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Enhancing educational opportunities for families of low-income urban communities

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Enhancing educational opportunities for families of low-income urban communities

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Content Running head: ENHANCING EDUCATIONAL OPPORTUNITIES

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Enhancing Educational Opportunities for Families of Low-Income Urban Communities

Ashley Carver

A Capstone Project submitted in consideration for the degree of
Doctor of Social Work
University of Southern California
Suzanne Dworak Peck School of Social Work

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EXECUTIVE SUMMARY
The Grand Challenge, which is the focus of this Capstone Project is: Achieving equal
opportunity and justice with a focus on opportunities for quality education and employment for
Black children and youth and their parents (American Academy of Social Work and Social
Welfare, 2017).
Black students living in high poverty urban communities underachieve educationally in
comparison to their white peers (Sacks, 2006) Educational achievement is directly related to
impoverished neighborhoods, income inequality, and a lack of community support (Cook, 2005).
The educational achievement gap refers to racial disparities in academic achievement and the
fact that Black students lag behind their white peers in terms of school readiness, standardize test
results, educational completion, and grades (Sacks, 2006).
The proposed solution to this problem will be the development of Legacy Academy, an
inter-organizational community-based learning program in which school aged students and their
parents will be able to attend simultaneously. The overall goal of Legacy Academy is to aid in
ending intergenerational poverty and to be a community collaborative solution with partners
joining community members from government (County and State), private and nonprofit
agencies, the faith-based community and the business community. The community and partners
realize that so far, the inability to close the achievement gap requires a committed collaborative
effort of all of the partners. Legacy Academy will be located in the West End area of Atlanta,
Georgia; a low-income urban community that the entire family can benefit from.
Legacy Academy will provide necessary resources to assist families to attain a higher
level of education and develop the necessary skills needed to earn competitive jobs in the work
environment and to earn wages that will raise the family above the poverty level.
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Outside the scope of Legacy Academy are parents/students struggling and needing
assistance to help meet their holistic needs. The collaborative efforts of Legacy Academy will
contribute to the quality of their lives and their financial independence. Legacy Academy is
innovative in that it is a comprehensive model that focus on educating the entire family in a
collaborative effort in a one-stop-shop. The overall goal of Legacy Academy is to work with
both school aged students as well as their parents simultaneously, providing not only educational
and job training, experience and placement opportunities but also to meet social and emotional
needs. This collaborative in community effort, will lead to closing the achievement gap and
aiding in ending intergenerational poverty.
Legacy Academy is innovative because it is introducing a deviant norm around the issue
of the achievement gap and income inequality; in competition with the predominant norm of
traditional education, adult learning centers and a lack of community resources. Legacy
Academy’s goal is to make the deviant norm the predominant norm to close the achievement gap
and end poverty. The purpose of this project is to link social, emotional, societal, and family
influence with a community based comprehensive model in order to disrupt the educational
system and current employment practices.

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CONCEPTUAL FRAMEWORK
Statement of Problem
Black students living in high poverty urban communities underachieve educationally in
comparison to their white peers. The Legacy Academy addresses on of the Grand Challenges of
Social Work, achieve equal opportunity and justice (American Academy of Social Work and
Social Welfare, 2017). The Grand Challenge speaks to the country’s need to end racial prejudice,
strengthen families and the need to create a society of equality. Today, the idea of the American
Dream is reachable for some people, but not all; is this just? According to James Truslow Adams
(1931) "life should be better and richer and fuller for everyone, with opportunity for each
according to ability or achievement" regardless of social class or circumstances of birth (p.214-
215). The American dream to have a family, a house with a white picket fence, and a job that
pays livable wage is more uncommon, than it is common; it is a dream. Correctly stated our
country is not seen as a place for opportunity, especially when educationally the United States is
ranked mediocre in comparison to other countries (Desliver, 2017). In America, achieving
academically compares with success; however, there are tremendous gaps in academic
achievement and incomes as it relates to Black children and families today (Desliver, 2017).
Blacks are still at a disadvantage educationally with innumerable issues that hinder
success; personal/emotional factors, family factors, social/environmental factors, school factors,
political factors, employment opportunities and poverty (Cook, 2005). In spite of the expectation
that education is an outcome of “freedom”, the problem is that many impoverished communities
lack the quality and quantity of resources to support access to a free public education as
compared to their white counterparts. Education inequality in America is tone of the sources,
triggering under developed training and occupational skills and the ability to pursue higher
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education contributing to the achievement gap, which directly impacts low income and minority
students.
Literature and Practice Review of Problem and Innovation
According to Weldon (2017), “nearly 55 years after the landmark Brown vs. Board of
Education (1954) case, a majority of African-Americans in this country are still not graduating
from high school. (pg. 1).” As stated in The Impact of the Academic Achievement Gap on the
African American Family: A Social Inequality Perspective, the vulnerabilities of Black students
in educational institutions are created to a high level by the conditions of social status in the
community. The unfavorable social conditions associated with the gap in education are poverty,
discrimination, social drawbacks and institutional barriers (p.51). While social disadvantage may
be the result of concern for educational achievement for Black students; Constable and Lee
(2004) state “the family is the first educator of the child, and the school cannot accomplish its
purpose without support of the family (p.220).”
Poverty and Social Drawbacks
Cook (2015) asserted that the difference in educational outcomes likely stems from the
different environments black and white children live in during their school years. Black children
are far more likely to live in households that are low-income, extremely poor, food-insecure, or
receiving long-term welfare support. Black children are less likely than white or Hispanic
children to live in households where at least one parent has secure employment, and black
children have the greatest rate of any race for families with children living in homeless shelters.
Nearly 25 percent of black parents report that their children live in unsafe neighborhoods,
compared with 7 percent of white parents (Cook, 2015). Child Trends (2015) stated, “Black
children are also more likely to have emotionally traumatic experiences impacting their
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childhood, such as abuse or neglect, the death of a parent or witnessing domestic violence. The
child maltreatment rate (which signifies abuse or neglect of a child) was 14.2 per 1,000 black
children and 8 per 1,000 for white children. Also, black high school students say they have been
victims of rape and Black youth at all age levels are more likely to be victims of violent crimes
(Child Trends, 2015, pg.3).” In 2013, the poverty percentage was highest for Black (28 percent)
and Hispanic children (27 percent), followed by Asian children (14 percent), and White children
(9 percent). No measurable difference was found between poverty rates of Black and Hispanic
children in 2013. This research suggests that living in poverty during early childhood is
associated with lower than average academic performance that begins in kindergarten and
extends through high school (National Center for Education Statistics, 2019).
Discrimination and Institutional Barriers
Over 60 years ago, the US Supreme Court decided to dismantle school segregation with
the decision of Brown vs. Board of Education (1954) (Camera, 2016). Brown vs. the Board of
Education was a revolutionary decision of the U.S. Supreme Court in which the Court ruled that
American state laws established racial segregation in public schools to be unconstitutional, even
if the segregated schools are otherwise equal in quality. However, today students of color and
poor students still lack equal access to educational chances. Richard Rothstein (2014) stated,
“Schools that the most disadvantaged black children enroll are segregated because they are
located in segregated high-poverty neighborhoods, far distant from truly middle-class
neighborhoods. Rothstein suggested, living in such high-poverty neighborhoods for multiple
generations adds an additional barrier to achievement later in life (pg. 3).” Exploring Census
data, Jargowsky, found that in 2011, 7 percent of poor whites lived in high poverty
neighborhoods, where more than 40 percent of the residents are poor, up from 4 percent in 2000;
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15 percent of poor Hispanics lived in such high poverty neighborhoods in 2011, up from 14
percent in 2000; and 23 percent of poor blacks lived in high poverty neighborhoods in 2011, up
from 19 percent in 2000 (as cited in Rothstein, 2014).
Cook (2015) found the following:

Once formal schooling begins, inequalities continue. More than 140,000 students were
held back in kindergarten in the 2011-2012 school year. Black students are more likely
to be held back, despite mounting research showing that holding back children does not
benefit them socially or academically and makes them more likely to drop out later
on. Retention rates for students hit a high in ninth grade, when 34 percent of students
held back are black. While 12 percent of black students are held back in ninth grade,
just 4 percent of white students are, according to the U.S. Department of Education's
Civil Rights Data Collection. When all grade levels are combined, black students are
nearly three times more likely to be held back as their white peers. They’re also more
likely to drop out before earning a high school diploma.

In mentioning racial disparities in American schools is the school-to-prison
pipeline, another disparity that begins early. Disparities in discipline begin in
preschool and continue through every level of schooling. While blacks make up 18
percent of students in preschool, they account for 42 percent of students with an out-
of-school suspension and 48 percent of students with multiple out-of-school
suspensions. Black Americans are suspended and expelled at three times the rate of
white students. They make up 16 percent of school enrollment, but account for 32 percent
of students who receive in-school suspensions, 42 percent of students who receive
multiple out-of-school suspensions and 34 percent of students who are expelled. Black
students are arrested more and are referred to law enforcement more. The disparities in
punishment even reach to black students with disabilities, who are more likely to receive
out-of-school suspensions or to be subjected to automatic restraint than their white peers
(pg. 1-2).

Social Significance
Generational education burdens have multiplied; for example, more parents are
uneducated, lack social skills, suffer from economic instability and educational opportunities. It
is not that Black parents do not care about their children’s education, parents are battling limited
resources to access better educational options (Perry, 2014). Stated in the National Center for
Education Statistic (2016), “in 2013, a higher percentage of Asian children (83 percent) lived
with married parents than did White children (73 percent), Pacific Islander children (60 percent),
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Hispanic children and children of two or more races (57 percent each), American Indian/Alaska
Native children (44 percent), and Black children (32 percent) (pg. 6).” The implications of a one
parent household can significantly devalue and damage the attitudes of education for a child.
Leach and Williams (2017) suggest socially disadvantaged and poor families are likely to
experience barriers to providing academic support to their children.
Family influence and neighborhood conditions may influence future achievement in
many respects. For example, a safe physical environment along with solid financial resources in
the community may promote a child’s development and these are factors that can vary between
neighborhoods; which in turn can determine the level of goal attainment for a family, child or
parent.
Child Trends (2015) found the following:
Educational expectations are lower for black children, Black parents, most of whom are
less educated than their white counterparts, do not expect their children to attain as much
education as white parents expect. Lower expectations become self-fulfilling prophecies,
contributing to lower expectations from the student, less-positive attitudes toward school,
fewer out-of-school learning opportunities and less parent-child communication about
(Child Trends, 2015, pg.1).

Cook (2015), discovered a similar trend in his study Expectations parents have for their
children’s school attainment influence their children’s expectations and achievement, and early
expectations tend to persist throughout the child’s school years. Parental expectations for
children’s academic achievement predict educational outcomes more than do other measures of
parental involvement, such as attending school events (p.2).
In a study conducted by Puchner & Markurtz (2015), teachers expressed the belief that
Black families do not place a high value on education; “…the value of education is different in a
Black family than in a White family. And I think you gotta be aware of that” (p. 9). The issues of
education in relation to black students is not the result of parental value, but the result of
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achievement gaps and poverty. While Black families are faced with various economic stressors,
societal issues, family influence and individual obstacles does not mean black families do not
value education. Findings from The Leadership Conference Education Fund (2001) suggest, nine
out of ten Black parents and families believe schools in Black communities are underfunded
compared to White communities. According to Tavernis (2012), the growing gap in
achievement, could be that wealthy parents invest more time and money than ever before in their
children (in weekend sports, ballet, music lessons, math tutors, and in overall involvement in
their children’s schools), while lower-income families, which are now more likely than ever to
be headed by a single parent, are increasingly stretched for time and resources.
According to Stewart (2015), “a poll from Education Post indicated that black
parents care about the education their kids receive; are the most hopeful about what they can
achieve; and are among the biggest supporters of public schools. Black parents put a high
premium on parental responsibility and are the most willing to say they can do more as parents to
improve education. Black parents are also most likely to say teachers need support and resources
to be effective in the classroom” (p.5). Project Appleseed (2017) found that, “some parents feel
apprehensive and unwelcomed at school. Many parents had negative school experiences
themselves or are so unversed with the American culture that they do not want to get involved or
feel unsure about the value of their influence. Barriers are also created by parents who have
feelings of inadequacy or are suspicious of or angry at the school” (p.4).
According to Dynarski and Michelmore (2017), “the income-based achievement gap is a
large and growing source of educational inequality in the United States. The test score gap
between high-and low-income students is forty percent wider today than it was 25 years ago”
(pg. 1). The growing income gap does not appear to be a result of a growing achievement gap
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between children with highly and less-educated parents. However, the connection between
parental education and children's achievement has remained moderately stable during the last
fifty years, whereas the relationship between income and achievement has grown sharply. Family
income is now nearly as strong as parental education in predicting children's achievement
(Readron, 2011).
Conceptual Framework with Logic Model Showing Theory of Change
The theory of change projected by Legacy Academy is to provide a unique, innovative,
and holistic learning environment that will lend itself to individualize learning to meet each
student and families need. Legacy Academy’s intention is to provide communities with various
resources by developing meaningful partnerships, aid in ending generational poverty by
delivering services with pathways to employment and closing the achievement gap by motivating
the school age student to attend school while simultaneously allowing their parents to attend the
second chance adult learning program.

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Figure:1 Conceptual Framework for Legacy Academy

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The proposed solution to the problem of the achievement gap and poverty is development
of Legacy Academy, an inter-organizational community-based learning program in the West End
area of Atlanta, Georgia; a low-income urban community that the entire family can benefit from
receiving services at a one-stop-shop agency. Legacy Academy serve as a community
collaborative to resources for education, mental health services, and social development. The
goal is to break the silence about the downfalls of Black’s and education/opportunity; to provide
an intervention that targets both the parent and the student. The answer to improving education is
directly related to involving the entire family; allowing the parent to make an adult decision to
aspire more in life, while at the same time being an example to their school aged student,
promoting educational development and career opportunities in the future.
In order to close the achievement gap, it is believed there is a need to end poverty. The
solution is to develop an adult learning program and a charter school for both parents and
students. Legacy Academy is the solution to an intergenerational cycle of limited education and
poverty. The program’s focus is on the development of an inclusive learning community with a
goal to create a partnership between the parents, students, community and government to
develop and preserve lifelong success. The comprehensive model is essential to work holistically
with the entire family.

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Figure 2: Logic Model for Legacy Academy

PROBLEMS OF PRACTICE AN INNOVATIVE SOLUTION

Proposed Innovation and Its Effect on the Grand Challenge
The opportunity offered by Legacy Academy is for families to engage in continuous
learning, job training, mental health services and receive additional resources. Legacy Academy
will serve as an educational institution that all urban communities can benefit from; especially
Black families, as they will have the opportunity to achieve an equal and just education. The goal
is to educate the parent by offering them a second chance that will allow their family to end
poverty; by gaining skills that will lead to a sustainable career and motivate the child to attend
Logic Model – To Enhance Educational Success in Low Income Urban Communities

Inputs Activities Outputs Outcomes Impact

Plans Intended Results
Develop an educational
program with a focus on
educating the entire
family
To end poverty by
providing parents with
educational resources to
be gainfully employed
and earn livable wages –
job training and job
placement
To motivate school aged
students to attend
school by
simultaneously allowing
their parents to attend
the second chance adult
learning program
Activities that lead to the
development of a
community resource
access
Activities that increase
community buy-in/
awareness for access to
education and community
resources
Activities that encourage
community, families,
community colleges and
funders to achieve
common goals
Activities that increase
linkages among the
community, the department
of education, technical
schools and board of
education
Activities that lead to the
development of a charter
school that educates the
entire family
Gain buy-in from
community agencies that
support the mission and
goal of the program
Increased community
access and participation
in educational success
and potential
Increase high school
graduation rates among
school aged students &
prepare students for
college
Meet with community,
community leaders,
submit application for
program – get the word
out
Develop a model that will
improve success of the
entire family & to pilot
the program
Fair and equal
educational programs in
low income communities
Eliminate poverty and
achievement disparities in
the black community
Increase parent
engagement by offering
services that are needed
– job placement, training,
and parenting classes
Motivate parents and
school aged students to
set goals that will lead to
a better future
Close of the
achievement gap
and an end to
poverty
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school and matriculate to college. Legacy Academy will be strategically located in low income
communities to gain the support of those who can truly benefit from its services. Legacy
Academy will help to solve some of the current issues in the educational system. Legacy
Academy will primarily focus on the educational needs of low-income urban communities. The
program will traditionally educate school aged children and offer second chance educational,
employment training and job placement opportunities to the school aged student’s parent.
Legacy Academy, a family, school, community, faith-based, and government
collaborative partnership will impact the Grand Challenge in a positive way; creating
opportunities for vulnerable populations, especially low-income urban communities. The
program outcomes will be two-fold. The community at large will benefit in that more people will
secure higher education and become gainfully employed; becoming a contributing citizen versus
depending on the system for financial, health and supplemental assistance.

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Figure 3: Community Collaborative/Partnership – Integrative Model

Views of Key Stakeholders
In the education field, the stakeholder normally suggest that a person who is invested in
the wellbeing and success of a school and its students, for example are administrators, teachers,
staff members, students, parents, families, community members, local business leaders, and
elected officials such as school board members, city councilors, and state
representatives. Stakeholders may also be combined bodies, such as local businesses,
organizations, support groups, committees, media outlets, and cultural institutions, in addition
to organizations that characterize a particular groups, such as teachers unions, parent-teacher
organizations, and associations representing superintendents, principals, school boards, or
teachers in certain educational disciplines.
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In developing Legacy Academy, the main stakeholders are the Atlanta Public School
System, the Georgia Charter School Association, local community college, students, parents, and
families, community at large, faith-based organizations and government. The internal
stakeholders for the program will be the administrative team, volunteers, community leaders, and
staff members. The external stakeholders for this program would be grantors, investors, and
private donors. External stakeholders for example are The Walton Family Foundation Public
Charter Start Up, ING Unsung Heroes, McCarthey Dressman Education Foundation – Academic
Enrichment Grant, and the Hewlett Packard Grant.
Evidence and Current Context for Proposed Innovation
Being Black in America, you are born facing challenges. Historically, Blacks were
mistreated and were not afforded the opportunity to fair living housing, job opportunities,
education, and community resources. The absence of high-quality opportunities in education are
most salient because in today’s technologically advanced society, digital age skills are required
to be successful in the labor market.
Figure 4 below outlines significant triumphs in education (Trueman, 2015):
TIMELINE OF SIGNIFICANT TRIUMPHS IN EDUCATION
YEAR TRIUMIPHS
1896 the Supreme Court had established the ruling of “separate but equal” in
education.
1945 the two areas where segregation and racism were most obviously
applied was in housing and in education. In the southern states, the
Blacks lived in the poorest areas with the worst facilities. That they did
was symbolic that they had the worst paid jobs that could only afford the
most basic of facilities. The worst financed schools were also in these
areas so the separation between education.
1953 five cases against segregation in schools reached the Supreme Court.
These involved the education policies of Kansas, Virginia, Delaware,
Washington DC and South Carolina. One case was put forward by Levi
Pearson. This series of court cases led to one of the most famous of civil
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rights decisions of the 1950’s –Brown v the Board of Education of
Topeka.
1954 the Brown decision outlaw’s segregation in schools.

1957 Civil rights and education made international headlines with the affair
that took place at Little Rock High School.
1962 whites-only schools (and therefore Black-only schools) still existed in
Mississippi, South Carolina and Alabama.
1964 less than two percent of Black children attended multi-racial schools in
the eleven states associated with the south. Many colleges remained
whites-only, and these colleges had very few if any Black teachers on
their staff.
1968 more than thirty percent of all Black children went to public schools that
were ninety percent non-white. The was de facto segregation but it was
not as overt as in the south.”

Though there have been policies implemented to improve education in America for
minority students there still remains achievement and racial gaps in education. (Allen-Meares,
2007) In January 2002, President George W. Bush signed the No Child Left Behind Act (NCLB)
( Pub.L. 107–110, 115 Stat. 1425, enacted January 8, 2002), which had two-party Congressional
support. The NCLB redefines the federal role in kindergarten through high school education and
hoped to help close the achievement gap between disadvantaged and minority students. It relies
on four beliefs fundamental to yield expected results in: emphasis on research, proven teaching
methods, stronger responsibility on the schools, increased flexibility and local control and more
options for parents if the school is failing. Overall, The NCLB aims to improve the academic
accomplishment of all students in the nation, but more precisely, close the achievement gap
between minority students and their White counterparts. The NCLB alone has not impacted
education in the measurable manner needed. There is still a need to change policy and legislation
that will increase educational equality and opportunities for all, especially Blacks.

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Comparative Assessment of Other Opportunities for Innovation
There are other programs that exist with the goal that focused on the family
educationally, emotionally, and socially; however, they do not provide a holistic approach in
working with the entire family. Other programs do not offer a “one-stop” method for their
services; causing families to go to various agencies for assistance. At Legacy Academy an adult
can attend school, attend parenting classes, mental health services, financial literacy, and their
child can attend school as well; receiving intense and individualized training. Legacy Academy
also offers celebratory experiences for families which may support dual graduations in the same
family on the same day as a result of its unique design. Legacy Academy’s target population is
low income families who have a desire to acquire more in life educationally; which will lead to a
better quality of life for them and their family.
The following programs described below outline similar training in the community, but
with distinct elements that would also aid in closing achievement and ending poverty. However,
Legacy Academy remains unique its overall goal to work with the family as a whole.
KIPP: Knowledge is Power Program Charter Schools a nationwide educational
institution. KIPP was founded by Mike Feinberg and Dave Levin to serve under-resourced
communities with a curriculum focused on college preparation (as cited in KIPP, 2017).
According to KIPP “the program began in 1994 when two former Teach for America teachers
launched a fifth-grade program with 47 students within an elementary school in Houston, TX.
The program was unique to the rest of the school because it followed a core of set operating
standards: high expectations, choice and commitment, more time, power to lead and, focus on
results. The next school year, two new public school opened in low income neighborhoods in
New York City and South Bronx. KIPP schools aim to educate students in underserved
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communities, including English language learners and students with special needs. KIPP is
now a nationwide program with eighty-eight percent of KIPP students having returned in
the 2016 school year (KIPP, 2017).
According to 60 Minutes, “The Harlem Children’s Zone is a non-profit organization
founded by Geoffrey Canada. Canada a resident of a neighboring city, the Bronx, developed
his passion from personal experiences of being raised in a single parent home by his mother
with his three brothers (Cooper, 2009). The Harlem Children’s Zone encompasses
community resources, parental support, nutrition, afterschool programs, mental health and
medical services, tutoring, and an educational component with smaller class sizes and
longer school days. To help support that development, the program provides wrap-around
programs that improve the children’s family and neighborhood environments (Whatever It
Takes, 2009). The HCZ does not offer a program that allows both the parent and child the
opportunity to learn. According to Whatever it Takes (2009), “HCZ does offer free activities for
adults to include aerobics classes, use of the fitness room, martial arts classes, African dance,
personal training sessions, Cards and Café Night, gourmet cooking classes, and free tax
preparation. Additionally, they provide a space for Alcoholics Anonymous meetings.” The HCZ
has several programs, but five programs which provide support to the parent and family, below
will give details regarding the five programs:

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Figure 5. Whatever It Takes (Harlem Children’s Zone, 200, p. 28)
Program Age Group Description
Family Support Center (FSC) Families A walk-in, storefront social services facility
that provides families in crisis with immediate
access to professional social services including
foster care prevention, domestic violence
workshops, parenting classes, and group and
individual counseling. Our approach is a
strengths-based, family centered systems
model. FSC has two components: one provides
services to families in disrepair, giving them
support designed to keep children living with
their parents/guardians. The other provides
direct support to families in crisis (rent
vouchers, emergency food, etc.).
Community Pride Families This resident-driven, neighborhood
revitalization program, which began on W.
119th Street, has led to the creation of
community coalitions and the transfer of city-
owned buildings to resident management and
ownership. Community Pride's block-by-
block, building-by-building organizing
strategy has been replicated throughout HCZ
Tax Preparation Families HCZ offers free tax-preparation services to
provide a local alternative to the predatory
companies that offer Refund Anticipation
Loans. Our tax preparation work helps ensure
that families will receive all of the tax refunds
and credits they have earned. It also helps to
support the local economy by increasing the
financial resources of residents
Single Stop Families HCZ, Inc. operates three Single Stop sites,
including one in the HCZ Project9. At these
sites, residents can access free legal services,
financial and credit counseling, and a Self
Sufficiency Calculator10 that helps families
determine their eligibility for public benefits
and then apply for them. Our Single Stop sites
are part of the Single Stop USA network.
Young Harlem Investors Families The Young Harlem Investors pilot began in
HCZ’s early childhood programs. Over four
years, families saved for college, and HCZ’s
Board of Trustees and the Corporation for
Enterprise Development provided up to $1,500
in matching funds to encourage parents to
reach their personal goal of $1,500. After four
years, parents transitioned savings to either a
NYS 529 College Savings Account or another
savings vehicle. Families will continue to save
and HCZ will continue to offer financial
matches.

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The Excel Center in Indianapolis, Indiana is a free public school that gives adults the opportunity
to earn an Indiana high school diploma. As stated on Excel Center’s website, “The Excel Center
provides flexible class schedules, supportive relationships with staff and a life coach who works
with students to find solutions for life’s challenges that could hinder the educational progress.
The Excel Center also provides a free drop-in child care, transportation assistance, extended
hours and year-round operation to support students as they work toward their goal earning a
diploma.
According to the Excel Center, “thousands of individuals drop out of high school each
year, impacting their career potential as employers seek workers with higher skills and
specialization. As a part of their commitment to enhance career potential and have access to
high-growing jobs for high school dropouts, The Excel Center provides effective ways to provide
adult high school students accelerated learning, opportunities for post-secondary education, and
individualized career planning.
See the chart for the Excel Center’s Model illustrated below:
Figure 6: A Charter Proposal by Goodwill Education Initiatives, Inc. (Excel Center, p.10)

Secondary-Level Education
• Accelerated pace of
learning and credit attainment
• Instruction by both licensed
instructors and tutoring by
unlicensed resource staff
• Classroom instruction
paired with online credit
recovery
• Resource Area provides
intensive support to students
in need of additional
assistance
Postsecondary Education
and Career Pathways
• Strong relationship with
local community college
provider
• Test-approved students able
to enroll while still taking
high school classes
• Dual credit course
offerings available for
students
• Students can work towards
certificates and associate
degrees
Coaching
• Goal to promote continued
retention of students by
addressing life barriers
• Students placed into
cohorts and meet one-on one
with a coach
• Coaching addresses life
skills, locating community
resources, and creating future
plans
• Proactive barrier removal
for critical life / work issues
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• Credits can be earned for
valid and relevant work
experience
• Student testing used to
measure student progress &
postsecondary readiness

• Extensive preparation &
follow along for students in
college
• Partnering with industries to
present career options for
students for relevant
postsecondary education
plans

• Effective selection of
coaches as a key barometer of
success

Structures and practices for student success
• Flexible scheduling available to meet needs of working and busy adults
• Available transportation and easy access for non-driving students
• Child care provided for students with children
• Facility has sufficient space for a resource area, classrooms, cohort and one-on-one meeting
spaces
• Mature learning environment: Student population is a mix of younger and older students

According to High Schools.com, The Excel Center has 1,221 students in grades 9th
through 12th. According to the Excel Center, Adult Learners is the 89th largest public high
school in Indiana. It has a student teacher ratio of 24.0 to 1. In the 2012-2-13 school year, the
Excel Center had 64 percent of females enrolled and 36 percent of males enrolled. Of that
enrollment, 68 percent of the students were Black, 15 percent White, 9 percent Hispanic, and
four percent Asian. The Excel Center has successfully graduated 4,077 students from its
program.
How Innovation Links to Proposed Logic Model and Theory of Change

Change is inevitable. It is known that change is also constant, however because of the
current deficiencies in society and the lack of focus on low income minority students and
families; Legacy Academy will provide a pathway for excellence to revolutionize poor
achievement outcome, promote equality and justice for this vulnerable target population. Legacy
Academy is built on passion and caring, which many times is absent from the classroom
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environment for the disadvantaged learner. Legacy Academy will also standout as a state-of-the-
art learning institution; with ample learning materials, resources, highly qualified teachers which
does not mirror the traditional educational reality of poor students today.
PROJECT STRUCTURE AND METHODOLOGY
Description of Capstone Deliverable/Artifact
The Capstone Artifacts being completed for Legacy Academy is a program manual,
intent letter and memorandum of understanding (See Appendix). The program manual will
summarize Legacy Academy’s goal, the problem leading to the need for Legacy Academy,
operation, and overall benefit to the community. In addition to the program manual, the Georgia
Charter School Intent Letter and a Memorandum of Understanding between Legacy Academy
and a local state college will be submitted. The letter of intent has been prepared for submission
to the state of Georgia Department of Education. The Charter School Application is pending
completion due to the intent letter submission and projected requirement dates in accordance to
Georgia regulation and datelines. The Memorandum of Understanding was developed after
numerous meetings held with college representatives regarding mutual interest and commitment
to enhancing academic achievement for adult learners in the West End community of Atlanta,
Georgia.
Comparative Market Analysis
A data comparison was conducted to determine the need for Legacy Academy in the
West End area of Atlanta, Georgia. Data on income, and educational achievement were the main
determinants of the statistics reviewed. It is the goal of Legacy Academy to target families living
in Atlanta’s West End neighborhood. Residents in the West End have a median household
income of $19,447. The population of West End is 18,921 people. With 81.56% of the
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population being Black, 12.75% White and 2.62% Asian. There was a comparative analysis done
on an affluent area in the Atlanta of Buckhead and low-income area in Atlanta of West End. The
population was reviewed with respect to income, and school rating.
According to the Georgia Department of Education, the state of Georgia uses the College
Career Readiness Performance Index (CCRPI) tool as an indicator of school quality and provides
an overview of how well students are being prepared for the next steps. It also allows one to
compare schools in Georgia to each other. Every school receives a score of 0 - 100, which is the
overall CCRPI score. The score is based on several different components: content mastery,
progress, closing gaps, readiness, and graduation rates (high schools only). Content mastery
looks at test scores in English, Language Arts, Math, Science and Social Studies. Content
mastery helps answer the question: are students at this school understanding and mastering the
state standards? The content mastery section also reviews if students are being prepare for the
next grade level, college or career.
The CCRPI is not just about achievement, therefore; it looks at the progress of each
individual student’s growth relative to academically similarly students across the state. This
component helps one to see if a school is helping students at all academic levels improve from
year to year. Closing Gaps refers to academic achievement rates in English Language Arts,
mathematics, science, and social studies in various subgroups, for example students those who
are economically disadvantaged, students with disabilities, and English Learners. It helps to
make sure all schools are serving all students and helping them grow. Readiness in elementary
and middle school looks at the opportunity a school offers its students; in areas such as literacy,
and activities beyond the traditional core academics, like fine arts, foreign language, and physical
education. Readiness in high school looks at the various ways a student completes a path; career
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pathway, advanced placement, international baccalaureate or dual enrollment. Graduation rate is
reviewed in high school only and looks at the number of students that graduate with a regular
diploma. In addition to looking at the schools overall score, a score is given in each of the five
sections (content mastery, progress, closing gaps, readiness and graduation rate) (Georgia
Department of Education, 2019).
See Appendix Comparative Analysis Infographic

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Project Implementation Methods
Figure 6: Project model for Legacy Academy

Legacy Academy will serve as an alternative pathway to education achievement and
outcomes. The opportunity offered by Legacy Academy is for families to engage in continuous
learning, job training and placement, mental health services, parenting classes, financial literacy
and receive additional resources. Legacy Academy will serve as an educational institution that all
urban communities can benefit from; especially low-income families, as they will have the

Interorganizational Community Based
Learning Program
The Legacy Academy
Benefits
➢ Access to resources
➢ Focuses on supporting the
entire family
➢ Motivation for children to
do well in school
➢ Ending poverty – job
training & employment
➢ Close the educational gap

Evaluation Component
➢ Complete needs
assessment to determine
location/need
➢ Use test scores,
graduation rate and adult
employment
➢ Surveys from residents in
the community

Product Development
➢ Year 1: Develop
interorganizational community –
based collaboration
➢ Year 2: Develop a
interorganizational community
collaboration to support The
Legacy Academy
➢ Develop MOU
➢ Charter School Intent
Letter/Application
➢ Program Manual

System
➢ Develop a community –
based collaboration of
educational and social
service agencies
➢ Work collaboratively with
the school district &
educational services to
provide training to teachers
➢ Have a good working
relationship with school
district, and community
college
➢ Develop an agreement with
community college and
school district to provide
adult learning needs
Methodology
Board Members/Advisory
➢ Assist with business
decisions
o Adapt policies from
the school board
o Hire and evaluate
administrators
o Oversee Budget
➢ Develop partnerships
➢ Assist with fundraising
➢ Communicate with
community, parents, and
partners
Goals
➢ Develop a system that allows the entire family to earn an
education
➢ Community Involvement – college class, job training,
general education, mental health, after school

Community
➢ Build community capacity for participation
➢ Engage community to assist in developing
the educational training that will be most
meaningful to them – needs and
implementation

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opportunity to achieve an equal and just education. The goal is to educate the parent by offering
them a second chance that will allow their family to end poverty; by gaining skills that will lead
to a sustainable career and motivate the child to attend school and matriculate to college. Legacy
Academy will be strategically located in low income communities to gain the support of those
who can truly benefit from its services.
Legacy Academy will help to solve some of the current issues in the educational system.
The program will traditionally educate school aged children and offer second chance educational
opportunities to the school aged student’s parent. The goal of the program is to enhance
motivation for the school aged student to attend school through Social Learning and aid in
ending poverty for the adult learner. Legacy Academy will work with both the school aged
student and the parent simultaneously. This program is different from any other program because
it offers educational options to the entire family.
Legacy Academy will operation as a non-profit organization 501(c)(3). According to
Upcounsel (2019), in the state of Georgia, the steps to applying for 501(c)(3) are as listed:
• determine who will serve on the Board of Directors for the nonprofit organization
• appoint a registered agent who is physically located in the state of Georgia and maintains
an office that is open during regular business hours
• choose a name for the nonprofit organization; the name of the nonprofit organization
should symbolize what the organization will focus on
• prepare and file nonprofit Article of Incorporation; nonprofit organizations must submit
their Articles of Incorporation to the Georgia Secretary of State. The Articles of
Incorporation need to include the following information about the corporation: name of
the organization, mission statement of the organization, basic company information,
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information required for state and federal tax-exempt purposes, and the name and address
of the registered agent.
• publish a notice of intent to incorporate; the notice of intent has to be published in a
newspaper
• prepare bylaws; company by-laws must comply with Georgia law and contains policies
and procedures the organization will use as an outline for holding meetings, and electing
officers
• file for federal tax exemption.
• once the federal tax exemption is obtained; apply for Georgia tax exemption.
• obtain an employer identification number (EIN); EIN is a unique nine-digit number
assigned by the IRS. The EIN will allow the organization to open bank accounts, apply
for 501(c)(3) status, and submit tax returns to the IRS.
As it relates to the programs and activities, school aged students will receive core
curriculum instruction. The school day will be extended, offering extra instructional time. In the
adult learning program, adult learners will be able to participate in second chance educational
opportunities. Adults will be allowed to complete their high school diploma, earn their GED, and
technical skills training; partnering with Atlanta Public Schools Adult Learning Program and a
local college. Adults will also be able to work in a job training through community partnerships.
Families in the program will be able to benefit from mental health assistance, parenting classes,
and community service opportunities.
Legacy Academy will provide necessary resources to assist families to attain higher
levels of education, skill sets needed for the workforce and employment to aid in ending poverty.
Outside the scope of Legacy Academy parents/students struggling for assistance to help meet the
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holistic needs that will contribute to the quality of their lives and them becoming financially
independent. The efforts that are adjuncts to this project are community resources and agencies
that could serve as a coalition to help solve this program.
Legacy Academy is designed for adults and youth (students and their family that need
educational training K-12 and technical training after high school with pathways to higher
education beyond high school for both children and adults). It is important that the target
population understands the need for educational opportunity, and all stakeholders that could be
vested in this initiative. They also need to understand how this program can lead to a better
quality of life not just for youth, but the entire family. The stakeholders of Legacy Academy are
important because they will be the primary beneficiaries of the direct training provided.
Operation
The leadership strategies for Legacy Academy will encompass a governing board that
will operate in accordance with best business practices to ensure that academic performance
measures in the Charter and Memorandums of Understanding (MOU) are met. The governing
board’s duties and responsibilities include school-level decision making, fiscal management,
fund raising and a variety of school operations. The Chief Executive Officer (CEO) will be hired
by the board and the CEO will be responsible for hiring all other facility staff.
In the state of Georgia, Charter Schools normally select governing board members who
have knowledge in areas that would permit them make informed decisions on all parts of
operation such as education, law, finance, marketing, non-profit management or any other
background that is critical to the vision of the school. There is not an exact number of members
on the board; however, the typical charter school governing board has between seven and fifteen
members. All charters in Georgia are not under a school district.
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Each governing board is distinctive. However, a governing board typically has by-laws
that regulate the composition of the board, general operations, as well as elections, terminations,
openings and conflicts of interests. The governing boards will meet regularly throughout the
school year. Leadership strategies will also include a component management team and staff.
Legacy Academy will also have an established partnership with the Atlanta Public School
System to aid in the development of the adult learning program. Atlanta Public Schools has an
Adult Learning Program and adult learners enrolled in Legacy Academy will receive academic
training to earn their high school diploma or GED conferred from the state of Georgia. Legacy
Academy will collaborate with local colleges and technical schools to provide adult learners with
technical skills training and employability skills training.
In order to operate the charter school, the application process has to be satisfied and the
application has to be approved by the Georgia Charter School Association and the Georgia
Department of Education. Before submitting the completed application, there must be a
submission of an intent letter as required by the Georgia Charter School Application. For the
adult learning program, there has be a memorandum of understanding (MOU) done with both
Atlanta Public Schools and a local college. The memorandum of understanding is a nonbinding
agreement between two or more parties outlining the terms and details of an understanding,
including each parties' requirements and responsibilities. MOUs are often the first step toward a
legally binding contract.
Financial Plans and Staging
Before developing the budget for Legacy Academy research was done on similar
programs and schools in the West End area of Atlanta, Georgia area and other low-income areas
in the United States. There were meetings conducted with educators, community youth counsels,
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and board members regarding the need of service Legacy Academy’s desire programs and
associated cost. There was also research conducted on grants, foundations and other funding
sources that could provide financial support to Legacy Academy. Collaborative meetings with
educators, and community leaders helped established the staffing need and state requirements for
Legacy Academy. Through networking and interacting with various stakeholders the financial
plan was developed and outlined. See the devised staffing chart below for the first year of
operation:
Figure 7 – Legacy Academy Staffing Plan
Staff Experience Personnel Cost Number of Staff
Needed
CEO Master’s degree in
education, Counseling,
Social Work, Leadership
2 years’ Experience in
Management
$60,000 1
Program Director Master’s degree Education,
Social Work, Leadership,
Psychology, Counseling
Experience in Leadership,
Supervision, Human
Service
$51,000 1
Teachers Bachelor’s Degree or
higher in Education
Experience with adult
learning or high school
students
$38,000 – $45,000 3
Resource/Special Education
Teacher
Bachelor’s Degree in
Education
$40,000 1
Career Coach/Counselor/Social
Worker
Master’s in social work or
Counseling
Experience with students
or in school settings
3+ years’ experience
$40,000 - $44,000 2
GED Teachers
Technical Skill Trainers
(Adult Learning Teacher)
Bachelor’s Degree or
Master’s Degree Preferred
Experience teaching post
secondary students
$0 1
Custodians Experience in
Housekeeping
$23,000 - $25,000 1
Other Stuff
Clerical Assistant /Bookkeeper
High School Diploma $30,000 – $32,000 1

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Staffing compensation for Legacy Academy is based upon staffing surveys and
established salary ranges in the state of Georgia. The Adult Learner position will not have any
effects on the Legacy Academy budget because the positioned staffed will be paid by a local
college or Atlanta Public Schools. The services received from these two entities will be in-kind.
Legacy Academy will operate on a fiscal year budget cycle with monthly budget reports.
The monthly budget reports will ensure the correct allocation of funds and will help reconcile
necessary budget changes and approvals. The fiscal year start and end cycle will depend upon
various funding sources. However, because the program will be an educational program,
tentatively the fiscal year will start July 1 and end June 30. Fiscal year data will show the
program/business productivity based on the expected projections at the beginning of the cycle
and the actual performance at the end of the cycle. The fiscal year budget allows examining of
the overall functioning of the business. A line item budget will be used because it allows for
consistency throughout the fiscal year and it offers a reliable way of anticipating revenue and
expenses. The plan will be constructed in correlation to program design and needs.
The below line budget outlines the finical cost in the first year of operation:

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Figure 8: Line Budget for Legacy Academy

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Revenue vs. Costs

The total cost of the program according to the line item budget is $953,912 with a
projected revenue of $971,600 and a contingency/capital reserve of $17,688. The budget will be
managed and reconciled on a monthly basis to maintain accuracy and budget spending. The
program revenue comes from state funding, grants, foundation grants, corporate donations,
individual donations, and fundraising. The program expenses allow for quality services and
necessary materials to provide adequate equipment for families and students to compete in
similar situations. If the expected revenue is not received the contingency plan for the program
would be to assess funds received, re-align spending, reduce cost of operations and seek funding
through other sources. Partnering with other programs that provide similar services would allow
goals to be met in lieu of budget shortfall.
Project Impact Assessment
The business rationale of Legacy Academy is comparable to regulations governing
learning environments with intent to meet the needs of the community with goals and objectives.
Legacy Academy is capable of delivering because of the business acumen and strategic avenues
designed. In terms of alternative educational programs, the competitors should welcome another
opportunity for youth and their families that will help close the achievement gap and aid in
ending poverty. Legacy Academy will sustain its advantage through partnerships, ongoing
assessment/evaluation of progress and targeted outcomes, review of goals and objectives,
modifications if needed, internal/external audits and assessment of feedback from program
participants and staff.
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To determine goal achievement for Legacy Academy periodic audits will be conducted in
all learning components. The assessment tools in this project will describe individual progress
and programmatic progress.
Adult Learner
For the adult learner the assessment tool to determine academic progress a pre/post test
would be administered. The test used would be the Tests of Adult Basic Education (TABE) Test.
TABE Test 9&10 will be utilized to review skills adults need to succeed on the job and in life.
The test subject areas are basic skills and level test. Basis skills overviews reading, math,
Language, Language Mechanics, Vocabulary, and Spelling. Level test overviews Science, Social
Studies, Algebra, Geometry and Writing (TABE, 2019).
Considering the progress of the adult learners parenting skills after attending parenting
classes while enrolled in Legacy Academy, the measuring tool used would be The Parenting
Scale. According to Salari, Terreros and Sarkadi (2012), The Parenting Scale is one of the most
widely used scales in measuring parenting practices in general and in evaluating parenting
programs in particular. The Parenting Scale is a self-rating scale that was developed to fulfill the
need for to measure disciplinary practices. The original version has 30 items that were written at
a sixth-grade reading level in English. The measure uses a structured alternative response
format, asking parents to rate how they would react to various behavior problems by
choosing between an effective or ineffective strategy on a 7-point scale (Salari, Terreros and
Sarkadi, 2012). See Appendix for Parenting Scale.
School Aged Student
Regarding the school aged student’s academic progress, the assessment tool that will be
utilized will be the Iowa Test of Basic Skill (ITBS). According to The Critical Thinking
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Company, ITBS is a nationally standardized achievement test for K-12 students, which allows
one to compare student’s scores to other students across the country in Reading, Language Arts,
Mathematics, Social Studies, and Science. In determining the success of Legacy Academy other
components of measurement will be reviewed; graduation rates, employment gained, and
enrollment in post-secondary program.
The Devereux Student Strengths Assessment (DESSA) is a 72-item, standardized, norm-
referenced behavior rating scale that assesses the social-emotional competencies that serve as
protective factors for children in kindergarten through the eighth grade. According to the Kaplan
Early Learning Company, The DESSA can be completed by parents/guardians, teachers, or staff
at schools and child-serving agencies, including after-school, social service, and mental health
programs (p.3). The assessment is entirely strength-based; meaning that the items query positive
behaviors. The DESSA will used to measure the effects positive or negative effect of Legacy
Academy. The assessment specifically reviews relationship skills, self-awareness, social
awareness, self-management, decision making, personal responsibility, goal-oriented behaviors,
and optimistic thinking. See appendix for information regarding DESSA.
Stakeholder Engagement Plan
Legacy Academy will work with stakeholders as a part of oversight and mentorship that
will provide positive guidance, input and recommendations to drive the success of its goals.
The stakeholder plan explains and documents the method and actions that will support and
negate the negative impacts of stakeholders throughout the life of the project. The plan identifies
the key stakeholders along with the role and influence they have on the project.

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Figure 8: Stakeholder Engagement for Legacy Academy
Name of Stakeholder Role and Contribution of Project
GA Charter School
Association
Approval, Oversight, Evaluation, Recommendations
Atlanta Public Schools Approval, Resources, Evaluation
Families (Student & Parent) Buy In, Support, Participation
Community Leaders Buy In, Support, Guidance
Grantors/Donors Funding, Guiding on Budget Assessment
Board Members Oversight, Decision Making, Guidance, Evaluation
Community Members
(Businesses & Churches,
Educators, etc.)
Buy In, Support, Engagement, Participation, Volunteering,
Funding, Training, Recommendations

Communication Strategies and Products
In order to successfully operate Legacy Academy there has to be formal and informal
communication done with its stakeholders.
The key stakeholders are participants in the program:
• parents
• school aged students
• community & community leaders
• staff
• donors and volunteers
• board of directors
• Atlanta Public School Board
• Georgia Charter School Association
• and politicians

Legacy Academy’s communication plan is indented to provide stakeholders with a policy
driven approach to information about the program. The communication plan formally defines
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specific information, when it will be delivered and what communication means will be utilized.
Legacy Academy aims to provide good communication with stakeholders and finds it essential to
understand who its audience is; which helps to identify the need of communication. See appendix
for Legacy Academy brochure.
The below chart outlines the communication blueprint for Legacy Academy. The
communication plan demonstrates the intended audience, the message type, delivery method, and
schedule. The audience includes all the stakeholders (internal and external), the message type
includes the cause for communication, for example: advertising, product launch, project updates,
and status reports. The delivery method for communication can be done in various pathways to
include face-to-face meetings, presentations, mail, websites, social media, media outlets,
newsletters, commercials, teleconference, and community events. The communication will take
place on scheduled timeframe; daily, weekly, monthly, quarterly or as needed.
Figure 9: Legacy Academy Communication Plan

Ethical Considerations
The careful planning and development of Legacy Academy will meet the initial intent for
problem resolution for poor status of educational achievement for low income urban
Audience Message Type Delivery Method Schedule
• Participants
(School Aged
Children &
Parents)
• Board of
Directors
• School Board
• Internal Staff
• Community
Residents &
Partners
• Other
stakeholders
(donors, work
groups,
media)
• Advertising
Recruitment
• Product
Launch
• Project
Updates
• Status Reports
• Meeting (face-to-
face)
• Informal/Formal
Presentation
• Mail/Email
• Education
Magazine
• Website
• News
• Newsletter
• Teleconference
• Community Fair
• Daily
• Weekly
• Monthly
• Quarterly
• As Needed
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communities. This project has been carefully designed to include all significant entities,
identified stakeholders and partners to coordinate and correlate the necessary components and
shared resources to achieve Legacy Academy goals. Ethics and integrity are woven throughout
the program to promote a unique learning environment. Legacy Academy’s standards of
operation will be maintained in a professional manner and in accordance to ethical policies and
expectations. To mitigate any negative ethical consequence, Legacy Academy will provide a
required ethics training to staff, students and partners throughout the tenure of its operation. The
coordination of this training will be assigned to Legacy Academy management and board
members.
Throughout the development of this project, realistic focus and upmost consideration was
given to address negative and positive consequences or barriers that may confront Legacy
Academy. The main barrier that could be faced is that some people may not feel there is a
problem regarding a lack of educational resources for Black families and students. They may
also find there is not an issue of poverty relating to education; hence creating a barrier for future
partnerships and collaborations and causing this population of people to be stagnate in improving
their lives socially, academically, and mentally.
It is important to point out that barriers in developing a holistic program to include
parents are vast: 1) time of availability for parents to attend classes (night/evening school,
weekend classes), 2) evening and weekend childcare, 3) transportation, and 4) the development
of classes that cater to parent’s needs. In order to work through the preparation phase, it is
essentially to involve a board of potential parents, school leaders, adult learning advisors and the
program coordinator.
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Budget planning can be impacted by the decisions internal stakeholders make. For
example, increasing salaries or opting to fund a special project and not fund student
transportation. Stakeholders have a lot to do with the success of a business and also work to
ensure the goals of the business are being carried out. Stakeholders personal views and opinions
can directly determine the success or demise of a business.
Budget planning can be obstructed if grant applications are denied, if less money than the
expected amount is donated, or if the investor decides not to support the business. External
stakeholders impact the budget positively by funding the business. The negative feature of the
external stakeholders could be a lack of funding, disallowing funds if financial goals are not met.
Stakeholders can always have an impact on budget planning by approving or denying grant
funds, mismanaging monies, and unexpected expenses. It is imperative to work with more than
one funding source and have support from various collaborators.
The barriers that contribute to the sustainment of the program, would be funding,
outcomes, community buy-in, partnerships, and staffing. The main facilitators in this phase
would be the department of education, Georgia Charter System, Community Colleges, Atlanta
Public School System and the community at large.
CONCLUSIONS, ACTIONS, AND IMPLICATIONS
Summary of Project Plans
The goals of Legacy Academy have been strengthened at each phase of the project’s
development. When properly administered it is with profound belief that Legacy Academy
will yield positive results, as well as alter the current status of educational achievement in low
income urban communities. There is a mission to promote social change by inspiring children
to attend school and aim for greater heights through the standards set by their parents with
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community support. To also allow adult learners a second chance to achieve their life-long career
goals; ultimately ending poverty. Black families will be afforded the opportunity to obtain fair
education that will lead to a prosperous and encouraging future that will carry on for generations.
Again, the cause of the achievement gap is not related to Black families’ lack of value for
education. However, the achievement gap is straightforwardly associated with poverty and the
complications of living in a poverty-stricken community. In order to end the social norms that
maintain the relevance of the achievement gap; the deviant to operate a community based
collaborative educational setting will work to eliminate poverty and its effects on low-income
urban communities.
Current Practice Context for Project Conclusion
In depth preparation and appropriate coordination of the implementation of this proposed
project should meet the trajectory of expected outcomes. As stated earlier, many aspects of this
unresolved problem have been researched, assessed and analyzed on many levels. However, the
need to address educational achievement and poverty in the Black community continues in at a
rapid pace. The generational educational burden has multiplied; for example, more parents are
uneducated, lack social skills, economic stability and educational opportunities.
The cliché phase it takes a village to raise a child, is proven true. The proposed Legacy
Academy will support and contribute to the services needed to perpetuate educational
advancement, financial literacy, skill development and employment potential. The basic
foundation of this school is elevating equality and preparing students/families with opportunity
that has been limited and absent from their communities.

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Project Implications for Practice and Further Action
Legacy Academy foundation is built on a holistic approach that is different from the
tradition learning environment and will help Legacy Academy achieve in a win-win outcome via
partnership and seamless services. Legacy Academy is unique in that it will bridge the gaps
between the family (parent/child), the school and the community. It will be a high achieving
non-traditional educational program which will provide not only education to the student but
wrap around services for both the student and family. It will mirror that a campus- like
environment that is engaging and educational. The program will encompass resources that will
allow educational opportunities for parents; offering continuing education in the area of
academics and technical training.
In terms of long-term goals for Legacy Academy, it is essential to establish good basic
communication tools, networking locally and in other states. To identify additional needs
assessments outside of the Atlanta, Georgia region. There is also a need to present the Legacy
Academy Model in other areas within Georgia with the desired hope to expand nationally. In
order to expand nationally, Legacy Academy in the West End area has to be a success;
presenting promising data and needed change.
Project Limitations
As with any project receiving public funds, Federal regulations may act as a constraint.
The constraints Legacy Academy will work in are federal regulations, school board
guidelines/policy and financial limitations. A successful solution should meet the ability to work
within required rules and regulations for compliance and the requirement to have caring and
qualified staff. Another constraint the program must meet is buy-in and support from families,
the community and community/political leaders.
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References

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work impact. Retrieved from https://aaswsw.org/new-website-for-the-grand-challenges/
Adams, J.T. (1931). The epic of America. Boston, Massachusetts: Little, Brown and Co.
Allen-Meares, P. (2007). Social work services in schools. United States: Library of
Congress Cataloging-in-Publication Data
Camera, L. (May 2016). More than 60 years after Brown v. Board of Education, schools

segregation still exists. US News. Retrieved from

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education-school-segregation-still-exists

Child Trends. (2015). Parental expectations for their children’s academic attainment. Data

Bank. Retrieved from https://www.childtrends.org/indicators/parental-expectations-for

their-childrens-academic-attainment/

City of Atlanta. Westside promise zone. Retrieved from
https://www.atlantaga.gov/government/departments/city-planning/office-of-housing-
community-development/westside-promise-zone
Constable, R., & Lee, D. B. (2004). Social work with families: Content and

process. Chicago: Lyceum Books, Inc.

Cook, L. (2015, January 28). U.S. education: Still separate and unequal. U.S. New.

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education-stillseparate-and-unequal

Copper, A. (Producer). (2009). The Harlem Children’s Zone [60 Minutes]. United States of
America: Public Charter. Retrieved from https://youtu.be/Di0-xN6xc_w
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Desilver, D. (2017, February 15). U.S. student’s academic achievement still lags that of their
peers in many other countries. Pew Research Center. Retrieved from
http://www.pewresearch.org/fact-tank/2017/02/15/u-s-students-internationally-
mathscience/
Dynarski, S.M.& Michelmore, K. (2017). The gap within the gap. Brookings. Retrieved
from https://www.brookings.edu/research/the-gap-within-the-gap//
Harlem Children’s Zone. (2009). Whatever it takes. A white paper on The Harlem Children’s

Zone. Retrieved from http://hcz.org/wp-content/uploads/2014/04/HCZ-White-Paper.pdf

Georgia Department of Education. (2019). College career ready performance index. Retrieved
from http://www.gadoe.org/CCRPI/Pages/default.aspx
Jargowsky, P. A. (2013). Concentration of poverty in the new millennium: Changes in the
prevalence, composition, and location of high-poverty neighborhoods. The Century
Foundation and Rutgers Center for Urban Research and Education. Retrieved from
http://www.tcf.org/assets/downloads/Concentration_of_Poverty_in_th
e_New_Millennium.pdf
Kaplan Early Learning Company. An introduction to the Devereux Student Strengths
Assessment. Retrieved from
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KIPP. (2017). Keeping promises to children since 1994. Retrieved from
http://www.kipp.org/kipp-foundation/history
Leach, M.T. & Williams (2007) The impact of the academic achievement gap on the African

American family. Journal of Human Behavior in the Social Environment, 15:2-3, 39-59,

doi: 10.1300/J137v15n02_04

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Leadership Conference Education Fund. (May 2017). Clear sense of racial inequality in
education. Alzalone Liszte Grove Research. Retrieved from
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National Center for Education Statistics. (2019). Children living in poverty. Retrieved from
https://nces.ed.gov/programs/raceindicators/indicator_rad.asp
Perry, A.M. (2014, July 30). Stop blaming lack parents for underachieving kids: Improving
black students’ learning doesn’t “start at home”. The Washington Post. Retrieved from
https://www.washingtonpost.com/posteverything/wp/2014/07/30/stop-blaming-black
parents-for-underachieving-kids/?utm_term=.2fc14346bc7a
Porowski, A. & Passa, A. (2011). The effect of communities in schools on high school dropout
and graduation rates: Results from a multiyear, school-level quasi experimental study.
Journal of Education for Students Placed at Risk. JESPAR.16(1). Retrieved from
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Powell, J. (2018). Six Policies to reduce economic inequality. Haas Institute. Retrieved from
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Project Appleseed. (2017). Benefits and barriers to family involvement in education.
National Campaign for Public School Improvement. Retrieved from
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Puchner, L. & Markuritz, L. (2015). Do black families value education? White teachers,
Institutional cultural narratives & beliefs about African Americans. Multicultural
Education. Retrieved from https://files.eric.ed.gov/fulltext/EJ1090572.pdf
Reardon, S.F. (2011). The widening academic achievement gap between the rich and the poor:
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opportunity? rising inequality and the uncertain life chances of low-income
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Stewart, C. (2015). Can we finally drop the ideal that black parents don’t care about

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itbs-assessment
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The Excel Center. A charter proposal by Goodwill Education Initiatives, Inc. Retrieved from
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Council of State Government. State News. Retrieved from

http://www.csg.org/pubs/capitolideas/enews/issue6_3.aspx

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Appendix A: Legacy Academy Program Manual

Operational Program Manual
Capstone Proposal for an Innovative
Approach to an Inter-Organizational
Community Based Learning Program
Ashley J. Carver
University of Southern California
School of Social Work

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Table of Contents

Introduction………...……………………………………………………………Page 50-51
Current Problem ………………………………………………………………. Page 52
Proposed Program ……………………………………………………………Page 53-54
Legacy Academy Model………………………………………………….….Page 54-59
Area Demographic……………………………………………………………..Page 59-60
Program Design ……………………………………………………………..….Page 61-68
Staffing…………………………………………………………………………..….Page 69-70
Job Descriptions………………………………………………………..Page 71-78
Recruitment………………………………………………………………………Page 79-81
Application Process…………………………………………………..Page 81-82
Conclusion………………………………………………………………………….Page 83

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Introduction
Mission Statement

The mission of Legacy Academy is to enhance educational success for low-income urban
communities.
Legacy Academy will:
• focus on the development of an inclusive learning community with a goal to create a
partnership between the parent and student to develop and preserve lifelong success.
• develop a comprehensive model that will be essential to work holistically with the entire
family.

Objective

Legacy Academy’s primary objective is to close the achievement gap by developing an adult
learning program and school for both parents and students simultaneously in low income urban
communities.

The target area for the program is in the West End area of Atlanta, Georgia. Residents in the
West End have a median household income of $19,447. The population of West End is 18,921
people. With 81.56% of the population being Black, 12.75% white and 2.62% Asian
(Demographics of Atlanta, 2017).

The plan is to work with 10 – 15 adult learners in the first year of operation and elementary
school aged children in grades K-2; no more than 50 students

Company Information

Legacy Academy will serve as an educational institution that all urban communities can benefit
from as they will have the opportunity to achieve an equal and just education. The goal is to
educate the parent by offering them a second chance that will allow their family to end poverty;
by gaining skills that will lead to a sustainable career and motivate the child to attend school and
matriculate to college. Legacy Academy will be purposefully located in low income
communities to gain the backing of those who can truly benefit from its services.

Legacy Academy will assist to resolve some of the current issues in the educational structure.
Legacy Academy will cater to the educational needs of low-income urban communities. The
program will educate school aged children and offer second chance educational opportunities to
the school aged student’s parent. The purpose of the program is to enhance inspiration for the
school aged students to attend school, become motivated through the belief of Social Learning
and aid in ending poverty for the adult learner.

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Projected Growth Highlights
Legacy Academy’s success will be measured by benchmarks to determine if the services offered
are an actual solution to the problem being addressed. It is important to see if what is being
offered is working. There cannot be a resolve of success or failure if nothing is being measured.

The following phases will be measured:
Phase 1 – Outreach
The units of service for the outreach phase will be the number of meetings, and advertisement.
Phase 2 – Application Process
The units of service the Application Process phase will be the number of applications received.
Phase 3 – Admissions
The units of service for the admission phase is the number of acceptances, student/parent
enrollees, and demographics. For demographics, it is important to measure the number of Black
applicants from the target area.
Phase 4 – Evaluation
The units of service for the evaluation phase are scores from standardize exams, pre/post test,
participant surveys, grade promotion and retention.
Phase 5 –Termination
The units of service for the termination phase is the number of students eligible for graduation.
Phase 6 – Follow up
The units of service for the follow up phase will be interviews conducted by the career coach and
survey results.
Phase 7 – Job Training/Job Placement
The units of service for the job training/job placement phase will be the number of adult learners
with jobs after program completion.

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Current Problem

The Grand Challenge to achieve equal opportunity and justice speaks to the community
need to end racial prejudice, build up families and the need to create a society of equality. Today,
the idea of the American Dream is reachable for some people, but not all; is this just? According
to James Truslow Adams "life should be better and richer and fuller for everyone, with
opportunity for each according to ability or achievement" regardless of social class or
circumstances of birth (p.214-215). The American dream to have a family, a house with a white
picket fence, and a job that pays livable wage is more uncommon, than it is common; it is a
dream. Correctly stated our country is not seen as a place for opportunity, especially when
educationally the United States is ranked mediocre in comparison to other countries (Desliver,
2017). In America, achieving academically compares with success; however, there are
tremendous gaps in academic achievement and incomes as it relates to Black children and
families today.
Today Blacks are still at a disadvantage educationally with innumerable issues that hinder
success; personal/emotional factors, family factors, social/environmental factors, school factors
and political factors. Despite education connecting to freedom; the problem is that many
improvised communities have nonexistent means to a proper educational experience. Education
inequality in America is the source of the achievement gap, which directly affects low income
and minority students.

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Proposed Program

The opportunity offered by Legacy Academy is for families to engage in continuous
learning, job training, mental health services and receive additional resources. Legacy Academy
will serve as an educational institution that all urban communities can benefit from; especially
Black families, as they will have the opportunity to achieve an equal and just education. The goal
is to educate the parent by offering them a second chance that will allow their family to end
poverty; by gaining skills that will lead to a sustainable career and motivate the child to attend
school and matriculate to college. Legacy Academy will be strategically located in low income
communities to gain the support of those who can truly benefit from its services.
Legacy Academy will help to solve some of the current issues in the educational system.
Legacy Academy will cater to the educational needs of low-income urban communities. The
program will traditionally educate school aged children and offer second chance educational
opportunities to the school aged student’s parent. The goal of the program is to enhance
motivation for the school aged student to attend school through Social Learning and aid in
ending poverty for the adult learner. The ideal is that Legacy Academy will work with both the
school aged student and the parent simultaneously. This program is different from any other
program because it offers educational options to the entire family.
Legacy Academy is designed for adults and school aged children (students and their
family that need educational training K-12 and technical skills training after high school). It is
important that target population understands the need for educational opportunity, and all
stakeholders that could be vested in this initiative. They also need to understand how this
program can lead to a better quality of life not just for youth, but the entire family. The recipients
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of Legacy Academy are important because they will be the primary beneficiaries of the direct
training provided.
Legacy Academy Framework
Legacy Academy has created a new prototype for closing the achievement gap and
fighting poverty, intended to overcome the limits of conventional systems. This model focuses
primarily and intensively on the educational, social, health of children and their parents. To help
support that development, Legacy Academy will also provide wrap-around programs that will
include parenting classes and mental health counseling to improve families and ultimately
neighborhood environments.
The theory of change underlying Legacy Academy model requires the coordinated application of
its four core principles. To create change it is necessary to:
• develop an educational program with a focus on educating the entire family
• focus on closing the achieve gap by partnering with parents to provide a second chance
educational program
• end poverty by providing parents with educational resources to be gainfully employed and earn
livable wages – job training and job placement
• to motivate school age students to attend school by simultaneously allowing their parents to
attend the second chance adult learning program.

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Principle 1: Community - Based Learning Program
The program will traditionally educate school aged children and offer second chance
educational opportunities to the school aged student’s parent. The goal of the program is to
enhance motivation for the school aged student to attend school through Social Learning and aid
in ending poverty for the adult learner. The ideal is that Legacy Academy will work with both
the school aged student and the parent simultaneously. This program is different from any other
program because it offers educational options to the entire family.
Principle 2 &3: Adult Learning (Choice Center)
In the adult learning program, adult learners will be able to participate in second chance
educational opportunities. Adults will be allowed to complete their high school diploma, earn
their GED, and technical skills training. Adults will also be able to work in a job training through
community partnerships. Families in the program will be able to benefit from mental health
assistance, parenting classes, and community service opportunities.

• Evaluation will take place: pre/post, two 3 months follow ups
• Assessment (Questionnaire)
• Diagnostics Test (TABE Assessment)
• expose to cultural and developmental activities; parenting classes, mental health
counseling, technical skills, job training, employment
• Instructional Time
• Technical Skills Training
• Job Training
• Social Services
• Mental Health Counseling
• Job Training
• Employment
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Evaluation of Adult Learning – Choice Center
To determine goal achievement for Legacy Academy periodic audits will be conducted in
all learning components. The assessment tools in this project will describe individual progress
and programmatic progress. For the adult learner the assessment tool to determine pre/post
progress would be the Tests of Adult Basic Education (TABE) Test. TABE Test 9&10 will be
utilized to review skills adults need to succeed on the job and in life. The test subject areas are
basic skills and level test. Basis skills overviews reading, math, Language, Language Mechanics,
Vocabulary, and Spelling. Level test overviews Science, Social Studies, Algebra, Geometry and
Writing (TABE, 2019). The adult learning program will also be assessed by the number of adult
learners that actually finish the program and gain employment, and results of pre/post test.
Considering the progress of the adult learners parenting skills after attending parenting
classes while enrolled in Legacy Academy, the measuring tool used would be The Parenting
Scale. According to Salari, Terreros and Sarkadi (2012), The Parenting Scale is one of the most
widely used scales in measuring parenting practices in general and in evaluating parenting
programs in particular. The Parenting Scale is a self-rating scale that was developed to fulfill the
need for to measure disciplinary practices.
Principle 4: School Aged Children Program (Unique Normal)

To the programs and activities, school aged students will receive core curriculum
instruction. The school day will be extended, offering extra instructional time, and tutoring. The
goal of the having the school aged student and adult learner (parent) attend school together is to
promote motivation for the school aged student as they witness their parent achieving
educational goals and improved ways to sustain their family. Motivation would be fostered
through Social Learning. According to Learning Theories (2015) Albert Bandura influential
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social cognitive psychologist best known for Social Learning Theory, theorizes that people learn
from one another, through observation, imitation, and modeling. Goodman and Gregg (2010)
reported that parental expectations have a role to play in their child’s educational attainment.

Evaluation of School Aged Children Program – Unique Normal
The school aged student, the assessment tool that will be utilized will be the Iowa Test of
Basic Skill (ITBS). According to The Critical Thinking Company, ITBS is a nationally
standardized achievement test for K-12 students, which allows one to compare student’s scores
to other students across the country in Reading, Language Arts, Mathematics, Social Studies, and
Science. In determining the success of Legacy Academy other components of measurement will
be reviewed; graduation rates and enrollment in post-secondary program.
The Devereux Student Strengths Assessment (DESSA) is a 72-item, standardized, norm-
referenced behavior rating scale that assesses the social-emotional competencies that serve as
• Evaluation will take place: pre/post, two 3 months follow ups
• Diagnostic Test (IBTS Test and Georgia Milestones)
• Assessment (Questionnaire)
• Grades
• Attendance
• Expose to cultural and developmental activities; holistic educational approach
• Instructional Time
• Extended learning
• Morning/Afternoon Care
• Tutors
• Support Services
• Case Management
• Mentoring
• Counseling
• Family Liaison
• Community Partnerships (Resource Development, Big Brothers Big Sisters,
DELL Computers, etc.)

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protective factors for children in kindergarten through the eighth grade. According to the Kaplan
Early Learning Company, The DESSA can be completed by parents/guardians, teachers, or staff
at schools and child-serving agencies, including after-school, social service, and mental health
programs (p.3).
Bringing Legacy Academy to Scale in the West End area of Atlanta, Georgia

A data comparisons was conducted to determine the need of Legacy Academy in the
West End area of Atlanta, Georgia. Data on income, and educational achievement were the main
determinants of the statistics reviewed. It is the goal of Legacy Academy to target families living
in Atlanta’s West End neighborhood. Residents in the West End have a median household
income of $19,447. The population of West is 18,921 people. With 81.56% of the population
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being Black, 12.75% White and 2.62% Asian. According to the City of Atlanta, the West End is
a part of the Westside Promise Zone. The Westside Promise Zone is a 10-year federal
designation authorized by the US Department of Housing and Urban Development. Atlanta is
one of twenty-two Promise Zones across the nation, in which each area is largely characterized
by high poverty and unemployment rates.
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Legacy Academy Design

This picture illustrates the West End neighborhood.
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This illustration shows an adult learner and her school aged child entering Legacy Academy together; as they are both are enrolled in
Legacy Academy educational program.

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This is an illustration of Legacy Academy; the mother and daughter are saying their goodbyes as they part ways going to their desired
program. The mother will be attending the adult learning program, Choice Center and the School Aged student will be attending the
charter school, Unique Normal.
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The picture displays The Choice Center’s Career Coach detailing the options offered to the adult learner; GED, High School Diploma,
Technique Skills Training and Job Training.
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This picture details the programs offered to families enrolled in Legacy Academy; Parenting Classes, Financial Literacy and Mental
Health Counseling.
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The picture above shows the charter school, Unique Normal for the school aged student.
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This picture displays the communication effort Legacy Academy will offer its families enrolled and the community at large with
opportunities for employment, health checks, and various resources through a community partners fair.
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This picture displays an adult learner and a school aged student successfully graduating from Legacy Academy.

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Staffing

In the first year, there will not be a need to hire more than 15 staff members. The adult
learning program will be staffed with teachers from Atlanta Public School Adult Learning
Program or Atlanta Metropolitan College Professors and a career coach. The charter school will
be staffed with a program director, teachers, a resource staff, and a support staff. The number of
teachers needed for startup is minimum because all grade levels will not be a part of the first-
year operations. The salaries are competitive to compensation in Georgia. The employer will pay
30% of benefits to ensure attractiveness to employees.
Staff Experience Personnel Cost Number of Staff
Needed
CEO Master’s degree in
education,
Counseling, Social
Work, Leadership
2 years’ Experience in
Management
$60,000 1
Program Director Master’s degree
Education, Social
Work, Leadership,
Psychology,
Counseling
Experience in
Leadership,
Supervision, Human
Service
$51,000 1
Teachers Bachelor’s Degree or
higher in Education
Experience with adult
learning or high
school students
$38,000 – $45,000 3
Resource/Special
Education Teacher
Bachelor’s Degree in
Education
$40,000 1
Career
Coach/Counselor/Social
Worker
Master’s in social
work or Counseling
$40,000 - $44,000 2
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Experience with
students or in school
settings
3+ years’ experience
GED Teachers
Technical Skill Trainers
(Adult Learning Teacher)
Bachelor’s Degree
Master’s Degree
Preferred
Experience teaching
post secondary
students
$0 1
Custodians Experience in
Housekeeping
$23,000 - $25,000 1
Other Stuff
Clerical Assistant
/Bookkeeper
High School Diploma $30,000 – $32,000 1

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Job Descriptions

Job Title:
CEO
Job Category:
Education/Leadership
Location:
Atlanta, GA
Travel
Required:
None
Level/Salary Range:
$60,000
Position Type:
Full – Time
Job Summary

Responsible for the actual operation of the school, general administration of all instructional,
business, or other operations of the schools. Administer and supervise the school and its
employees, lead development of educational program enhancement, foster a culture of
positive, engaged learners, and serve as a strong advocate for the school’s core values--
including developmental attitude and parental involvement.

Plan and design Legacy Academy’s innovative curriculum, and design and apply teacher
training for effective curriculum implementation. Ensure that the expanding school program
provides all students and adult learners with primary academics and career development.

Role and Responsibilities
Educational Program Management

• Advocate for, and execute on the mission, vision and strategic direction of Legacy
Academy.
• Extensive knowledge of and experience with curriculum development and
developmentally based educational programs.
• Monitor and analyze student performance data and prepare reports.
• Outreach to community and school district about Legacy Academy’s model and
develop support systems
• Facilitate teacher leadership for professional development, staff/teacher meetings,
and instructional planning meetings.
• Explain and clarify information received from various agencies including Georgia
Department of Education, State Board of Education, and Georgia Charter School
Association.
• Together with staff, develop discipline policies.

Operations Management/Supervision

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• Provide oversight and leadership in guiding the launch of Legacy Academy during the
first academic school year, including developing initial programmatic, staffing,
curriculum, and opening procedures.
• Develop school office procedures, methods and practice.
• Ensure compliance with all applicable laws and regulations including, but not limited
to, financial, record keeping, and employment.
• Supervise day-to-day operations of the school.
• Responsible for overall vendor management including, but not limited to payroll,
facilities, contractors.
• Responsible for preparation of annual performance audit.
• Attend and participate in Atlanta Public School Board meetings and committee
meetings.
• Manage recruitment and selection of staff.
• Supervise improvement of teaching by annually reviewing goals and objectives,
observing instruction, and conferencing with teachers, in collaboration with staff, the
Board of Directors, and representational parent input.
• Supervise staff and foster positive, collaborative working relationships.

Communications Management

• Establish and maintain professional and cooperative working relationships with all
stakeholders: parents, students, staff, neighbors, donors and partners.
• Maintain a visible and accessible presence to the school community.
• Advocate for Legacy Academy in the greater community and with the media.
• Communicate issues, concerns, and needs to the Board of Directors.
• Represent Legacy Academy at district and county administrative meetings and other
meetings as requested by the Board of Directors.
• Maintain frequent and regular communications with families through a newsletter,
school website, one-on-one meetings, etc. as appropriate.
• Outreach and marketing for the purposes of maintaining enrollment and
development.

Fiscal Management

• Develop annual budget.
• Manage budgets and make recommendations to the Atlanta Public School Board.
• Work with the Board of Directors to set economic objectives, financial and accounting
policies, and other fiscal policies and practices as necessary.
• Provide financial reports to the Board, the school district, and other agencies as
mandated by law.
• Arrange for annual audit with an outside independent auditor to ensure the
soundness of Legacy Academy finances.
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Qualifications and Education Requirements
Bachelor’s degree (Master’s degree or higher preferred).

Job Title:
Program Director
Job Category:
Education
Location:
Atlanta, GA
Travel
Required:
None
Level/Salary Range:
$51,000
Position Type:
Full – Time
Job Summary

Supervises staff assigned to implement the Legacy Academy model; builds new and
strengthens existing partnerships; serves as a member of multiple community alliances and
committees; develops and implements training curriculum; and organizes staff development,
program development and implementation of programming.

Role and Responsibilities
• Engagement and recruitment of families, students, donors and community partners
• Manage enrollment of students and adult learners in the program
• Work collaboratively with school administrators, staff, teachers and other school
partners in the planning and implementation of Legacy Academy model
• Lead annual assessment process of needs for student and school community.
• Lead the development and implementation of the school support plan, including
defining measurable objectives and procedures for delivering services.
• Research and cultivate potential community partners to meet school and student
needs.
• Maintain detailed records of school and agency partnerships and student needs,
interventions, and progress.
• Generate reports for Legacy Academy and agency partners.
• Represent and promote Legacy Academy through site visits, speaking engagements,
participation in community events, and occasional media opportunities.
• Work collaboratively across teams and departments within Legacy Academy in service
of the mission.
• Assist with other organizational and project activities, as needed.
Qualifications and Education Requirements
ENHANCING EDUCATIONAL OPPORTUNITIES

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74
Master’s Degree in Social Work, Psychology, Leadership or Counseling preferred. Experience
working with adolescents, their families, and urban public schools is highly desired.

Job Title:
Teacher
Job Category:
Education
Location:
Atlanta, GA
Travel
Required:
None
Level/Salary Range:
$38,000 – $45,000
Position Type:
Full – Time
Job Summary

Responsible for instructing students in elementary school from grades K-5.

Role and Responsibilities
• Create instructional resources for use in the classroom.
• Plan, prepare and deliver instructional activities
• Create positive educational climate for students to learn in.
• Meet course and school-wide student performance goals.
• Participate in ongoing training sessions.
• Create lesson plans and modify accordingly throughout the year.
• Grade papers and perform other administrative duties as needed.
• Write grant proposals to gain funding for further research.
• Create projects designed to enhance lectures.
• Read and stay abreast of current topics in education.
• Create lesson plans.
• Utilize various curriculum resources.
• Integrate competencies, goals, and objectives into lesson plans.
• Utilize curricula that reflect the diverse educational, cultural, and linguistic
backgrounds of the students served.
• Develop incentives to keep participants in class.
• Develop professional relationships with other agencies and programs.
• Utilize public library resources.
• Work with program coordinators to ensure initiatives are being met.
• Tutor students on an individual basis.
• Establish and communicate clear objectives for all learning activities.
• Prepare and distribute required reports.
• Observe and evaluate student's performance.
• Manage student behavior in the classroom by invoking approved disciplinary
procedures.
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75
Qualifications and Education Requirements
Bachelor’s; master’s preferred

Job Title:
Career Coach, Counselor,
or Social Worker
Job Category:
Education
Location:
Atlanta, GA
Travel
Required:
None
Level/Salary Range:
$40,000 - $44,000
Position Type:
Full – Time
Job Summary

Offer professional development and guidance to adult learners, college students and other
individuals. Help students identify and realize career goals through personal consultation.

Role and Responsibilities
• Assist their clients in identifying personal goals and developing leadership skills and
planning career moves.
• Help the adult learner seek new employment opportunities
• Provide feedback on resumes or cover letters
• Strategize for a successful job interview
• Conduct workshops, network and maintain relationships to actively promote career
opportunities.
• Act a liaison between colleges and other programs
• Ensure adult learners are accountable
• Make home visits, as appropriate, to assess needs
• Meet with adult learners at regular intervals to assess their job and career goals, or
immediate work needs

Qualifications and Education Requirements
Bachelor’s; master’s preferred in counseling, social work or a related field

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76
Job Title:
Resource/Special
Education Staff
Job Category:
Education
Location:
Atlanta, GA
Travel
Required:
None
Level/Salary Range:
$40,000
Position Type:
Full – Time
Job Summary

Help students prepare for academic achievement, ensure career readiness and develop
personal or social competencies through preventive and development counseling. The goal is
to ensure that students will become productive and well-adjusted adults.

Role and Responsibilities
• Meet with and evaluate students’ strengths, weaknesses, and interests
• Identify areas for improvement i.e. behavioral issues, academic performance
problems, and attendance non-compliance
• Work with students to develop skills of time management, organization, and overall
study habits
• Help students understand and overcome social and/or behavioral problems
• Assist students in the development of career goals and corresponding academic
achievement plans
• Counsel individuals or groups as needed
• Collaborate with teachers, administrators, and parents for student success
• Educate school faculty, parents, and neighborhood on topics such as bullying, drug
use, and college prep as needed
• Report signs of neglect or abuse to superintendent and/or outside legal resources
• Perform all duties with the safety and happiness of our students in mind
• Make home visits, as appropriate, to assess needs
• Assesses student progress and determines the need for additional reinforcement or
adjustments to instructional techniques.
• Employs various teaching techniques, methods and principles of learning to enable
students to meet educational goals
• Develops and implements annual Individualized Educational Program (IEP) plans for
students to include present levels of educational performance, special education
needs, instructional goals and objectives, and the special education and related
services required to meet those goals
• Schedules team meetings and works cooperatively with child study team members
and others in developing instructional goals and strategies
• Coordinates the delivery of special education services in each student's IEP
• Creates a positive learning experience with emphasis in individualized instruction
• Serves as primary contact for the parent
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• Conducts special education evaluations and reevaluations

Qualifications and Education Requirements
Bachelor’s; master’s preferred in Special Education or related field

Job Title:
Custodian
Job Category:
Maintenance
Location:
Atlanta, GA
Travel
Required:
None
Level/Salary Range:
$23,000 - $25,000
Position Type:
Full – Time
Job Summary

Keep buildings functionally and aesthetically intact.

Role and Responsibilities
• Maintaining facility and grounds cleanliness and upkeep
• Sweeping, mopping, and vacuuming floors
• Waxing furniture and clearing fixtures
• Disposing of trash and emptying receptacles
• Performing minor repairs
• Maintaining inventory of cleaning agents and equipment
•
Qualifications and Education Requirements
High School diploma, GED, or equivalent

Job Title:
Clerical Assistant
/Bookkeeper
Job Category:
Clerical/ Office
Location:
Atlanta, GA
Travel
Required:
None
Level/Salary Range:
$30,000 – $32,000
Position Type:
Full – Time
Job Summary

Performs a variety of noncomplex, general clerical, typing, and/or office support duties.

ENHANCING EDUCATIONAL OPPORTUNITIES

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78
Role and Responsibilities
• Sorts, files and maintains alphabetical, numerical, and subject filing systems.
• Types forms, memoranda, and other copy material.
• Checks and compares data for accuracy and completeness.
• Gathers specified information and compiles routine reports.
• May enter data into computer system.
• Balance and maintain accurate ledgers
• Monitor office expenses
• Coordinate bank deposits and report financial results on a regular basis
• Performs related job duties as required.
Qualifications and Education Requirements
High School diploma, GED, or equivalent; bachelor’s degree preferred
Running head: ENHANCING EDUCATIONAL OPPORTUNITIES 79
Participant Recruitment

School Aged Student Open Enrollment and Admissions. The Charter School shall
comply with the open enrollment and admission provisions set forth in the Official Code of
Georgia Accordance 20-2-2066. Enrollment shall be open to any student in accordance with the
following criteria:
Attendance Zone. The attendance zone for the Charter School shall be the following:
• The attendance zone is limited to the neighborhood of West End if and only if
there are more applicants from the West End neighborhood than there are seats
available in each grade and a lottery is required.
• In the event the neighborhood of West End does not have enough applicants to
require a lottery, the attendance zone shall be expanded, but only if the expansion
yields more applicants from the West End than there are seats available and a
lottery is required.
• In the event the neighborhood of West End does not have enough applicants to
require a lottery, the attendance zone shall be expanded to include the entire
Atlanta Public School District in the single lottery.
Application. To be eligible for enrollment at Legacy Academy, students residing in the
attendance zone must submit a timely application to Legacy Academy in accordance with
the deadline set by the program. Legacy Academy may use the applications only for the
purpose of verifying the student’s residence within the attendance zone and grade level.
Adult Learner Enrollment. The adult learner must be a parent or a family member of the
school aged student who is seeking second chance educational opportunity. Also, participants
must meet the following requirements:
ENHANCING EDUCATIONAL OPPORTUNITIES

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• must be at least 18 years old
• Present valid identification
• Attend the Legacy Academy orientation session
• Complete enrollment information and the TABE assessment
Application Process
An initial application form will include name, present mailing, address, telephone
number, current income, educational information, work information, hobbies, and emergency
contact person. The application is part of the enrollment process and assess for program
eligibility. A sample application follows for the school aged student and the adult learner.

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81

Child’s Last Name_________________ Middle Name____________ First Name__________

______________________________________________________________________________
Mother Last Name________Middle Name ___________First Name

______________________________________________________________________________
Father Last Name________Middle Name ___________First Name

Child Date of Birth____________________ Sex_________ Race________________________

Address___________________________City______________State__________Zip________

Parent/Guardian Phone Number_________________________________________________

Parent /Guardian Email________________________________________________________

Parent/Guardian Household Income______________________________________________

Emergency Contact____________________________________________________________

Relationship to Child___________________________________________________________

Emergency Contact Number_____________________________________________________

Last Grade Completed__________________________________________________________

Registration Form
Unique Normal
School Year 2021-2022
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Last Name_______. _Middle Name ___________First Name

______________________________________________________________________________
Child’s Last Name________Middle Name ___________First Name

Date of Birth____________________ Sex_________ Race_____________________________

Address___________________________City______________State__________Zip________

Email________________________________________________________________________

Number______________________________________________________________________

Emergency Contact____________________________________________________________

Emergency Contact Number_____________________________________________________

EDUCATION HISTORY

Last Grade Completed_________________________________________________________

Last School
Attended_____________________________Year____________________________________

EMPLOYMENT

Current/Last Job____________________________Position____________________________

Skills_________________________________________________________________________
Registration Form
Choice Center
School Year 2021-2022
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Conclusion

This tremendous project cannot be done alone, through networking and partnerships with
like-minded professionals the poverty and achievement gap will be eliminated by Legacy
Academy. Legacy Academy will end poverty in low income communities, while at the same
time decreasing problems that contribute to social setbacks. It will promote social change by
motivating children to attend school and aim for greater heights and allow adult learners a
second chance to achieve their goals in a school setting.

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Appendix B: Letter of Intent

LETTER OF INTENT

Legacy Academy, Unique Normal Charter School
PO BOX 42412
Atlanta, GA 30311
404-561-2214
Ashleymatthews42@aol.com
______________________________________________________________________________

January 1, 2020
[no later than 6 months prior to date petition is due to the Georgia Department of Education]

Georgia Department of Education
Charter Schools Division
2053 Twin Towers East 2
05 Jesse Hill Jr. Drive, SE
Atlanta, GA 30334

Atlanta Public Schools
130 Trinity Ave., SW
Atlanta, GA 30303

RE: Letter of intent to open Legacy Academy, Unique Normal Charter School

In accordance with Georgia State Board of Education Rule 160-4-9-.04, please accept our letter
of intent to submit a petition for Legacy Academy, Unique Normal Charter School in the Atlanta
Public school system.

Our vision for Legacy Academy, Unique Normal is to enhance educational success for low-
income urban communities. Legacy Academy will:
• focus on the development of an inclusive learning community with a goal to create a
partnership between the parent and student to develop and preserve lifelong success.
• develop a comprehensive model that will be essential to work holistically with the entire
family.
The mission of Legacy Academy, Unique Normal is close the achievement gap and aid in ending
generational poverty.

Legacy Academy, Unique Normal proposes to open for the 2022 - 2023 school year, serving
grades K-2
nd
increasing to grades [if applicable] every year until grade 6. We look forward to
working with you towards the completion of our petition and the successful start of our school
year.

Sincerely,
Ashley Carver
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Appendix C: Memorandum of Understanding
MEMORANDUM OF UNDERS TANDING
To:
Atlanta Metropolitan College
From:
Ashley Carver
Subject:
Agreement with Legacy Academy & Atlanta Metropolitan College
Date:
August 2022

A memorandum of understanding has been established between Atlanta Metropolitan College
and Legacy Academy. The memorandum of understanding will serve as an agreement between
the two educational institutions to aid in the academic and technical development of students
enrolled in the Legacy Academy. Legacy Academy will be operated in a unique manner with
goals that contribute to the educational achievement needs of under deprived adults in the West
End area of Atlanta, Georgia/ urban communities.

It is the intent of this agreement that Atlanta Metropolitan College will provide in-kind services
to train students in the area of academic and technical skills training. To meet this goal and to
provide adequate training, the Atlanta Metropolitan College will provide professors to teach and
mentor adult learners at the Atlanta Metropolitan College campus.

This joint venture is projected to strengthen training opportunities and exposure to a higher-level
learning environment. The Atlanta Metropolitan College has been a vital part of the university
and education system since 1965. The university has extended an arm to the community in many
ways to improve training achievement, student development and engagement.

Legacy Academy will provide outreach and recruitment for the adult learners based on families
served in its program. Legacy Academy will work in concert with Atlanta Metropolitan staff to
assess diagnostic needs for each adult learner’s individualized academic plan. Legacy Academy
will assign adult learners with a Career Coach who will work in partnership monitoring
attendance, coursework and accountability.

Legacy Academy in part with Atlanta Metropolitan College will provide the adult learner with a
second chance in educational growth, employment skill development and ultimately job
placement. Atlanta Metropolitan College professors will provide classroom environment and
instruction. They will also provide classroom accountability for each adult learner and submit a
progress report to Legacy Academy monthly. Legacy Academy will provide books, materials
and supplies for the adult learner. Transportation will be provided by Legacy Academy via
public transportation MARTA transit.

ENHANCING EDUCATIONAL OPPORTUNITIES

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86
Changes or negations to the agreement can be made at the desire of either party as needed. This
agreement will be effective August 2022. This agreement can be canceled or dissolved by either
party within a 30-day written notification.
_______________________________________________
Signature President Atlanta Metropolitan College or Designee & Effective Date of Agreement
_______________________________________________
Signature of Legacy Academy or Designee & Effective Date of Agreement

ENHANCING EDUCATIONAL OPPORTUNITIES

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87
Appendix D: Parenting Scale Sample

ENHANCING EDUCATIONAL OPPORTUNITIES

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88
Appendix E: School Aged Social Emotional Measuring Tool Overview

ENHANCING EDUCATIONAL OPPORTUNITIES

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89
Appendix F: Infographic Data Comparison

Achieve Equal Opportunity and Justice
Statistics of the median income in Atlanta's affluent neighborhood, Buckhead, is over
double the median income of Atlanta's urban low income neighborhood, West End.
Achievement Gap & Poverty
Atlanta, G eorgia

Average Household Income - $79,304
Median Household Income - $54, 031

High S chool G raduation R ate
Atlanta Public S chool -79.9%

C ollege & C areer R eady Performance
Index
Atlanta Public S chool C C R PI - 73.4

E ducation S tatistics
3,883 4,096
16,129
4,175
52,827
30,278
1,344
3,529 3,026
1,141 2,371 900
BuckHead W est E nd
No High S chool S ome High S chool S ome C ollege Associate D egree Bachelors D egree G raduate D egree
0
25,000
50,000
75,000
Median Household Income
36,822
59,890
104,663
69,252
18,094
27,935 26,393
18.18
Buckhead W est E nd
U nder 25 25-44 45-64 O ver 65
0
100,000
200,000
C ollege & C areer R eady Performance Index (C C R PI) ME AN
82.7
65.5
Buckhead W est E nd
2017 -2018
0
50
100
Median C C PR I
82.7 - Buckhead
65.5 - W est E nd
R ange C C R PI
72.0 -96.5 Buckhead
51.9 - 80.7 W est E nd

Educational statistics reflect an inequality in the achievement levels
between the affluent community in comparison to the low income
community.
Buckhead R acial Makeup
38
58
4
Black W hite Hispanic
W est E nd R acial Makeup
90.5
5.9
1.5
0.3
1.8
Black W hite Hispanic Asian Mixed
***C C R PI measures content mastery, progress,
closing gaps, readiness and graduation rates.
(G eorgia D epartment of E ducation)
Point2Homes. (2018). W est E nd Atlanta. R etrieved November 9, 2018, from
https://www.point2homes.com/U S /Neighborhood/G A/Atlanta/W est-E nd-Atlanta-D emographics.html.
Point2Homes. (2018). W est E nd Atlanta. R etrieved November 13, 2018, from
https://www.point2homes.com/U S /Neighborhood/G A/Atlanta/Buckhead-D emographics.html.

Point2Homes. (2018). W est E nd Atlanta. R etrieved November 9, 2018, from
https://www.point2homes.com/U S /Neighborhood/G A/Atlanta/W est-E nd-Atlanta-D emographics.html.
Point2Homes. (2018). W est E nd Atlanta. R etrieved November 13, 2018, from
https://www.point2homes.com/U S /Neighborhood/G A/Atlanta/Buckhead-D emographics.html.
G eorgia D epartment of E ducation. (2018). 2018 C ollege and C areer R eady Performance
Index C C PR I: Atlanta Public S chools. R etrieved November 11, 2018, from
http://ccrpi.gadoe.org/2018/Views/S hared/_ Layout.html
S tatistical Atlas. (2018). Buckhead Atlanta. R etrieved November 11, 2018., from
https://statisticalatlas.com/place/G eorgia/Buckhead/R ace-and-E thnicity.
S tatistical Atlas. (2018). W est E nd Atlanta. R etrieved November 10, 2018, from
https://statisticalatlas.com/neighborhood/G eorgia/Atlanta/W est-E nd/R ace-and
E thnicity
G eorgia D epartment of E ducation. (2018) . G eorgia High S chool G raduation R ate. R etrieved November 10,
2018, from http://www.gadoe.org/E xternal-Affairs-and-Policy/communications/D ocuments/4
Y ear% 20C ohort% 20G raduation% 20R ate% 20S tate% 20D istrict% 20S chool% 20by% 20S ubgroups_ 09_ 19_ 18.pdf
U .S . C ensus Bureau. (2018). Atlanta, G eorgia. R etrieved November 12, 2018, from
https://www.census.gov/quickfacts/atlantacitygeorgia
ENHANCING EDUCATIONAL OPPORTUNITIES

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Appendix E: Legacy Academy Brochure

Abstract (if available)

Abstract The problem related to the grand challenge of achieving equal opportunity and justice is that, African American students that live in high poverty urban communities underachieve educationally in comparison to their white peers. The problem of educational achievement is directly related to impoverished neighborhoods and a lack of community support. The achievement gap refers to racial disparities in academic achievement and the fact that black students lag behind their white peers in terms of school readiness, standardize test results, educational completion, and grades (Sacks, 2006). The proposed solution to this problem will be the development of Legacy Academy, an inter-organizational community-based learning program in which school aged students and their parents will be able to attend simultaneously. The overall goal of Legacy Academy is to aid in ending generational poverty and to be a solution in closing the achievement gap. Legacy Academy will be located in the West End area of Atlanta, Georgia

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Asset Metadata

Creator Carver, Ashley J. (author)

Core Title Enhancing educational opportunities for families of low-income urban communities

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Publication Date 06/21/2019

Defense Date 05/11/2019

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

Tag achievement gap,Blacks,Community,Family,holistic,Legacy Academy,low income,OAI-PMH Harvest,Poverty,school aged child,stakeholder,Urban

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Lee, Nani (committee chair)

Creator Email acarver@usc.edu,ashleymatthews42@aol.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-177473

Unique identifier UC11660093

Identifier etd-CarverAshl-7431.pdf (filename),usctheses-c89-177473 (legacy record id)

Legacy Identifier etd-CarverAshl-7431.pdf

Dmrecord 177473

Document Type Capstone project

Format application/pdf (imt)

Rights Carver, Ashley J.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA