User:Emilieyoungs/sandbox

= A Place Called Home = A Place Called Home is located in South Central Los Angeles, California. This organization is a safe space for the local kids, young adults, family, and community members of all sorts are welcomed with open arms. While you are here, you are assisted and cared for in many ways with age specific capabilities of care and aid. A focus for this organization is centered around education. Promoting, helping, and encouraging education for those who are susceptible to more disadvantages can help in many differing forms, and A Place Called Home tries, in multiple ways, to do just that. Working through homework problems with the younger peoples to assisting the high schoolers towards graduating, this space is one of possibilities and aid.

Even though my contribution will be during the summer time, I expect to still play a role in the educational field of those coming to A Place Called Home. To encourage schooling, answering questions in regards to college and my educational background, and other experiences I have not yet anticipated will all come from a mindset of me being a counselor, mentor, and/or someone to look up to. This area within the large city of Los Angeles, California may have a connotation some dislike but this does not and should not limit the possibilities for those who are growing up here.

Area: After-School Activity
After-school activity

The hours post the typical school day can be beneficial or detrimental. Taking advantage of an after school program benefits both the student and the family whether one is low-income, high-income, in a wealthy area, or in an area categorized as dangerous. After school activities or programs take on the responsibility of entertainment for a few hours after the final school bell; whether that after school program is trying to be educationally helpful, training the youth in skills, or simply a place to go instead of the streets, these programs are beneficial in many ways.

My PE organization takes pride as being a safe place for the youth population to go to. A Place Called Home is an after school program that also entails educational benefits and other extracurricular options. Learning more about after school programs broadens my awareness of how influential one program may be compared to another.

Area: Education (old)
Education in California

Education differs worldwide. Educational curriculums vary within the American system as well. To go even further, there are differences, small and large, between schools just miles apart depending on city and city make ups. Los Angeles is one of the largest cities; there is undeniably great sums of money and prosperity within Los Angeles, but there are also very poor, underprivileged, and underrepresented communities as well. With the differing life styles, there are differing neighborhoods that offer a variety of lifestyles. One lifestyle influencer is the way of the school system of the youth.

I chose to focus on education in regards to my PE organization as well as my Wikipedia article addition because of personal interests. Also, education is such a large topic yet, I believe, has little and not enough recognition. Reading and educating myself to then adding to this page, I plan to reiterate the importance of K-12 education because this Wiki page lacks information in that section.

Sector: School Counselor
School Counselor

The influence of schooling and education does not come solely from a teacher. There are personal experiences, other faculty members, and many influential experiences that create the realm of education. The school counselor located at school may or may not be present and, with that, may or may not be a positive attribute to a child's education. There are also identifiers who claim to be school-counselor-like who are individuals who try their best to answer questions and help push educational benefits just as school counselors do (or should).

Elaborating on the definition of 'counselor' is important because when 'counselor' is brought up, a few limit this to a certain person. A counselor can be a trained and specific individual as well as someone who sheds positivity and helpful aid towards someone else who needs it. This Wiki page incorporates many countries yet lacks detailed information.

Article Evaluation
SOUTH LOS ANGELES

There, first, appears to be a lot of information on this specific Wikipedia page. I originally thought that I may not be able to contribute to this page, but as I read through I have realized that I do believe there can be changes made and information added.

At first glance, specific edits I would want to make would be at the "Education" and to the "Demographics" section on this page. There seems like be an insufficient amount of statistics and sources in this section. Demographics is a large part of what makes a city unique as the people that fill the area are what constitute the area to be what it is. If any area were to be a bit skim it shouldn't be the category of 'demographics'. Additionally, the education category just seems a little messy to me as the organization is off because the university called USC is the only school listed under the heading of 'Education' yet also falls under "universities".

An article about a city structure would be assumed to be relatively neutral. Reading through the page there aren't too many controversial stand points as most is informative information without personal flare. One thing that it is noticed if how often the University of Southern California is brought up and thrown in throughout multiple parts of the page. I do think this is a bit overrepresented to try to bring light to an area that may have a negative connotation to some. Los Angeles represents a wide variety of people and ways of life and I think this article may be highlighting one aspect of Los Angles (USC) to ensure that this area isn't all bad and is in fact a bit superior to maybe other cities.

WikiProject California: improve the exposure of California and California's cities

Rated: C-Class

Area Scholarly Sources: After-School Activity (new)
These sources collectively agree that after-school programs have the opportunity to influence, enhance, and change lives. Area specifically, after-school programs may deem more necessary than in other areas. My practice experience is located in an area that is well known for being dangerous, poor, heavy with gangs, along with other negative definitions. Because this area is viewed so poorly, organizations such as A Place Called Home may assist the youth and community members from breaking society given stereotypes.

1. McBride, Ron E. .., and Ping Xiang1. “Motivational Regulations Among At-Risk Students in an After School Activity Program.” ICHPER -- SD Journal of Research in Health, Physical Education, Recreation, Sport & Dance, vol. 9, no. 1, Fall/Winter2017 2017, pp. 38–46.

Children are influenced by their surroundings. This article explains that different motivators can affect students--specifically the 'at-risk' students. The authors were able to conclude that after-school programs are environments that can benefit children greatly.

2. Yaffe, Deborah. “After-School Acceleration.” District Administration, vol. 52, no. 8, Aug. 2016, p. 45.

Here, the after talks about the ways to improve, needs of improvement, improvement within some institutions of the after-school program dynamics. By accelerating and enhancing after-school programs there are positive consequences for the education system itself along with personal experiences for the students.

3. Park, Hyejoon, and Min Zhan. “The Impact of After-School Childcare Arrangements on the Developmental Outcomes of Low-Income Children.” Children and Youth Services Review, vol. 73, Feb. 2017, pp. 230–241.

Looking at school-aged persons who are identified as low-income, this article gives the background information as to how institutions like after-school programs are able to benefit students of minority statuses.

4. Kraemer Tebes, Jacob, et al. “Impact of a Positive Youth Development Program in Urban After-School Settings on the Prevention of Adolescent Substance Use.” Journal of Adolescent Health, no. 3, 2007, p. 239.

There is data present in this after that prove that students fair better, in many different ways, due to helpful and proactive after-school programs.

5. Sauer, Victoria. “After-School Prevention Programs for At-Risk Students: Promoting Engagement and Academic Success.” JOURNAL OF YOUTH AND ADOLESCENCE, vol. 44, no. 7, pp. 1468–1473.

The effectiveness of after-school programs include academic assistance but also should include other mechanisms that focus on other needs of the students involved.

6. Rothstein, Richard, et al. “Providing Comprehensive Educational Opportunity to Low Income Students. Part 2: How Much Does It Cost?” Campaign for Educational Equity, Teachers College, Columbia University, Campaign for Educational Equity, Teachers College, Columbia University, 1 Oct. 2011.

This article blatantly points out the holes and inappropriate disadvantages that are connected to the education system. Performances of disadvantaged or minority children and below other student groups. The gaps between student achievement needs to be made smaller. More equal opportunities may be present with the fixing of after-school programs and an overall improvement of the education system.

pg 33/27

7. Ramirez, Johnny Carlos. “They Say Pushout, WE SAY PUSHBACK!!!”: A Case Study Examination of Chicanx-Latinx After-School Youth Development and Transformational Resistance. 2018

A whole research process is present in this article; suggesting certain questions to consider, hypotheses of ways to improve and include, ways after-school programs can correlate with inclusions, and other factors that focus on Chicanx/Latinx youth.

Area Scholarly Sources: Education (old)
http://eds.a.ebscohost.com/eds/detail/detail?vid=3&sid=03143d69-164b-4020-8f5c-7f70f526358f%40sdc-v-sessmgr03&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=eric&AN=ED559363 Online version available to read and review. "The Future of Higher Education"

Have to read, in person at a library on campus; may still be a good source to go further check out. http://oskicat.berkeley.edu/record=b22741532?

Online version available to read and review. bilingual education

Online version available to read and review. trees and poverty

http://eds.a.ebscohost.com/eds/detail/detail?vid=1&sid=a79d0dce-98c9-49ff-876c-32357ed0f769%40sdc-v-sessmgr06&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=ED478505&db=eric Online version available to read and review. graphs, charts, numbers


 * 1) “The Low Productivity of the ‘Education Industry.’”  Seligman, Daniel.  Fortune, vol. 58, no. 4, Oct. 1958, p. 135
 * 2) “The Future of Higher Education in California: Problems and Solutions Forgetting in and Getting Through.” Tierney, William G., et al. Pullias Center for Higher Education, Pullias Center for Higher Education, 1 Apr. 2014
 * 3) Education Watch: California. Key Education Facts and Figures. Achievement, Attainment and Opportunity. from Elementary School Through College. The Education Trust, 2003, 2003. EBSCOhost, libproxy.berkeley.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dcat04202a%26AN%3ducb.b22954176%26site%3deds-live.
 * 4) Page, Lindsay C., and Judith Scott-Clayton. “Improving College Access in the United States: Barriers and Policy Responses.” Economics of Education Review, vol. 51, Apr. 2016, pp. 4–22. EBSCOhost, doi:10.1016/j.econedurev.2016.02.009.

Sector Scholarly Sources: School Counselor
School counselor is an important part of the education institution and education experience yet is very often overlooked. Researching school counselors has made the inclusion of these staff members into A Place Called Home viewed as even more important than I had thought previous to this research.

1. Sackett, Corrine R. .., et al. “A Phenomenological Inquiry of High School Students’ Meaningful Experiences with School Counselors.” Journal of School Counseling, vol. 16, no. 19, Oct. 2018, pp. 1–31.

While there is a lot of negative articles on many aspects of the education institution, this article can explain that there are positive experiences within the broken system.

2. Deslonde, Vernell L., and Michael D. Becerra. “High School Counselors’ Influence on Low Socioeconomic Students’ College Enrollment.” Journal of School Counseling 24 (December 5, 2018): 1–29.

There are connections made to college enrollment present in this piece of literature.

3. Cook, Jill, et al. “SPECIAL SECTION: SCHOOL COUNSELORS AND PRINCIPALS: Exploring the Dynamics of an Evolving Relationship.” Principal Leadership, vol. 19, no. 4, Dec. 2018, pp. 24–31.

School counselors are more than just an adult figure sitting behind a desk trying to tell the student population what to do in regards to school-life. The relationships with a school counselor and the students is an expansive relationship. This article shows questions and answers from actual principals and school counselors to give an insight to the minds of those with jobs in the school system instead of giving a researched or outside explanation.

4. Robinson, Karen, and Josipa Roksa. “Counselors, Information, and High School College-Going Culture: Inequalities in the College Application Process.” Research in Higher Education, vol. 57, no. 7, Nov. 2016, pp. 845–868.

The counselor relationship and the ways this can be a negative or positive experience for the students is influential in more than just an academic setting.

5. Page, Lindsay. “Small Nudges Can Improve How Students Apply to College.” Harvard Business Review Digital Articles, Nov. 2016, pp. 2–5.

Pushing youthful and impressionable students can go a long way. No student should be hinder on opportunity. With expectations set, students can be pushed, for the better, towards education and life goals.

6. Pascopella, Angela. “Positive Power.” District Administration, vol. 40, no. 7, July 2004, p. 44.

The term "power" can be a bit intimidating. This article describes that this "power" of influence onto the youth-student population should not be intimidating but instead should be used as device to aid, assist, and push the student population they have control and influence over.

7. Harrington, Karen., et al. “A Grant Project to Initiate School Counselors’ Development of a Multi-Tiered System of Supports Based on Social-Emotional Data.” Professional Counselor, vol. 6, no. 3, June 2016, pp. 278–294.

Project goals are explained throughout this piece. There are emphasis that this project will not only positively effect education but overall qualities and components of life. Social, emotional, behavioral shaping of students will come from enhancing the student counselors themselves and by making goals to improve the relationships between education staff and the student body.

"A Phenomenological Inquiry of..." 2018, Vol. 16 Issue 19, p1-31, 31p, 1 Chart

"A Survey of School Counselor..." 2018, Vol. 16 Issue 22, p1-33, 33p, 4 Charts "High School Counselors' Influence..." 2018, Vol. 24, p1-29, 29p

"Special Section: School Counselors and..." Dec2018, Vol. 19 Issue 4, p24-31, 8p

House, Reese M., and Susan Jones Sears. “Preparing School Counselors to Be Leaders and Advocates: A Critical Need in the New Millennium.” Theory Into Practice, vol. 41, no. 3, Summer 2002, pp. 154–162. EBSCOhost, doi:10.1207/s15430421tip4103pass:[_]3. "Preparing School Counselors to be Leaders and Advocates: A Critical Need in the New Millennium."

Ernst, Kimberly, et al. “Self-Efficacy, Attachment Style and Service Delivery of Elementary School Counseling.” Professional Counselor, vol. 7, no. 2, Apr. 2017, pp. 129–143. EBSCOhost, doi:10.15241/ke.7.2.129.

Area: After-School Activity (new)
After-school programs have been around and influential for some time now, but they are not keeping up with the discriminations and unequal opportunities present across the board of education. These programs, and programs alike, have been researched and explored to point indistinct signs that improvement is needed. After-school programs can be beneficial in educational goals along with helping to create a healthy life attitudes and ways.

Area: Education (old)
Education when young creates a foundation for their future education plans. Education has been a clear indicator of success in today's world. Education is something that is not equally attainable yet equally necessary for success; education can be even more needed for those who fall under minority categories based on gender, race, place, socioeconomic standings, and others.

Sector: School Counselor
School counselors do more than what many perceive their role to be. Evidence has been increasingly supporting the importance of having school counselors for the youth and students. By having these trained individuals on campus creates a better relationship between student and school. Not only that, but school counselors help direct other aspects of life into healthy directions. Having a healthy relationship with someone who promotes education proves to be beneficial at the present time along with future endeavors. The importance of this role is not yet even fully understand. What is becoming better acknowledged is that low income, at-risk, minority youths are especially benefitting from productive school counseling.

Drafting
My edits and addition to the Wikipedia site are in bold.

Area: After School Activity
SECTION: LEADING PARAGRAPH

After-school programs started in the early 1900s mainly just as supervision of students after the final school bell. '''Today, after-school programs do much more. There is a focus on helping students with school work but can be beneficial to students in other ways. An after-school program, today, will not limit its focus on academics but with a holistic sense of helping the student population. An after-school activity''' is any organized program that youth can participate in outside of the traditional school day. Some programs are run by a primary or secondary school, while others are run by externally funded non-profit or commercial organizations. After-school youth programs can occur inside a school building or elsewhere in the community, for instance at a community center, church, library, or park. After-school activities are a cornerstone of concerted cultivation, which is a style of parenting that emphasizes children gaining leadership experience and social skills through participating in organized activities. Such children are believed by proponents to be more successful in later life, while others consider too many activities to indicate overparenting. While some research has shown that structured after-school programs can lead to better test scores, improved homework completion, and higher grades, further research has questioned the effectiveness of after-school programs at improving youth outcomes such as externalizing behavior and school attendance. Additionally, certain activities or programs have made strides in closing the achievement gap, or the gap in academic performance between white students and students of color as measured by standardized tests. Though the existence of after-school activities is relatively universal, different countries implement after-school activities differently, causing after-school activities to vary on a global scale.

Positive use of time
Some working parents wish for their children to be more supervised during after-school hours, which Mahoney, Larson, and Eccles's 2005 study discovered to be a leading reason for student enrollment in structured after-school programs.[1] Likewise, in a 2010 article, scholars Wu and Van Egeren found that some parents enroll their students in after-school programs in order to give them a supervised, safe place to spend time.[12] Many after-school activities take place in the afternoons of school days, on the weekends, or during the summer, thereby helping working parents with childcare. While some after-school programs serve as a day-care facility for young children, other programs specifically target adolescents in middle and high schools—providing opportunities for children of all ages.

Some proponents of these programs argue that if left unsupervised, children and adolescents may fall into undesirable activities such as sexual promiscuity, substance abuse, or gang-affiliated activity.[13][14] Since adolescents are old enough to be left unsupervised, they have a higher risk of engaging in criminal behavior than young children do, which may increase the perceived need for constructive after-school programs, as Cook, Godfredson, and Na argue in their 2010 article in the journal Crime and Justice.[15] In the United States, interest in utilizing after-school programs for delinquency-prevention increased dramatically after research found that juvenile arrest rates peak between 2 p.m. and 6 p.m. on school days.[16] By keeping students involved in school related activities, it lessens the chance for them to get involved in criminal activity or abuse drugs and alcohol.[3] '''Involvement with after-school programs has led to students obtaining of more negative view on drugs. A study of positive outcomes from after-school program involvement shows that there are lower uses of drugs such as "alcohol, marijuana, and other drug use" (Kraemer, et al. 2007) after being involved with an after-school program.'''

Academic Growth
Studies show that after-school programs are beneficial for both children and adolescents. A 1994 long-term study by Posner and Vandell found that children in structured, academic afterschool programs had increased academic achievement when compared to their peers.[17] Researchers chose a pool of children who had taken part in some sort of after-school program and another pool of children who did not take part in a formal after-school program as a control group. They gave assessments to the children, their parents, and their teachers in order to determine the children's levels of academic achievement, and the results showed that students who had taken part in a structured after-school program were more likely to have better grades and to perform higher in math and reading tests than those who had not taken part in an after-school program.[17] Similarly, a 2010 study by Durlak, Weissberg, and Pachan showed that both children and adolescents experienced significant academic gains by taking part in after-school programs.[18]

Minority, low income, urban settings, "at-risk", and other negative connotations labeling youths hinder academic achievements. Effective after-school programs can try to bridge the gap between education achievement and the negatively-labeled student.

Sector: School Counselor
-fill out lead section by explaining the role of a school counselor.

SECTION: LEADING PARAGRAPH

The role of a school counselor is critical . A school counselor works in primary (elementary and middle) schools and/or secondary schools to provide academic, career, college access/affordability/admission, and social-emotional competencies to all students through a school counseling program. (School counselors in most countries have at least a master's degree in school counseling and state and/or national certification.) (DELETE) The roles of school counselors are expanding and changing with time '''As roles change, counselors are adjusting to figure out best ways to help students prosper in the academic field along with how to flourish in other aspects of life. School counselors help with academics but also are able to help reduce and bridge the inequalities that are standing between student and education.'''

-fill out high school counseling section

SECTON HIGH SCHOOL

High school counselors provide[39] academic, career, college access, and personal and social competencies with developmental classroom lessons and planning to all students, and individual and group counseling for some students and their families to meet the developmental needs of adolescents (Hatch & Bowers, 2003, 2005, 2012).[49] Emphasis is on college access counseling at the early high school level as more school counseling programs move to evidence-based work with data and specific results[65] that show how school counseling programs help to close achievement, opportunity, and attainment gaps ensuring all students have access to school counseling programs and early college access activities.[72] High school counselors can be reduce the inequalities that are present when students aim for higher education. The breadth of demands high school counselors face, from educational attainment (high school graduation and some students' preparation for careers and college) to student social and mental health, has led to ambiguous role definition.[73]Summarizing a 2011 national survey of more than 5,330 middle school and high school counselors, researchers argued: "Despite the aspirations of counselors to effectively help students succeed in school and fulfill their dreams, the mission and roles of counselors in the education system must be more clearly defined; schools must create measures of accountability to track their effectiveness; and policymakers and key stakeholders must integrate counselors into reform efforts to maximize their impact in schools across America".[74]

Transitional issues to ensure successful transitions to college, other post-secondary educational options, and careers are a key area.[75] The high school counselor helps students and their families prepare for post-secondary education including college and careers (e.g. college, careers) by engaging students and their families in accessing and evaluating accurate information on what the National Office for School Counselor Advocacy calls the 8 essential elements of college and career counseling: (1) College Aspirations, (2) Academic Planning for Career and College Readiness, (3) Enrichment and Extracurricular Engagement, (4) College and Career Exploration and Selection Processes, (5) College and Career Assessments, (6) College Affordability Planning, (7) College and Career Admission Processes, and (8) Transition from High School Graduation to College Enrollment.[76] (Some students turn to private college admissions advisors but there is no research evidence that private college admissions advisors have any effectiveness in assisting students attain selective college admissions.)DELETE

Lapan, Gysbers & Sun showed correlational evidence of the effectiveness of fully implemented school counseling programs on high school students' academic success.[77] Carey et al.'s 2008 study showed specific best practices from high school counselors raising college-going rates within a strong college-going environment in multiple USA-based high schools with large numbers of students of nondominant cultural identities.