing how
things progress.
-Increased
program
engagement form
community
-Actively
engaged in school
and performing at
expected grade
levels
-Meaningful
relationships
between youth
and tutors.
-Youth are more
vocal about their
journey through
vlogging.
-Youth feels a
sense of
belonging and
connection with
staff and each
other
-Societal views
about youth starts
to shift in a
positive way
-Focusing on
additional
funding to scale
program
-Partner with
other community
organizations
-Youth dedicate
time to participate
in program
-Insurance
company is more
confident about
providing
coverage.
-Community actively
promote program
-Increased high
school graduation,
college attendance,
and employment
opportunities
-Youth self-esteem
and awareness
increases.
-Stronger and
healthier families
and communities
-Reduction in
societal stigmas
-Society buy-in to
the effectiveness of
the program
-Available funding to
scale due to program
effectiveness.
-Increase partnership
and presence locally,
nationally, and
globally
-Model for other
programs

Appendix B

Appendix C: Design Criteria
CRITERIA WIDER OPPORTUNITY SPACE
Must Do Provide flexible academic support in the form
of tutoring to Black and Latino youth who
were formerly incarcerated and live in South
Los Angeles. Additionally, provide a safe
space for youth to tell their stories through
vlogging.
Could Do Help lower drop out and recidivism rates,
reduce stigma associated with youth
incarceration, increase college attendance and
employment opportunities.
Should Do Increase math and reading levels, increase
high school graduation rates, increase selfefficacy, and awareness about education in the
juvenile justice system. It should also increase
community advocacy, cohesion, and
collaboration.
Won’t Do Will not cause additional harm or create
stressors for stakeholders and beneficiaries.
Will not charge for services or engage in
punitive disciplinary actions.

Appendix D
YELC’s Afterschool Program inner and outer contexts barriers using the EPIS Framework
Exploration
Outer context barrier
Sociopolitical
- Transportation
- Language challenges
- Family schedules
- Students work schedule
- Lack of community
buy-in
Outer context facilitator
- Interorganizational
collaboration
- Collaboration with
community leaders and
faith-based organizations
to help with buy-in
- Free transportation
- Bilingual tutoring
- Online options to help
increase youth access to
the program.
Inner context barrier
Individual adaptor
- Tutor and staff buy-in
to program services
- Un-motivated students
Inner context facilitator
Individual adaptor
characteristic (Readiness
for change)
- Used current data and
training to get staff buyin regarding the
importance of the
intervention
- Incorporate interestbased learning to help
engage un-motivated
students
Preparation
Outer context barrier
Funding
- lack of funding for
after-school activities
- hiring and/or
retention of personnel
Outer context
facilitator
Inter-organizational
collaboration
- Collaborate with
other community
organizations, schools,
and universities to
recruit teachers at a
higher pay scale
- Diversify funding
streams to include
grants, individual
donations, and
fundraisers.
Inner context barrier
Leadership
- Lack of support from
supervisor
Inner context
facilitator
Leadership
- Supportive leader
that can provide
ongoing training and
support to tutors to
increase capacity
building and
empowerment.
Implementation
Outer context barrier
Sociopolitical
- Change in federal
funding guidelines
after YELC’s program
is implemented
Outer context
facilitator
Funding
- YELC can engage in
marketing and
community outreach
when funding is
available to do so.
- Collaborate and
partner with other
community agencies
and share resources
Inner context barrier
Individual adapter
characteristics
- Youth feeling as
though they lack a
voice
Inner context
facilitator
Culture and climate
- Hiring staff that
represents the
community they are
serving
- Actively engage
youth’s voice in their
learning and support
the creation of youthled programs
Sustainment
Outer context
barrier
Funding
- A lack of year-to-year
funding, transportation
costs, less community
partnerships, and
problems diversifying
funding streams
Outer context
facilitator
Funding
- Hire a fundraising
coordinator who knows
how to utilize private
and public money and
grant cycles, maintain
on-going and establish
new partnerships and
buy-in from numerous
stakeholders
- Effectively promote
YELC’s services and
engage in fundraising
efforts.
Inner context barrier
Organizational
culture
- Youth are least likely
to attend afterschool
programs due to family
obligations or work
schedules.
Inner context
facilitator
Leadership
- Offer less structured
activities, and online
learning options to
help increase
enrollment and sustain

Appendix E
Youth Empowerment Learning Collaborative Afterschool Program Start-up Budget
May 1, 2024, through July 31, 2024
Category
$'0
(000's)
Revenue
American Express Community Grant $50,000
U. S. Bank Community Possible Grant $44,000
Total Revenue
EXPENSES
Personnel expenses
wages and salaries
Program Administrator $18,900 $6,300 per month for 3 months
Administrative Assistant $7,500 $2,500 per month for 3 months
1 Fundraising Coordinator $12,000 $4,000 per month
1 Fundraising staff $9,600 $3,200 per month
Sub-Total $48,000
Benefits $14,400 Benefits calculated @ 30% per employees
Total personnel expense $62,400
Other Operating Expense
3 laptop computers $3,000 laptops are for staff @ $1,000 each
20 laptop computers $9,000 laptops are for students @ $450 each
1 desktop computer $500.00
1 laser printer $150.00
4 Microsoft Office Software $1,200
Professional Training $1,000 One initial training for tutors

Phone & Internet services $450 $150 per month x 3 months
Property Rental $7,500 Rent is calculated at $2,500 per month
Utilities $1,125 Calculated at $375 per month
Postage $525
Office Supplies $1,550
Cost includes pens, paper, pencils, post-it, stapler, staples, note
pads, white-outs, paper clips, bulletin board, and printer cartridges,
3, 6-feet wooden tables $460
10 student chairs $500
4 office desks $2,400 Cost calculated @ $600 per desk
4 office chairs $800
Property insurance $1,440 Cost calculated at $480 per month
Total Other Operating Expense $31,600
Total Expenses $94,000
SURPLUS/DEFICIT $0.
To open file, please right click and click open.
Youth Empowerment Learning Collaborative Afterschool Program
Year 1 Budget, August 1, 2024, through June 30, 2025
Category $'s (000's)
REVENUE
OJJDP $450,000
California department of
Education $150,000
U. S. Department of
Education $100,000 .
Fundraising $56,000
Individual Contributions $2,500

Total REVENUE $758,500
EXPENSES
Personnel Exp
Wages/Salaries
Program Administrator $75,600
Administrative Assistant $38,400
1 Master Tutor and four
additional tutors $222,000
This position is for part-time master tutor and four part-time tutors.
Master tutor will support and train tutors and execute strategies to
increase reading and math scores among youth.
1 Fundraising Coordinator
and 2 staff $126,800
This position is for one full time fundraising coordinator who will
support fundraising staff and execute strategies to increase
donations and two fundraising staff who will identify potential
donors and plan fundraising campaigns.
Sub-Total $462,800
Benefits
$89,656.08
Fringe benefits are calculated at 30% per employee and includes
FICA, Health Insurance, Workers Compensation, and
Unemployment Compensation
Total Pers. Exp $552,456
Other Operating Exp
Laptop computers $5,000 5 laptop computers @ $1,000 each
Office Supplies
$5,400
Cost includes pen, pencils, paper, post-it notes, staplers, staples,
notepads, white out, paperclips, bulletin boards, toner, printer
cartridges and inkjet ink.
Cellphones $10,260.00
Cost includes 9 cellphone service contracts @ $75 each per
month and 9 Verizon hotspots @ $20 each per month.
Property and Professional
Liability Insurance $12,660
Costs include property insurance @ $480 x 12, and professional
liability insurance @ $575 x 12
Professional Training $30,000
This cost includes professional training activities to enhance staff
performance and competencies.
Marketing $10, 800
Payroll Services $5,700
Postage $3,600 This covers the cost of stamps and mailing envelopes

Office furniture $5,700
This includes 6 office desks @ $600 each, 6 office chairs @ $200
each, and 3 file cabinet @ $300 each
1 desk top computer $500
1 laser printer $150
Property rental $30,000 $2,500 month x 12
Utilities $4,500 $375 month x 12
Licenses and fees $2,000
Food $12,000 This includes cost for snacks $1,000 per month x 12 months
Microsoft Office Software $1,800 6 Microsoft office software @ $300 each
Total other operating
expenses $140,070
Total Expenses
SURPLUS/DEFICIT $65,974
To open file, please right click and click open.

Appendix F
Participants Interview Questions
1. Is youth incarceration a concern in your community?
2. What factors do you believe contribute to youth incarceration in your community?
3. Do you believe that youth can be rehabilitated while incarcerated?
4. Please share your views on how a youth should be treated after incarceration.
5. Have you been impacted by the juvenile justice system? If so, in what way?
6. Is youth educational attainment during incarceration a concern for you? If so, please
explain.
7. Are you a victim of crime? If so, please explain.
8. Please share your thoughts on youth school attendance and education attainment after
incarceration.
9. To what extent do you believe youth are supported after being released from
incarceration?
10. Do you believe that mass incarceration is an issue in your community? If so, in what
ways.
11. What strategies can be taken to help youth academically after release?
12. Would you be willing to be a part of creating a solution to help youth transition
successfully in school after release?
13. Where can a person gain further knowledge about the impact of incarceration in your
community.
14. Is there anything else I should know that I did not ask?

Abstract (if available)

Abstract African American and Latino youth under the control of the Los Angeles County (LAC) juvenile justice system lack access to quality education during incarceration (LAC Probation Oversight Committee, 2022). The LAC Probation Department operates juvenile court schools for youth who are in detention to keep them on track for community educational re-entry. These students typically come from low-performing schools and test years behind their peers. Thirty percent of incarcerated youth require special education services, with two of every five coming from homes where English is not the predominant language. In 2021, 3,672 LAC youth were incarcerated, of whom 96% were Black and Latinos combined. Findings have shown a strong correlation between the lack of access to quality education during incarceration to higher school dropout rates, recidivism, underemployment, unemployment, poverty, and poor health outcomes.

Youth Empowerment Learning Collaborative (YELC) Afterschool Program is a capstone project designed exclusively for formerly incarcerated youth to address the systemic educational issues of the LAC juvenile justice facilities. It is related to one of the Grand Challenges within social work, Achieve Equal Opportunity and Justice. An element of this program also includes vlogging (i.e., an intervention to empower youth through the sharing of personal narratives or storytelling) that will be led exclusively by youth. This innovative project can positively impact the future of formerly incarcerated youth, reduce societal costs by helping youth earn a high school diploma, lower recidivism rates, encourage healing from trauma through storytelling, facilitate successful reintegration into their communities, and inspire independent, productive living.

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Asset Metadata

Creator Latchman, Verna M. (author)

Core Title Youth Empowerment Learning Collaborative After School Program

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Degree Conferral Date 2023-12

Publication Date 10/02/2023

Defense Date 07/25/2023

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag access to education,juvenile justice,Los Angeles County Juvenile Justice System,marginalized youth,OAI-PMH Harvest

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Latchman, Verna M. (committee chair)

Creator Email vmlatchman@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113719163

Unique identifier UC113719163

Identifier etd-LatchmanVe-12410.pdf (filename)

Legacy Identifier etd-LatchmanVe-12410

Document Type Capstone project

Format theses (aat)

Rights Latchman, Verna M.

Internet Media Type application/pdf

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Source 20231004-usctheses-batch-1100 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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Repository Name University of Southern California Digital Library

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